Tomorrow is Valentine’s Day. If you teach in any country that annually celebrates this day, then you know that getting your students to focus will probably be somewhat of a challenge. You might as well join in the fun – in an educational way, of course. I’ve already posted this year’s list of Valentine’s Day resources, but wanted to let you know that I will be adding these seasonal Breakout Edu games to the list. “Anti-Love Potion #9” is designed for elementary students, and, “Where in the World is Valentino/Cupid?” targets middle and high schools. “Holiday Hijinks” connects to a few different holidays, including Valentine’s Day, and can be used with 2nd-6th grades.
If you haven’t registered with Breakout EDU yet, you can go to this page. Registering is free, and you need to do so in order to get the password that will give you full access to the games. And, just in case you haven’t read my original post on Breakout EDU, here you go 🙂
“That’s it?! But that’s so little!” one of my students said, incredulously, when I showed him the Raspberry Pi. I nodded. Another student explained, “That’s what a computer looks like. A lot of people think this [he pointed to the television monitor] is the computer, but it’s just a screen.” The other students, who mostly lived in a world of tablets and laptops, stared solemnly at the small device.
I had just returned from Picademy in Austin. Whenever I am absent for any kind of staff development, my students demand justification for abandoning them. They knew, before I left, that Raspberry Pi was a computer, not a dessert. But just like me before the 2-day intense training, that was about all most of them knew. It was time for me now to show them that my absence had been worth it.
“You said there was Minecraft,” one student prompted. I pulled up the Python program we coded at Picademy and asked the students to guess what would happen when I initiated it in Minecraft. They weren’t quite sure. Then I showed them how my Minecraft character could walk, leaving a path of gold behind me.
“Cool!” was the general consensus. I was proud because, before Picademy, I had never played Minecraft or coded with Python. In fact, I was still awed by the fact that I had hooked up the tiny computer to an old television monitor from home, and that it actually worked.
I had applied to Picademy in Austin with great apprehension. Raspberry Pi seemed to appear on many of the educational sites I regularly visited and I felt like I needed to to have one in my classroom. But I didn’t want to have the school invest money on something that couldn’t be used. When I saw that Picademy was being offered an hour and a half from where I lived, it seemed like I couldn’t pass up the opportunity. But I was worried it would be way over my head. The problem is that I am constantly telling my students to take risks, so I would have felt like a hypocrite if I didn’t even try.
Fortunately, the organizers of Picademy have a lot of experience differentiating for a room full of educators with multiple skill levels. On the first day, they led us through several hand-on sessions, guiding us to “Hack Minecraft,” light up L.E.D.’s, compose music, and make ridiculous selfies. We were given lots of free “stuff” (including a Raspberry Pi, keyboard, and mouse), introduced to new vocabulary (Sense Hat?), and tons of support from a group of experienced educators.
On the second day, we were tasked with creating our own Raspberry Pi projects with partners. We were given 4 hours and extra supplies. My partner and I decided to program our Pi with Python to allow students to take pictures of their work with the touch of a button, also sending out a random tweet with the picture and a phrase such as, “Look what we did in class today!” There was a lot of trial and error and frustration. (Spelling and punctuation are extremely vital in Python, as we learned.) However, we finally got it to work, and got to experience the exuberance our students feel whenever they work through tough problems.
If what I just described to you sounds ridiculously impossible for your skill level, remember that I was (and still am) an amateur. The key to programming Raspberry Pi is taking other programs offered freely on the internet and adjusting them to do what you want. Once you get used to the syntax of Python, it isn’t that difficult to “steal” and remix. Also, you are not limited to using Python. Scratch, for example, now works with Raspberry Pi.
If you can attend a Picademy, I highly recommend you apply. The 2-day workshop is free, and you do receive free breakfast and lunches, a free Raspberry Pi, and other accessories. However, there may not be a Picademy coming to your area anytime soon, so you may want to check out the new online courses. All training information can be found here.
An incredible number of resources are available on the Raspberry Pi website. I suggest that you go to this page if you are brand new to using Raspberry Pi. The site is extremely user-friendly. However, I think the training is what has made my experience so enjoyable.
I’ll be adding the “Blocky Christmas Puzzle” to my list of “Logical Ways to Survive the Weeks Before Winter Break.” It’s a fun ABCya page that challenges you to move some blocks around the screen. I know that doesn’t sound very fun or challenging, but trust me, my description doesn’t really do it justice. As you move through the levels, new obstacles are added and your own block becomes magnetic – which can be helpful and irritating at the same time. I love using puzzles like these on the Interactive White Board to talk about Growth Mindset with my students. They cheer each other on and everyone celebrates when someone solves a particularly difficult level.
I learned about the “Blocky Christmas Puzzle” from Technology Rocks. Seriously. You can find more holiday interactive by visiting this post by Shannon. She also has a billion other awesome resources, so you should definitely visit her blog if you haven’t yet.
I should probably add Breakout Edu’s Seasonal Games to my “Teachers’ December Survival Kit.” What better way is there to keep your students engaged, learning, and problem-solving than sending them on a holiday quest? You can find 5 Breakout Edu games related to December holidays on this page.
In case you haven’t hear about Breakout Edu yet, here is my first post about the site. Also, don’t forget that there are digital Breakout Edu games that don’t require the physical equipment (boxes, locks, etc…) that are suggested for the regular games. Don’t despair if you want to try a Breakout Edu game and don’t have the supplies. I’ve seen teachers use many creative ways to simulate the boxes and locks with found materials. The students will enjoy working out the puzzles no matter what you use!
I first read about “Integrative Thinking” in this article by Katrina Schwartz on Mindshift. The article outlines three thinking/problem-solving tools that are taught through the I-Think Initiative at University of Toronto’s Rotman School of Management: Ladder of Inference, Pro/Pro, and Causal Models. Integrative Thinking involves using these tools and others to consider solutions for problems by thinking about other perspectives as well as metacognition.
What fascinates me about the examples in Schwartz’ article is that these methods are being taught to students as young as first grade, and the students are applying them in productive ways that could be useful to many adults. By becoming aware of how our own experiences can funnel our inferences and assumptions, and deliberately trying to reach outside of these, we are able to think more creatively. It seems like a monumental task, especially for students who are still learning how to read, but it can be done.
You can view an interesting Ted Ed video on the “Ladder of Inference,” embedded within Schwartz’s article, that gives a great example of how we often use the ladder to our detriment. Teachers who have been trained by through the I-Think Initiative give other examples of how the thinking tools have made dramatic differences in their classrooms.
As we continue to prepare our students for the future, I think that it’s imperative that we teach them metacognition and offer them critical thinking methods that will help them to be problem-solvers who can adapt to the fast-paced world in which they will eventually become the decision-makers.
During the last few years, I’ve collected quite a few resources to help teachers “survive” the few weeks before Winter Break. Rather than recycle them in separate posts this year, I decided to put the links to the posts all in one place. (The “Telegenic” post shares related videos.)
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.
Osmo first made the “Gifts for the Gifted” list in 2014. Since then, the company has continued to push the envelope as it produces more interactive, educational games for children that combine physical pieces with the digital interface of an iPad. Here is what I wrote about Osmo’s “Coding” game this summer:
It seems like just yesterday when our class was asked to beta test a new product from a company called Tangible Play. It was a tangram game that integrated physical pieces with an app on your iPad using a special base and mirror. Our students even got to teleconference with the developers to give feedback on their experience.
Since then, the un-named set we tested has become Osmo, and there have been many evolutions of the tangram game as well as new additions to the suite of games available. It has been gratifying to see a company that is so interested in education to grow and continue to contribute to educational technology in such a positive way.
The latest Osmo set is, “Coding.” My students have been trying it out this summer during our robot camp, and I have been watching their play with interest. The set includes magnetics blocks that look similar to the coding blocks you might see in Scratch or Blockly. You can move them around and snap them together. My students particularly like the “play” block with an arrow button to press whenever they are ready to start the program.
On the iPad screen, players have a friendly looking creature named Awbie, who they can direct to move toward different objects in the app while using the physical blocks on the table.
One thing I love about all of the Osmo apps is that they include practically no instructions. There are some on-screen gestures showing where to move blocks at the beginning, but that’s about it. The students figure out on their own where Awbie needs to go, and quickly deduce which blocks to use as the game slowly becomes more challenging.
Students from 6-11 have enjoyed the Coding game from Osmo and there is often a crowd gathered around it as the students encourage players to try certain blocks. It has been a great warm-up activity as kids arrive for our camp each day.
Like all Tangible Play apps for Osmo, Coding is free. However, you do need to purchase the physical pieces and the set that includes the base and mirror piece if you don’t already have it. Coding is another great resource to introduce programming to young students.