Tag Archives: education

Genius Camp Update

In a recent post by Jennifer Gonzalez, author of the Cult of Pedagogy blog, she gives an incredible list of things to do on “Lame Duck School Days.”  You know, like the day after you’ve finished all of your standardized testing for the year, or the two weeks before the end of school when all of your textbooks and sometimes your computers have been collected for “inventory,” or the hour before you go on your final field trip the day before the last day of school.

One of the suggestions given by Jennifer is an “unconference” where, “Using a chunk of hours or a whole day, teachers and students plan short lessons on things they are interested in outside of school (crafts, yoga, cooking, martial arts, music, dance, technology), then sign up for time slots like an EdCamp.”

We have been doing this type of event at our school with our 5th graders this year, and Jennifer’s post reminded me that I owe you an update on its progress.  As regular readers may know, I try to give you the good, the bad, and the “please avoid these mistakes if you value your sanity” about projects like this.

First of all, here is the first post that I did in October about our Genius Camp.  If you read it, you will see that I gave some precautions along with the positive outcomes at that point.  Since that post, all four of our 5th grade classes have each taken a turn “teaching” sessions at Genius Camp.  We have now embarked on the 2nd round, which consists of shorter rotations since the students have some experience.  Now, each class meets twice before presenting on the third week (before, it was 5 meetings with Genius Camp on the 6th week).  The other change that we are making for this round is that the students are being judged using this rubric.  The adults who monitor each session are doing the judging, so we can choose some exemplary sessions the students can demonstrate for this year’s 4th graders (who will be leading their own sessions next year).

Some things that haven’t gone well so far (2 homerooms have completed their second round):

  • Some students are getting silly this time of year, and prefer to generate what they think are humorous ideas, such as (and I promise you someone suggested this), “teaching how to bounce a ping-pong ball into a red cup.”  For many reasons, I rejected that proposal…  Also rejected, “how to play poker – but we won’t call it that.”
  • For the first time this whole year, I had two groups who did not bring supplies on time – so the people who selected their sessions had to be placed in other ones at the last minute. Even though every student had originally given 3 choices when filling out their session surveys, many of their choices were full at that point.  This resulted in a bunch of students going to sessions that were not interesting to them.
  • Also for the first time this whole year, I had to exclude some students from participating because they would not stay on task to plan their sessions.
  • Two students chose to go to a different session than what they were assigned, resulting in behavior issues the student teachers shouldn’t have had to address. (Every student wears a label with name and session title, but these were not checked, unfortunately.)

After some of these experiences, I’ve come close to declaring, “I guess we just can’t have nice things,” and shutting the whole experience down.  However, there are some kids – maybe even more than the number of kids who want to sabotage the activity – who seem to actually love participating and teaching the sessions.  So, I’m trying to keep these positive moments in the forefront of my mind:

  • When her teacher came to check on the session one Special Ed. student was leading, the girl who exclaimed proudly, “It’s going so well!!!!” (and it was)
  • The girls who confided, when they were placed in Football for Beginners due to scheduling snafus, that they “actually learned a few things!”
  • The boy who wore a suit to teach his session on drawing – and did a fine job
  • The boy who built a working engine model for the students to try in his group’s session, “Everything You Wanted to Know About Engines,”
  • The girl who doesn’t like dancing in front of people, but agreed to teach a dance with her partner after I told her that I regret always caring too much about what other people think of my dancing,
  • The boy who whispered to the adult monitoring his session, “Now I know what teachers go through,” when he kept asking his group to quiet down so they could hear instructions.
  • My principal, who monitored a session on making video blogs, and allowed his “teacher” to record him doing the mannequin challenge.

I’m pretty sure there are more that I could add to the second list.

It would be so much easier to show movies or give out worksheets during these last weeks of school.  But I can’t help thinking that this is the last chance that we have to teach students some important lessons before they move on to middle school.  For some of them this might be their chance to show that they are really good at doing something that isn’t academic or to learn that they enjoy being in a leadership role.  For others, they may develop more empathy for people who teach – or for people trying to learn something new.

Or, it just might be fun.

Photo Mar 30, 2 01 40 PM
Students try out a model of an engine.
Photo Mar 30, 2 06 56 PM
Our video blogger gets students excited about creativity online.

Refute It

One of the reasons I keep a blog is because I have a horrible memory.  It’s nice to go back in time every once in awhile and look at the posts I wrote so I can rediscover some great resources.  Luke Neff’s Writing Prompts site is one of those tools.  I originally mentioned the site in 2011.  Neff takes interesting images or quotes, and creates unusual, thought-provoking prompts for older students.  I revisited the site yesterday, and found a prompt that really resonated.  I want so much for my students to question and to use critical thinking skills.  This prompt may activate some lively discussion in my class – which is what I am aiming for!

writingprompts
image from: http://writingprompts.tumblr.com/image/144026412485

For my list of my favorite online writing tools in 2011 (before Google Docs existed!), click here.

 

Frog Jumping

Gordon Hamilton is the amazing mind behind one of my favorite math sites, Math Pickle. (For a list of interesting math sites, check out this post.) Numberphile is an awesome YouTube channel for anyone passionate about math.  So, when the two collaborate, you know that it is going to be good.  “Frog Jumping” is one of Hamilton’s recent math challenges featured on Numberphile. I would definitely invite your students (probably 3rd grade and up) to try each problem he poses throughout the video – pausing for them to make their attempts. As for his final frog-jumping challenge, I may have to take him up on it, although it’s hard to imagine that I could solve something that eludes Gordon Hamilton!

Frog Jumping
screen shot from “Frog Jumping” video by Gordon Hamilton and Numberphile

5 Educational Mother’s Day Activities

I know that the readers of this blog live in many countries, so I try to write posts that might be applicable no matter where you are.  I was pleasantly surprised, therefore, to learn that many nations celebrate Mother’s Day in May, as does the United States. Here are some lesson ideas to consider that will simultaneously honor mothers as students learn something new.

  • GT Frames for Mothers (original idea from @jtrayers)
  • She Wears Many Hats (advanced students can use multiple meanings and think metaphorically)
  • Mother’s Day Trip (I am considering doing this with my 1st graders, who just researched different countries.  It would be funny to make the video sound like the mom just won a roundtrip vacation to the country on a game show or in a sweepstakes!)
  • Mother’s Day Shopping Spree  – Speaking of winning things, a fun math/writing lesson could be to have students “shop” for their mothers online with a budget. They would have to make sure they stay within budget as well as justify each gift they would purchase.  I would use one store site (such as Target.com) that offers many types of items, or curate some ahead of time for younger students.  Mothers may enjoy seeing what their children would buy for them if money were no (or, almost no) object!
  • Paper Circuit Greeting Cards (more examples here)
wearsmanyhats
My mom wears a “magician hat for when she magicly gets websites working again after I acedentely hit a button.” image from “She Wears Many Hats

Spaceteam Revisited

It has been about 4 years since I first wrote about Spaceteam, and there have been a few changes since then.  The app is now available on both Google Play and iOS, and there can now be up to 8 people involved in a single game.  What hasn’t changed is that it is still fun!

When you play Spaceteam, everyone playing must be on the same wi-fi network.  Once all of the players get past the “Waiting Room” in the app, each person gets a different dashboard with gadgets that usually have gibberish labels.  In order to get to the next level, instructions must be followed.  However, the instructions on your screen are usually for other players – so you must call them out.  This means you will be shouting out ridiculous sounding directions such as, “Turn off the novacrit!” with the hope that the player who has a “novacrit” will hear you and turn it off.  Not all of the commands are gibberish, however.  It’s funny listening to someone impatiently yelling, “Darn the socks! Someone needs to darn the socks!”

Due to the unusual vocabulary, this game is best suited for 4th grade and up.  The app has a 9+ rating, but I have not seen anything inappropriate pop up on the screens.  The biggest danger seems to be that people might inadvertently pronounce something incorrectly.

Why play this app in your classroom?  Well, it’s a great brain break.  It’s also fun for team building.  In addition, it can be the introduction to a great conversation about listening.  One of the things my students learned was that, when you expect to hear one thing and someone says something else, you may miss it.  (This happens a lot in Spaceteam due to differences in perceived word pronunciations.)  They also learned that little can be accomplished when a lot of people are yelling, and that communication is definitely more difficult in high-pressure situations.

Spaceteam also has a Spaceteam ESL app designed specifically to help English language learners work on vocabulary.  Again, there is a lot of shouting involved, but it beats memorizing word lists.

For many of us, the end of the school year is drawing near.  If you are looking for novel ways to keep student interest, you may want to try Spaceteam.

EV3 Vending Machine

I just had to share this Lego/EV3 vending machine created by one of my 5th grade students.  He is in my GT class as well as our campus Robotics Club.  He owns an EV3, and spent his spare time last week making this contraption to dispense Starburst candies every time you deposit a quarter.  There are other versions on the internet, where he got the idea, but he apparently created his machine using his own design.  Super cool!

Snotes

I was reading @chucktaft’s recent blog post on Social Studies Out Loud about his recent Breakout Edu experience, and almost missed a list of new-to-me digital tools near the end of the article (click here to see my blog post explaining Breakout Edu).  Taft offers a few different ways to leave clues for fun Breakout Edu experiences that I hadn’t seen, and one of them is Snotes.*

Snotes allows you to make short hidden messages.  The only way to read them is to turn them certain ways – both horizontally and vertically – which can be done physically or digitally.  There is a Snotes app (for both iOS and Android), which allows you to digitally send Snotes secret messages, and there is a Snotes Quotes app, which is a trivia game.

After trying out Snotes, you can register for a free account, which will allow you to make more Snotes. Or, you can pay $1.99 for a bunch of extra features like an “expanded secret decoder.”  Not really sure what that means, but it might be worth two bucks to find out.

It’s quite possible that I typed “snots” instead of “Snotes” somewhere in this blog post, although SpellCheck seems to have found enough “Snotes” to make that unlikely.

There are some other great clue suggestions on Chuck Taft’s site that you might want to check out.  You could use them outside the classroom, too.  My daughter hasn’t had a Christmas or Easter, yet, when she hasn’t had to solve puzzles to find at least some of her treasure…   (She’ll probably get her revenge on me when I die by encoding an evil message on my tombstone.)

*Unfortunately, the website may be blocked in your district, but you can always create Snotes at home to use for school, or use the app.

snotes.jpeg