My usual bag of tricks has not been extremely successful at my new school, especially in my engineering classes. I didn’t bank on the fact that middle/high schoolers don’t want to appear interested even if they are – and most things that I have to share with them are apparently not even worth sitting around and appearing disinterested, judging by the steady stream of students asking to go to the bathroom.
I even tried the Hour of Code with a group. But nothing I said could convince them that making games might be just as, if not more, fun than playing them.
It has definitely been a bit humbling. Sometimes depressing. Often humiliating. I’m still trying to convince a lot of these students they can trust me, and they become immediately suspicious whenever I introduce something new into the mix.
Our high school students went on a trip last week, so the 8th graders were stuck with me. I assumed (correctly) that they were not going to want to “work” (their current tortuous project is to design something in Tinkercad) while their classmates were kayaking. So, I decided to try a BreakoutEdu with them.
I chose a fairly simple challenge since I knew most of the students had never done one before. And I dangled the idea of a reward at the end. (A couple of chocolate candy Kisses)
I had two goals for them: collaboration and perseverance.
As I set them free to look for clues, I waited with bated breath for the inevitable, “This is too hard,” or, “This is boring.”
It didn’t happen.
The challenge took them about 30 minutes. Nobody fought. Nobody gave up. Nobody surreptitiously kept taking out a phone to check Snapchat.
And no one asked to go to the bathroom.
After they finished, and we were reflecting as a class, one student said, “This is a great way to learn. Every teacher should do this!”
But the kicker came from one of my other students, someone who always tries to figure out what’s in it for her before she applies any effort.
“Can we do this again?” she asked. “And you don’t even have to give us a reward,” she promised me. As she popped a candy Kiss into her mouth.
My new job title at Advanced Learning Academy is “S.T.E.A.M. Master Teacher.” Thank goodness I didn’t know my co-teacher when I applied for the job – or I would have talked myself out of it.
My co-teacher, Kat Sauter, is A.MAZE.ING when it comes to everything from Robotics to Carpentry. We both share the school’s Maker Space as a classroom, and I have learned so much from her since I began this job 4 months ago.
Our Maker Space has about a bazillion tools and I knew how to use approximately 1.5 of them when I started in August (if you don’t count the computers). We have 3d printers, multiple saws, a laser cutter, and electronics I never knew existed. I learn about 20 things from Kat per day, and I believe she has learned 1 from me. Since September.
It isn’t only Kat’s vast knowledge of every piece of equipment that makes her incredible, though. It is also the way she is able to weave the idea of “making” into so many parts of the curriculum, can manage several groups at a time working on completely different things, and has complete confidence that students can work a table saw just as well as any adult (with proper training and safety equipment, of course).
And her ideas! I mentioned some of them in yesterday’s post, but I’ll recap and add more.
Kat collaborated with the 8th grade Humanities teachers to create an art exhibit at a local studio called, “Some are More Equal Than Others.” Each of Kat’s 8th grade Robotics students were partnered with other students in their classes to design the interactive masterpieces displayed for parents and the public to see.
With the Biology teacher, Kat helped her middle school students design working “Operation” games that demonstrate their knowledge of different body systems. These made an appearance at one of our community gatherings in October.
One of our math teachers happens to love carpentry, so he teamed up with Kat to teach an Engineering class. So far, the class has designed and built a chicken coop for our primary campus. In addition, with Mr. Woodman (yes, I know – PERFECT name), some of the students are currently making incredible cutting boards that they will be selling at our next community event in order to earn money for our space.
Not all of the students in the Engineering class wanted to work on cutting boards, though. So, some groups are learning how to make laser-cut jewelry, and others are developing a “Fix-It” workshop, where people will be invited to bring broken items for them to repair.
I feel very lucky to be able to see how a true S.T.E.A.M. program becomes an organic part of a campus, rather than a stand-alone course. The students are learning the Design Process, collaborating with others, and creating across the curriculum.
Technically, I am a “S.T.E.A.M. Master Teacher’s Apprentice” as I observe Kat in action. I feel like I should be paying her tuition.
The good news is that we just got a new CNC, and she tells me that she doesn’t know how to use it yet – so we can learn together. I might know how to use 2.5 tools by the end of the school year…
As some of you may know, I made a giant leap outside of my comfort zone this year – leaving a job I had done for 19 years in a district where I had worked for 27. All 27 of those years were spent teaching elementary school, and now I teach students in 4th, 5th, 8th, 9th, and 10th.
I haven’t said a lot about the school where I now work, so here is a brief summary:
Advanced Learning Academy is an in-district charter school in San Antonio Independent School District. The school serves PK-12, but only grades 4-12 are housed on the campus where I work, Fox Tech High School. The Fox Tech campus also hosts a Health and Law magnet school and CAST Tech High School.
ALA opened its doors 3 years ago, a combined endeavor between SAISD and Trinity University. It is a school “for students who seek academic challenge with greater depth and complexity and opportunities for acceleration.” Trinity interns work along with the faculty to provide Project Based Learning activities, Design Thinking, and a variety of enrichment activities.
ALA is diverse, with students who live a few blocks away to students who live outside of the city. No area is “zoned” for our campus, so the only students who attend are those who have applied.
The first, and best thing (in my opinion), that I noticed when I joined the staff here at ALA was the extreme dedication of each and every teacher. No one is here for “a job.” They are here because they want to do what is best for children and they want to improve their craft. The quality of teaching on this campus has completely humbled me. Know this: if your child attends ALA, his or her teacher will do everything possible to help that student reach his or her potential.
Project-Based Learning means that our Robotics students collaborate with their Humanities peers to create interactive works of art, our Engineering students work with architects to design the new playground and build a chicken coop for the lower campus, and Biology students work with another Robotics class to produce “Operation” games to represent the body systems they have researched.
Design Thinking means that our students know what it means to make a prototype, test it, fail, and revise. They have time to “go deep” into curriculum, and they often present to their peers, their parents, and outside experts. We are working on craftsmanship to develop products that will enhance our campus, and will be lasting legacies.
Enrichment Activities include field trips – lots of them. Our campus is located downtown, a block from the Central Library, and within walking distance to the Riverwalk, the Tobin Center, and Hemisfair Plaza. Our students go on at least one field trip a month, often more. In addition, the grade levels have built in time for students to take “Wonder Courses,” which they can select based on interest.
Because of our unique structure, high school students can visit the 4th/5th grade wing to give students feedback on their video game designs, 5th graders can join 6th and 7th graders in programs like Speak Up, Speak Out, and students in grade 4-12 could work together to produce the musical, Shrek.
So, what’s the downside, you ask?
Transportation may be an issue, depending on your location. There are in-district transfers on buses, but this may mean a long-ish ride for the student.
Because we are small, we cannot offer the number and variety of electives that larger high schools provide. We do have athletics, a mariachi band, and a theater program. The only foreign language we offer is Spanish.
Every child is different. I would have thrived at ALA as a teenager, but my daughter, who wants to be in 10 million clubs and take Latin, would not choose to be here (especially with her mom as a teacher).
This is an invitation to consider our school if you live in the San Antonio area. You do not have to be an SAISD student to apply. The application window for our campus is November 26, 2018 – February 8, 2019. To learn more about the application process, including opportunities to tour (which I highly encourage), click here.
A few years ago, I thought I would help out the parents of my gifted and talented students by writing about some games, toys, or books that I thought might make good purchases during the holiday season. I called the series of posts, “Gifts for the Gifted,” and I have continued to do it annually on every Friday in November and December. These gifts are suggestions for any child – not just those who qualify for a GT program. Sometimes I receive a free product for review, but I am not paid for these posts, and I never recommend a product that I wouldn’t buy for my own child. For past “Gifts for the Gifted” posts, you can visit this page.
This year, I have decided to do my annual “Gifts for the Gifted” posts all in one week. This should give anyone who likes to shop ahead of time a good start! For yesterday’s suggestion, click here.
While yesterday’s gift suggestion could conceivably be used with anyone over 4 years old – and with groups of 2 to whatever – today’s game is a bit more limited. Turing Tumble is a game I originally backed on Kickstarter, and was excited to finally receive this past summer. You definitely don’t want to buy it for any child who is still in the “I-see-it-so-I-can-eat-it” phase due to the many small parts. It’s also not very practical to use with large groups. You can read my full review here. (It appears that it is currently unavailable on Amazon, but the Turing Tumble website has it in stock.)
So, who should receive Turing Tumble for a gift? Children and adults who are interested in machines and logical challenges would be the most likely to enjoy Turing Tumble. I personally think that it is best played with a few family members taking turns with the challenges. My experience with similar games that could potentially be played alone is that children often give up too quickly. They need adults to model the perseverance and problem-solving needed – and to cheer them on when they succeed. Quite frankly, it’s kind of fun for the adults to get some encouragement, too 😉
Whether you call it STEM, STEAM, or STREAM, engineering is part of each of those acronyms. In an incredible leap that still surprises me, I found myself teaching Principle of Engineering to students in 8th-10th grades this year. (I taught elementary school for 27 years before this, for those of you new to the blog.)
After nearly falling asleep reading the course curriculum, I started to hunt for ideas. There is no textbook; this is all project-based learning. And just because the subject was new to me didn’t mean that I had to read from boring PowerPoints all year.
During my quest for ideas I discovered a UK site for STEM Learning. Even more helpful for my specific interests, is the “Year of Engineering” portion of the site, which offers an incredible number of free resources for all grade levels.
Of course, I immediately dove into the secondary resources. From the initial page, you can narrow down your engineering interest to a particular subject by clicking on a “Choose Your Inspiration” button – which perfectly describes the effect the enormous number of ideas had on me. My favorite rabbit hole to leap into is the “Engineering in Design and Technology” one, which offers subcategories like “Sports Engineering” and “Humanitarian Engineering.”
You will need to register for a free account if you are interested in downloading any of the lesson plans or activities on the site. Just give yourself plenty of time to explore each time you visit…
I have students in various grade levels working on design projects this year, and it only seemed right that they would give each other feedback. The 4th and 5th graders were working on designing video games, and the 8th-12th grade engineering students were more than happy to play the games and critique them. My two periods of engineering students are designing a playground for the 4/5 students, so it seemed only fair that the younger students give the older ones input on something that would ultimately impact them. Finally, I had the engineering students give feedback to their contemporaries (in opposite classes).
In the past I’ve used graphic organizers like, “Two Stars and a Wish,” or Glows and Grows, or deBono’s Thinking Hats. The most success I’ve had is using Thinking Hats, but even then the feedback is often vague.
Sonya Terborg recently did a post on a tool called, “The Ladder of Feedback,” and I decided to try it with my older students. It has been, by far, the most successful peer feedback tool that I have seen in the classroom. The steps on the ladder help students to consider a project more deeply, and the sentence stems were perfect prompts for the students to consider at each stage.
Sonya also mentions some other resources in her post, including a Mind/Shift post that has practical suggestions on how to guide your students through the process of crafting meaningful feedback.
If you ever wondered the age that students need to be in order to give constructive feedback to each other, Austin’s Butterfly will show you how even young children, once they have had some practice, can positively influence the outcome of a peer’s project.
One piece of advice from this article on TeachThought that I intend to use the next time we do peer reviews is to give feedback on the feedback. This may also encourage the students to be thoughtful on future critiques – a valuable skill in a school that focuses on Project Based Learning.
One of my colleagues pointed out a couple of weeks ago that Instructables offers free classes on many “makerspace” related topics, such as laser cutting, mold making, and 3d design. I’ve used the site for a few DIY projects, but never knew I could dig deeper with these lessons. I plan to investigate several of these for my own studies, and now I know that I can also refer some of my students to the site, especially if they want to learn more about something I may not have tried yet. It’s a good resource for DIY’ers, educators, and students.