Ms. J's Exciting Learning Adventure

Using iPads & Innovating in lower elementary

Back to the First Days of School

August18

First Trimester

Well, I am back to square one.  This first trimester of the 2016-2017 school year is over, and I am only now writing about it.

This year definitely came with a lot of surprises.  The major difference is that I am now teaching English almost exclusively to students ranging from six to 16 years old.  I teach spelling to first and second grade students, literature to middle school students, and Language Arts as well as social studies to fifth grade students.  Oh, and this year I am the fifth grade homeroom teacher for the first time!

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I keep a copy for silent reading in my desk at school.

I am sitting here now reflecting on my first trimester as I reread Harry K. and Rosemary T. Wong’s First Days of School, a book which my former colleague and friend, Mr. Sanchez, gave me back in April as a gift.    I highly recommend it to both newbie and veteran teachers alike.  Whether you would like to work on your classroom management skills or want to improve how you assess student learning, this is the book for you.  Moreover, it is as practical as it is inspirational, replete with successful examples of effective classroom management, lesson planning, and student assessment strategies.

First and Second Grade Spelling

This first trimester I did not use iPads and technology as much as I would have liked to.  I decided to wait in order to integrate more technology into my lessons.  As I learned from Wong’s First Days of School, “Procedures, procedures, procedures first!”  The main resources I used are the spelling lists which follow the common core standards from www.superteacherworksheets.com.; songs from the muffin channel; and, of course, www.starfall.com digital books.  Next trimester I would like to use the Hooked on Phonics application as well.  My students will enjoy learning with this app!

Middle School Literature

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These are the pdf files of the required reading for the class. I think they can use these throughout the entire school year!

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First page of the syllabus.

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Second page of the syllabus.

Another first for me this trimester was teaching middle school literacy, or junior high school English.  Since the course was designed for older students, who are from 12 to 16 years old, I shared the “Middle School Literacy (MSL): Focus on Literature” syllabus and required materials via Google Classroom.

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First page of short story written by a ninth grade student.

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I sometimes posted the homework on Google Plus.

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Most of the vocabulary terms that we covered while we were reading fiction.

The truth is that other than using GAFE (Google Apps for Education) in my class, I did not use a lot of technology throughout the course.  My students used Google Docs to share the final drafts of their assignments, while I used Google Plus to post homework as well as document student learning.

However, teaching and learning is more than using technology.  I am learning how to take a more student centered teaching approach.  What that means for me is both knowing what my students’ needs are as well as getting to know them better.  For example, one of my biggest challenges was inspiring middle school students to read and write poetry.  I myself did not like poetry much as a teenager.

So I tried looking for something that would appeal to my students as AmerAsians.  When I listened and watched spoken word poetess Sarah Kay reciting “B” and “Hiroshima”, I knew that I had hit the jackpot.  I myself did not get into poetry until I read Clarissa Pinkola Estes’ Women Who Run With the Wolves, which spoke to me as a thirty-year-old Mexican-American woman.  By the same token, I figured that the words of a young Japanese-American woman would speak to my mostly female Japanese-American students.  They did.

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My favorite poem, which is about chewing bubble gum!

They ended up following Kay’s advice for warm ups, which is mostly writing lists such as, “10 Ten Things I know to be True.”  Furthermore, I was quite satisfied with the poems they wrote, because they wrote about what mattered to them, or at least what they liked to do.  Some of the topics they covered include music, love, dreams, war, fighting, nature, Christmas, and my absolute favorite, the joy of chewing bubble gum.       I am really glad that my students got to learn about fiction and poetry, although I know that their favorite section was drama, as hinted at in this post.  Some of them really enjoyed writing and performing their own skits, which was the third major assignment of the trimester.

One point that I regret is not asking or requiring my students to reflect and blog more often throughout the trimester.  However, I also know that they are required to blog for digital literacy class, and if they wanted to share what they learned in my class, they would have done so.

Fifth Grade

I really enjoyed being the homeroom teacher for D class this last trimester.  Although it is my first time teaching only one grade, I felt that I learned a lot along with my students.  Similarly to the middle school literacy classes, I implemented GAFE into my classes, and started using www.newsela.com more frequently in social studies class.  After all, I am now aware of what my students need to know in the future both because I teach middle school classes and from collaborating with my colleagues currently teaching the middle school students full time.  I am especially thankful to my friend and colleague, Mr. Tang, who is always there to answer a question or offer his help regarding any subject (English, Math, Science, Social Studies) because he believes that every student deserves the best education.

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My fifth grade student making a presenting with Educreations.

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Another poet (or rapper?) blogging about the homework.

But I am still teaching elementary school students, and one of the best things about teaching this age group is that they are still eager to demonstrate their learning.  For instance, they are still into using Educreations, which my first and second grade students really love, along with blogging.     The class bloggers even got creative while sharing their homework daily using Google Plus.  Each month one of the D class students is designated the “iPad Person”, and is responsible for sharing the homework every day on Google Plus as well as making sure that everyone’s iPads are at least 80% charged.

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A letter that I wrote to my student about how to proceed with the “iPad Person” duties. You go, girl!

I have to admit that I have learned a lot about technology and teaching from my fifth grade students.  I had to change my ways, as I had a set way of managing and maintaining the iPads, when I was challenged by my student.  As the iPad person for the month of June, she wanted to try something new.  Even though I did not initially agree with how she was conducting her job, I let her run with it, and backed off.    Well, in the end we adopted her strategy, and it is indeed better to only shut down your iPad once a week.

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A birthday letter from my student. I am not sure if it is a compliment or an insult to be strange, but I will take it as a compliment.

I have to say yes to humility, as I am barely considered a “millennial”, at least as it is defined by the American government in a recent poll, and I have SO MUCH to learn from my students.  I hope that we can continue growing together.

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I am enjoying my summer traveling in California, Oregon, and Washington. Thank you to all who made it possible and love always!

I want to be the best “Ariana” and “Ms. J” that I can be.     I am thankful to my students, colleagues, family, and partner for helping me to become a better version of myself each and everyday.

 

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The Power of the Creatives

March1

Note: Words highlighted in yellow lead to more videos, blog posts, and info.

“Ms. J, can we write stories like last year?  I really want to write a story,” Laurence, my second grade student, asked me back in December of 2015.

“Yes, of course,” I responded enthusiastically.

And boy, have we been writing stories!!!

Laurence Gushiken, my “artist” in B class, is a really creative child.  He loves drawing, painting, writing stories, cooking, and making things in general.  I could see this in him from the time that he was in the first grade.  Yes, I got special permission from his parents to share his name and identity as well as creations, including videos, publicly.

Since we read fiction in January anyway, I simply made it the productive (writing and speaking) task for this unit.  In the TESOL (Teaching English to Speakers of Other Languages) classroom–which is my area of expertise–tasks are divided into receptive (listening, reading) or productive.

First, we read the Once Upon a Time and Oh, the Things You Can Think stories in class.

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Here I am holding and reading the children’s book, “Once Upon a Time.”

I then made “Once upon a time…” the prompt for my students to make up their own stories, which is what I thought was best due to that most of them are ESL (English as a Second Language) and EFL (English as a Foreign Language) students.

Then came the brainstorm, rough draft, revision, and final draft process.  It is so ingrained in them already!

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This is the template that we used for the stories both last year and this year.

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This is the rough draft of the book that Laurence and his partner Tim created.

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This is the Title.

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This is the first page.

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This is the second page.

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This is the third page.

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This is the fourth page.

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This is the fifth page.

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This is the sixth page.

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This is the last page; the end.

 

Finally, they recorded each other reading their stories and blogged about these on Google Plus, sharing them within their learning community.

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Here is the version of the story that I shared on Google Plus.

In the future, I hope to develop a virtual library, community, or even just a series of collections of my students’ works so that they may look back and reflect on what they did.

I learned how to scan this story just by using some glass and an iPhone.  I acquire new skills every day!

This particular student confronted some challenges and obstacles this past academic year, which I cannot go into a lot of detail here, but that is why all of this means so much more.  Although Laurence will be leaving our school at the end of this school year, I loved teaching him and wish him all the best in his future endeavors.

One of the factors which I think made the story making task so successful was that it tapped into children’s natural curiosity, which consequently increased student engagement.  Mr. Simon Robinson, who runs the Okinawa Sudbury School nearby, recently blogged about how curiosity and engagement truly are the keys to learning as well as wanting to improve ourselves.  In fact, the basic premise of the Sudbury school system is that when the students are ready they will learn.  Whether it is reading, writing, math, or calligraphy, that element of wanting has to be there.  I would love to visit the Sudbury school in Okinawa, especially because it happens to be in my neighborhood.

While I do not completely agree with the philosophy of the Sudbury school model, I do like the democratic decision making aspect and overall more humane treatment of students.  People–children and adults alike–need to feel as if their voice matters.  We need to feel as if our learning cohort is willing to listen.    These factors are essential in any successful learning environment, both at school and at home.  People need to feel empowered and like they have a say in order to build something positive together.

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Getting our voices heard is so essential. Otherwise, what is the purpose of even pursuing an education?

For instance, my class is also involved in making decisions and advocating for a new school playground.  They really got into it, because they felt like their input mattered.  #playgroundaaso  They created a Toontastic lesson, a Doodle Cast video, a LeGO model, and a poster design–along with QR codes–in order to appeal to a prospective interested party.  It is completely relevant to their learning experience.  They feel it, and I feel it as their teacher.  That drive is precisely what will take us all the way.

Two of my students building the LEGO model of the playground.

Two of my students building the LEGO model of the playground.

Two students drawing the sketch of the playground.

Two students drawing the sketch of the playground.

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Our class blogger kept track of the #playgroundaaso project in our class.

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Two of my students made a Toontastic cartoon on what they would do if they had a playground.

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Two other students created a Doodlecast lesson on why they want a playground.

 

Even though we are not exactly where we would like to be at the moment, I honestly believe that we are on the right path, and that happiness along with our goal is somewhere just over the rainbow.

 

 

 

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To Blog or Not to Blog: That is the Question

January12

“Ms. J, can I blog soon, please?  I really want to blog,” my first grade student practically begged me last Friday.

“Sure, _______.  I want to get started on that right away.  I will talk to your parents about it next week at the Parent Teacher Student Conference (PTSC), okay?”  I reassured him.

“Okay,” he responded enthusiastically.

Yes, this is a true story; although it did not come about just by itself.  I showed my first and second grade students an episode from Arthur and Friends with a focus on blogging.  What was the purpose?  To put it simply,  I wanted my students to think about why we blog.

I did not count on them being so excited about blogging, but I am glad that was the result of that.  I will be the first to acknowledge that I have not been updating my blog as often as I would have liked to.  In fact, I have not written anything since last September!  However, I am not going to feel guilty about it.  “You should not blog as a chore,” is basically what I wrote in my previous blog post.

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This is my reflective journal on teaching, innovation, and technology. There is a lot of information here, but mostly I just want to highlight that I want my posts to be shorter and to be more in the now. Reflection is great; but so is action. I know that I think too much. :).

And that is honestly what I believe.  Just as I want my students to feel motivated about learning and blogging, I want to feel that way, also.  Up to this point I have mostly been using this space to summarize and reflect on my practices, but not really to propose new ideas and prompt discussion or even controversy.  Honestly, that makes the entire thing a bit tedious.

I want to be able to express myself genuinely, albeit professionally.  This does not mean that I will not summarize or reflect on my teaching practices anymore, but just that I want to use this blog to bring things up as they happen and even while they are happening as well.  I would also like to make my posts shorter and more to the point.

For instance, since this is my first blog post of the year 2016–and coincidentally this corresponds to the first new moon of the year (I dabble a bit in astrology)–I have some professional New Year’s Resolutions that I would like to set into motion:

1.  Get B Class and eventually the whole school on Raz-Kids

I used Raz-Kids in my first and second grade class (then A class) last year.  Ms. Mauri Dufour, a seasoned teacher and an Apple Distinguished Educator, brought it up again in her recent Leading with Technology post.  These leveled readers–through which students can improve their literacy skills at their own pace–are a great tool for young learners.  I am working on a proposal to get this back in our school; and hopefully we can get it back soon!

2. Start Experimenting with Digital Portfolios in B Class

To a certain extent, I have been experimenting with digital portfolios–otherwise known as e-portfolios–with my class already.  Mostly we have been doing this through blogging, since all of my students have their own Google Plus blog on which they share their assignments as well as class and school-wide events about once a week.  I definitely see the benefits of digital portfolios at a school like ours, a Non-Profit Organization (NPO) with a high turn over rate.  I am ready to streamline everything!  #digitalportfolios

3.  Integrate Khan Academy more into my Math Lessons

We have recently started using Khan Academy in math class.  A new colleague at AASO–who is also a math teacher–introduced it to me.  This is a perfect tool for differentiated learning, which is especially essential in a “combination class” of first and second grade such as mine.  A lot of my students love it, and even my younger sisters have used it to study for the SATs.  But you don’t have to take my word for it; the founder himself discusses it in this article.  Of course, this is not to say that Khan Academy can replace a teacher or instruction–as the founder himself is quoted in the article–but rather that the online tutorials and instructional videos serve as a supplement to any math class.

4.  Consider how Coding Could Benefit Students in Early Childhood Education

One of the new actions that I am considering to take this trimester is coding.  For some time now I have deemed it unimportant and not a priority due to lack of time.  However, reading Mauri Dufour’s post on the topic definitely persuaded me a bit, particularly since she teaches kindergarten.  I suppose that the children growing up now have to be more technologically literate in order to function in the real world.  Moreover, as Ms. Dufour points out “coding uses mathematical reasoning”, which can really help students in the future.  While I am still unsure as to whether preschool age children need to start coding–mostly because other subjects and matters should probably be more of a priority–I am willing to entertain the idea as a possibility.  Why not?

5.  Being True to Myself as an Educator; Listening to my Gut

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I went mochi pounding last weekend. I kept hitting it until it became softer. At the moment I think that this represents me. I need to keep on, keep on trying!

I don’t need an infographic, picture, or link to show how this is important.  Suffice it to say that I need to respect and take care of myself in order to take care of and help others; my students in this case.  Or, I can quote one of my favorite astrologers, Kelley Rosano–who also happens to be a life coach: “Love yourself more than the need to please others.”  Although this may seem a bit simplistic, I feel that it is true for me at this time.

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I put this sign up in my classroom. Initially I thought that it was just for my students, but now I think that it can be useful for me, too. Which step have you reached today?

I want to be the best teacher that I can possibly be.  For this to happen, though, I need to follow my intuition and have the confidence to know when is the right time to begin something or end something;  when to intervene or when to let things go.  This applies both to what is going on in the classroom and what is going on outside of it.

It may take a while, but yes, I think that we can do it one step at a time!

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Catching Bubbles in the Summertime

September3

Wow; I cannot believe that the summer is over!  I know that it is not the most innovative way to start a blog post, but the truth is that I am tired of thinking too hard.  The four weeks of summer school are over–as is my summer vacation–and now it is time to reflect on what I accomplished this summer.  After all, the second trimester of this school year began a couple of days ago, on Tuesday, September 1, 2015.

Although I did not accomplish all the things that I set out to do, I had a lot of fun trying…and at this moment I think that is extremely important.  We sang songs, played hop-skotch, painted with water colors, built towns using Lego, as well as took field trips to the local swimming pool and Okinawa Children’s Zoo.

This is a screenshot of my summer school students singing songs in English.  Actually, even my second grade students still enjoy singing songs in English.

This is a screenshot of my summer school students singing songs in English. Actually, even my second grade students still enjoy singing songs in English.

Getting back to the fun of hop-skotch.  Who knew that this game could be so challenging?  Well, it was!

Getting back to the fun of hop-skotch. Who knew that this game could be so challenging? Well, it was!

Painting with water colors!  They absolutely loved it, and yes, making a mess can be so much fun.

Painting with water colors! They absolutely loved it, and yes, making a mess can be so much fun.

My students in summer school really enjoyed playing with Lego, so I think that I want to use Lego more in my classroom from this trimester.  Thank you to my new colleague, Mr. Tang, for buying B class a new box of Lego Classic.

My students in summer school really enjoyed playing with Lego, so I think that I want to use Lego more in my classroom from this trimester. Thank you to my new colleague, Mr. Tang, for buying B class a new box of Lego Classic.

Pool time with my students.  A change of scenery is always helpful to try to get our students motivated to learn.

Pool time with my students. A change of scenery is always helpful to try to get our students motivated to learn.

I hope to go on more field trips to the zoo with my class in the future.  It is really educational and fun.

I hope to go on more field trips to the zoo with my class in the future. It is really educational and fun.

I applied to become part of the Virtual Field Trip Community on Google Plus about a month ago, but I have not received a response as of yet.  Nonetheless, I enjoyed the process of rediscovering the fun in learning and teaching over the summer; because, yes, it is all about the process.

How did I come to this conclusion?  Well, I spent the summer catching bubbles.  Here is a speaker from the Learning 2.0 conference who discusses the phenomenon in this bubble catcher video.  In fact, my first and second grade students spent the second half of the first trimester catching bubbles while writing and drawing in their “free” journals, in which they can draw or write what they like.

This journal belongs to one of my students in the second grade.  She took it to the zoo and wrote down her observations for a Toontastic assignment.

This journal belongs to one of my students in the second grade. She took it to the zoo and wrote down her observations for a Toontastic assignment.

They have also been writing journal entries about how they take care of My Boo, their virtual pets, in an effort to build empathy and foster literacy.

Oh, no!  My Boo needs to be taken care of.  My students write their journal entries about how they care for their virtual pets.

Oh, no! My Boo needs to be taken care of. My students write their journal entries about how they care for their virtual pets.

Even preschool and kindergarten students can benefit from reflecting in their journals, as it shows in this SID the Science KID episode on eating more healthily.

However, the person who benefited the most from writing journal entries this summer is me, the teacher.  I keep journals about various things, such as for writing ideas and my feelings, but I had not done it for enhancing my teaching practices.

My new journal.  :).  It is so beautiful, and comes from Bolivia.  I just bought it.

My new journal. :). It is so beautiful, and comes from Bolivia. I just bought it.

I started reflecting a lot this summer, and writing these ideas down in my coaching document on EdTech and Learning Innovation.

I kept a journal on my summer school learning experience using Google Docs.  I think that it really helped me to clarify what my style and goals are this second trimester.

I kept a journal on my summer school learning experience using Google Docs. I think that it really helped me to clarify what my style and goals are this second trimester.

Moreover, my technology and innovation coach, Mr. D, can comment on my eureka moments, so that keeps me motivated.  I would like to continue this practice.

Whether we write our journal entries in a notebook or in a Google document is irrelevant to me.  I think that it is up to the person, to the learner, to determine what works best for them.  I like both styles, which is why I am doing both.  I would like to teach in a classroom where my learners have a voice and choice; where they can reflect and grow both as learners and as people.

I would like to see all of these things in my classroom sometime in the near future.  We are working on these a little bit every day.

I would like to see all of these things in my classroom sometime in the near future. We are working on these a little bit every day.

Again, I know that it is a process, and that I may not see the results until later on, but I am working on it.  If I can get more of my students to enjoy reading, writing, and learning, then my goal will be accomplished.

That is also why I am encouraging my students to blog, and why I like to blog so much.  I want to improve, and I think that things will get better and better the more we reflect.  The trick, though, is to get students addicted to reading, writing, and learning.  Furthermore, I want them to want to blog, as that is also key.

My coach's message, and I could not agree more.  When we do not want to do something we are less likely to do it.

My coach’s message, and I could not agree more. When we do not want to do something we are less likely to do it.

What did I do to get a head start on blogging this summer?  I decided to train one of my first grade students to write a blog post and share on Google Plus.  She is really self-driven and eager to get connected with her classmates, mother, as well as older siblings within the Google community, so it was not so difficult to persuade her.

This is a screenshot of the first video my first grade student shared on Google Plus.  The topic was on likes and dislikes, and her mother got to watch it.

This is a screenshot of the first video my first grade student shared on Google Plus. The topic was on likes and dislikes, and her mother got to watch it.

For her second blogging assignment, I asked my first grade student to take pictures of our class reading a QR coded book entitled "The Night Sky" and of us sharing our drawings about the book.  Finally, she blogged about it.

For her second blogging assignment, I asked my first grade student to take pictures of our class reading a QR coded book entitled “The Night Sky” and of us sharing our drawings about the book. Finally, she blogged about it.

I think that she will be instrumental in teaching the rest of my first grade students to blog and share using Google Plus.  It only takes one person, and I already put up this poster to foster connectivity in my classroom.

I think that it is always important to think before we speak or write; whether it applies to the real world or virtual reality.

I think that it is always important to think before we speak or write; whether it applies to the real world or virtual reality.

Now I also need to share the digital version!

Which reminds me: I am also going to try more of a blended learning approach next trimester, because the tangible things do matter.  The finger-painting, Lego, and laminated charts posted on the wall–not to mention the stickers and incentive charts–really do make a difference.  Due to that I taught EFL (English as a Foreign Language) to first grade students from outside of AASO over the summer, I was unable to use iPads as much as I usually do.  Mostly my students used Skoolbo and Toontastic as well as read along with QR-coded books.

This is the avatar for our new student in B class.  He really resembles him, too.  I think that he is going to have a lot of fun!

This is the avatar for our new student in B class. He really resembles him, too. I think that he is going to have a lot of fun!

The conclusion?  It was effective enough, and I am satisfied with seeking to strike a balance between structure and spontaneity; responsibility and fun; iPads and paper.

Summer vacation is over, but the inspiration does not have to be.  I want to enjoy my job and my life–and I want my students to love going to school.  I am sure that by following the three *Cs–connectivity, communication, and collaboration–all of us in B class can achieve this state of inspiration together.

I was the first to write my ideas about educational technology last year, and I focused on the three *cs: connectivity, communication, and collaboration.  I was so inspired!

I was the first to write my ideas about educational technology last year, and I focused on the three *cs: connectivity, communication, and collaboration. I was so inspired!

 

 

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Making the Connections

June5

Wow; so much has happened in the last few weeks that I do not even know where to begin!

Actually, it is not so much that I have started anything new; rather, I am cleaning up and perfecting what I have been doing and learning up to now.  Although this is my professional blog, and I try not to share too much regarding my personal life here, I do spend a bit of my free time dabbling in astrology.  As such, I am truly feeling this mercury retrograde.  This transit is a perfect opportunity to face and work with communication and technological matters, as it suggests in this video–and I am really doing that!  In general, Nadya Shah–one of my favorite astrologers–loves being positive and inspiring others.

My favorite astrologer, Nadya Shah, loves sharing inspirational messages on Facebook.  Coincidentally, I have seen this same info-graphic on a lot of educators' blogs.

My favorite astrologer, Nadya Shah, loves sharing inspirational messages on Facebook. Coincidentally, I have seen this same info-graphic on a lot of educators’ blogs.

In my last blog post, for example, I mentioned that I was grappling with how to motivate my students to blog.  I had decided to simply let them do it if they wanted to do it.  However, I realized that I had to be more proactive if I wanted them to become “prolific bloggers” (I borrowed this phrase from Mr. D, my Technlogy & Learning Innovation Coach).  Hence, I decided to make blogging extra credit for one of their math Educreations assignments on what time and what they ate for breakfast.

This girl in the second grade was excited about the extra credit I offered her for composing a blog post and then sharing it on Google Plus.  I am still looking for another way to motivate her.  :).

This girl in the second grade was excited about the extra credit I offered her for composing a blog post and then sharing it on Google Plus. I am still looking for another way to motivate her. :).

At this point in the school year, only the second grade students have their own Google Plus accounts, but they are sharing their iPads with their first grade classmates.  Once my second grade students get the hang of blogging, I will be setting up the Google Plus accounts for their first grade classmates.  Yeay, blogging!!!  It is a lengthy process, but we are learning.  My students are even doing rough drafts of their blog posts.

My student, who is in the second grade, wrote the rough draft for his blog post on this writing template,  Thoughts, anyone??

My student, who is in the second grade, wrote the rough draft for his blog post on this writing template.  Thoughts, anyone??

Even more importantly, the students are realizing by themselves how we are all connected here at AASO.  After one of my students realized that he could share his work not only with his parents, but also with his older brother, he became more enthused about Google Plus and blogging.  He wanted to do it again!

A boy in the second grade shared his Educreations math lesson on what time he ate breakfast and what he ate.  He was really excited about his older brother being able to watch his lesson. :).

A boy in the second grade shared his Educreations math lesson on what time he ate breakfast and what he ate. He was really excited about his older brother being able to watch his lesson. :).

Consequently, I made blogging mandatory the last time blogging was part of my students’ assignment.  After all, I no longer have to persuade them to do it; and I think that they know that we are all connected, especially as so many people comment and like their posts on Google Plus.    It does not hurt that everyone wants to know what these cute first and second grade students in B class want to do when they grow up!

I know that these boys work really well together, and they enjoyed making a Toontastic video about what they want to do when they grow up.  One wants to be a police officer and the other one wants to be a Kindergarten teacher.

I know that these boys work really well together, and they enjoyed making a Toontastic video about what they want to do when they grow up. One wants to be a police officer and the other one wants to be a Kindergarten teacher.

Of course, all of this opens up a whole new can of worms.  Now I need to create a blogging rubric for early childhood learners, similar to the one used in middle school.

I think that this is the rubric that the middle school students follow at AASO.  Now I just need to make a simpler one.  I think I can do it!

I think that this is the rubric that the middle school students follow at AASO. Now I just need to make a simpler one. I think I can do it!

It needs to be translated into simple language.  :).  I also want to teach my students how to take a quality photograph.  Thus far, I want to use Mr. D’s ideas, similar to what he tried in fourth and fifth grade digital literacy.

I am borrowing this idea on how to take a quality photograph; or rather, the students in B class are going to come up with their own ideas on what makes a good photograph.  Any suggestions?

I am borrowing this idea on how to take a quality photograph; or rather, the students in B class are going to come up with their own ideas on what makes a good photograph. Any suggestions?

To be honest, I need to learn, too!

And I had not even truly considered how our commenting or lack thereof affects others online.  I am tackling that this week, though.  Using this Stanford University strategy on team building and developing self-esteem, I hope my students will think about what constitutes a constructive comment.  False praise is not always the best way forward, but being more mindful with regards to how we communicate with others is.  It is something that I wish to apply to both my personal and professional life.  Even though it is great that I realize this, now I need to work on the how.  I am also positive that discussing how we communicate with each other online will have a positive impact on how my students talk to each other in real life as well, since it is all interconnected.  This week I just went impromptu, encouraging students to, “Say something nice to each other online.”

Two teachers and another second grade boy commented on this second grade student's Toontastic video and blog post.  I love the interaction going on here!  I hope that he feels appreciated and motivated.

Two teachers and another second grade boy commented on this second grade student’s Toontastic video and blog post. I love the interaction going on here! I hope that he feels appreciated and motivated.

Father and son communicate with each other across continents using Google Plus.  It was truly a touching moment!

Father and son communicate with each other across continents using Google Plus. It was truly a touching moment!

This second grade boy was really excited about watching the Toontastic video his friend in the third grade made.  I think that he'll definitely want to keep commenting on her blog posts.  :).

This second grade boy was really excited about watching the Toontastic video his friend in the third grade made. I think that he’ll definitely want to keep commenting on her blog posts. :).

I think that this is a good starting point for first grade and second grade students.

The skills and lessons my students learn in B class can only help them in the future; as the experiences that they have.  Recently, I have become exposed to more ideas on how we can be more connected to people in the outside world; in other schools, other cities, even other countries.  Mr. Craig Kemp, who I mentioned in my previous blog post, shared some relevant information on “Mystery Skype”, a program which enables classrooms and teachers from all around the world to interact with one another via Skype: http://goo.gl/eX3m9m and http://goo.gl/MyWcxu.  Teaching first and second grade students who sometimes have trouble understanding geographical locations, this is extremely helpful.  I am really excited about all of the future interactions for B class!  Although I am not mentioning everyone I hope to connect to next trimester in this particular blog post, I will share this with them on Twitter, and hope they read it.  :).  As we say here in Japan, “Yoroshiku onegaishimasu.”

But it is not just my students who are realizing that we are all interconnected; it is me, too.  While I was watching a video on coding in early childhood produced by Ms. Pana Asavavatana, I witnessed how it is possible to learn from other people even if they are geographically far from us.  It was amazing to watch how many young children learned about coding, creating, collaborating, and problem solving from interacting with children in other countries through the World Wide Web.  I look forward to collaborating with this inspirational educator more in the future: http://mspanasays.com/.

In fact, I am engaging with more and more people in my community these days mainly due to the digital literacy project involving QR-coded books, which I think I discussed at length starting in January.  Since then it has evolved into an even greater project, and though I cannot delve too much into it in this blog post, I will say that more students, teachers, and parents are getting involved in this project.  Just recently, at a parents’ ICTea meeting last week, four parents recorded some stories for A class (preschool and kindergarten) and B class (my class, first and second grade).

Parents read some books at the most recent IC Tea meeting.  They came out to help our students and learn more about digital literacy as well as educational technology on their Saturday morning.  Again, thank you so much!

Parents read some books at the most recent ICTea meeting. They came out to help our students and learn more about digital literacy as well as educational technology on their Saturday morning. Again, thank you so much!

These are the most recently read and QR-coded books in our AASO library.

These are the most recently read and QR-coded books in our AASO library.

These are the parents who read some books for A class (Kindergarten) and B class (my class, first and second grade).  Thank you so much!

These are the parents who read some books for A class (Kindergarten) and B class (my class, first and second grade). Thank you so much!

The books are ready to be used!  Just as an example, this is my student’s mother reading the story we are going to read in class this week, “Have You Seen My Cat?”: https://goo.gl/ud1A47.

I could not wait to see my student’s reaction!  She smiled happily, laughed, and said “Mommy,” in Japanese.

Two students in B class listening and reading along with Ms. Yagishita's recording of "Have You Seen My Cat?" by Eric Carle.

Two students in B class listening and reading along with Ms. Yagishita’s recording of “Have You Seen My Cat?” by Eric Carle.

My student posing with the book her mother read after she and her partner read it together.

My student posing with the book her mother read after she and her partner read it together.

Yes, because we are all connected.

Oh, and if you want to know more about the AASO literacy project…please watch this space, as it is a whole other realm!

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Celebrating Baby Steps With Blogging

May13

I have not updated my blog in a while.  The reason?  I thought that I did not have anything meaningful to share.  For some time now, I have been writing pretty lengthy blog posts, complete with a lot of links and visuals.  However, sometimes I also have small accomplishments or eureka moments to share, but simply overlook them or “wait for more to happen”.  Well, I am not waiting any longer!

A few weeks ago–the third week of April to be precise–some of the AASO teachers and our ICT director, Mr. D, participated in the first ICT meeting of the school year.  We meet once a month to learn, reflect, and share how we are integrating technology in our classrooms.  Since the April meeting was the first of the school year, not to mention that we have some new colleagues, after some “bonding time” we discussed our goals for the school year.

I wrote my goals with a purple crayon.  I do teach first grade, right?

I wrote my goals with a purple crayon. I do teach first grade, right?

My main goal for the 2015-2016 school year is to work on literacy; or reading and writing.  Why is this so important for first and second grade students?  I just think that it is the base for everything in the future. We need to be able to read and write in order to understand all of the subjects, including science and math.  What is the tool that I am going to be using?  Blogging!

When I shared this goal with some adults around me–not my colleagues, but some acquaintances–they could not believe that first and second grade students are blogging.  (Yes, education generally and educational technology specifically have become such a big part of my life path that I even talk about my job at Saturday night outings with friends; and give my “business” card to people I meet!).

Here is my business card.  :).  I need to make new ones, especially since I need to add both my professional and twitter blogs!

Here is my business card. :). I need to make new ones, especially since I need to add both my professional and twitter blogs!

The truth is, though, that I could not believe it myself at first–until I witnessed it.

One of my students, a second grade boy, loves blogging.  One day, he asked to be the photographer for our class, and I asked him to share on Google Plus.

This is the very first post that my prolific blogger was really enthusiastic about.  He wanted to show everyone everything that we experienced on that day.

This is the very first post that my prolific blogger was really enthusiastic about. He wanted to show everyone everything that we experienced on that day.

After that, he was addicted!

“Ms. J, can I blog?”

“Can I blog, please?  Please?”

“Ms. J, I want to share!  Share, please!”

Since he was a first grade student last year, and usually following the lead of a second grade partner, I did not predict that he would be the student to get the ball rolling in B class.  In fact, he has only been learning English for about a year, since last April, which makes this all the more exciting.  He wants to share about what he learned in science; what he learned in Language Arts; what he learned in Health; what he learned in Social Studies; and even about what his classmates did in class.

My student wanted to share what he did in science class, too; labeling the parts of a flower!

My student wanted to share what he did in science class, too; labeling the parts of a flower!

I have my students share their weekend news every Monday morning or when we come back from a holiday.  My student also wanted to share it on Google Plus!

I have my students share their weekend news every Monday morning or when we come back from a holiday. My student also wanted to share it on Google Plus!

This particular Toontastic video on abilities was really amazing.  Apparently, Mr. D, our ICT director, and Mr. Williams, our principal, agree.  We would not have been able to do without Google Plus!

This particular Toontastic video on abilities was really amazing. Apparently, Mr. D, our ICT director, and Mr. Williams, our principal, agree. We would not have been able to do it without Google Plus!

We made a Toontastic video on conflict resolution for Health.  Again, my student always wants to share--and teach others--about what we learned about.

We made a Toontastic video on conflict resolution for Health. Again, my student always wants to share–and teach others–about what we learned about.

Although I cannot share student videos on here, he took a great video of his classmate’s show and tell presentation.

My "blogger" wanted to share what we did for show and tell--when we have someone bring in something special from home--and he even recorded a video of his classmate's presentation.  Of course, Mr. D supported us again.

My “blogger” wanted to share what we did for show and tell–when we have someone bring in something special from home–and he even recorded a video of his classmate’s presentation. Of course, Mr. D supported us again.

Even more significantly, it was his own idea to record it and share it on Google Plus, as he wanted to share it.  He found it so meaningful!  That is what I think is the key to true engagement–finding the meaning in an activity or assignment–and it was clarified really well in Silvia Duckworth’s infographic.

Ms. Silvia Duckworth's fabulous infographic on how engaged learners learn.  I am working on it!

Ms. Silvia Duckworth’s fabulous infographic on how engaged learners learn. I am working on it!

Incidentally, this Canadian teacher always posts such inspirational, motivational infographics on her Google Plus blog, which can be found at https://plus.google.com/u/0/+SylviaDuckworth/posts.

I know that finding that meaning and making that connection to others is really crucial for learning.  At the Parent Teacher Student Conference (PTSC) we just had last week, this particular student explained and showed his mother how important and fun blogging is for him.  Afterwards, I helped her reset her Google Plus account on my computer, so now she can read her son’s blog posts on Google Plus.

My student showing his mom his Google Plus posts.  I love the bonding going on here!

My student showing his mom his Google Plus posts. I love the bonding going on here!

It is all about the connectivity!

A year ago I definitely could not have imagined that my students would be blogging.  I had never even had a blog myself; at least not one easily accessible to others.  As I may have mentioned in a previous post, I thought that my students were too young to blog.  Boy, was I wrong!  My second grade student actually wrote that his hobby is blogging for a questionnaire.

My student wrote that his hobby is blogging in his questionnaire for English Club.  I am really, really glad!

My student wrote that his hobby is blogging in his questionnaire for English Club. I am really, really glad!

Now I want to figure out how to integrate blogging more into my lesson plans.  The thing is, I considered making it mandatory to share their assignments completed using Toontastic and Educreations–or anything else they do–but if they are not enthusiastic about it then it is really pointless.  I know this from first hand experience!  I, for instance, blog because it is meaningful for me.  I want to remember how amazing it felt to discover everything my students could do on Educreations and Toontastic; how great it was to listen and read the QR-coded books for the first time; how QR-coded books enabled me to use more blended learning and differentiated instruction; how assignment rubrics for my students to follow made things easier both for them and for myself; and now how blogging may change my entire view of education generally and literacy specifically.

 

This blog post from the beginning of 2015 is about two things; the amazing things my students can do using Educreations and how excited A class was to receive the QR-coded books from the middle school students.  So much learning!

This blog post from the beginning of 2015 is about two things; the amazing things my students can do using Educreations and how excited A class was to receive the QR-coded books from the middle school students. So much learning!

Here is when I realized that QR-coded books--specifically Dr. Seuss' "And to Think That I Saw it on Mulberry Street"--could be used for blended learning.  My students could never have been so excited about transition words otherwise!

Here is when I realized that QR-coded books–specifically Dr. Seuss’ “And to Think That I Saw it on Mulberry Street”–could be used for blended learning. My students could never have been so excited about transition words otherwise!

This was when I first discovered that QR-coded books could be used for differentiated (or customized) learning.  Yeay!

This was when I first discovered that QR-coded books could be used for differentiated (or customized) learning. Yeay!

This picture shows how excited I was after I started using rubrics to grade my students' Language Arts Educreations assignments.   It was a big turning point for me!

This picture shows how excited I was after I started using rubrics to grade my students’ Language Arts Educreations assignments. It was a big turning point for me!

This part of the blog post documents when I first used a rubric to grade a math educreations assignment.  I think they  learned a lot about how to use a rubric, too!

This part of the blog post documents when I first used a rubric to grade a math educreations assignment. I think they learned a lot about how to use a rubric, too!

This was the first blog post I made on my students in A class posting on their student blogs on Google Plus.  At the time I really did not know all of the great things this would all lead to!

This was the first blog post I made on my students in A class posting on their student blogs on Google Plus. At the time I really did not know all of the great things this would lead to!

And my second grade student is the catalyst!

Of course, I also need to come up with pointers and eventually a rubric for my students to follow when blogging as well as commenting on each other’s blog posts or assignments.  I like, I wonder, and I wish sentence starters are good suggestions for commenting.  The truth is, however, that I am still defining my voice; both as an educator and as a digital citizen.  While looking and reading through various educators’ professional websites, I came across a variety of styles, opinions, and voices.  Some were really inspirational, some were really honest, and some were both.  I was particularly impressed by Ms. Maria Mayer’s, http://goo.gl/twPsPF, and Mr. Craig Kemp’s, http://mrkempnz.com/, blogs.  Ms. Meyer provides a really positive light in a sometimes dark world.  Just reading her blog posts made me feel uplifted, and like I know her and could trust her to teach my future children, as she did in http://goo.gl/fKfRAo.  Mr. Kremp offers some awesome resources and ideas on his website in an attempt to connect teachers and students all over the world, such as his guest blogger’s post on her Poco a Poco digital book specifically geared towards kindergarten and first grade students: http://goo.gl/0z8g7B.  Those are only two of the educators I seek to emulate; and there are so many more!

I am not critiquing other voices or styles; I am simply asserting mine.  At the moment, I want to remain positive and discover a lot of things, both in the real world and in the digital world.  I compare myself and my students to this butterfly, which I discovered during Golden Week out in the Okinawan countryside.

This beautiful butterfly was trying to figure out how to fly before it settled on this leaf.  :).  I finally managed to take a good shot!

This beautiful butterfly was trying to figure out how to fly before it settled on this leaf. :). I finally managed to take a good shot!

I think that it had just emerged out of its cocoon, as it was flying around frantically before it settled on this plant.  I guess we all have to remain still for a while before knowing where to fly to next. :).

 

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It’s Always Better the Second Time Around

April22

“Step by step, day by day, a fresh start over, a different hand to play.  The deeper we fall, the stronger we stay.  And we’ll be better the second time around.” These are some of the lyrics from one of my favorite childhood sitcoms, “Step by Step”.

Wow...this is definitely a sitcom from the 90s!  Step by Step...

Wow…this is definitely a sitcom from the 90s! Step by Step…

However, this is not a post about the sitcom, but rather about my second time around; my second time teaching first and second grade at AASO.  The only difference is that we are now B class!!

Welcome to B Class!!

Welcome to B Class!!

So, what is it that I am doing differently this time???  First of all, we started the school year by emphasizing literacy and numeracy with the “Endless” series; specifically “Endless ABC” and “Endless 123”.

A student spelling the word "Rainstorm" using the Endless ABCs app.

A student spelling the word “Rainstorm” using the Endless ABC app.

What does the word "invention" mean?  This is another feature of the Endless ABCs app!

What does the word “invention” mean? This is another feature of the Endless ABC app!

Counting by 4s using the Endless 123 application.

Counting by 4s using the Endless 123 application.

Does adding 10 plus 5 equal 15?  Yet another feature of the Endless 123 app!

Does adding 10 plus 5 equal 15? Yet another feature of the Endless 123 app!

They really enjoyed it, and it was a good warm up for the rest of the year!  In addition, they got to work together, and the second grade students taught the first grade students not only how to use the applications, but also how to use the iPad.

How do you spell "Experiment"?  A first and a second grade student trying to figure it out together on Endless ABCs.

How do you spell “Experiment”? A first and a second grade student trying to figure it out together using Endless ABC.

A first and a second grade student counting the numbers using the Endless 123 application on their iPads.

A first and a second grade student counting the numbers using the Endless 123 application on their iPad.

For more information and reviews on the series, please go to: http://goo.gl/krMvCH (ABC) and http://goo.gl/5Bwb17 (numbers).

Nonetheless, my students are still requesting to use Skoolbo!  They love how interactive it is, as well as the rewards offered.  It is no coincidence, then, that it has taken off so well in Mexico!  This article explains how a school in Mexico is enjoying Skoolbo as well as reaping its benefits: http://blog.skoolbo.com/mexico-upap/. Perhaps we could also invite the Skoolbo developers to visit our school and develop a version specifically for Japanese children….

Another new thing in my class is that my students are sharing iPads, at least for this first trimester.  Initially, this was only because there were not enough iPads for everyone to have their own at school, but now I am considering sticking to this novel concept.  The experiment continues in my 2:1 classroom!  According to this article my digital humanities coach came across on twitter, http://goo.gl/bNX3ci, kindergarten students who shared iPads outperformed those who had their own iPads.  Could it be the increased collaboration, communication, and interaction?  I guess we’ll just have to wait and see!  They worked on Toontastic and Educreations together this week.:

This second grade student shared his Toontastic video on Google Plus.  He and his partner, a first grade student, practiced the "Do you like _______?" phrase.  They loved it!

This second grade student shared his Toontastic video on Google Plus. He and his partner, a first grade student, practiced the “Do you like _______?” phrase. They loved it!

Some students working on their Educreations assignment last Friday.  Someone likes "My Little Pony".

Some students working on their Educreations assignment last Friday. Someone likes “My Little Pony”.

This is a screen shot of a second grade student's work on Educreations.  He focused on the letter Rr and related words.  He did a great job!

This is a screen shot of a second grade student’s work on Educreations. He focused on the letter Rr and related words. He did a great job!

This is the first grade student's interpretation of a Q related word.  Since he cannot yet write a sentence, he just wrote the word "Quiet".

This is the first grade student’s interpretation of a Q related word.  Since he cannot yet write a sentence, he just wrote the word “Quiet”.

Two students, one in first grade and the other in second grade, write a sentence focusing on the letter Uu on Educreations.

Two students, one in first grade and the other in second grade, write a sentence focusing on the letter Uu on Educreations.

Working on a "P" word sentence using Educreations.  :).  "We are going to a party!".

Working on a “W” word sentence using Educreations. :). “We are going to a party!”.

Actually, if the second grade students had not worked with the first grade students, they would have been unable to do the tasks, especially as they cannot yet read or write in English independently.  Thus far, I am all for the idea, as who else to better teach students than their own peers?

Yet another thing I have integrated in my classroom are more Google Tools; from Google Classroom and Google Drive to YouTube.  You can learn more about these tools by following these links: http://goo.gl/MtYTC8 (Google Classroom) and http://goo.gl/PxSPj6 (Google Docs and Drive).  What exactly accelerated this process for me?  Well, I was asked to teach a sixth grade English literacy class, and since they are already using Google Classroom in most of their classes, I decided to follow suit.  I am really embracing this learning and teaching opportunity.  There are so many resources available to me, both among my fellow colleagues and on Twitter.  Up until now, I have incorporated React videos, such as this one on 90s music, http://goo.gl/11Ou88, and I am going to use this “I am Going to Like School” digital book this coming Friday:

"I am Going to Like School" by Howard Chan.  I love it!

“I am Going to Like School” by Howard Chan.  I love it!

http://store.blurb.com/ebooks/523694-i-am-going-to-like-school.  I only remembered that April was national poetry month by the posts on twitter, and so I am also going to use this book for my first and second grade students this week!

I came across the "I'm Going to Like School" e-book and other materials on Twitter.  I don't even have to search for ideas anymore!

I came across the “I am Going to Like School” e-book and other materials on Twitter.  I don’t even have to search for ideas anymore!

Twitter and Pinterest continue to be invaluable resources.  Just the other day, for instance, I came across this suggestion on Pinterest on thematic based learning: http://goo.gl/5rCBj4.  This article argues that young learners are more likely to learn and retain information if it is presented in a thematic unit, which is something that I want to do more of in the future.  Up to now I have attempted to integrate material from various sources into my lessons, but perhaps I need to narrow my focus more when teaching young learners.  I am eager to try!

And….finally…I used QR-codes this morning to orient my students on what they were supposed to do.  I have been stalling and putting it off, but it was really easy to record and make the video, http://goo.gl/BqWqs6, as well as to create the QR code using the https://www.the-qrcode-generator.com/ link.  I set up the classroom exactly how it was in the video this morning and played the video for my students.  While the video is not ever going to win an Oscar, some of my students–including those who were late, tired, or just confused since today was the first grade students’ first time ever to work on spelling words–played the video many times.  I think it definitely helped them!  Thank you to Mauri Dafour, for suggesting that teachers start small, https://leadingwithtechnology.wordpress.com/2014/10/13/start-small-to-grow-big/.  You are a genius!!!

Ready for the QR coded instructional video my students made.  YouTube and QR codes are great together!

Ready for the QR coded instructional video I made for my students.  YouTube and QR codes go great together!

Two students watching the video I made to orient them from the QR codes!  I think it helped them.

Two students watching the video I made to orient them and the QR codes! I think it helped them.

One of the things that struck me about the QR-coded morning routine and instructional video is that I did not have to stay with my students–and be repeating myself constantly–during first period English this morning.  As this page from “I am Going to Like School” shows,

I want to be more like a guide than a preacher.  I want to facilitate my students' learning, and not dictate it.

I want to be more like a guide than a preacher. I want to facilitate my students’ learning, and not dictate it.

, and that is what I hope to become more for my students.  After all, they need to learn to think critically; work collaboratively as well as independently; as well as to learn to problem solve.  I think that I need to let the reins go a little bit.  Besides, they like the interaction, even if it is just one way.  So….more QR-coded activities in class?  I really hope that I improve as a teacher and do things better this time around.  I know that I have to be patient both with myself as well as with my students, particularly since it is the beginning of the school year.  I was recently reminded that how I feel about my students and colleagues will be reflected  back at me through their behavior in this podcast: http://goo.gl/ouISMj.  And why not?  I need to remain positive so as to continue influencing those around me positively. :). Please join me in motivating each other!

 

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Finding Our Digital Voices in A Class

March31

Wow…I cannot believe that the school year is over, and that I am sitting here thinking about it.  The year flew why, and I think that I learned a thing or two.  Oh, and although I will no longer be teaching A class at AASO next year (I cannot yet reveal what class I will be teaching), I can still apply what I learned these last few weeks–and more importantly this year–to my teaching.

It finally happened: my students got on Google Plus.  After Mr. D taught me how to set up their accounts, my students set their profile pictures and cover photos, created their profiles, as well as made their first posts by showing their first work created on Toontastic–which incidentally they love! (More on Toontastic later, I promise!). Here are some good examples:

1. Profile Picture

My second grade student loves Dr. Seuss and "Green Eggs and Ham"!

My second grade student loves Dr. Seuss and “Green Eggs and Ham”!             

 

 

 

 

 

 

 

 

2. Cover Photo 

This first grade student loves Toontastic!  He is going to be a famous artist someday.

This first grade student loves Toontastic! He is going to be a famous artist someday.                                                           

3. Profile

This first grade student loves SkoolBo, Youkai Watch, and all of his friends in A class.

This first grade student loves SkoolBo, Youkai Watch, and all of his friends in A class.

4.  Blog Post

My second grade student was really excited to share her Toontastic animation on the five senses: seeing, hearing, smelling, touching, and tasting.

My second grade student was really excited to share her Toontastic animation on the five senses: seeing, hearing, smelling, touching, and tasting.

Sounds easy, right?  Well, the truth is that it was a lengthy process; not made any easier by my initial reluctance to teach my students to blog on Google Plus.

I admit it: I like to play it safe.  Back in July of 2014, before we were even using iPads in A class, I attended a seminar with my Japanese colleague at the Okinawa Prefectural IT Educational Center.  The lessons that I came away with were that AASO had to figure out its own way to teach digital citizenship–along with the “regular” type of citizenship–while simultaneously protecting our school’s and students’ security.

Here is a screenshot of my summary and impressions on the ICT summer workshop.  There was a lot to think about!

Here is a screenshot of my summary and impressions on the ICT summer workshop. There was a lot to think about!

As I discussed in a previous blog post, I got over playing it safe after reading what other educators are doing since I joined Twitter.  In particular, I was influenced by Mauri Dafour, http://goo.gl/twmPJG, and Kathy Cassidy, http://goo.gl/5WZUOH, whose testimonies helped me see why blogging is important for young learners (Mr. D, too, though I always say “But my students are little…”).  However, the reality is that blogging and socializing online is already relevant to my students. Some of my first grade students are doing Minecraft and Clash of Clans outside of school, for example.  So we cannot even separate digital citizenship from “citizenship”, as it is all intertwined.  Students interact online A LOT.

This ties into my personal life as well, at least with regards to my youngest sister.  She is sixteen years old and we only interact on Facebook and Twitter.  We have not had a conversation face to face–which in this case means Skype since we are in two different countries–in ages.  It is this situation which lead me to start reading “It’s Complicated” by Dana Boyd, whose book can be found at http://www.danah.org/books/ItsComplicated.pdf, even if it is a really long book.  I have only just started, though I read the chapter on digital natives while I was learning about digital literacy last trimester. Essentially, although young people today are exposed to the internet and social networking earlier than my generation was, it is still up to us the adults–their teachers and parents–to guide them and engage them in conversations about digital responsibility and citizenship.  Of course, times have changed, as illustrated in this video about my experiences with technology filmed by a middle school student on her iPad: http://goo.gl/6mq1IY.  One point that I emphasize in this video is that I taught myself how to use technology; that I was always self-taught.  Just like Dana Boyd, I was one of the few teens using America Online–AOL–most likely to escape from my surroundings.  I always wanted to know more about what was outside of my world, and I learned a lot, but I would have liked to have some guidance, as I do now.  And that is what I want for my students.

So how did I teach my students about their digital footprints online?  I decided to show them a middle school student’s profile, since they know her, like her, and are connected to her.  It was more special to them.

This is a great profile picture, cover photo, and tagline.

This is a great profile picture, cover photo, and tagline.

The first thing they noticed–and inquired about–was the fact that her picture was not on the profile.  After discussing security and safety issues, we decided to follow her example when creating a profile.  I asked them to set their profile pictures and cover photos from what they had already saved on their camera roles to save time, and updated both my Twitter and Google Plus pictures likewise.

This is my Twitter profile.  Notice the "I'm still processing" comment.

This is my Twitter profile. Notice the “I’m still processing” comment.

This is my updated Google Plus profile.  I am trying to be consistent.

This is my updated Google Plus profile. I am trying to be consistent.

 

Here are my updated profiles:  https://twitter.com/msajauregui and https://plus.google.com/u/0/+ArianaJauregui13/about.  I am trying to lead by example, which is why I asked my students to make short Tagline and Bragging Rights sections.  I am still processing on the whole Tagline concept…(okay, maybe I am overdoing it)

For posting, I used this pictograph–tagged my students on Google Plus actually–to encourage my students to reflect on what and why they are posting.

This is the info graphic I used with A class to provide them with some guidance on posting.

This is the info graphic I used with A class to provide them with some guidance on posting.

In other words: Why I am posting this?  Is this my best work?  Do I want to show this to my mother?  Is it okay for my grandparents to see or read?

I still have a lot to learn about teaching digital citizenship, but with the AASO community’s support and collaboration I think that I can do a better job next year.  I am always looking for more resources, which is why I was really excited to read the storified version of this Twitter chat on digital citizenship and social media: http://goo.gl/RXwpDv.

This is the Twitter chat on digital citizenship that I missed.  I really appreciate that @ChezVivian took the time to storify this.

This is the Twitter chat on digital citizenship that I missed. I really appreciate that @ChezVivian took the time to storify this.

I do agree with the conclusion that parents, teachers, and administrators must work together in order to guide students on their learning journeys—whether it is done digitally or otherwise.

Overall, I am happy with the progress we made in A class–as well as with my progress–pertaining to finding our digital voices.  After a year of blogging, I still have a lot to learn, but reading this by the Daring Librarian reassured me that development and progress is possible: http://goo.gl/4iB9pX.  Just like Gwyneth Jones, I am using Edublogs–which I highly, highly recommend–and just like her I am trying to find my digital voice by being honest yet professional; providing a variety of media to illustrate my points and experiences; reflecting on my learning and teaching journey; giving others credit whenever appropriate or possible; as well as offering my unique perspective.  I still have a long way to go, but I know that I can continue growing and developing as a learner and teacher here.

I know I can.  No, I can!

I know I can. No, I can!

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A Working Rubric

March2

Up to now, I have been doing things one way, and not knowing how to change–or progress–but I think that I am finally seeing how things can go forward from here, both professionally and personally.

I know that I have been doing a lot of things right, especially considering that I am taking risks, experimenting, and innovating.  I am still trying to follow the profile of a modern teacher: image.  Two weeks ago, we tried something new.  My students analyzed the meaning of “A Wonderful World”, a poem, and created above and beyond what they had created before.  It is so amazing, that both my ICT peer coach and my employer were impressed–not to mention the parents.

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However, the truth is that it took my students a lot of time to complete the final product.  I think it took nearly three hours.  That is way too much time to analize a poem.  Hence, when my ICT peer coach approached me about doing an observation on how I incorporate ICT in my classroom, I responded enthusiastically.  He let me know beforehand that he would be using the strengths-based coaching approach to coach me at a later date.  More information on this method can be found in this article: http://goo.gl/BO34gx.  He also asked me to focus on my responses to these three questions:  Where are the signs of vitality in a teacher’s current practice?  What can we learn from those signs about teacher strengths and capacities? How can we leverage that learning to invite new possibilities for teacher growth and change?

The class that Mr. D observed went well.  We read “The Night Sky” in the Imagine That textbooks, which was part of our language arts and science lessons for the week, following along with the reader on the QR coded book, a sixth grade girl from E class.  After, I asked my students to write down what they see in the night sky along with their designated partners.  I semi-randomly choose the partnerships, ensuring that two students who complement each other work together.  Once they completed their rough drafts, I elicited the list of requirements for their Educreations assignments the following day. As usual, my students did a really good job–although, again, it took a really long time!

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Upon our reflection on my teaching strategies for integrating technology in the classroom a few days later, I brought up the requirements factor myself; as I knew that “setting things up” is my area of weakness.  In my teaching I had simply been listing the requirements for my students’ assignments.  Of course, I was eliciting the list of requirements from them, but nevertheless it was not as smooth as I would have liked it to be.  As a result, Mr. D suggested using a rubric to set things up; and well, the rest is history!

My first “working rubric” was for math–which I have been experimenting with lately–and a problem solving strategy focusing on telling time.  Since I teach first and second grade–and my students have different math books–I paired up first grade students with first grade students and second grade students with second grade students.  First, they resolved the problems in their math books for homework.  (Yes, I am trying to flip my classroom starting with the analogue version.  More details about the flipped classroom can be read about here: http://goo.gl/TEvvVz.)  Second, I introduced the working math rubric, with the exact requirements of what they had to do in order to get an A, a B, or a C grade for each category.

imageNeedless to say, the results were extraordinary; at least in that most of them achieved an A grade based on the rubric as well as managed to finish in the allotted time.  Not only were they high quality products, but they finished them much more quickly.  Why?  Simply because they knew exactly what the expectations were.  Moreover, this means even more because math is not necessarily what I have been focusing on as much with Educreations.  All of this time I have been focusing more on literacy than on numeracy, to be honest! image image

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So later on this week I decided to use the rubric method again; this time for language arts.  We read “Creatures at My Feet” in the book Information Finders.  After reading the story for homework–another attempt to plant the seeds of the flipped classroom in A class–I asked my students to write about their favorite place using the “My Favorite place is _____because….” sentence starter. image  To my delight, they finished their work even before the allotted time!  Regarding the results, the majority–if not all of my students–achieved an A grade; but I have not finished all of my grading yet.

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image Based on these two “working rubrics”, I would have to say that incorporating the rubric into my teaching and grading is an essential component to improving my teaching, as well as my students’ learning.

Recently, I have come across the term “digital literacy” more and more often–particularly on Google Plus and Twitter–and even followed a Twitter chat focused exclusively on visual digital literacy. imageAs Ms. Chez Vivian points out, children are reading and writing more than ever before–albeit using tablets and computers–and we need to prepare them for life and provide them with the tools that they need.  Since I am a teacher and a writer, I have emphasized reading and writing A LOT this year; and I think that my students have demonstrated how much they enjoy reading AND writing now.  They demand to “work on Educreations”, “type”, and look forward to reading books; at the moment we are reading a lot of QR coded Dr. Seuss books in honor of Dr. Seuss’ birthday on March 2nd.  Although the work of a teacher is never done, I am glad that I have helped put my students on that right path in their educational journeys and becoming transliterate (I am not even sure if I used that term right).  They are so eager to learn!

I cannot express my appreciation for my employer and my ICT director, Mr. D, enough.  I came alive as a teacher this year, in a way that I have never been alive before.  Coming to AASO was my rebirth.  I have that fire and eagerness for learning, too!  The problem may be that I have a little too much at the moment, and need to balance it with my personal life.  This article reminded me that perhaps, for instance, I am spending too much time on Twitter and on developing my PLN (personal learning network) instead of on my personal relationships: http://goo.gl/KrfoZz.  Furthermore, I have been reading the ibook “iPads for Learning” on using iPads, created by Dana S. Watts(http://danawatts.com), and many of the material there struck a chord with me, including this piece on balance and living our lives to the fullest.

imageSometimes we are too immersed in technology to pay enough attention to our loved ones, as demonstrated in this video: http://goo.gl/Nd2g4M.  Of course, I love my job too much (no, I am not just saying this, it is my calling!), so I will try to balance my professional and personal life more in the future.

I think that I may need a working rubric for my life, but I cannot divulge too many personal details on this professional blog, as that is not in line with what I have learned about blogging this year.  Maybe I will work on a schedule or rubric with my partner at home tonight, though!

 

 

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Trial and Error: The Process

February16

I am finally going to go ahead and follow the advice that my mentor, Mr. D, gave me when he first started coaching me back in May of 2014.  I am just going to sit here and write for 30 minutes–that is it.

That has been my problem all along, and why this entire process of trial and error has been so challenging for me.  Yes, I admit it; I am a perfectionist.  But recent events–both personal and professional–have demonstrated just how restrictive this can be.  Of course, I have always been aware of this, but only recently was I asked to reflect on what kind of advice I would give to the Ms. J–the Ariana–from a year ago.  All I can say to anyone embarking on their learning journey is that another world will open, one with unlimited possibilities, and you will never be the same again; but you have to be open and willing to grow and change.

If there is one thing that I have learned this year, it is that if I wait until I am perfect, I am never going to be able to fully experience anything: whether it be love, friendship, or teaching.  The power of vulnerability is amazing, as highlighted by Brene Brown in http://goo.gl/UeoU2, since it opens so many doors and opportunities in our lives.

These last couple of weeks, for example, my class has been reading “And to Think That I Saw it on Mulberry Street” by Dr. Seuss.  My first and second grade students love it, and so do I, as there are so many ways that this book can be adapted to teach English.  First, we read it along with the middle school reader using the overhead projector.  And since we have 14 copies of the book, everyone could read along at the same time.   In fact, they read it many times, as I left it for homework every day for two weeks or so.  (By the way, my first and second grade students are the ones taking the pictures nowadays!  I need to give them credit.)

image image

image  Then, using the https://www.teacherspayteachers.com website, which provides some teaching material for free, I researched ideas for a writing activity.  I did not use any of them, but it helped me come up with ideas of my own, just like this video clip, http://goo.gl/fbKQpr –which I found while “lurking” in a Coetail Twitter chat–explains.

I showed my students this video, or at least the part about International Street here in Naha, Japan: http://goo.gl/fpklT2.  There are some unbelievable sights!  Next, they completed the “And to Think That I Saw it on International Street” worksheet.  image

image image  Now, as my readers–Mr. D?–may recall, one of my goals this year was to inspire my students to enjoy the writing process; because that is what it is, a process.  Well, a few of my students–mostly the second grade ones–were so engaged that they wrote up to three pages front and back.  I could not be happier, though I have not figured out how to transfer this technologically.  Using Google docs? Taking a picture and sharing it on Google Plus? image image

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Or maybe asking my students to tell the story using Educreations, since my students love it so much, as I emphasize in this interview conducted by one of the middle school students for his digital literacy class:  http://goo.gl/1u1A3K .  Perhaps the answer is that I am integrating the concept of “blended learning” more in my classroom–utilizing technology, books, and paper–expressed much better in another digital literacy interview: http://goo.gl/4nEfpC .  I suppose that I am still in the process of figuring it out, and that is okay.  (Hint: suggestions are welcome.)

Speaking of what comes next, my class has also been learning about how to use transition words in their writing.  I actually thought that they were a little too young to be exposed to this–especially as I am teaching in an ESL (English as a Second Language) and/or EFL (English as a Foreign Language) environment–but when I saw the idea on Pinterest, I could not resist. image

I headed over to http://www.readingrockets.org and read what they had to offer on “And to Think That I Saw it on Mulberry Street” and transition words.  I provided my students with a list of transition words and a worksheet to write down all of the words they came across in the book, including the page numbers.  Afterwards, we shared.  image image

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To my surprise, they were excited!

Wow, who would have thought that learning transition words could be so much fun?  I decided to go further and ask my students to read two short writing pieces authored by third grade students which included transition words.  Once they identified the transition words, they came up to the board and circled the transition words with a whiteboard marker. image

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I had been grappling with how to introduce or review transition words for a couple of weeks, and while I have not quite determined how they are going to demonstrate their learning relating to transition words yet, I am including four or five transition words in their weekly spelling lists.   Even more significantly, I noticed some of my students using transition words in their writing, even without me asking them to do so!  Yes, this lesson is exportable!

Again, they were engaged, interacting, and collaborating while they were learning, and for me as an educator that is the most important part.  For so long I have been trying to design activities that are complex and redefine learning, such as the top of the SAMR (substitution, augmentation, modification, redefinition) model created by Ruben Puentedura, whose introduction to the model can be found at http://goo.gl/EKWIIE.  IMG_0177 However, the truth is that it is not a hierarchy, and we cannot touch on all of the points and requirements in every lesson.  Sometimes simple is best.

I still have a long way to go, but fortunately I am still feeling inspired and in love with my profession.  Perhaps it is a bit cheesy, or maybe I am feeling the influence of Valentine’s Day, but it is love for what I do and empathy for my students and colleagues that has carried me to this point.  I vow not to forget that, especially as I approach the end of this great year. image

 

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