“Old people shouldn’t be forced to learn chess, but if they want to learn chess surely they can! They’re allowed to,” a young girl assures the interviewer in The Magic of Chess.
“Even though they could be doing something else – like playing Legos,” the young boy next to her adds.
This adorable short film featured on Vimeo will inspire any young student (and maybe some old people) to try the game of chess. The filmmaker, Jenny Schweitzer Bell, captured the many positive aspects of playing chess by interviewing boys and girls at the 2019 Elementary Chess Championship. The children tout the problem solving skills they have learned, and growth mindset is a constant theme. Their passion for the game is truly inspiring!
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.
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.
First of all, this is the best book title I’ve ever seen. It is intriguing when you see the cover, and totally makes sense on a variety of levels once you read the book. Even the author’s name, Dusti Bowling, seems perfect for a story set in a theme park in Arizona.
I think I first learned that Insignificant Events in the Life of a Cactus existed from @TechNinjaTodd on Twitter months ago. Before I even had a chance to read the book, I followed @Dusti_Bowling on Twitter and she almost immediately followed me – which I took as a sign that I am a Very Important Person. After reading her tweets for a few month, I realized that Dusti Bowling is just a down-to-earth author who responds quickly to her readers. She also supports her fellow authors by recommending other great books, and Skypes with students on a regular basis. So, it turns out that, to Dusti Bowling, everyone is an important person – a theme she models in this book.
I finally got some time to read Insignificant Events in the Life of a Cactus a few days ago, and I was not disappointed. The main character, Aven, is a young girl who was born without arms. Her adopted parents have raised her to be a confident problem-solver instead of a helpless complainer. She can do pretty much anything with her feet, and the friends she has grown up with don’t even notice her unconventional methods anymore. However, Aven becomes much more self-conscious about her uniqueness when the family moves from Kansas to Arizona. Starting a new school with students who have never seen a person eat with her feet, Aven realizes the one problem she can’t solve is that some people fear those who are different. Just when she seems to have reached her lowest point, Aven meets a few friends who have also been mistreated due to their differences. Throw in some tarantulas, a tantalizing mystery, and the declining Wild West theme park her parents manage, and Aven must summon up all of her will-power to ensure the family’s move to Arizona doesn’t end up as a disaster.
This is a great book to use for teaching empathy, perseverance, and the power of a growth mindset. (For another great story that has those themes, I also recommend Fish in a Tree.) I could see using it as a class read-aloud in grades 3 and up. To learn more about the inside story of Insignificant Events in the Life of a Cactus, you can visit the StoryMamas website for an interview with the author. If your class wants to ask the author more questions, be sure to fill out the form on Dusti Bowling’s home page to request a Skype with her.
Earlier this summer I wrote about an inspiring session at ISTE co-presented by Jo Boaler and Alice Keeler. Boaler is dedicated to spreading the word that anyone can be a math person as long as you have a growth mindset and appropriate learning opportunities. As a Professor of Mathematics Education at Stanford, Jo Boaler co-founded youcubed.org, and has presented a new “Week of Inspirational Math” curriculum on the site annually for free for the last two years. Week 3 has just been published on the site, and is ready for educators from K-12 to use. Having used the Week 1 and Week 2 curriculums in the past, I would highly recommend that you begin your school year with one or all three of these sets of math lessons. The activities are broken down into grade-level strands, so there is no need to fear that your Kindergarten children will be asked to solve high school equations. 🙂
This year’s lesson include videos, PDF’s, and even access to a program called “Polyup,” which you can learn more about here.
I have personally witnessed students who believe they are “bad at math” be successful with these activities and become excited about doing more. Those who have had negative experiences learning math can turn these around with thoughtful conversation and the passion of a teacher who believes in them. Put Week 3 of “Week of Inspirational Math” into your beginning of the year lesson plans, and watch as your students learn to love math!
I’ve become a bit concerned with how the word “failure” has been flung around lately – as though it is something we should strive for and flaunt. I understand the sentiment behind this – growth mindset, stepping outside our comfort zone, taking risks, etc… But “failure” will never have anything but a negative connotation to me. To me, it is synonymous with “loser” or “quitter,” and features prominently in the speech of bullies.
What I do want my students to understand is that they shouldn’t be so afraid of making mistakes that they become fearful of attempting new adventures. I am careful with how I speak about this in class, though. I don’t want students to feel like mistakes are a goal; they are simply a possible by-product of learning. (Notice that I say “possible,” not “necessary.” Learning can happen without mistakes in many circumstances – so I think it is wrong to tell students mistakes are required in order to learn.)
The truth is that not all mistakes are equally valuable. There are different types of mistakes as well as different types of reactions, and I want my students to understand that. That’s why I was really excited when I came across this article from “Mindset Works”. It includes this great visual that I think really explains the classification of mistakes.
As you can see, the potential for learning exists in all mistakes, but “sloppy mistakes” (what I usually call “careless mistakes”) are probably not going to yield as much benefit as “stretch mistakes”. According to the article, “Stretch mistakes happen when we’re working to expand our current abilities. We’re not trying to make these mistakes in that we’re not trying to do something incorrectly, but instead, we’re trying to do something that is beyond what we already can do without help, so we’re bound to make some errors.”
So, as we teach our students about growth mindset and the “Power of Yet,” I think it is important that we avoid glorifying failure. Instead, we should help our students to understand that, though they shouldn’t be steering straight for mistakes, they should recognize the types of mistakes and always reflect on lessons that can be learned.