Minecraft Multiplication

I went to a CUE Rock Star camp over the summer where I was introduced to the idea of using Minecraft in my teaching. Although the concept was very intriguing to me, my knowledge of Minecraft (and the desire to play it) was very limited. It took me a few months to contemplate how I would incorporate Minecraft into my teaching before I was willing to go for it. I found a YouTube video that gave me adequate background knowledge so that I felt confident enough to teach a lesson. I enlisted a Minecraft “expert” from my group of third graders to assist me while I taught the lesson.

My students already had some knowledge of what an array is because we sit in an array on the carpet a few times each day. We had recently connected it to multiplication when they did an activity representing multiplication equations using bingo chips and grid paper. During that activity I noted that several students could not accurately write a repeated addition equation for their array, so that was the focus for the Minecraft array lesson.

I listed out the steps that students were to complete during the activity. As I listed each step the expert demonstrated them on an iPad using Minecraft PE, which was projected. Student pairs were to complete the following steps:

1. type a multiplication equation on a sign
2. build an array that represents the equation using any type of block
3. add another sign with the repeated addition sign (some deleted the first sign and put both equations on the same sign)
4. check to make sure the arrays and equations match
5. take a screenshot that shows the text on the sign and the array
6. complete steps 1 – 5 again using a different equation
7. upload two screenshots to Google Classroom

Before student pairs began the activity they had to agree on how they would share the work. I also strongly emphasized the time period in which they should complete the task to prevent off task behavior. I also let students know that I was using this lesson as a test to see if they could stay on task and if I would be able to continue planning activities like this in the future. I said, “You’ll show me that you and your partner were on task the whole time by submitting your screenshots to Google Classroom by the end of our math time.” The lesson was a success. The only student that didn’t submit two screenshots didn’t finish it because she lost her array in her Minecraft world. The students loved using Minecraft to show their learning and very few “make sure you’re on task” reminders were needed. Here are a few student examples.

Hour of Code is AWESOME

Today my class did their first Hour of Code activity. I started the lesson by showing a VIDEO: Top 10 Reasons to Code by Flocabulary, discussing how technology influences our lives, and introducing a few key vocabulary terms (code, algorithm, program, bug, debug). Next, I tasked students to write a program that would get a robot (me) around an obstacle and to an object (a highlighter). Students could only use the following four commands  é step forward,  ê step backward,  ç  turn left, or  è turn right. Students had think time and discussion time. Then they tried to run their program. Of course, on their first try I crashed into the obstacle, which provided a great opportunity to discuss debugging. On the next try students were able to execute their program without any bugs.

Then the fun started. I projected the Minecraft page from Code.org. The class watched the introductory video and then I called a student partner up to work with me through the first two levels. My partner and I modeled sharing the work, discussing which code to choose from our toolbox, and debugging when our program had an error. Afterwards, I released student pairs to get their iPads and access the site. I had QR codes ready for easy access.



My students and I are looking forward to a coding activity each day this week.

A Moment

I had a moment today. It was one of those happy moments when you take a bit to look at your classroom and all the busyness that is going on. This is exactly what it's supposed to look like, I reflected. I had just finished teaching a group of six students about the O'men village. Now that the six had become experts they were sent out to teach the other students in their teams. I stood at the ready with my teacher hat on waiting for them to need me to solve a conflict or supply information they left out. But, they didn't need me. They were teaching and learning from each other. I resolved myself to stand back, observe, listen, and occasionally offer encouragement. I am looking forward to more moments like this.

21st Century Classroom - From Teacher Centered to Student Centered

At the end of last school year I thought about how my classroom was working to enable the learning that I had envisioned for my students. I considered the things that went well and the obstacles that got in the way. I came up with several things to change over the summer.

• First, my “teacher stuff” was abundant and often an obstacle that kept me from being able to gather the children to best facilitate what ever we were doing. The first photo shows a microwave cart that was repurposed to carry my teaching supplies. We (by we I mean my husband) also added sturdy casters so it is very mobile. The rest of my materials were reduced from 3 bookcases to 1.
• A second problem was the student desks. With so many little desks clustered around the room it was difficult for me to move around the room from one group to another and it was a huge production to move desks when we needed to. The second picture shows the desks are gone. We now have a variety of tables. Some tables have had locking casters added to the legs that will better facilitate rearranging tables (It was too expensive to add casters to all the tables.).
• The third issue was the whiteboards. Both of our whiteboards were mounted with teachers in mind. This did not make them very inviting for students to use while they were working. I moved and lowered one whiteboard to a space where it is more accessible to students.
• The fourth issue was the amount of direct instruction I was providing. I need to give more opportunities for students to demonstrate their learning in a hands-on way. I've been to several trainings (Cue Rockstar, Shift, DALLA, CA Teacher’s Summit) this summer which included project-based learning, green screen, Minecraft, and other technology or student-centered sessions.
• Lastly, I have reduced the amount of stuff on our walls. I've left some spaces open and other spaces flexible for the students to decide what to put up.

I also have a few projects still in the works. I've been working on alternative seating and developing a makerspace. You can see a green UFO looking blob under the table in the second picture above. This is a Runtz ball chair. Over the summer I submitted a Donors Choose project which was fully funded and I will soon have six more chairs. In the next few days I will be submitting another project to Donors Choose that I hope will fund another type of chair and supplies for our makerspace. The makerspace will be along the counter by the windows. As I gather and arrange more supplies I will remove some of the cabinet doors so that students understand they are there for them to use.

I am so excited for school to start. My classroom has changed from teacher-centered to student-centered. It is ready for my group of creative thinkers to come in, move around, and collaborate.

It's Happening

Yesterday I went to my classroom to start incorporating some changes. We have NO DESKS. :) The desks have been passed on and tables have been moved in. I have the first counter height workspace ready to go and I'm looking for more stools for the second one. Here is a picture showing some of the changes. Notice the table with a missing leg. I'm experimenting with casters to make the table mobile. I'm getting excited for my kiddos return to school.

Shift & DALLA Symposium Reflection

I spent a few days at a tech conference just after school got out for the summer. The rational part of me was saying, “What are you doing? You should be starting your vacation.” But, I’m not often governed by my rational thoughts. It’s a good thing because I was so excited to discover some new tech tools for my techie tool belt!

Runtz Ball Chair

The first bit of information that I latched on to was how to make my classroom a learning environment that truly fosters collaboration. This is something that I was already very interested in. I got some ideas from a presentation about seating that I added to my plan. First, I needed to make my teaching station mobile. I found a kitchen cart at a yard sale and added shelves for binders and sturdy casters to it. Now I can make an impromptu presentation from anywhere in the classroom. Next, I needed to add a few seating options for the kiddos, so I submitted a request to donorschoose.org for 6 chairs that each have the bounce of an exercise ball and a sturdy base that keeps it in place. I also added to my husband’s "honey do" list. He is in the process of creating counter height seating by repurposing two small tables. I am hoping these projects are accomplished by the start of the school year.

My next area of focus came from a few different presentations during the conference. One was on project-based learning and the other was about redefining teaching using the SAMR model. I have been trying to wrap my brain around how to incorporate more project-based learning and use technology to transform lessons so that they reach the redefinition level of the SAMR model. With so little experience using technology or projects for students to demonstrate a learning objective it is hard to imagine what it will look like on a daily basis in the classroom. In addition to changing my floor plan and seating, which will help facilitate project-based learning, I am also preparing by gathering supplies for a maker station and looking for projects to start off the year on the right foot. Actually, I plan on jumping in with both feet.

Teaching in the Digital Age

As a student of the 20th century, I was taught in a system that was driven by multiple choice testing. Today’s Digital Age educators must provide learning opportunities that will prepare students for the world they are a part of. Technology has the potential to change the way we teach, however it could also be used to extend 20th century pedagogical practices. Teachers have to be purposeful in changing their teaching practices. Incorporating Project Based Learning (PBL), with all levels of Bloom’s Revised Taxonomy, the skills represented in the P21 model, and teaching above the line of the SAMR model are examples of these practices. Then, technology can not only be use to give/assess knowledge, but it can effectively provide different means to present information that is more engaging, add a seemingly endless supply of information for students to research, as well as multiple means for collaboration, critical thinking, creation, and communication for both teachers and students.

SAMR

This video explaining the SAMR model has a great example of using technology to transform a task into something that was previously inconceivable. 

Polar Presentations

My class is just finishing up their research projects. Our topic is Polar Regions. Each student is writing an informative piece and creating a presentation to go along with it. We learned how add sound to a Haiku Deck presentation by app smashing using Haiku Deck, Explain Everything, and the camera roll. We are encountering many stumbling blocks, but we are persevering. Here is the first completed project:

My Superpower

This week I put on my superhero cape. Although I have used iPad apps such as Epic, Bitsboard, Pages, and Explain Everything to help students who struggle with language issues to read and write, I recently learned of the built in accessibility function on iPads. (In general settings under accessibility choose speak, then turn on speak selection and highlight content.) This setting makes ALL web content, iBooks, and PDFs accessible to students no matter what their reading level is. I found out about this feature just a few days before my students started their Polar research using the webmix I created. One pair of students was just choosing an article when I asked them if I could borrow their device for a minute. I quickly changed the settings and went back to the article they had just been looking at. I told them I was going to select some of the text by pressing on it and using the stretch buttons to highlight a paragraph. Then two options showed up just above the paragraph. I showed them the two buttons that popped up, (speak and copy) and I pressed speak. Next, I said to one of the students, “The iPad is reading me the article.” The look of astonishment and delight on his face was amazing. That’s when I became a superhero.