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Math and Science are Cool with SpheroEDU

March 10, 2019

Recently, I had the opportunity to spend an entire day with Kindergarten through 6th-grade students in the Bertha-Hewitt school district in Bertha, MN. I was there to help them with some new makerspace technologies that they had recently purchased for their district. I primarily helped with the Sphero Bolt’s they bought and was able to share some of the awesome things we’ve been doing in Alexandria, MN. It was an incredibly fun experience because students can learn so many skills while using Spheros. I hit on them more below, but a few include basic coding, problem-solving, fine motor skills (detail oriented), perseverance, angles/measurements, velocity, momentum, and more.

Once we broke the Spheros open and got down to work, the students were off and running. However, we all know that the hard part of using Spheros in the classroom is that some people only use them as fancy remote control cars… but that’s not where the real learning takes place. Therefore, I brought an example lesson plan to share with them so they could see how we use them educationally.

Students can get so much out of Spheros relating to math, science, and coding. That’s where the idea initially came from. I work with some pretty talented teachers and together we came up with a way to incorporate them into the math and science curriculum. Before the students arrived in the gym, I had multiple stations set up for them to work on. The stations are quick and simple to make, only requiring some masking tape and some floor space to work on. I made three lines on the floor, connecting the tape in a capital U shape with square corners at the edges. While using the Spheros, students had to keep track of the length of the tape lines and how long it took to travel the line (we used a Sphero speed of 90 so we had a constant). We then used these two measurements to calculate and teach velocity. It’s a difficult topic to teach to students and Spheros made it easier to do. For example, when we set up our tape lines initially, we set them at one meter and connected it to a two-meter line and then a three. When students figured out that it took 1.1 seconds to travel down a one-meter line, they automatically assumed it would take 2.2 seconds to travel down the two-meter line, but that’s not the case. Due to the momentum the Sphero picks up, it travels a farther distance. Afterward, we converted the meters per second into mph. And just like that, we were hitting some awesome science and math standards, along with a basic understanding of coding! You can easily make it more challenging by adding extra lines, making them uneven, etc.

We like to start the students off this way because it is simple, yet challenging. After I give the students a device and Sphero, I give them a two two-minute overview of how to use it, and we’re just about ready to go. The only direction I give is, “Set the Sphero on the line and code it so the Sphero follows the line the whole way around and ends up back at you. Be sure to make it start, stop, and turn on the line.” And away they go! It truly is incredible to watch them go to work. Students are so engaged and focused and don’t settle for mediocrity. Their attention to detail is inspiring. Even when I say, “That’s awesome! You got it!”. They say, “I’m not done yet, I missed the line on the turn and can make it better.” Even students who are normally disengaged get into these lessons and want to make it perfect before wrapping up.

Lukas Gotto is a Technology Integrationist for the Alexandria Public School district in Alexandria, MN. Graduating from Winona State University and in his 6th year of teaching, Lukas has his Masters in Learning Design and Technology. A Google Certified Trainer, Smart Certified Trainer, #edtech presenter Lukas is passionate about Google and all things EdTech. Check out his blog at Techie Tools for Teachers and follow him at @LukasGotto.

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Creating Empathy with Coding

August 20, 2018

TODAY on EduSlam we released Creating Empathy with Coding

⏯  To watch the video which was released today but will disappear on Sept 4

✅ Sign-up HERE

 

cross-posted from kevinbrookhouser.com

Many in the EdTech community have been exposed to various ways students and teachers can use Google Forms, Sites, Docs, Slides, and other platforms to create interactive branching logic “choose your own adventure” style activities. I’d like to take the conversation deeper to explore how this kind of technology can do more than create interactive narratives and how it can teach challenging science topics, how it can simplify complex math concepts, and how it can build empathy to broaden our students’ understanding of world cultures.

What is Branching Logic?

To get a sense of how branching logic works, play this simple Oregon Trail ripoff game designed using Google Slides.

Notice how you start with a choice to make and the outcome changes based on what “branch” you choose? Anyone can easily build these kinds of web experiences as long as you know that you can link any object (including a text box) to another slide in the deck. Select the object and then insert > link.

You’ll also notice that I have oriented the aspect ratio of this slide deck to be portrait instead of the traditional wide landscape. I did this to make the slide deck more mobile friendly. We normally hold our phones vertically, so this app is more of a mobile app. File > Page Setup > Custom > 9×16.

While this “app” is cute and kind of fun to make and use, its educational value is relatively limited. Sure we could add as many different complex branches to this app, but in the end, it would really be an interactive narrative. To be true, this alone is a great activity to freshen up creative writing activities and turn writing work into visual collaborative projects for students.

Go to bit.ly/codeoregon on your phone to try it!

How does this redefine education?

Well, it doesn’t really. It really just augments education with cool and useful technology. You could create this kind of experience using pencil and paper and build an interactive book that tells the users to turn to a different page based upon their choices. Hence, Choose your own Adventure Books, which I adore by the way.

Purpose Driven Education

I have dedicated my career to help teachers and students find direct meaning and purpose in education. I don’t believe school should just be a means to get a job or even build skills. It should be a tool we use to explore and define our purpose in life … a place to figure out life’s meaning. That’s why I am constantly asking my students to ask, “Why are we doing this?” “How is this work having an impact on our world?” “Who will benefit from the work we’re doing?”

The Syrian Journey

I was absolutely blown away when a colleague sent around a link to a BBC website called “The Syrian Journey.” In the height of the Syrian refugee crisis, the BBC was looking for ways to build more empathy for a population what was, frankly, not receiving a great deal of empathy in the western world. These victims of terrorists were often portrayed as terrorists simply because of their religion or ethnicity.  The Syrian Journey asks readers to assume the role of a Syrian looking for a way to help keep his or her (the user chooses the gender) family alive through a civil war. Readers are forced to confront a series of very difficult choices. Few of them are desirable, and most of them have life-or-death consequences. I couldn’t help but feel more invested in the story and identify with this population on a human level rather than a statistic or another politically charged headline.

An Immigrant’s Journey

Several fellow teachers and I were so moved by this site that we began collaborating on how we could get our students to develop a similar project using a variety of academic subjects. Our humanities students started drafting the narrative and conducting the research. Art students started working on the illustrations, Spanish students began translating the writing, and my tech students started building the framework. We decided to use Google Sites for the project, but other platforms would have worked as well.

An Immigrant’s Journey mapped out with Post-It Notes

This process was MUCH more complex than we had imagined. Keeping the story coherent required a lot of complex post-it notes and Google Doc folder structures. The project isn’t perfect, but we do have something to share with others, and we learned a great deal through the process.

Branching Logic in the Science Classroom

Using branching logic isn’t limited to creating interactive narratives. We can use branching logic to help organize and understand complex structures. Imagine you’re hiking down a trail and you notice an animal track. How would you go about identifying the source of that track without an expert zoologist at your side? Scientists categorize species of animals based on the kinds of tracks they make and by simply answering a series of questions based on observations, we can get closer to the species of that animal. Here is a prototype of an animal tracking app that could inspire your class to make more complex identifying applications with more choices and more data.

This kind of application could be used for identifying plants, insects, even diseases. Math teachers can create these kinds of projects to help students how to identify shapes or to identify what rule students could choose by applying a geometric proof. When I shared this with an anatomy teacher, she immediately saw this as a way to help students understand how dermatologists identify skin diseases. This fall her students are going to create a skin ailment app. A librarian wants to use this kind of project to create a kiosk in her library to help visitors get book recommendations. She’s going to build the site using Google Slides and display the slides using a mounted iPad. Visitors can answer questions such as what genre they’re looking for and get the latest recommendations based upon their choices.

 

Kevin Brookhouser is a Google Apps Certified Trainer and a Google Certified Teacher based in Monterey, California. He has trained a wide variety of groups and individuals to use Google and other tools to save time, increase collaboration, and enjoy technology. Seriously. He is also a high school teacher at York School and helps teachers there use technology as the Director of Technology. Fancy title for a fancy man. Kevin also serves on the board of trustees for the International School of Monterey. Kevin is the author of The 20time Project: How Educators can Launch Google’s Formula for Future-Ready Innovation and Code In Every Class: How All Educators Can Teach Programming. Kevin is optimistic about the future because he believes many of the world’s most pressing problems can be solved by current students who have access to great teachers and breakthrough technology. 

 

[themify_button bgcolor=”blue” size=”large” link=”https://www.amazon.com/Code-Every-Class-Kevin-Brookhouser/dp/1945167211/ref=sr_1_1?s=books&ie=UTF8&qid=1534772260&sr=1-1&keywords=code+in+every+class”]Get your copy today![/themify_button]

 

 

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Integrating Coding with SpheroEdu

August 8, 2018

I love walking into a classroom with Spheros in my hands. The students, no matter what age, smile with excitement. These little ball robots have opened up so many possibilities. Students don’t fear failure because Spheros offer a level of engagement like no other. And the beauty is you can use this little robot in any lesson, in any subject, and with any age.

For me, it all started in 2015 when I asked for a Sphero to use with my after-school Environmental Club. Our thought was to use the robot to create recycling videos for our school. It was amazing how swiftly my students learned the basics of coding. Then, together with my 6th grade ELA students we brainstormed a lesson that would relate to the book we were reading. They came up with the Sphero Hero challenge. Students started with questions and ways to solve the challenges they created. Students used problem-solving, critical thinking, and collaboration skills to answer their questions. It was an amazing experience for my students, and for me. The engagement level was astounding.

I was no longer the expert in the room because coding was new to me. They relied on trial and error, and on each other. You can see that lesson in the ‘Code in Every Class’ book by Kevin Brookhouser and Ria Megnan.

Sphero in every class for any topic. Your students will be engaged and will have a deeper understanding of the content when you get them creating and thinking critically with Spheros. Check out the ideas below to get started. 

14 Sphero ideas for your classroom:

1. Explorer Challenges – Elementary students can create Mayflower boats to sail across the sea. High schoolers can travel along the Silk Road to avoid the plague. Students can test their knowledge with interactive quiz games. Sphero Hero Garrett Gross put one together called the 13 Colonies Sphero Quiz.

2. BreakoutEDU – Sphero takes your BreakoutEDU activities to a whole new level. I created one where 6th graders had to solve math problems to get into the large breakout box. The large box gave them the Sphero. Students then programmed the Spheros to complete a maze that led to the smaller box to breakout.

3. Nonfiction Text Exploration – Students often struggle with understanding the concepts in the text they are reading. Coding something that relates to the text will deepen their understanding. Sphero Hero Leah LaCrosse did this in her 8th grade science class by having students create a device for cleaning up garbage either in the water or in the sand. To foster understanding she used books and articles about recycling with her students. Students then coded the robot through their challenges.

4. Character Traits – Sphero Hero, Megan Lowe’s class studied character traits with Sphero. Her students used block coding and the draw function to create code based on the characters in their books.

5. Growth Mindset – Teach your students about the growth mindset by combining great picture books with coding. For example, “The OK Book” by Amy Krouse Rosenthal talks about what the main character is ‘ok’ with. Students can write growth mindset books based on their Sphero coding adventures.

6. Physics Lessons – Students in Sphero Hero Lauren Marrone’s physics class use Sphero for all parts of physics by analyzing vectors, force, motion, and momentum. Sphero Hero Nick Palczak created “What’s Your Function” with Sphero to challenge his students.

7. Current Events – No matter what is happening in the world, you can incorporate Sphero into the lessons.  For example, while studying the Olympics, students competed in their own Sphero Olympics. Sphero Hero Josh Stumpenhorst’s (@stumpteacher) class created 3D printed bobsleds for the Olympics.

8. Science Exploration – Travel to Mars in this creative activity. Sphero Hero Julie Willcott (@WillcottJulie) combined it with the book “The Martian” by Andy Weir.  Check out the activity portion of the SpheroEDU app for even more science ideas.

9. Creative Arts – Painting with Spheros is a fun way to engage your students in creative projects. While studying “The Lightning Thief” by Rick Riordan, my 6th graders Sphero painted shields.  Sphero Hero Peter Abt (@pabt65) explains how to paint with Sphero on his blog Teaching with The iPad.

10. Engineering Challenges – Students can create anything they can imagine around the Sphero.  One example is Josh’s Battle Bots and Peter’s Make A Bot.

11. Math Calculations – Sphero Hero Subash Chandar (@elsubash) uses Sphero in his algebra course.  Students complete tasks with the Sphero, record their data and complete their calculations.  

12. Mapping Activities – These activities combine geography, math, and culture.  Students work on their critical thinking and collaboration skills.  Students in my 5th-grade class designed dream road trips across the United States.  They used Sphero along with Keynote and Buncee to create presentations of their data.

13. Games – Doing a review for a test?  Have students use Garrett’s Multiple Choice Game to quiz your students.

14. Learn Languages – You can use Sphero to not only learn the language of coding.  Check out this community created color game with the Spheros.

 

Looking for more ideas? Check out the activity section of the SpheroEDU app. The community of educators and Sphero are always adding activities and ideas. Another great place to find lesson ideas has been Twitter. The @SpheroEdu community, and our group of Sphero Heroes, post lessons, videos, and ideas. You can use Sphero in every class for any topic.  These ideas are just the beginning. Your students will be engaged and will have a deeper understanding of the content when you get them creating and thinking critically with Spheros.

 

Laurie Guyon
Integration Specialist
Schuylerville Central School District
Twitter: @smilelearning
Website: SCD Integration Page

Laurie Guyon is an Integration Specialist for Schuylerville Central Schools in New York.  She is a Common Sense Educator, Google Educator, Apple Teacher, Buncee Ambassador, Seesaw Ambassador, Nearpod Educator and PioNear, Flipgrid Ambassador, Sphero Hero, EdTechTeam Teacher Leader and Blogger, Tynker Blue Ribbon Educator, Amazon Inspire Innovator, BreakoutEDU Authorized Trainer, Recap Pioneer, Osmo Ambassador, Screencastify Master Screencaster, and a member of the NYSCATE Social Media Team.  Laurie was inducted into the Volunteer Hall of Fame for NYSCATE in 2017. She has presented at NERIC TechADay, NYSCATE, LIT, Apple Conference, Google Summits, and NYSMSA. She has taught workshops at Skidmore College on integrating technology in literacy and teaches classes with the Greater Capital District Teacher Center. Laurie is also currently enrolled in the SUNY Plattsburgh’s School Building Leader CAS program.  

 

 

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Transdisciplinary Learning: The Power of Making to Help Stories Come Alive

August 2, 2018

In the last six weeks of school our year four team of teachers did the unthinkable – we decided to start an entirely new literacy unit with the expectation of students completing and publishing an original fairytale, a completed piece of coding, and a creative art sculpture. Any teacher knows that the countdown to the end of school is manic, to say the least, but this project truly tested our limits. That being said, it quickly turned into one of the most rewarding projects we worked on all year, for numerous reasons.

We started off the unit with some brainstorming of fairytale stories and structures.  After a class-consensus outlining the elements of a fairytale (as well as plenty of choice reading time exploring classic and fractured fairy tales), students set out to start designing a setting to their story.

In groups of four, students began negotiating and developing ideas.  Within 15 minutes they were ready to start building. This aspect of the project took place during our art time and, given that we only had a limited number of sessions to create the pieces, the time constraints helped students become more efficient and decisive of their artistic elements. They used recyclable materials to begin construction. It is important to note that at this stage, students only had a very brief outline of their story. Creating the setting first was helpful in that it gave them more context to their story when it came to drafting their stories, their ideas were more concrete and planned.

Drafting our stories soon followed. Students worked in collaborative groups given the choice to work individually, with a partner or in their complete four-person group. The only constraint was that their story had to contain the elements of a standard fairytale based on our class-consensus (a magical element, climax/resolution, groups of 3, characters represented as good and evil) and that the setting had to match the sculpture they had developed in art class. Using Google Docs was such an important element to this part of the process. Working collaboratively has its challenges but using shared apps like Google Docs helped ease the process.

Then came the coding element. We told the students that the expectation at the end of our four coding sessions was for them to code at least two scenes from their fairy tale. Luckily, our school has a brilliant tech integrator who helped immediately quell all of our coding fears (there were many!). He recommended that we start with pair coding and initiated an exploratory lesson with each of our classes.

Most students had a basic understanding of the coding program Scratch (from either using the program independently at home or in previous classes), and those who had no experience were quick to pick up basic coding elements through online tutorials. I was amazed at how students not only found new shortcuts to code but through pair-coding they were so quick to share their methods with their peers. After four sessions, multiple share-outs and discussions, it was truly incredible to see what our class had created. We had audio, movement, even player-controlled codes that manipulated their fairy tale characters.

The project culminated in a gallery walk across all four classes, displaying all of the elements to their fairy tales. Integrating art, tech and literacy brought this project together in a way that respected student agency and choice, making this unit one of the most engaging aspects of our English curriculum this year.

 

 

Jade Gardner is a Year Four teacher at the Chinese International School in Hong Kong. She is passionate about student-directed learning and tech integration. You can follow her on Twitter @jadeegardner.

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Educational Technology’s ‘Sphero’ of Influence Extends Beyond the Classroom

February 9, 2018

“Miss Brown, can I stay in at break and code?”

This is hands-down the most frequently asked question in my classroom. I have had the pleasure of teaching the same core group of students for the past two years. Now that they are in Grade 6, I can confidently call them true 21st-century learners, as I have witnessed their passion for all things EdTech grow in leaps and bounds. From hesitant and sometimes reluctant learners, they now take for granted that technology will be integrated into all aspects of their classroom learning and they have come to embrace and enthusiastically engage with the challenges it presents. As well, they are now regarded as technology ‘experts’ within the school and are often asked by other classroom teachers to assist their students in learning how to use EdTech tools. My ability to foster and help my students develop 21st-century competencies is a direct result of their willingness to try new things, experience challenges, and grow as global citizens.

The EdTech tools that I initially selected for my students’ ‘toolkits’ in Grade 4 were Makey Makey and Ozobot. These technologies are relatively easy to use and provided my students with their first opportunities to share their learning in new ways. When paired with a foundation of sound pedagogy, and purposeful, focused use, technology can amplify curriculum content to reveal, and ultimately, showcase, the depth of my students’ knowledge and understanding. They have become efficient investigators, digging deeper, making richer connections and going right to the (primary!) source. They ask ‘thicker’ questions and have a louder and more confident voice about social and global issues.

My students were first exposed to the Scratch platform last year when they were in Grade 5. As part of The Learning Partnership’s Coding Quest, led by Cliff Kraeker (@kraekerc), a retired TVDSB Learning Technologies Coordinator, they had the opportunity to develop an arcade game based on a curriculum topic—in our case it was Human Organ Systems—and present it at a board-wide arcade showcase held specifically for junior division students.

This year, we have continued to use Scratch in many ways. Recently, during our 2D Geometry unit, I gave my students a ‘Polygon Passport’, created by Steven Floyd (@stevenpfloyd), and the accompanying challenge of making these shapes in Scratch. To be successful, they had to adjust their coding script for each one in order to create the next shape. This activity provided many entry points to accommodate all learners and the process provoked and amplified deep mathematical thinking about the geometric properties of individual shapes and the similarities and differences amongst them.

Following this activity, my students spent some time examining the polygons and they used the SPRK Lightning Lab app to code various shapes: right trapezoid, rectangle, regular hexagon, and scalene triangle. They identified the geometric properties of the shapes and then used the Sphero to ‘check’ their work, watching to see if, after they had written the code, if it was able to successfully trace the outline of the shapes that they had made on the floor with painter’s tape. Students had to consider many things as they wrote code for the Sphero to trace their shapes, such as the types of angles found in their polygons, the number of congruent sides, and the speed at which the Sphero traveled as it outlined their shape.

Responsible and purposeful use of technology in the classroom can help to set students up for success beyond its walls. In my experience, integrating EdTech tools into my teaching practice has strengthened cross-curricular connections and applications for my students, broadened and deepened their critical thinking skills, and has made what they learn in the classroom more relevant and authentic to their 21st-century lives. I am so excited to come to school every day to inspire their zest for learning, their motivation to try new things and their desire to say no to status quo. I believe that the opportunities I have seized to incorporate EdTech tools into my classroom teaching, as fluently and seamlessly as possible, has helped to launch, support, and strengthen my student-driven inquiry program. My efforts have, in turn, enhanced the engagement of my students as they recognize the important role they play as meaningful contributors to their own learning, both within my classroom and outside of it.

 

Katrina Brown (@katrinabtvdsb) has been a classroom teacher with the Thames Valley District School Board for the past 15 years. She has spent the majority of that time teaching Grades 7/8 but transitioned to the Junior Division in 2015. This is her first year teaching Grade 6. She has presented workshops with Jayna Basson (@JLBasson) on how to integrate technology into an inquiry-based classroom to help develop critical thinking skills and promote global citizenship. Her primary focus is using inquiry as a means to dig deeper into the curriculum—an inch wide and a mile deep, to be precise!—using EdTech tools to amplify student voice through purposeful, student-driven choice.

 

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