Building Growth Mindset Through Coding

Building intellectual resilience among students is a core task of elementary education. Posing challenging tasks such as basic coding even at the elementary level pays great dividends and fosters a Growth Mindset among even the youngest students. On December 8, coinciding with the Computer Science in Education Week’s Hour of Code event, the American Library Association and Rosen Publishing released the Libraries Ready to Code video.

Designed as an advocacy tool it aims to increase awareness of the importance of library coding programs, activities and events, such as Hour of Code, “among decision makers, influencers and other stakeholders at all levels”. As part of the Libraries Ready to Code project launched earlier in 2016, the video is the first in a series to come out in 2017.

“Libraries are community hubs for learning a variety of skills relevant to modern life, and computational thinking skills learned through coding are among the most critical,” said ALA President Julie B. Todaro. “By showing what libraries can and are already doing to build a successful future for our nation’s youth, the Libraries Ready to Code video powerfully communicates the infrastructure of expertise and resources found in school and public libraries.”

The Hour of Code initiative was started by Code.org, a website and non-profit organization, to encourage K-12 students to learn to computer science and to spur schools to integrate computer sciences classes into the core math/science curriculum. In fact, coding is now understood as a modern literacy essential to a well-rounded education. With so many STEM-based careers, knowing how to code is considered a bonus in the job market.

Since its inception in December 2013, our K-5 library students have been participating in the Hour of Code (see previous posts: Coding: A New Literacy and Coding: Taking on the Challenge of a New Literacy). Every year, there are more and more app- and web-based tools for building student skill sets. For the first time this year, however, my K-2 students started “unplugged”, using some of the engaging activities published by Code.org. We focused on algorithms (a tough concept for adults let alone K-2 students!) and there are also additional lessons on loops, conditionals, functions, and more. The purpose was to initiate comprehensive “algorithmic” thinking via step-by-step instructions using examples from students’ everyday lives, including getting ready for school in the mornings, how to make a peanut butter sandwich, and how to brush teeth. Without realizing it, students were able to define clear steps to complete a task or solve a problem. We then applied this knowledge to the fact that computers need to be given detailed step-by-step instructions to complete a task — to solve a puzzle.

All my students in K-5 used apps and websites employing visual block coding, making thought processes visible and allowing students to manipulate and control the block commands. Broadly, the learning goal was for students to be able to sequence instructions to achieve simple objectives. Kindergarten students “tinkered” with the Kodable app and 1st-grade students worked through Tynker’s Candy Crush. The 2nd graders completed the new Moana: Wayfinding With Code tutorial on Code.org’s site. Since 3rd grade was learning about the solar system, they coded either earth orbiting the sun or the moon rotating earth using the Scratch Jr. app. The 5th-grade students created animated Hanukkah cards on Tynker.com. (4th grade students will engage in a longer coding unit beginning in January.)

Lily’s space coding project:

Remy’s space coding project:

 

Madelyn’s animated Hanukkah card. 

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Maya’s animated Hanukkah card.

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Through coding, my students become engaged collaborators. This collaboration is entirely natural, not forced or required, wherein students help each other and work through problems together. At times, frustration crept up in each class, presenting an opportunity to talk about perseverance. When I wrote “perseverance” on the board in my 2nd-grade class, a student was eager to explain the meaning of the word. He explained where a teacher helped him understand what it means to work through frustration by focusing and not giving up. While coding is about instilling new ways of thinking and problem solving in our students, the life skills these lessons foster are even more valuable. Every year, I’ve witnessed high student engagement, collaboration, focus, imagination, innovation, and resilience in my students through the introduction of coding exercises. In that sense, coding is not just about computational thinking and problem-solving abilities, but also about maturity and resilience.

Student teaching classmates how to code earth rotating around its axis.

Building the Hour of Code week into your curriculum fosters great opportunities for Growth Mindset learning all year long.

Assessment Need Not Be “Terrible, Horrible, No Good, Very Bad!”

By Karin Hallett

When I was in elementary school, assessment was all about paper and pencil quizzes and tests. I love the alternative forms of assessment technology affords us today. (Also see my earlier post on Chatterpix: Creative Assessment in the Lower Grades.) While technology integration definitely requires a greater investment of time, especially with the younger students, the possibilities are great. Best of all may be that students do not even realize they are being assessed.

With my 1st grade students, I recently worked on text-to-self connections. This class of mostly boys loved listening to a read aloud of Judith Viorst’s  Alexander and the Terrible, Horrible, No Good, Very Bad Day — exuberantly reading along the title line. After reading the story, I modeled several text-to-self connections repeating the same language.

alexander

The students easily related to all the “terrible, horrible” things happening to Alexander in the story and practiced making text-to-self connections. I then recorded them using the Tellagami app for iPad, creating a so-called Gami — an animated video, limited to 30 seconds in the app’s free version. I imported an image of the book cover to use as the background, chose a male or female character depending on student’s gender, and then recorded each student.

In the future, provided there is enough time as I am always struggling with my short 40-minute lesson allotment, I would love to have the students use the app themselves from uploading the image, to choosing a character’s clothing, hair color, and facial expression.

Infographics: Reporting Research Visually

by Karin Hallett
Media Specialist
Martin J. Gottlieb Day School

In language arts class, my 5th grade students read A Long Walk to Water: Based on a True Story by Linda Sue Park (2010). The book tells the story of Salva, one of the thousands of Sudanese “Lost Boys” who was eventually airlifted to the United States in the 1990s. But it also tells the fictional story of Nya, a girl who walks twice a day to a pond to retrieve water. This pond is located four hours away. After reading the story, the students had lots of questions about Sudan and the Lost Boys, providing me with the opportunity for a perfect research project with this group of 10 kids.

Gathering General Information

Our first step was to complete a KW chart by brainstorming what we already know about Sudan and things we want to know. Then, armed with an organizer, students researched some general background information about Sudan. In library class, we had already spent time learning about credible sources, focusing on website evaluation. For this project, I re-introduced the students to the WorldBook Online and Kids InfoBits (Gale) databases as well as the Sweetsearch search engine.

organizersudanresearch

 

Narrowing a Topic

Armed with some solid background information about the history and geography of Sudan in particular, and more questions based on this information as well as the story, each student decided on a research topic, including The Water Shortage in Sudan, The Two Civil Wars in Sudan, and The Lost Boys of Sudan, and completed a simple organizer focusing on their chosen topic.

organizerinfographic

Creating an Infographic

Rather than producing a written research report, I challenged each student to create an infographic. We looked at several infographic exemplars, noting their purpose–to present information visually while raising awareness about an issue or generate interest in a topic.

We also noted the different elements of a good infographic:

  • Layout that flows
  • Color schemes relevant to the topic
  • Focus on graphics rather than text
  • Graphics that represent the information
  • Presentation of facts and data
  • References/sources

Students used web-based Piktochart to create their infographics with most of them choosing one of the provided templates as a starting point. Having created My Life as a Reader infographics, students were already familiar with this tool.

Despite our review of purpose and design of infographics, several of my students still included lengthy paragraphs, finding it a challenge to cut the text down to its essentials and to identify a representative graphic. Clearly, creating infographics to present learning is not simply a regurgitation of information but involves the application of critical thinking skills.

While the software makes accessible a decent graphics library, most of my students imported Creative Commons-licensed maps, images, or clipart to include in their infographics. Students properly cited in MLA style their sources. Also, as part of our continuous discussion of creative ownership rights in both digital and print environments, students decided on and included a Creative Commons license on their final product.

infographics infogrpahics

The Civil Wars in Sudan by Jack H.

The Lost Boys of Sudan by Julia D.

The Water Shortage in South Sudan by Allie B.

The Recent History of Sudan by Abigail F.

Empowering Students With Meaningful Classroom Jobs

Alan November’s “Digital Learning Farm” was the inspiration for my classroom jobs. The idea couldn’t be more simple: people are empowered through meaningful work. Children used to be, in the times of farming, useful and necessary contributors to their families’ farms and other livelihoods. Once children’s work became going to school full-time, that feeling of usefulness and importance faded. Most teachers understand the importance of giving kids jobs to do, and many traditional classrooms do designate roles such as “line leader” and “pencil sharpener”to fulfill these needs. Digital tools offer the possibility of exciting upgrades to these jobs, allowing students to learn through doing while making authentic contributions to their communities.

I am experimenting with how to best structure this so that it becomes a deep learning experience for students. I introduced the jobs to 5th grade a few weeks ago, then introduced and started with 4th grade. I decided that students would need to apply for the job and, once “hired” would have a tenure of about one month.

Available Positions:
Global Connectors:
Tweet, look for and organize possible learning connections, manage maps
Researchers: Research information in response to questions that arise
Official Scribes: Take notes, write weekly summary post on classroom blog
Documentarians: Photo and video documentation of the week’s activities
Kindness Ambassadors: Make sure that all community members are included at lunch and recess, remind community members of habit of the month, model and recognize kindness, give appreciations and remind others to do so
Librarians: Keep classroom and virtual library shelves in order. Add books to class GoodReads shelves, keep GoodRead-Alouds wall updated, set appointments with Mrs. Hallett
Graphic Artist/Designers: Design things for the classroom and class blog- graphics, bulletin boards, displays, etc.

Job Requirements:
Previous experience is helpful but not required. You will be able to learn on the job. Most important qualities: proactive, self-motivated, desire to learn.
All classroom work must be up to date in order to be considered for a job.

Emails from Naomi Shemer

Each afternoon between 1 and 1:30 PM, I receive an email from “Naomi Shemer”.   Not the Naomi Shemer.  From the iPad in our school named “Naomi Shemer”.

Fwd__Elli_s_behavior_-_jon.mitzmacher_mjgds.org_-_Martin_J._Gottlieb_Day_School_Mail

 

See?

One of our founding 21st century learning teachers, Silvia Tolisano, decided when we first got our iPads that we ought to name each one after a famous Jewish person and sneak a little extra learning in.  So we have iPads named “David Ben-Gurion” and “Ilan Ramon” and “Sarah Aaronsohn” and (of course) “Solomon Schechter” and so on.  Awesome idea.

And because of the way our gmail is constructed it also allows you to receive unexpected emails from from names you thought you would never see in your inbox!

Fwd__Elli_s_behavior_-_jon.mitzmacher_mjgds.org_-_Martin_J._Gottlieb_Day_School_Mail-2

 

Hey!  I just received an email from Naomi Shemer!  How awesome is that!

So…why is “Naomi Shemer” sending me a daily email?

Because my oldest daughter is in Grade 3 this year and according to their class blog:

Classroom_Management___Third_Grade___Kitah_Gimmel

 

And that is what happens.  Each day Eliana takes a picture with an iPad of where her clothespin ended up for the day and emails it to both me and her mother.  Besides the ease of communication the technology allows for, what I really appreciate about it is that it shifts ownership from the teacher to the student.  We typically talk about students “owning their learning” – this is an example of our students owning their behavior.

Grade Three is a pivotal year in our school when it comes to a student’s digital presence. We have blogfolios for each student in our school, Kindergarten through Grade Eight. [NOTE: We are in the second week of school here in Jacksonville and all of our blogfolios have not yet been carried on to the next grade.  They are going live as we update them.] But the teachers have primary responsibility for them in Grades K-2 – although reflection is there from the beginning, they function more like digital portfolios than true blogfolios.  Grade Three is when our students begin to assume ownership of their blogs and begin to learn how to be digital citizens.  They are beginning by learning how to comment on their own class blog.

The_2013-14_Third_Grade_Class____Third_Grade___Kitah_Gimmel-2

 

I have written often about why we put such an emphasis on blogging in our school.  And I, myself, have been blocking off for the last couple of years about an hour a week to comment on student blogfolios.  But now I have the opportunity to view the experience wearing my parent hat.  And I can see the idea that “with 21st century learning education need not be bound by time and space” playing out before my eyes in my own kitchen. Eliana was not required to comment on her class blog and her teacher was not required to comment back.  But she was interested as we were cleaning up after family dinner and he was responsive during prep and now their student-teacher relationship has a different nuance than it otherwise would have had.

And both the father and the principal in me couldn’t be happier.

Keep on Swimming

 

The Fifth Grade is accomplishing (and learning) a lot.  Silvia and I are collaborating on a project comparing the pioneers of Jamestown to the pioneers of the digital world.  (I wish I could take credit for the idea, but it is all Silvia.)

The class met with Silvia and began brainstorming the idea.  The first meeting began with trying to create a KWHLAQ chart.  We got as far as the K category and realized that we needed to back up with the students.  They really didn’t completely understand the idea of comparing the two categories.

The next class meeting, we gave the students a prompt which was “I am an explorer in the digital world, just as John Smith was an explorer in the new world.”

We had the students open a shared Google Doc and write based on the prompt. Silvia and I were also writing on the doc using the same prompt.  When later looking over the students’ work, it was interesting to see the different levels of thinking that were going on in the class.  Most understood the prompt and made good points, but there were others who wrote only one sentence and were writing to one another about the Jaguars.  Yes, the Jaguars.  This really opened my eyes as to what goes on when I think that my students are busy working when I make an assignment.

On Friday, the Fifth Grade went to the library to work with Karin on their e-book that will be about Roanoke.  So this time when they were working on their Google docs I was going on their docs at the same time and reading what they were writing as they were working.  What a difference in quality my (digital) presence made!  Why haven’t I thought of doing this before?  They were shocked when I would say, “I think you need to go back and cite where you got your information.” Or, “Is this your opinion or a fact based on your research?”  I have never had such a productive class when using the laptops.

I am hoping that the Jamestown project will come together soon.  The idea is good; I just need to find a way to help the students dig deeper and start thinking on a higher level.  For some reason, the students don’t like to be challenged to go to the next level.  They want to do everything quickly and get to the fun part, which hopefully in this case will result in a music video.

With both of these projects, the students have had to move to a more advanced level of critical thinking (and accountability).  I know this has been good for them, but is has been a grueling process for us teachers.  I keep thinking, “learning is messy” and as Dory said inFinding Nemo, “Keep on swimming, swimming, swimming.”

Collaboration with our partner school in Hadera, Israel

The Fifth grade Hebrew curriculum (Tu B’shevat unit) includes a library book which tells the history of the city of Hadera.  When I traveled to Israel to visit MJGDS partnership school, Tzafririm, I left a copy of the book at the Tzafririm school.  On Tu B’shevat our Kitah Hay and a class at Tzafririm read the same book and had an email discussion about the facts in the story.

Our Kitah Hay created posters which highlighted the theme of the story (Not to cut down the trees in Hadera) and composed an email with questions:

,שלום תלמידים
.אנחנו תלמידי כיתה ה בבית ספר  גוטליב
 .לכבוד טו בשבט אנחנו קראנו את הסיפור  מדוע כעס סבא יהושע
.אנחנו הכנו פוסטרים וגם למדנו מהאינטרנט על הברון רוטצילד, ההסטוריה של חדרה והדגל של חדרה
?האם אתם אהבתם את הסיפור
?האם דבר כזה קרה בבית ספר שלכם
?מה אתם חושבים על הסיפור שאנחנו קראנו
.בסוף הסיפור יש תמונה עם שכונה חדשה בחדרה
?האם  יש שכונה כזאת בחדרה היום
?האם אתם רואים עצי אקליפטוס בחדרה
,להתראות
 תלמידי כיתה ה’ בבית ספר  גוטליב
100_3889 100_3895 100_3898 100_3900
Students from Tzafririm responded with the following email and photos of their Tu B’shevat field trip to the Hadera forest:

שלום תלמידים

לפני 100 שנים היתה חדרה מושבה קטנה מוקפת ביצות

שמה ניתן לה מהשפה הערבית- חדר- בערבית פירושו ירוק

על שם הירוקת שהייתה בביצות סביב המושבה

חיי התושבים היו קשים בגלל הביצות ומחלת הקדחת

בעזרת כספי הברון רוטשילד נטעו במושבה עצי אקליפטוס שהביאו מאוסטרליה

 חשבו שהאקליפטוסים ייבשו את הביצות בזכות צריכת המים הגבוהה שלהם.

מאוחר יותר גילו שהאקליפטוסים שולחים את שורשיהם אל עומק האדמה

ולכן לא עזרו בייבוש הביצות.

הפתרון שנמצא לבעיית הביצות היה חפירת תעלות שניקזו את המים לים. .

היום, בתוך העיר חדרה, רואים מעט מאוד אקליפטוסים. רובם נכרתו כשהעיר גדלה

סביב חדרה, בשטחים הפתוחים מחוץ לעיר, ניתן לראות הרבה מאוד אקליפטוסים

וגם שריד לביצות חדרה ניתן לראות היום בבריכת עטא בפארק השרון

בית הספר שלנו יוצא פעם בשנה בט”ו בשבט לטיול בפארק השרון ויער חדרה

בתקופה זו, הגשמים מציפים את הביצה, שנקראת היום, בריכת עטא

האקליפטוסים וגם בריכת עטא מוגנים מפני שהוכרזו כשמורת טבע

האקליפטוסים שניטעו מהווים כיום את אחד מיערות האקליפטוסים הגדולים בארץ ישראל

מצרפת תמונות מ”יום בטבע”. כל בית הספר יוצא לטיול בפארק השרון

בטיול מדריכים ילדים מכתות ו’ שלנו את התלמידים הצעירים יותר

מספרים להם את סיפור האקליפטוסים ומראים להם את בריכת עטא- מה שנשאר מהביצות

שהקיפו את המושבה חדרה

להתראות

ילדי בית ספר צפרירים

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Transferring blogging into the Jewish Studies classroom

This winter break I spent eight incredible days and nights in Israel.  The trip was an Educator Delegation mission of 32 Jewish educators from five states in the Southeast United States.  We traveled to the Hadera-Eiron region of Israel as part of our partnership between the Jewish Federations in the U.S. and the Jewish Agency in Israel.  I decided to share my photos and experiences with my Kitah Hay by writing daily blog posts and asking them to comment and answer a specific question about each post.  The daily post became a way to create excitement, interest and conversations that would not have been possible in class.  The following is an example of theses blogs and comments:

On the first day of the trip, we drove to the Atlit Detention Center.  At the end of Kitah Gimmel, Morah Liat teaches about the Holocaust survivors who wanted to immigrate to Israel  מעפילים but the British government would not allow them to enter so they had to sneak into the country on small boats at night.  The survivors who were caught by the British between 1939- 1948 were sent to an awful detention center, which was like a big jail.

How would you feel if you were not allowed to go to Israel?  Please comment

Atlitphotos

 

Benjamincomment-1

 

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