“Peel the Fruit” is a Visible Thinking Routine from Project Zero. I have mentioned some of the other thinking routines on this blog in the past (CSI, 3-2-1 Bridge) that have been very effective in my classroom for encouraging students to think deeper. More recently, I wrote about how the Smithsonian Learning Lab uses Thinking Routines to examine art. I have never used “Peel the Fruit” before, but it seems like it would be particularly useful for older students to use for examining news stories right now or for younger students to think more deeply about a picture book they are reading.
In the “Peel the Fruit” routine, students start by making observations about the “surface” of their subject, and go through six more steps to discover the implications beneath what appears to be obvious. You can see an example of this being used with a text on this page created by Alice Vigors. (There is also a template that you can download.)
Ron Ritchart, who has a book coming out in May 2020, and is one of Harvard’s Project Zero researchers, has included a different graphic by Paviter Singh that might be more appropriate for older students on his blog. Ron also offers a link to this document created by Carol Geneix and Jaime Chao-Mignano at Washington International School, that suggests online tools that can be used with each of the Project Zero Thinking Routines.
“Peel the Fruit” would be an excellent way to encourage curiosity and critical thinking about an image, Tweet, news article, headline, or literary work. If students have never done the routine before, it would be helpful to model the process before asking them to complete it independently.
In an effort to encourage people from other countries to also contribute to our COVID-19 Diary from Kids Around the World, I have added a Google Translate button to this site. In addition, I have added Spanish instructions to the slide show. Since I used Google Translate to interpret my instructions, I hope that someone who knows Spanish will let me know if I made any goofs! Please go to the link above to find out more about this collaborative project. If you have any other suggestions for helping this slide show to become more global, please add them to the comments below.
In the meantime, here is another recent entry from the diary. I love that Estefany gave a book recommendation (and it happens to be one I haven’t read!), and it would be fun to see more of those!
I’ve noticed that a popular activity during our COVID-19 pandemic right now is scavenger hunts. My favorite scavenger hunt app is Goosechase, which I wrote about in January of this year. Although I don’t currently have students, I immediately thought of this app when pondering how I would engage my students during online learning. I considered making a GooseChase for other teachers and families to use, but a few others have beat me to the punch – and done much better jobs than I would have done.
First of all, Goosechase itself has begun a “Community Cup 2020” that is open to all to participate. It runs from now until April 3rd, with new missions being added each day. (Apparently the first day included a mission for people to do their best Batman impression, and the video compilation of select submissions is super cute.) The page describing the contest also includes a how-to video in case you are new to Goosechase. Since this is an app that asks for photos and videos of people doing (usually) silly things, please be conscious of privacy issues, especially for minors.
Boys and Girls Clubs of Metro Atlanta have also created their own special pandemic-inspired Goosechase. They tweeted that they have one called, “Quarantine Can’t Keep Us Down,” which ends tomorrow, March 26th. You can download the app and do a search for that game title to participate. It has so many missions that I couldn’t count them, and it would definitely be a fun activity for the whole family. According to @BGCMA_Clubs on Twitter, this is just the first of an educational series of scavenger hunts, so follow them on Twitter if you are interested in participating in future hunts.
UPDATE 3/18/2020: I am receiving requests for access to the Google presentation from several people. It is shared publicly for editing, but some school districts have blocked Google files that are not from the same domain. Unfortunately, I cannot change anything on my end if that is the issue. Please feel free to start your own diary for your students if you are unable to access mine. Also, please see the note below if you are trying to share this with your students.
Para obtener una traducción de esta publicación en su idioma nativo, haga clic en Google Translate a la izquierda.
We are navigating unfamiliar territory right now as countries around the world struggle to fight the COVID-19 pandemic. As we witness unprecedented actions being taken such as extended school closures, I feel that it is important to capture the different ways that our society chooses to cope with the surreal existence that we suddenly face. Of course, we can see this all around us thanks to the firehose of social media. But, what if we took a moment to strip all of the extraneous political blustering and toilet paper hoarding away so that we could focus on the real thoughts and feelings of people who are dealing with this completely unfamiliar disruption of our normal lives?
Anne Frank’s diary gave us incredible insight into a period of history that many of us would never have understood, and compels us to learn from the mistakes of that dark time. Would social media have amplified her voice or drowned it out? So many of us have the opportunity to speak now, but have we actually increased the numbers of those who listen?
With these thoughts plaguing me deep into the night, I decided I wanted to find a way to concentrate the stream of experiences, especially of children, during the next few weeks. So, I started a collaborative Google Slides presentation to which I would like to invite any student, ages 5-18, to contribute. With so many students home from school for the foreseeable future, my hope is that those with internet access can take a few minutes to add their own perspectives to this presentation. They will be able to read what others have to say, and I will choose some to post on this site for a larger audience. (NOTE: DO NOT MAKE A COPY OF THE SLIDE PRESENTATION UNLESS YOU JUST WANT TO USE IT WITHIN YOUR DOMAIN (WHICH IS FINE WITH ME). JUST GIVE YOUR STUDENTS THIS LINK. IF THE LINK DOES NOT WORK, PLEASE SEE THE NOTE AT THE TOP OF THIS POST.)
Here is the sample slide I provide in the presentation.
I will be monitoring the slide show closely for inappropriate content, or for any private information that should not be shared. I hope that students in any country will feel comfortable adding to the slide show, although translating other languages may be a challenge. If you have any questions or concerns, please feel free to email me, email@example.com (Also, if you are in need of educational materials regarding the Coronavirus, please see this post.)
While writing yesterday’s “Game of Phones” post, I started searching my archives and I was surprised to see that I hadn’t mentioned Goosechase Edu. So, let’s rectify that today.
Goosechase is a scavenger hunt app available on the App Store and on Google Play. Players need to download the free app. (If you are using district devices, be sure to verify ahead of time that the app has been approved for use.) Organizers need to create an account online. There is a special, educational version of Goosechase available that has different pricing tiers, so be sure to visit the Edu site rather than the one designed for corporate use.
The pricing can be a bit confusing when you are new to using Goosechase Edu. Suffice it to say that, as a classroom teacher, I found the free plan to work well for my class. This plan allows you to have 5 teams compete against each other during a game. This is in contrast to the next tier, which allows for 10 teams or 40 individuals to play at a time. You only need one device per team, although you can use more – allowing team members to separate to complete different missions.
When the organizer sets up a Goosechase game, he/she adds missions to the hunt. Each mission can be awarded points when completed, and the organizer can determine which missions are weighted more than others. An example of a mission would be the following, which I used in my Principles of Arts class when we were learning about different camera angles:
The organizer can make up missions, or use missions that have already been posted in the Goosechase Mission Bank. In fact, you can even browse the library of public Goosechases, and choose to copy an entire hunt for your own use. Each mission requires that a photo and/or video be submitted in order to complete it.
Like many online student interactives available these days, Goosechase creates a code, which participants will use to join the hunt. Teachers can determine the amount of time for the hunt, and even when missions or automatic messages will appear for participants. (When students first launch Goosechase, remind them to allow for notifications so you can get in touch with them during the hunt.)
I like to mix missions that require some, most, or all of the group to be in the pictures or videos as well as some images that are of things around campus. This way, the group has some accountability for staying together and on school property. I also go over behavior expectations before they leave the room, stressing that teams must: stay together, not disrupt any other classes going on, stay safe when taking pictures, and return on time. As students are off on the hunt, the organizer can pull up an activity feed to see the missions as they are being completed. I walk around the halls as I monitor the feed to help discourage any temptations for mischief.
With notifications enabled, you can send out a reminder to the teams when time is wrapping up. Give yourself some time to do a debrief at the end, when the class can look at the team submissions and decide as a group how to assess them before declaring the final winners. One of my favorite features of the game is that you can actually download all of the submissions to save for the future end-of-the-year slideshows or other reminders of silly learning experiences in class.
There are plenty of Goosechase games in the library related to core curriculum that you can use. Another great way to use Goosechase is in a unit on Growth Mindset. I worked with my 8th graders on this a lot last year. We talked about taking risks and solving problems, and then I sent them off to complete the following set of missions:
Here is what I like about Goosechase: students can get out of their seats, students can be creative, students can choose the missions they want to do, we can laugh together as we learn, we are making tangible memories, and even the students who are the least engaged will participate.
If you teach in a secondary classroom where phones are ubiquitous, this might be the resource for you. Amanda Sandoval (@historysandoval) recently tweeted out “Game of Phones“, an assignment created in Google Slides that she designed to help her students demonstrate their understanding of the causes of The Great Depression. You can see some of the submissions from her students on her Twitter feed under the tag #gameofphones. Of course, your class may not be studying The Great Depression, or you may just want to tweak some of the slides. In that case, you can always make a copy to suit your own classroom needs.
And here’s another amazing (and timely) resource from Amanda – a Hyperdoc on Impeachment. Be sure to follow Amanda on Twitter and/or visit her website for more digital wizardry to use in your classroom.
Stay tuned tomorrow for my post on Goosechase Edu, another way to capitalize on the power of phones and/or tablets during your lesson.