Memorize the alphabet? Check. Memorize multiplication tables? Check. Memorize important dates from history? Check. Memorize how to make an argument, draw an image or analyze a text? Uh, no. It doesn’t work that way.

Although selected memorization forms the foundation for future learning, higher-order thinking requires additional skills, from comprehension to analysis to creativity. The following free resources provide not only higher-order thinking lessons and activities, but also a framework allowing teachers to incorporate higher-order thinking skills into their curriculum. 

Best Free Resources For Higher-Order Thinking Skills

Updating Bloom’s Taxonomy for Digital Learning
Longtime education technology leader Dr. Kecia Ray explores the history of Bloom's Taxonomy and how it has evolved in the digital age.

What If?
The brainchild of artist Randall Munroe, What If answers wild questions with scientific scrutiny and analysis. What if there was a robot apocalypse? Is there enough energy to move the entire current human population off-planet? What if a rainstorm dropped all of its water in a single giant drop? Munroe, who studied physics and worked on robots for NASA, brings all of his scientific background to research and answer these questions seriously. Fun to read, and even more fun to ask and answer your own impossible questions.

Critical Thinking: Facilitating and Assessing the 21st Century Skills in Education
Award-winning educator and education consultant Michael Gorman details ten ways to support deeper learning through critical thinking, as well as providing “I can” statements to help students understand not only the stages of higher thinking, but also that they themselves are in charge of this learning. 

Excelets for Mathematical Modeling
An amazing free resource from science and engineering Professor Emeritus Scott A. Sinex, these downloadable interactive excel spreadsheets demonstrate what happens when users adjust inputs in a wide range of mathematical models. Explore common models such as quadratic equations, potential energy, and ideal gas law. Or, for more fun, try investigating the height of a stack of cookies, septic tank pump-out calculator, or the smallest meteorite calculator. Much more is here to browse, including learning how to create your own Excelets. And even more at Sinex’s Google site, featuring interactive Google sheets. Ideal for advanced students, grades nine through higher education.

Critical Thinking Rubrics
These critical thinking rubrics serve as a guide for evaluating student performance, as well as a starting point for creating lessons that promote higher-order thinking. Separate rubrics are provided for grades K-2, 3-5, and 6-12, and each includes a section to help students understand critical thinking skills. 

What is Higher Order Thinking and Why does it Matter?
What’s the big deal about higher-order thinking skills (HOTS)? Why can’t students just learn their multiplication tables and memorize facts? We know that memorization isn’t enough. This article touches briefly on child development and Bloom’s taxonomy, then offers five practical ways to teach HOTS in your classroom.

Higher Order Thinking Question Stems
A simple yet excellent prompt for devising questions at every level of Bloom’s Taxonomy. Teachers can use it to create lesson plans for any grade, or share it with students and have them create the questions, as well as answer them.

Higher Order Thinking Skills: HOTS Daily Practice Activities
Practical strategies for teaching higher-order thinking skills from an experienced social studies teacher and curriculum developer. Start with a primary document stimulus, then write questions that go up the HOTS ladder from fact-based to analytical. 

Brain Workout
If you were lucky as a kid, you had one or more teachers whose passion and skill as an educator made learning with them an amazing adventure. I suspect Ian Byrd was one of those teachers. His website, offering “lessons that get kids' brains sweating,” includes hundreds of differentiated lessons arranged by teaching technique, such as asking better questions, moving from abstract to specific (and vice versa), and my favorite, “Find the Controversy.” Be sure to check out the framework for teaching with depth and complexity. Most of his content is free, with the exception of ByrdseedTV, which provides more than 600 complete and ready-to-use video lessons. Free trial lessons plus monthly and annual plans available.

The New Blooms Taxonomy – Develop Higher Order Thinking Skills with Creativity Tools
Educator David Cochran explores ways for teachers to think about Bloom’s taxonomy in relation to their curriculum and provides lesson ideas and examples that promote higher-order thinking using education technology tools.  

• 4 Ways to Use ChatGPT to Prepare for Class
• Best Free AI Detection Sites
• 20 Sites & Apps Every Teacher Should Try for Back to School

To share your feedback and ideas on this article, consider joining our Tech & Learning online community here.

Project-based learning (PBL) focuses on having students explore real-world problems and challenges in an active and student-centered manner. 

Instead of a traditional assessment, students in project-based learning STEM class might engage in a complex project that evolves hands-on work and takes weeks of preparation but ultimately demonstrates the student’s proficiency in the subject matter and has real-world applications. 

Below is everything you need to know about project-based learning as a new or veteran teacher looking to better understand this important pedagogy. 

What is Project-Based Learning?  

Project-based learning is all about the real-world application of classroom knowledge and student-centered learning. Students solve specific actual problems by working on projects over an extended period of time (often more than a week) that demonstrate their understanding of class content and produce a tangible result. The project is often meaningful to a student, which creates an opportunity to become more invested in creating a solution. 

Project-based learning can be focused around STEM topics and aligned with Next Generation Science Standards and its three main dimensions: crosscutting concepts, science and engineering practices, and disciplinary core ideas. 

When implemented correctly, proponents believe project-based learning fosters engagement and deeper learning by encouraging critical thinking, collaboration, and creativity. 

In a project-based classroom, projects might include students making a documentary on local animal habitats, an investigation of local water quality, or the creation of a virtual museum app looking at a relevant moment in history. 

Common Project-Based Learning Misconceptions and Mistakes 

True project-based learning is not to be confused with a traditional “class project.” Traditional class projects often fall into a category that PBLworks.org calls “dessert projects,” which they define as short and intellectually light projects that a student presents after the teacher covers the course content in the usual way. In contrast, PBLworks.org notes that in true project-based learning, the project is the unit. 

Project-based learning is not easy to implement as it requires a teacher who can guide students through engaging projects that challenge them intellectually and relate to their interests. However, it is easy to create a project-based learning environment that looks and feels deceptively engaging. 

Louis Deslauriers, who researches active learning and is director of Science Teaching and Learning in the Faculty of Arts and Sciences at Harvard University, told Tech & Learning that he encounters this type of classroom often when visiting classrooms in K-12 and higher ed. “I see everyone is working hard on worksheets,” he says. “They have a piece of paper in front of them, and they're talking with each other, and they're trying to fill the worksheet. But then when I look more closely, I can see that the worksheet is actually less than useless. It's a complete waste of time.”

Because of these challenges, Deslauriers advises educators only implement project-based learning after they’ve received adequate training in pedagogy. 

What Does Project-Based Learning Research Show? 

Critics of project-based learning argue it devalues the importance of direct instruction, but some recent research offers strong support for effectively designed project-based learning classrooms. 

One randomized control trial compared project-based learning AP classrooms to traditional AP classrooms and found that in the project-based learning classrooms 8 percent more students passed the class. When teachers in the study taught the same curriculum for a second year, their students outperformed students in a traditional classroom by 10 percentage points. 

Another study of third-grade science classes found similarly positive results. These studies seemingly confirm what many teachers who engage in project-based learning see in the classroom: the practice can engage kids and help them get excited about the real-world applications of what they’re learning in school. 

Resources for Project-Based Learning  

•  How Project-Based Learning Can Increase Student Engagement 
•  How to Teach Project-Based Learning in a Virtual Classroom 
•  Essential Technology For Project-Based Learning 

In the age of standardized testing—and teaching to that very test—both teachers and students can be reenergized by a different way to teach and learn. Whether it’s called Genius Hour, Passion Project, or 20% Time, the principle is the same: Students learn more and benefit in multiple other ways from pursuing their own interests and taking charge of their own education. 

Yet students still need the guidance and support of their teachers to embark on such projects. That’s where the diverse Genius Hour guides and videos below can help. Most are free and created by educators with experience designing and successfully implementing Genius Hour in their classroom.  

Start planning your Genius Hour today with these outstanding methods and resources. 

The Research Behind PBL, Genius Hour, and Choice In The Classroom
If you’re thinking about trying Genius Hour in your classroom, you may be interested in what the research says. Educator and author A.J. Juliani compiled, sorted, and analyzed a broad array of studies and surveys about student-directed learning. 

Gold Standard PBL: Essential Project Design Elements
Do you know the seven essential design elements of project-based learning? Start planning your next Genius Hour with these helpful PBL resources, including video examples of actual student projects in architecture, chemistry, and social studies. 

Teacher's Guide to Passion Projects (Genius Hour)
A fine handbook for teachers who want to understand, design, and implement Passion Project/Genius Hour, this guide includes topics such as Why work on Passion Projects, Getting Started, Assessing Progress, Example Lesson, and much more.

Building a PBL Culture Right from the Start
More than a lesson plan or curriculum, project-based learning is about classroom culture. Does your classroom culture support and encourage genuine inquiry, student-directed learning and working independently? If not, try these four simple ideas to change the culture and expand learning.

You Get to Have Your Own Genius Hour (A Video for Students)
Educator John Spencer’s video serves as an enthusiastic introduction for students new to Genius Hour, as well as a prompt for passion project ideas. 

What is Project-Based Learning?
John Spencer compares and contrasts project-based learning with traditional education and explains how two teachers sparked a life-long passion for learning through PBL. 

Passion Projects Fuel Student-Driven Learning
Middle school teacher Maegan Bowersox provides a step-by-step template for a complete six-week passion project, from the initial setup to a sample weekly learning plan to the final presentation. Although she designed this plan for students bored by pandemic restrictions, it applies equally well to students back to the usual classroom. 

What is Genius Hour? Introduction to Genius Hour in the Classroom
A forerunner of Genius Hour, Google’s 20% passion project policy allows employees to work on side projects that have special interest for them. Gmail, one of the most successful email programs ever, was such a project. Award-winning science educator Chris Kesler explains the connection between Google and Genius Hour, as well as his method of implementing Genius Hour in his classroom. 

How to Plan & Implement Genius Hour in your Elementary Classroom
Elementary STEM teacher and edtech coach Maddie brings her high-voltage personality to this well-organized Genius Hour video. Watch the entire video or select time-stamped chapters of interest such as “Just Right” questions or “Research Topics.” Either way, you’ll find plenty of ideas to create your own Genius Hour.

Building Student Agency With Genius Hour
Third-grade teacher Emily Deak shares her strategies for Genius Hour preparation and implementation, from brainstorming with students to identifying relevant standards to criteria for the final presentation.

Engagement Strategy Toolkits
There’s no single way to construct a Genius Hour program, but engaging your students is a must. Each of these six diverse toolkits—Internships, Citizen Science, Tinkering & Making, Games, Problem-Based Learning, and Design Thinking—includes a detailed guide, standards citation, and examples of implementation. 

The Passion Project: Free Online Activities
A remarkable, unique organization founded by two young women, the Passion Project pairs high school students with younger kids to create a mentoring relationship from which both learn and benefit. Students can sign up for fall classes or apply to become a student leader now. 

Cama School District Passion Project Rubrics
Everything needed to plan and execute their own Genius Hour is within this document and the linked action plan, assessment rubric, presentation rubric, and Common Core standards. Ideal for educators who are ready to implement one this semester.

Teachers Pay Teachers Passion Projects
Explore hundreds of passion project lessons, classroom-tested and rated by your fellow teachers. Searchable by grade, standards, subject, price (nearly 200 free lessons!), rating, and type of resource. 

• How to Teach Project-Based Learning in a Virtual Classroom 
• How It’s Done: Using Tech-PBL to Reach Struggling Students 
• Awesome Articles for Students: Websites and Other Resources

When Hagop Soulakian was hired to launch INCubatoredu, an entrepreneurial curriculum at Barrington High School in 2012, it was the first of its kind in a U.S. high school. He brought his experience as an athlete and a commodities trader at the Chicago Mercantile Exchange and injected a sense of real-world into the program as it developed. A unique partnership between the school district, the district’s educational foundation, and local business formed the initial program. Then Uncharted Learning, a local not-for-profit, developed the INCubatoredu entrepreneurial education program to be available to schools beyond Barrington. It is now taught globally for elementary, middle, and high school. 

“Regardless of what field students eventually decide to pursue after high school, INCubatoredu provides them with the opportunity to develop their communication, problem solving, and collaboration skills – essential in today’s workforce,” says Soulakian. “I wanted to encourage students to go where they never imagined.”

Students work together to develop a product or service and are coached by real-world entrepreneurs and business experts who guide students through ideation, market research, and business plan development. Throughout the process, students learn marketing, accounting, human resources, and the legal aspects of creating a sustainable business, culminating in Pitch Night, their own version of ‘Shark Tank.’

To test their entrepreneurial grit, students pitch real investors on their ideas to win funding for their companies. Successful students win funding and launch their companies in year two with the continued support of mentors and business experts.

INCubatoredu: Working With Mentors

For Barrington students, INCubatoredu classes are different from any courses they’ve taken previously. Mentors meet with students once per month. Their role is to question and challenge students, forcing them to defend their ideas about their business model. They are not there to provide answers—just resources—so that students are empowered to discover the answers for themselves.

“The ROI on this program is seeing students develop a vision, further their intra- and inter-personal skills, participate in evidence-based learning, problem solving, utilizing mentors—all of which is preparation for college and life,” says Soulakian.

Over the years, the Barrington program has had 170 program volunteers, some of whom have been involved since the launch. “Entrepreneurship is about risk,” says Soulakian. “We are building a foundation for what comes after college for these kids. The skills they learn working with teams will benefit them no matter what they do.”

The value of the program is echoed by Margarita Geleske, chief evangelist for Uncharted Learning. She helps educators understand that a rigorous, hands-on, real-world program actually increases students’ abilities to learn. 

“Entrepreneurship is a discipline that can be taught,” she says. “One of the most valuable skills students learn is working together as a team to figure out how to move forward within a time constraint. This builds resilience.”

INCubatoredu is being used in districts across the country. “We hope that authentic, experiential learning becomes the norm in education—moving away from memorization to a practical, lived experience,” Geleske says.

• How Project-Based Learning Can Increase Student Engagement
• The Future of Career Technical Education (CTE): What Educators Need to Know

Minecraft: Education Edition has made more people than ever aware that esports and video games can be used as a learning tool. At the Indian Creek Library in Olathe, Kansas, we have created a hands-on learning environment where teens can take their love of video games and translate that into real world skills such as design, coding, and interpersonal skills. This connected play and learning is particularly valuable for youth, as shown in research shared by NASEF, the non-profit North America Scholastic Esports Federation. 

STEAM jobs are some of the most in demand jobs on the market currently, and by combining video games (not just Minecraft!) and STEAM activities we can give our teens the knowledge to succeed in these competitive and growing fields.  

STEM Activities and Minecraft 

No matter what your budget or skill level is, there are STEAM and Maker activities that can be implemented in a classroom, at home, or in an after-school program to complement what the teens are learning or doing in games.  In the summer of 2021, the Indian Creek library held a weeklong Minecraft camp for teens (6th – 12th graders). One of the maker activities we did was to have the teens get into groups and build a house for a Villager out of pipe cleaners in 5 minutes. The tallest house that could stay up on its own was the winner. 

Throughout the activity random events would happen, such as a Creeper invading and hurting one of them meaning they could only build with one hand or one of them turning into a villager who could only speak in the mumbling “wahs” of the villagers. Overall the teens had a lot of fun figuring out what kind of structures would be stable while still being in an environment that was engaging and related back to a subject that they were interested in. Our second project of the day required students to build strong and secure structures that would stand up to certain challenges, in our case it was which structure would hold the most books. This activity, more than anything else this week, helped the teens figure out who they worked well with and how to divvy up roles for success. The following day we talked about artistic design and showed students how to use the editor to make their own skins and translate Minecraft pixel designs into real life objects using Perler beads.

Coding 

One of the more natural go-tos of a technology-based club is coding. Every day I had the students complete at least 1 hour of coding from the Minecraft section of Code.org using Minecraft: Education Edition. If you have the Minecraft Java Edition you’ll need to take an extra step to make things work and that takes the form of MCreator, a free open source software package. Our teens moved from creating their own character skins to designing their own tools or weapons in MCreator. We had a contest to see who could create the coolest item, and the teens voted on whose item would be downloaded into our personal game. MCreator also has the ability to integrate a Raspberry Pi or Arduino which would be a fun way to incorporate robotics and technology into your lesson. They have worksheets and lesson plans you can find here: https://mcreator.net/education. Our makerspace does not have either of those technologies so instead we used Lego MINDSTORMS EV3s and SPIKE to give the teens a real-life example on how the code they are writing translates to movement for robots and for characters in the game. Both activities have the teens learning the back end of game design, coding, and the relation between what one types and how that affects digital objects.   

Design Challenge 

Once the teens completed their design challenge they were able to bring their object to the real world through the magic of 3D printing! I had them translate some small Minecraft objects into Tinkercad that would print in about an hour. Minecraft objects are great for 3D printing because the basic block design translates easily.

Easy Makerspace Projects  

One of the quickest ways to incorporate makerspaces into a program is through 3D printing. Hundreds of 3D printer designs can be found online for free at www.thingiverse.com, or club members can design their own. One of the makerspace staff at our library, Brian Nomura, found, printed, and put together Rocket League ranked pins for staff that played the game and members of the esports team. We also made buttons with the team logo for club members and volunteers to denote positions using https://button-designer.com/. A makerspace can really help those club members who are wanting to go into graphic design, game design, or marketing flourish. 

The one project everyone can get excited about is making team shirts. This can be done by hand tracing and cutting iron-on materials from the craft store, using a Brother Scan and Cut or Cricut, or using something more sophisticated like a wide format printer or embroidery machine. Even without a huge budget for Corel Draw or Adobe Photoshop you can provide students with design tools. Inkscape, Canva, and Krita are all free design tools that can be used to create flyers, logos, .STL files, .MP4s and more!  I paired our Wacom tablet with Krita (a design and animation software) to let our teens try their hand at drawing mascots. Makerspace projects take esports to the next level, teaching teens about promotion and design. 

Want to learn more about how Minecraft and Makerspaces can benefit students? Visit eduesportsexpo.com for more information and to register. 

Makerspace Resources

 A full list of resources we’ve taken advantage of can be found below.  

Laurenjoy Graves is a teen programming librarian at the Indian Creek Library in Olathe, Kansas. She has a Master's Degree in Library Science from Emporia State University, and a Bachelor's Degree in Anthropology and Creative Writing from Wichita State University. Before she became a teen librarian, she worked in a Makerspace, as a writer for Dystopia Rising (A Live Action Role Play Company), and as a magician's assistant. 

Google Sites is a free, easy-to-use website building and publishing tool that's ideal for use by teachers and students. 

The intuitive design and building process make it accessible to novices and tech aficionados alike. Build a basic website, for a school club or project, or go complex and design an entire web portal for the school – Sites is flexible enough to offer depth, if needed.

Built on the Google platform, anyone who has used Google Docs will recognize the layout. This program uses templates and a drag-and-drop interaction style for quick and easy website construction.

So is Google Sites for you? Read on to find out how to use Google Sites and to pick up the best Sites tips and tricks to take full advantage of the platform.

How does Google Sites work?

Google Sites is web-based so it can be accessed from most devices using a web browser. While it works on a mobile or tablet, it's probably preferable to use a laptop or desktop computer with a large screen and mouse to help make the working process easier. 

When you open Google Sites you'll be able to start from scratch, selecting the "+" icon, or you can choose one of the many templates in the "template  gallery," located at the top of the page.

Title the page at the top, then decide on your layout or reorganize the layout if you're using a template you want to change. This is done by simply dragging and dropping the boxes where you want each one. It can get complicated if there is lots of movement, so it's recommended to keep things as simple as possible or stick closely to an original template.

Fill in information such as the heading and introduction text. Then you can upload images to use, either from your computer, from Google Drive, or from the web - to name a few options. 

If you want to add extra pages select the "Pages" tab to the right and the "+" icon at the bottom of that side bar. Here you can add a new page, which will be the same basic layout as the homepage, or you can add a link.

Themes is another tab on the right that allows you to change the feel of your site with options for varying font types, colors, and styles. Most allow you to vary all these things at once with a single selection of the overarching style. 

How to publish a Google Site

Once you're happy with the layout and content of the website, it's time to publish. Simply navigate to the top right and select the "Publish" icon. Here you'll be given the chance to enter the web address you wish to use.

This basic option will make your site follow the address
"http://sites.google.com/view/enternamehere." Which is long. The other option is to select the Custom URL option, which will allow you to add a specific domain, but you will be required to buy that domain name first using another website such as Google Domains, GoDaddy, or InMotion, to name just a few.

You're then able to select tabs such as "Analytics" on the left to see how your website is doing in terms of visitors. You can turn this on by selecting the toggle next to "Enable analytics." A useful feature if you want to grow your website's traffic. 

This might not be a major concern when using this in class though. Here are some of the best tips and tricks for using Google Sites in class.

Use Google Sites as a resource point

One way to offer students resources, which are spread across the year, is to place it all on a website. This makes it not only accessible but keeps it organized for the teacher and students. It could also be a resource that can be reused, or edited for reuse, for different years. 

This is easy to edit, allowing teachers to integrate things such as quizzes that lead off to other websites, all within the page. It also can be well integrated into Google Classroom, making it ideal for schools that already use G Suite for Education.

This can be done by creating pages and subpages that feature content in an organized way.

Use Google Site for procedure learning

A great way to deliver student and staff guidelines is via Sites. This allows teachers to upload procedural information in a clear and accessible way, but also makes it super easy to keep updated as new changes take place.

During the pandemic, for example, using Sites is a perfect way to lay out procedures on at-home and remote learning. The ability to update as changes happen is a really valuable feature here.

Have students create sites

Engage those higher order skills by having students use Google Sites as a way to learn how to build a website while also creating something functional.

For example, you can have club members create a site for their club that acts as a resource page but also can be updated with information on the latest happenings in that community.

Students can also use Sites as a way to present a project. Setting a task that involves laying out the information required on a site can help to layer learning and encourage the development of useful skills such as problem-solving and communication.

Make the Google Site interactive

To create a truly useful website with interactivity, you can embed code or URLs from other resources. For example, it is possible to add a Padlet into a site.

This allows students to comment on one another's work without having to be a contributor to the site itself. It can also encourage collaboration.

• What is Padlet and How Does it Work?
• Best Digital Tools for Teachers

When COVID-19 forced us to adjust learning environments, we knew student engagement might hang in the balance. As school leaders, we chose to believe the circumstances presented a huge opportunity to think outside the box, to change instruction for the better, and to give students a compelling, hands-on opportunity even from a distance. 

We found our solution in project-based learning (PBL); it bolstered our efforts to maintain student engagement. Here’s what we’ve learned.

Introducing PBL in middle school 

When our district went fully remote, it was the middle school students who shared the most about how much they missed (and needed) interaction with other kids and their teachers. Our decision to implement PBL with middle school students afforded opportunities for students at all grade levels to thrive in new, uncomfortable learning environments.

Middle grades present perhaps the greatest opportunity to introduce project-based learning as well as career exploration. They’re past the elementary school stage and yet high school somehow still seems far away. It’s just a neat age group. They don’t have limitations. They don’t worry about obstacles.

They develop habits and interests that foster curiosity and shape their academic selves. Nationwide, students typically begin career planning by eighth grade, and thus, the topic of career exploration fits perfectly within middle school. PBL offers an engaging, positive approach to career exploration at a critical juncture in a student’s education.

In Jennifer Davis-Kelley’s 6th-grade science class at West Wilson Middle School, students worked through Defined Learning’s lesson focused on energy through real-world projects that can be done at home, a different format from previous academic years. “I have traditionally assigned group Rube Goldberg Machines so students can demonstrate their knowledge transformations,” Davis-Kelley says.

“Being virtual this year, I decided to try the project anyway and the results are fantastic! The goal was to create a machine to do a simple task in a complicated way using at least three energy transformations. Some students didn’t do that exactly and others knocked it out of the park. We celebrated all the entries.”

“It’s been a crazy first quarter, but there is evidence virtual learning can be fun, exciting, and students are learning,” she says.

How PBL engages distance learning students 

Instead of asking students to sit in front of the computer, encourage them to back away from it, work with their hands, and explore what interests them.  

Passion and curiosity

While their passions and interests might not be a part of the curriculum, the career exploration benefits outweigh educational requirements. It’s a little scary, but as educators, we can shift our thinking to best serve our students, fellow teachers, and families. We are discovering better ways to engage our students, and it’s working. 

When we encourage our students to take an interest in projects that captivate them, we’re rewarded with higher engagement. Learning how to manage distance learning was new for us all, and we wanted to ensure our students were supported as they navigated through the changes. PBL grants students the freedom to work through assignments at their own pace, in their own way, and as it continues to make sense in their new learning environment.

You’ll see firsthand how PBL encourages rigor, a highly sought after component of academics, and helps fulfill in-depth comprehension of class topics and subject matter. When students suddenly only had access to the classroom via a screen, innovation for instruction was required, forcing the shift to more engaging activities. Compared to a standard quiz or worksheet, you can witness how PBL successfully captures the attention and participation of all students.

Real-world relevance

The notion of COVID-19 and the pandemic was disruptive and, more often than not, accompanied by anxiety and fear. Since PBL tends to be based on real-world learning, encourage students to explore current events and relevant topics relating to the world around them. It helps dispel fear and even produces creative ideas.

Education has entered an era no one ever planned for. There’s no roadmap to success, but one thing has not changed—we are still accountable for preparing today’s students for the future. PBL helps us do that, and do it well.

Dr. Donna Wright serves as the Director of Wilson County Schools, which has nearly 20,000 students in 22 schools. She has spent more than three decades working in education as a teacher, principal, administrator, and assistant superintendent. Since day one, Dr. Wright has spoken about her strong commitment to improve academic achievement and provide students and teachers with the resources to accommodate growth. 

• Essential Technology For Project-Based Learning
• Strategies for Remote and Hybrid STEM

Digital image libraries are essential to today’s teachers and students. Yet while stock image sites such as Shutterstock, iStock, and Getty Images offer an impressive selection of high-quality images and vector illustrations, these sites are typically beyond the budget of most school districts. 

Fortunately, the image and clip art sites below provide an extensive supply of moderate- to high-quality visuals for cost-conscious schools. Most of these sites are completely free, and most have a clear license/FAQ page explaining what uses are allowed or prohibited. 

15 Sites for Finding Images and Clip Art for Education

1. Find Icons
   A comprehensive source of more than 500,00 free vector icons and icon packs that allows users to search by keyword, size, style, color, or popularity. Bonus features include an image converter and discount codes for the stock image site iStock. 
2. Flickr Commons: The Commons
   The Commons, from the photo-sharing site Flickr, serves as a free catalog of the world’s public photos with no known copyright restrictions, contributed by dozens of government and academic bodies. Comments from Flickr members provide context and additional information for many images. Safesearch option available. 
3. FreePhotoBank
   This stock photo site offers hundreds of free stock images, all having a Creative Commons Attribution alone license. The pictures of FreePhotoBank are free to download, use, and modify with attribution. Search by image category tiles, such as buildings, flowers, or animals. 
4. Freepik
   With photos, vector images, Photoshop (PSD) files, customizable icons, easy-to-edit illustrations, and a beta online template editor, Freepik is a one-stop shop for free images and image tools. Free and premium content.
5. Gratisography
   Gratisography is a great resource for creative and quirky stock photos and vector images, highlighting unusual finds such as “Walking Hands,” “Scared Man,” and “Rhino Party.”  It's not only fun to browse, but also provides a clear, plain-language explanation of what users can and can’t do with the photos. 
6. Kaboompics
   A professional-looking site featuring free high-quality photos in diverse categories, from lifestyle to technology to healthcare. A nifty perk is that each photo includes a free downloadable complementary colors palette. 
7. KIdaha.com
   A fun, kid-focused clip art site featuring human and monster characters. Paid and free content. 
8. NegativeSpace
   A stylish and professional-looking site offering a wide variety of free, high-resolution Creative Commons CC0 photographs as well as free virtual backgrounds for videoconferencing and remote teaching. Be sure to check out the awesome abstract and outer space photos!
9. OpenClipArt
   One of the oldest free clip art sites offers a collection of more than 160,000 vector graphics, all in the public domain. Download as PNG or SVG files. Includes a handful of NSFC (Not Safe For Classroom) works. Artistic students or teachers can create an account and upload their own artwork.
10. Pexels
    A top resource not only for free stock images, but also free stock videos. Pexels hosts photo and video challenges for multiple categories, with professional photography equipment awarded to winners. Create a free account to collect your favorites and contribute your own images and videos. 
11. Photos For Class
    This education-focused site provides everything teachers and students need to find and use Creative Commons photos for school assignments. The four-step filtering process ensures that all images are appropriate for kids—and they make it easy to properly attribute photos.
12. Pics4Learning
    A safe, curated image library for classroom assignments, school websites, or any education-related project, Pics4Learning’s images cover a diverse spectrum of subjects, from American Sign Language to Fractals to Weather. Contribute your own JPEG or PNG images. 
13. Pixabay
    In just ten short years, Pixabay has grown to be one of the best-known and most comprehensive image sharing sites. Here visitors can explore and download collections of photos, illustrations, vector images, videos, and even music. All are free to download and free to use under the Pixabay license, which is a modified  Creative Commons CC0 license. Pixabay shines in another way as well—its blogs and forums keep users apprised of the latest news and tips to make the most of the site. 
14. Unsplash
    Thousands of free, sometimes ordinary—but often eye-popping—images include categories such as nature, current events, technology, and many more suitable for education use. All are free to download and use according to the Unsplash License. A fun feature for contributors is the “Made With Unsplash” page, which showcases creative remixes of its images. Unsplash provides strong support for its contributors, so it's a great place for young photographers to get started sharing their work. 
15. Vector Characters  
    A relatively simple site, Vector Characters focuses on character-based vector art in categories such as man, woman, child, robot, etc. For adding a touch of whimsy or humor to any school project, check out the Fruit Vector, Monster Vector, and Animal Vector categories. Free and premium content. 

• Put to the test—3 Image Editing Apps for Tablets
• How to Use a Document Camera for Remote Learning

Parents and teachers may fear that the "summer slide" of 2020 will be even more pronounced than usual, due to COVID-19 school closures of the past three months. To address this concern, PBLWorks, provider of Project Based Learning tools, has created a free eBook with ideas and resources to help parents re-engage their children in learning throughout the summer.

“This Teachable Moment,” authored by PBLWorks CEO Bob Lenz and Curriculum and Program Manager Laureen Adams, provides an intro to Project Based Learning and features 21 easily-implemented PBL projects informed by educational research and designed for children of all ages and abilities. Using the projects as a roadmap, parents can create a simple summer routine that engages children and keeps their curiosity and love of learning alive.

To download the eBook, visit https://www.pblworks.org/ebook-parent-portal.

To help parents get started, PBLWorks is offering two free 45-minute webinars with the authors to discuss how to kick off the projects at home. Participants can choose from one of two sessions:

• Wednesday, 11 a.m. Pacific Time on June 23, 2020
• Thursday, 2 p.m. Pacific Time on June 24, 2020.

To register, visit: https://www.pblworks.org/for-families/webinar-teachable-moment

Projects are organized into three categories -- “Me, My Family, My Home,” “Our Community,” and “The World” -- and allow kids to flex the intellectual muscles that have been sitting dormant for the last few months. Example projects include: creating a cooking show focused on family recipes and the history behind them, enlisting the community in protecting the local environment for the future, or brainstorming a whole new reality--a world that supports the dreams they have for their lives. 

The projects are clearly laid out step-by-step so children can do them independently or with a small amount of supervision. Each project also includes recommended adjustments for different grade levels.

After the pandemic eases, the projects can continue to be a resource for involved parents, caregivers, and homeschooling families, both in the classroom and in the home.

In order to serve teachers and leaders during school closures, PBLWorks, provider of professional development for Project Based Learning (PBL), is transitioning many of its workshops and services to an online format through June 2020, and possibly beyond that. This includes the  PBL 101 Workshop which provides an introduction to high-quality PBL.

“It’s important that we make a shift in the delivery of our services to prioritize the safety of our partners,” said Bob Lenz, CEO of PBLWorks. “We’re ready and excited to offer engaging, highly interactive online learning for educators so they can deliver high-quality PBL experiences to their students – whether they are in classrooms or learning from home.”

The online format of the PBL 101 Workshop is based on PBLWorks’ Gold Standard Model for PBL and facilitated by PBLWorks’ National Faculty. 

Each online workshop will bring all the elements of PBLWorks’ professional learning online via digital connection and collaboration tools. Participants can design a PBL project for remote learning, or design a traditional one for their classroom. In addition, the online workshops will model how teachers can do projects with students remotely, using a variety of technology tools.

By shifting to online services, PBLWorks can now offer the PBL 101 Workshop to  more schools and educators across multiple time zones and geographic locations. 

To learn more about PBLWorks and its new online offerings, visit https://www.pblworks.org/services/online-workshops.

 Vernier Software & Technology and the National Science Teachers Association (NSTA) announce the seven winners of the 2020 Vernier/NSTA Technology Awards. This year’s winning educators—one elementary teacher, two middle school teachers, three high school teachers, and one college-level educator—were selected by a panel of NSTA-appointed experts for their innovative use of data-collection technology in the science classroom. 

Each winning educator received $1,000 in cash, $3,000 in Vernier products, and up to $1,500 toward expenses to attend an NSTA conference.  

The 2020 Vernier/NSTA Technology Award winners include: 

Elementary School

Aaron Burke, South Avenue Elementary, Beacon, NY

Media teacher Aaron Burke plans to create a comprehensive curriculum that will provide students in grades K–5 with the opportunity to explore the health of the nearby Hudson River. Students will use data-collection technology, such as dissolved oxygen and turbidity sensors, to monitor water samples from the river, as well as from tanks housing aquatic plants, oysters, and freshwater fish in the school’s library.

Middle School

Colin Pattison, Indian Creek Road Public School, Chatham, Ontario

Colin Pattison will use his new technology—Vernier interfaces and probeware— to teach students various scientific concepts including force production, heat retention, and motion detection through hands-on activities.

Annette Simpson, McCleskey Middle School, Marietta, GA

The use of Vernier technology will help science teacher Annette Simpson enhance the in-the-field investigations she conducts with students at a local creek, allowing more students to conduct chemical and biological assessments of the waterway—and analyze their findings. 

High School

Neil Ford, St. Helens High School, St. Helens, OR

This award will help STEM teacher Neil Ford incorporate the Vernier Mini GC™ into classroom labs, allowing students to perform quantitative analysis of an organic solvent mixture.

Kelley Parks, Forreston Jr./Sr. High School, Forreston, IL

Agriculture teacher and FFA advisor Kelley Parks plans to engage her students in various data-collection activities using Vernier technology as part of a project-based curriculum. For example, in a Curriculum for Agriculture Science Education (CASE) lab titled “Energy in Feed,” students will use probeware to determine the energy content of different feedstuffs.

Kristine Schertz, Saugus High School, Santa Clarita, CA

In the Chemistry in the Earth System course, science teacher Kristine Schertz will guide her students as they investigate the Earth’s heat balance, the greenhouse effect, and climate change. Students will use Vernier carbon dioxide sensors along with materials such as clay, charcoal, and cotton to measure the reduction in carbon dioxide produced from a chemical reaction during the course’s culminating engineering design challenge. 

To learn more about the winners of the 2020 Vernier/NSTA Technology Awards, visit https://www.vernier.com/2020/03/30/2020-vernier-nsta-technology-award-winners-announced/. To find details about the 2021 awards program, visit www.vernier.com/grants.  

Engage: Hero is Called

1. Watch video below. 
2. What are you curious about?

​Explore: ​Hero is Challenged

• Using the below materials,  design an experiment to find the optimal Alka-Seltzer water combination. 
• Hypothesize a macroscope and microscope explanation for your optimal ratio. 

Extend: Hero is Transformed

• Click here and here to learn  about the "Hindenburg disaster".  
• Generate optimal H2 and O2 needed for a mini "Hindenburg" in a 2L bottle. See video and slides below. 

All lessons based on the 5E Learning Cycle/Hero's Journey overlap shown below: 

cross posted at www.cyclesoflearning.com

Ramsey Musallam teaches science and robotics at Sonoma Academy in Santa Rosa, California, with the aim of fostering inquiry-based learning environments fueled by student curiosity. He presents widely on sparking student curiosity and teaching with technology. Musallam is a Google Certified Teacher, a YouTube Star Teacher, and a Leading Edge Certified Teacher. Watch his TED talk here and read his blog at www.cyclesoflearning.com.

Project-based learning (PBL) has been around a lot longer than its recent history might lead us to believe. If you have been reading headlines, tweets, or Facebook posts, you would think PBL just emerged on the scene. In truth, the idea of “learning by doing” has been around since the time of Confucius. Critical thinking has been a focus in education for centuries. In fact, entire education systems have been built on getting students to not just memorize, but experience the learning.

John Dewey took experience-based learning even one step farther when he suggested that student interests should be considered. Dewey’s work on pragmatism (the use of hands-on, real-world experiences) in education is the foundation of today’s PBL.

Using the same tools Dewey used in the early 20th century does not help students much today. However, PBL offers a scaffold to guide students to make the most of their learning, and makes the perfect spot for the use of more modern technology tools.

The Buck Institute for Education: PBLWorks is one of the premiere resources for leaders and teachers looking for information on PBL. Everything you could need to get up and running is here, including ample useful examples of lesson plans and tips. For example, “Essential Project Design Elements” outlines the seven elements that, combined, make up a truly transformative PBL experience. 

Today’s technology has the power to facilitate a more in-depth exploration of these elements than ever before. Each element has its own goal and may require various technology tools. Ultimately, a resource such as PBLWorks can help students complete a meaningful project and work on advanced real-world skills at the same time. 

Challenging Problem or Question

The focus of the project for the student will be a challenging problem or question. Teachers can decide to use current events, past events, or something fictional. The problem can be something student-discovered or teacher-directed. It can be local or worldwide. The real goal of is to provide a good starting point. It needs to be open-ended enough to provide room for exploration, but specific enough to guide students in their search for a solution.

Since this is the basis for the project and all the learning involved, the importance of a solid question can’t be overstated. Since the subject and student age are more than likely pre-determined, you will want to start with the topic to be covered. From there, you can use an online conversation board like Padlet or Google’s Jamboard to ask for student input. You could create a board with areas for what students already know about the chosen topic, and one for what students would like to know. If teachers are struggling to come up with driving questions, the PBLWorks Projects page can be a good place to start.

Sustained Inquiry

In PBL, inquiry can involve many different sources. The process of sustained inquiry is not one that will be completed quickly, and it will involve more than one or two research sessions. Inquiry is the idea that students should keep digging and searching until they have reached a satisfactory solution. 

Book or online research may not be the only thing students do, but it may take up a large chunk of time in the inquiry process. Students need to know how to find reputable, verified sources of information. Common Sense Media has two programs that touch on Digital Literacy: Digital Passport for grades 3 to 5, and Digital Compass for grades 6 to 8. Both these programs will help students be better digital citizens while moving through the inquiry phase of their project. 

Authenticity

 Part of the reason PBL is such a meaningful practice in education is its connection to authentic, real-world issues. Students can be guided to a project involving problems in the school, their neighborhood, or the world. Establishing such a connection makes the learning worthwhile for them.

It is sometimes hard to imagine helping people in places you have never seen. This is where a tool like Google Earth might be helpful. Students can see the landscape of the area their project is based on, which may radically change the solutions they are able to develop. For example, the platform could be used in a project such as designing a city park so that children have more space to run and play, which would require students to find an area to place the park, determine its measurements, and then design the park accordingly. 

Student Voice and Choice

Teachers know that when students have a say in their learning, they feel more engaged and become my invested. Giving students as many choices as possible in their project will keep them from seeing it as just one more thing to do. Allow students to let their creative side shine with tools such as Canva or Buncee, two multimedia creation tools. If there is a chance to let the students decide, take it. 

Reflection

The process of reflection is a large component of the PBL approach. Teachers should schedule time to allow students to check-in, debrief, and give feedback. Having prompts structured around the learning targets will help students better connect the project to the classroom content. 

Flipgrid is a perfect fit for teachers looking to “clone” themselves. It allows teachers to record a video prompt, which students can respond to in video form as well. Then teachers can watch the reflections when they’re able to and can be prepared to respond to the students’ needs. 

Book Creator is another tool worth considering. It can be a wonderful place to keep track of research, solutions that have been successful or unsuccessful, and reactions. Having all the pieces and parts of the project in one place (that can be shared with a teacher) would be helpful for student and teacher organization. 

Critique and Revision

Giving and receiving feedback is an art that students must learn to be successful. PBLWorks asks students and teachers to focus on high-quality critique with helpful revision suggestions. It is suggested that students review their own learning as well. Rubrics and other structures can and should be used to guide students in their critiques. 

Feedback can also come from adults from outside of the school, perhaps in areas of expertise pertinent to the project. For example, teachers could connect with local architects to give feedback on student home designs, or with a large-animal veterinarian to give feedback on a new saddle for students with disabilities. For this type of connection, teachers may not always be able to find a local professional, which is where a video conference tool can be very helpful. Zoom, Skype, and other video connection apps can allow for collaboration with professionals from anywhere in the world. Why not have your project on the repercussions of the Cold War critiqued by an actual Smithsonian representative? Imagine how much learning would happen then! 

Public Product

The idea of having a product to display at the end of the project gives students something concrete to work toward, although there is no “right way” to showcase solutions--the sky's the limit!

Tinkercad allows students to design a 3D object, such as a bridge over a particular span of water, then print it with a 3D printer to display and test it. Presentation software like Google Slides or Microsoft PowerPoint are also popular choices, with many students appreciating the automatic cycling feature. Many schools host some kind of display night, allowing students to interact with an authentic audience of adults from their school community.

Project-based learning is such a wide umbrella, and there are many ways to have a positive impact on student learning through hands-on experiences. What the Buck Institute for Education: PBLWorks has done is given teachers a starting point, a guide to getting started with PBL. From there, who knows what shape PBL will take in each individual classroom? That is one of the joys for teachers: seeing how the process encourages curiosity and morphs as students take ownership of their own learning. 

Best 3D Classroom Printers 

Though originally considered by some as yet another fad, 3D printers have become increasingly prevalent in schools. 3D printers can be found in libraries, technology labs, innovation labs, and similar locations within schools. 3D printing and 3D printers, depending on how they are used, can help build students’ visual spatial, math, engineering, design, critical thinking, and problem solving skills. 

Choosing the right 3D printer can be difficult with so many choices on the market. While price often plays a considerable part, the features of a 3D printer and available support should play a role as well. Here is a comparison of features of some of the top 3D printers for preK-12 schools.

Filaments to consider 

Protoplant is a Vancouver, Washington based company, with a filament line dubbed Proto-pasta. Proto-pasta offers several unique filaments including composite filaments such as metal-filled, matte fiber, and carbon fiber. One of the composite filaments they offer is an electronically conductive filament that allows users to print simple circuitry for interactive projects. The conductive filament is available in two diameters 1.75mm and 2.85mm, and can be used with most PLA compatible printers with standard PLA settings. No heat bed or special extruder required! Proto-pasta also offers heat treatable PLA, which provides more durable prints once they have been heat treated, and Polycarbonate-ABS Alloy, also designed to print resilient parts. 

3D Printing Curriculum 

Several manufacturers, as well as other companies offer 3D printing curriculum to help educators introduce 3D printing to students. The Educators Guidebook from Makerbot offers valuable lesson plans that make incorporating 3D printing into the classroom easier. The Makerbot certification program is a training opportunity (also available to purchase separately) that helps educators earn professional development credits while learning about 3D printing and designing 3D printing curriculum, and is ISTE-certified. 

The Dremel EDU bundle includes 30 standard-based lesson plans ranging from how to 3D print, to using printed items to learn additional curricular concepts. Their EDU bundle also includes a 4 Hour professional development course for teachers.

The Flashforge curriculum includes 3 lesson packs with 21 lessons, complete with presentations and 190 resources. The lesson packs include beginner, intermediate, and advanced and are aligned with the Autodesk suite.

Autodesk  offers a suite of 3D modelling software, including Fusion 360, Inventor, AutoCAD, MAYA, 3DS MAX, and Tinkercad, all of which are available free to educators and students. In addition, Autodesk offers wide variety offer courses in how to use their product, as well as projects and competitions.

Tinkerine U offers multiple resources on 3D printing, including courses, stories, experiments, and challenges for students and teachers. 

More 3D Printing Options

Looking for a more flexible 3D printing solution? Learn more at Tech&Learning's latest article on 3D pens.  To read about how schools are using 3D printing in the classroom, check out 3D Printing in Action. 

For educators not quite ready to dive in to 3D printing, there are several 3D pens on the market, which are hand held devices that mimic the extrusion process of a 3D printer, but allow for more free form control over what is created. Two of the more popular manufacturers of pens include the 3Doodler and Scribbler.

3Doodler is the maker of the first ever 3D printing pen, with 2 versions: Start (safe for ages 6+) and Create+ (ages 14+). 3Doodler Start uses low-temperature melt, non-toxic, biodegradable filament, and has no external heated parts. 3Doodler Start basic pens cost $49.99, with various packages and activities available. 3Doodler Create+ is compatible with multiple filaments, including ABS, PLA, flex, and wood filaments available on their website. Prices start at $79.99, with multiple kits and activities available. Educational bundles of both versions are also available. 

Scribbler  offers three 3D pens. The Scribbler V3 ($89) offers an ergonomically friendly grip, and durable, long-lasting motor.  The Scribbler Duo ($110) is the first ever dual extruder hand-held pen, allowing users to combine colors without the hassle of switching filaments during the build. The Scribbler Nano ($99) is the smallest 3D pen on the market. All three pens offered by Scribbler allow users to adjust the speed of extrusion and the temperature of the nozzles, and are compatible with ABS, PLA, flex, wood, copper, and bronze filaments offered on their website.

If you're looking for a more involved experience, the 3d Simo Kit ($35) is the world’s first build-your-own 3D pen kit. Powered by a microcomputer based on Arduino Nano, this kit is open source, which means advanced makers can customize parts, firmware and the circuit board to fit their needs. Appropriate for middle school and older students, this kit is a great way to introduce students to fabrication by asking them to build their own tools. 3DSimo also offers the Kit 2 ($69), which is a 4-in-1 tool - 3D pen, soldering iron, burner, and foam cutter. 

To learn about the top 3D printers for the preK-12 classroom, visit Tech&Learning's updated 3D Printer Guide. 

“Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.” – Rita Pierson

Young people worldwide are already leading movements and causes to end hunger, find solutions for climate change, and tackle other world problems. They are using social media and technology to spread the word and gather momentum. However, these movements are mostly outside of school. To inspire students to be the next world changers means we need to allow them at least one project or opportunity to change the world in our classes. This could be a global collaboration project, tackling one of the global goals, joining a challenge or contest, or a problem-based project. This way students will be given the opportunity to tackle world issues with their ideas and innovation and their teachers can facilitate that journey. This was the topic of my recent 10 minute keynote for the ELT Day for Puerto Rico conference, entitled, How to Inspire the Next World Changers.  Find the slides and resources below. Don’t forget to donate here to help those who recently lost their homes in Puerto Rico.

Tips and Resources!

Changing the world isn’t easy! How do we equip students for the journey?

• Champion student ideas
• Involve students in the process of innovation
• Give them opportunities to solve problems they care about
• Spend time investigating problems
• Get them brainstorming with design challenges
• Teach resilience
• Connect them with role models, guest experts and mentors
• Include student voice and choice
• Facilitate the documentation of ideas and innovations (digital portfolios, research
• ogs and journaling)
• Participate in global collaboration projects like the Global Goals!

Where to find activities, projects and lessons:

• The Science Demo Guy’s website has free STEM and Engineering Design Process posters and experiments to download and print. 
• NASA has amazing resources for educators, including free projects, lesson plans, videos, and interactives! Students can join the competitions for free when you set up a free Future Engineers account for them. 
• Sign up for a free Mystery Science membership and receive access to tons of awesome standard aligned lesson plans and projects. 
• Find STEM resources and projects with Google templates free to edit and use from the school I teach at here.

• Click here  to make a copy of the Research Choice Menu template I created with recommended research websites for K-12. Edit as you like and discover kid-friendly search engines in my post, Top Research Websites, Search Engines, and a Research Choice Menu for K-12 Students.
• Citizen science is defined by Oxford Dictionary as scientific work undertaken by members of the general public, often in collaboration with or under the direction of professional scientists and scientific institutions. 
• Find projects open to students and the public at SciStarter.com and Zooniverse.org.
  
  

Social Emotional Learning

• Find the Growth Mindset Self-Talk for students, Permissions, and other social emotional learning visual posters to print and use for free here!
• Download and print the free Self-regulation Coping Strategies For Students To Use At School poster!
• Emoji Bingo for students to identify and feel okay about their feelings!
• Z00 Academy is a free social emotional learning game for K-4.
• Stop, Breathe, Think has hundreds of lesson ideas and activities for students.

cross posted at teacherrebootcamp.com

Shelly Terrell is a Technology and Computer teacher, education consultant, and author of books including Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom. Read more at teacherrebootcamp.com.

One Massachusetts middle school teacher challenged her students to use their creativity, and some tech, to design the perfect parkour shoe. 

Who: Diane Hichborn, Middle School Teacher—Math, Science, Humanities 

Where: Sparhawk Middle School— Amesbury, MA 

What: Parkour and the Octoshoe, a Sucker for PBL Enrichment 

One fall recess I observed a few students tumbling on the ground, jumping off of boxes and projecting off walls. When returning to class, they asked if we could have a Parkour Enrichment. Enrichments are six-week-long courses that provide learning experiences outside the regular curriculum. They are derived from traditional academic domains, the art and kinesthetic realms or practical life-skills and tease out an array of interests in our students. I looked into what it takes to build a course for that type of activity. It must have been meant to be! When I opened my email, there was an invitation from TERC—a non-profit group made up of math and science education and research experts— announcing the Data Arcade Sportslab Parkour Shoe Design Challenge. 

The challenge took students through an online environment of the sport; set up with milestones and labs to uncover information needed to create deliverables. During some labs, students tested the coefficient of friction on sneaker outsoles and how the force of jumping affected the design of the midsole. Teams worked together to build models of sneakers that enhanced the shoelace-tying experience. The winning design, Octoshoe, used bio-mimicry to do away with the laces, instead using an octopus-like strap that secured the sneaker with suction cups. Students watched and interviewed real athletes in action. They collaborated in designing the final product. 

Biggest Challenge

The main obstacle I had was the time investment. Fortunately, our current science topic was Forces and Motion, so I was able to incorporate the challenge into our curriculum. The final project was to include a business card including a team logo, a presentation board showing the anatomy of the sneaker’s features, and a sales pitch.Together, the students and I learned how designers illustrated the marketability of their shoes and techniques of preparing computer-aided presentations.

Positive Results

The competition was rewarding in itself. Students enjoyed critiquing other teams’ designs and said that they will never look at a sneaker the same way. They learned that it was not about the competition, but all that they had achieved along the journey. (Sparkhawk teams took two of the top three awards in the Challenge.)

Pro Tips

Patience and the ability to listen to each student’s ideas are key. I like sharing my ideas and knowledge with them so that they can learn and become more confident in their own abilities. I believe it is important to differentiate the curriculum to suit student’s abilities and then watch the range of possible outcomes. In the end, I reflect on the task, not only as a learning experience for the student, but also for myself.

Finding Funding

There was no cost as it was part of a grant that TERC received from the National Science Foundation (NSF).

Tech Tools

• Laptops
• Google search
• Spring scales and weights (to test for tread traction, finding the coefficient of friction)
• Recycled/upcycled materials
• 3D Sketch-up Design
• Architectural Tools
• Excel

This year I am SUPER excited to teach a new class this year called "Engineering for Social Good". Click here for a short version of our class syllabus.

For each of the five projects I plan to facilitate in the course, I will post a similar blog post to share the successes and failures of the course as I modify it for future years.  

For our first project of the year, we are leveraging the "Drawdio", a device imagined and designed by Jay Silver. Click here and here to learn more about the Drawdio circuit and here to view Jay's incredible TED Talk. Click here to purchase your own Drawdio kit. 

After a brief  live demonstration of how the Drawdio circuit works, I provided the students with the following prompt:

In 1979, Mattel created a game called "Electronic Connection". Using your Drawdio circuit, develop a game, made in the the spiriting of Electronic Connection, that helps young learners (4-5 years old) improve their fine motor control and handwriting skills. We will then deliver the games to local Preschool and Kindergarten classrooms. Go! 

We finished prototypes today and I was absolutely blown away with the way the natural prototyping process happened seamlessly when the end user was clearly defined. The the low barrier to entry associated with this device and the "window" it opens to the subsequent learning of the interior electronics of the device make this activity one that acts as a perfect inquiry opening for this new course. 

See videos of two student prototypes in action below: 

cross posted at www.cyclesoflearning.com

Ramsey Musallam teaches science and robotics at Sonoma Academy in Santa Rosa, California, with the aim of fostering inquiry-based learning environments fueled by student curiosity. He presents widely on sparking student curiosity and teaching with technology. Musallam is a Google Certified Teacher, a YouTube Star Teacher, and a Leading Edge Certified Teacher. Watch his TED talk here and read his blog at www.cyclesoflearning.com.

How It’s Done: Using Tech-PBL to Reach Struggling Students

Using tech tools to enhance project-based learning helped one teacher personalize lessons and reach all her students, regardless of knowledge gaps and multi-level abilities. 

Who: Lacrecia Terrance, M.Ed—theEduProject, Lead Consultant/CEO PBLWorks, National Faculty Member, 4th/5th Grade Teacher 

Where: EBR Readiness Elementary School, EBRPSS Baton Rouge, LA 

What: Using PBL and Tech to Motivate Struggling Students 

I teach fourth and fifth-grade students at an alternative center for students who are at risk and have behavioral issues. With this group of students, it is important to have engaging activities that keep them motivated. Teaching struggling students with learning gaps led me to research different strategies and tools to interest students and hook them into wanting to learn. To address multiple-ability levels and differentiate instruction, I implemented Project Based Learning. My PBL projects are strategically planned to connect to students’ personal experiences using tech such as; Flipgrid, Youtube, Quizizz, Anmito, Flipgrid, Spark, etc. This has allowed students to be more creative and provides them with more opportunities to take ownership of their knowledge and understanding. 

After getting to know my students’ interests, strengths, and challenges, I start with a video from Youtube and SchoolTube to give exemplars for the learning objectives for the day. This sparks student interest and inspires them to try things they have not done, leading to deeper discussions and extending their thinking. I then use Quizizz activities to assess understanding of the information and content. The first time the students saw me pull up Youtube on the Promethean board, they said, “Oooh, you’re gonna get in trouble.” Their previous experiences prevented them from viewing computers as a learning tool. The very first video I showed was a music video of their choice and had students critique it. This is where it all began and students were hooked.

Positive Results

Agency and Excitement! When I walked into my classroom, I saw great anticipation and a desire to learn. Reflecting back on my first impression, these students cared less about school and felt that everyone had forgotten about them. Just observing the growth, agency, and confidence of each student helped confirmed using PBL and high-quality dynamic tech tools to be an effective approach to reaching ALL students, especially struggling students.

The Biggest Challenge

My biggest challenge was keeping them from watching inappropriate music videos and not focusing on the lesson objective. I needed to teach them how to be responsible digital citizens and what that means. Students were only accustomed to being left alone on the computer or earning time on it as a reward for good behavior. To overcome this obstacle, my involvement became key to provide them a purpose for each online tool. I used Minecraft to connect them to a team-building activity. Students had the opportunity to play their favorite game while I modeled how tech could also accomplish learning objectives for the day.

Finding Funding

Many of the programs are free and some can be found on ISTE teacher resources. Others, such as FlipGrid, Google Classroom, and Clever, are funded by the school or district.

Pro Tips

Get to know your students and provide opportunities to include their voice. Many students feel like passive participants in their learning and the key is to give them relevant authentic experiences. ISTE has five competencies of digital citizenship that I use to guide my understanding to give students a greater opportunity at success: inclusive, engaged, balanced, alert, and informed.

Tech Tools

• PBLWorks.org
• ISTE.org
• Google Classroom
• Flipgrid
• Youtube
• Quizizz
• Anmito
• Spark
• Gallup
• Clever, an instructional portal to store all of my online digital resources for my students.

It actually is quite obvious that the Arts should be included in STEM education. The idea of STEAM brings out the skills of creativity, collaboration, critical thinking, and communication that are so important in the work place. A look at the works of Leonardo da Vinci will attest to this! The very first time I heard the idea of integrating the Arts into STEM education was while watching a 2009 keynote made by Daniel Pink at the NECC  Conference in Washington DC… yes prior to ISTE Conferences!  

1. NPR Where Science Meets Art – Some exceptional Podcasts integrating Science and Art. Many of these titles will allow for student reflection and questions as they begin to see how the Arts and Science can be integrated.
2. Arts Edge – A fantastic resource from the Kennedy Center hosting numerous lessons that integrate Art into the curriculum.You will discover a focus  on ways to support innovative teaching with the arts, and meet changing trends in education and to accommodate the ever-evolving impact of technology in our lives. This amazing collection of free digital resources—including lesson plans, audio stories, video clips, and interactive online modules—has been streamlined for easier browsing and upgraded to leverage best practices in educational media and multimedia-supported
3. BabbleDabbleDo –  This is a site that allows students to explore and engage with their right brain. This is important in our tech saturated world. This site provides that creative angle that puts kids in that out of the box mode while exploring concepts in science, math, and engineering.  The site proclaims that the best part of creating is the process.And I truly I believe that EVERYONE IS CREATIVE.
4. STEM to STEAM -The STEM to STEAM initiative, championed by the Rhode Island School of Design (RISD), is supported by teachers, researchers, policy makers, students, and business people from RISD and beyond.
5. Why Scientific Innovation Needs The Arts – Explore this wonderful article from the Guardian that explains the connection between science and the arts. Great read to support STEAM thinking in any educational setting.
6. OER Commons – Take a look at these results from a search I did for  STEAM based activities. There are some powerful lessons that bring the arts into the classroom. Since it is OER (Open Education Resources) it is free.
7. Teach Hub Technology and STEAM – Take a look at these possibilities for connecting standards, technology integration, and STEAM.
8. Edutopia STEAM Resources – One of the finest education sites brings STEAM to the forefront. Enjoy this engaging journey.  You will discover information, examples, and tools related to incorporating aspects of the arts, design, and the humanities into STEM-based school activities.
9. Odyssey of the Mind – This  international educational program provides creative problem-solving opportunities for students from kindergarten through college. Team members apply their creativity to solve problems.
10. Lemon Lime Adventures 50 STEAM Projects and Activities – Take some time to look through the various links on this page. You are bound to find some great possibilities that will fit your standards.
11. Autodesk Digital Steam Workshop – Digital STEAM projects are designed by Autodesk’s network of expert educators, designers and student alumni as exciting complements to core Science, Technology, Engineering, Math, and Art (STEAM) curriculum. Each project aligns with common core and national standards and delivers measurable learning while using free software.
12. National Gallery of Art  – You will find organized into thematic units, each grade-level-specific lesson plan focuses on a single work of art and can be executed within one to two class periods. These lessons meet the National Art Education Association (NAEA) Visual Arts curriculum standards
13. Exploratorium – Take a look at the entire site, but especially explore the Art related material.  In fact this link brings you to the Tinkering STudio. You will find lessons that allow you to connect with other subject areas including the STEM disciplines. You will get a new definition of exploring through the Exploratorium,
14. The Art Institute of Chicago – Explore these wonderful lessons that cover Science and the Arts. It just might have you and your students look at Art in a whole different way. Best of all you will discover some STEAM possibilities.
15. Lesson Plans and resources for Art Integration – This Edutopia Article has a rich assortment of lessons and resources to integrate Art into curricular areas including Math, Science, and Design. A great read that will lead to some wonderful opportunities.
16. CIESE Online – CIESE  (Center for Innovation and Science Education) sponsors and designs interdisciplinary projects that teachers throughout the world can use to enhance their curriculum through compelling use of the Internet.  Each project has a brief description and links to the National Science Standards and NCTM math standards it supports
17. Masterpieces to Math – A wonderful article that focuses on how to incorporate art in math. Learn how to use Art to teach fractions, decimals, and percent equivalents. You will look at Math in a whole new STEAMie way.
18. Space School Musical – Your students will enjoy joining teenager Hannah on a trip through the solar system in this ultra-cool edu-tainment “hip-hopera” that uses song and dance to introduce the planets, moons, asteroids and more. Educators can download the lyrics for students to learn and perform the routines for themselves or just play the videos in class. There are also links provided for more in-depth activities.
19. Cardboard Challenge – Not everything needs high tech and expensive resources. A lot can be done with a cardboard box and a lot of imagination. Check out this amazing challenge from the Imagine Foundation. Take a moment to watch the video. You and your students will want to be involved with this amazing low tech, high engagement possibility.
20. KinderArt – Discover Fine Art lessons as they apply to all different subject areas. Lessons are searchable by grade and subject. Some great ideas to integrate with.
21. Share Space Foundation – The ShareSpace Foundation is a 501(c)(3) nonprofit organization dedicated to inspiring children’s passions for science, technology, engineering, arts and math by providing innovative, interactive educational tools to educators across the country.  ShareSpace has reached more than 250,000 children across the globe through strategic partnerships and the engaging Giant Mars Map™.
22. Scratch –  With Scratch, kids can program their own interactive stories, games, and animations — and share your creations with others in the online community. Scratch helps young people learn to think creatively, reason systematically, and work collaboratively . All of this is possible while essential skills for life in the 21st century are facilitated. Scratch is a project of the Lifelong Kindergarten Group at the MIT Media Lab. It is provided free of charge.
23. Teacher Vision Art and Math –Students will enjoy participating in math class with our art activities for teachers of any grade level, from elementary to high school.  You will find opportunities to mix numbers with creativity and art activities that your students will love. There are lessons for creating counting books, crafts that encourage measuring, geometry printables to color, sculpting activities, and much more!  Introduce new concepts or reinforce topics your students have already learned.
24. Eurekus – This is a site with STEAM powered discovery. Discover the many free lessons that bring the left brain world alive in the the right brain.
25. Left Brain Craft Brain – Discover this blog with great activities and possibilities to engage the whole brain in the engineering process. It is a self-proclaimed mega monster of STEAM posts.  You will find some of the coolest science, technology, engineering, art and math projects from some of the most creative bloggers out there.
26. What is STEAM ? – This is an amazing resource site from the Education Closet. here you will find some great lessons that are aligned to the standards of STEM and Art curriculum. Be sure to read the blogs, links, news, and research. Be sure to check out all the possibilities on this site by clicking the menu. You will even find a STEAM-based magazine.
27. The Stanford Design School – Get ready for some innovative lessons that include the design process. You will find an abundance of material and resources to bring innovation to your STEAM program.
28. National Association For Music Education – Take some time at this site. Explore the curriculum along with awesome teacher resources. This is a great site that might tune up some of that important STEAM education.
29. STEAM Art Lessons – Take a look at these wonderful STEAM based art lessons from an amazing elementary Art teacher. There are some wonderful ideas for bringing the curriculum together.
30. How To Smile – This is an amazing collecting of some of the best educational materials, learning activities, tools, and services. They are all designed especially for those who teach school-aged kids in activity-based settings. This site is sponsored by a group of science museums dedicated to bringing science, technology, engineering, and math (STEM) out of the academic cloister and into the wider world. This is a great place to Make STEM happen!
31. New York Times Lesson Plans – I include this because you will find a collection of amazing lessons that cross all areas. Best of all, they bring the creativity and innovation into these lessons which is the foundation for the arts.
32. Art in Action – Take a look at these mini Art lessons that allow students to get in that right brain frame of mind.
33. PBS STEM Collection – PBS Learning Media has great resources. Check them all out. This link brings you to the STEM Collection.
34. Project Pals – A great article that looks at STEM/STEAM possibilities in the world of PBL for all grade levels.
35. Learn It By Art – Take any subject… you can learn it by using Art. What might you find?
36. Fizzics Education – Learn how Art and the Design Process come together to make great lessons.
37. Four Skills From STEAM Education – Check out this 2019 article from Teach Thought on the benefits of providing a STEAM Education.
38. EGFI – This is an amazing site for some wonderful STEAM Resources. You will find lessons ready to get your students designing.
39. Instructables – Check out these 100 STEAM projects for kids.
40. Full STEAM Ahead – A great collection of resources and ideas on STEAM from Concordia University in Portland Oregon.
41. 36 Resources for STEM Project Based Learning – If you’re a teacher or  looking for ideas for STEM project-based learning activities, then you’ve come to the right place.
42. The STEM Laboratory – These 50+ STEM projects are sure to keep little scientists engaged, learning and well-prepared for their STEM-filled future.
43. A Guide for Women in STEM: Closing the Gender Gap - A guide from Master's in Data Science that provides information about the current gender and diversity gaps in STEM university studies and careers, reasons for those gaps, and strategies to help promote inclusivity in STEM-related industries.

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

LEGO® Education is celebrating its 40th birthday with the worldwide launch of its newest educational solution, LEGO® Education SPIKE™ Prime. SPIKE Prime brings together LEGO bricks, a programmable, multi-port Hub, sensors and motors all powered by the SPIKE App based on the Scratch coding language, along with 32 lesson plans. SPIKE Prime will continue LEGO Education’s legacy since 1980 as a pioneer in hands-on learning, transforming the way students learn STEAM subjects.

LEGO Education SPIKE Prime is available for purchase today for $329.95, and will be featured at the Bett Show in London on January 22-25.

With teacher training, getting-started guides, and free lesson plans, SPIKE Prime is designed to be easy for teachers to integrate into curriculum. Three in-person training courses delivered by LEGO Education Academy-certified teacher trainers are also available to ensure teachers have everything they need to integrate SPIKE Prime into existing curriculum and lesson plans.

LEGO Education Master Educator Program

Applications for the 2020 Master Educator cohort are now being accepted. Interested educators in Australia, Russia, the United Kingdom and the United States are invited to apply through April 30, 2020. Details about the program, application process and program eligibility can be found at: LEGOeducation.com/MasterEducators.

To learn more about LEGO Education’s new solution, visit: www.legoeducation.com/meetSPIKEprime.

Features:

• Designed for ages 10+, grades 6-8
• Costs $329.95 per set, which can be shared by two students at a time
• Based on the drag-and-drop Scratch coding platform and available for iOS, Chrome, Windows 10, Mac and Android
• 32 lessons help get teachers started and make integrating SPIKE Prime into a variety of classes from science and math to social studies and language arts incredibly easy
• Ensures that multiple classrooms can share sets within a school with streamlined 45-minute build + lesson time
• Includes 11 new innovative elements developed by LEGO Education and the LEGO Group, first seen in SPIKE Prime
• Available for purchase on the LEGO Education website or through authorize resellers
• Brings STEAM creativity and engagement into afterschool programs, robotics clubs, coding programs and maker spaces with the LEGO® Education SPIKE™ Prime Expansion Set by LEGO Education (sold separately)
• The Expansion Set and Competition Ready unit can now be used in competition by robotics competition teams, including FIRST® LEGO® League and World Robot Olympiad

Welcome to my first post of the New Year! In fact, the year starts out with two amazing conferences … FETC and then TCEA. I am on my way to one of my favorites, FETC which happens to be in Miami Beach, Florida this year. It will be back in Orlando in 2021.  Presently I am close to 30,000 feet in the air flying from Indiana to Florida. It is a perfect time to write a blog since the wifi is down, but my creativity is up. It provides a perfect time to address the idea of Creativity in education (one of those 4C’s). If you liked my last posts on Collaboration and Critical Thinking (click links), then you are sure to like this post. It is filled with thoughts on Creativity including “I can” statement(s), classroom attributes, and assessment rubrics. I hope you enjoy and find the time to pass this along via email or a tweet. Thanks for being one of my nearly 30,000 readers a month and growing (Spread the Word… it is encouraging). Remember you can follow me on Twitter at @mjgormans. I look forward to learning from you! Enjoy the read, and what I know will be a creative journey!

Note: I will be at FETC in Miami, Florida all week. I thought this would be a great post to start my coverage of an amazing conference. Creativity continues this week with a STEAM post (with lots of links) and thoughts from Keynote Dan Pink. If you are at the conference, feel free to look me up with a PM at Twitter (@mjgormans) or email (mjgormans@gmail.com). I would love to talk with you about amazing PD I can provide at your school or conference this year! Check out my Booking Page and please share and subscribe to this Blog. Now… let’s get creative!

Creativity: Facilitating and Assessing the 21st Century Skills in Education

“Logic will get you from A to B. Imagination will take you everywhere.” – Albert Einstein

The idea of Creativity really is at the base of our culture. It seems it is one of those processes that machines still depend on humans to make happen. This idea of difficult machine reproduction with regards to Creativity, makes Creativity one of those growing skills for career opportunities. It seems that machines and automation have been able to replace so many services supplied by humans, but creativity is still one attribute that humans seem to have the upper hand on. It is for this reason that education must nurture and facilitate Creativity in students. A classroom that promotes Creativity puts students at the center of learning. Student inquiry is promoted and often used to engage and promote a passion for learning. Students are provided learning opportunities that promote problem solving that is often initiated by the students. In a Creative classroom culture, students are encouraged to think outside the box while connecting real world authenticity to important content standards. They are encouraged to use their creativity to deal with real world situations. Students’ thoughts and ideas are honored and perseverance through an iterative cycle is encouraged. In many ways, students become practitioners of real-world careers.

How does this happen? The teacher must be intentional and guide students. There still must be moments following student exploration where the teacher provides or facilitates explanation. Concurrently, teachers must make sure that their lessons go beyond Bloom’s remembering and understanding. This demands an elaboration that promotes connections and transfer of encouraging student Creativity!  Often, this practice can be seen in STEM and PBL classrooms. It is exciting to see students discuss, debate, question, and build as they conquer the standards.

Welcome to the resources! I think it is important to define and promote Creativity though its various attributes. It must be intentional with appropriate scaffolds in place. I hope you find the resources below helpful. Taking the journey toward student Creativity is a wonderful and rewarding journey for you and your students. Start out taking a few steps with a rubric, a student reflection, or a small lesson. Before you know it your students will take you the rest of the way.  Please enjoy the resources below and be sure to share with others!

Ten Reasons to Promote Creativity in the Classroom

• Provides students the opportunity to own the process and internalize their learning.
• Facilitates critical thinking by pushing students to look at and invent possibilities.
• Allows students to take risks that can support thinking that is “out of the box”
• Supports the design process that can be incorporated in all disciplines and supports STEM thinking.
• Encourages students to visualize their thinking and important concepts in content and connections between multiple content and real-world concepts.
• Allows for the progression from surface learning, to deeper learning, to a final transfer of learning that in return supports authentic and new understanding.
• Provides opportunity for unique, thoughtful, and powerful communication
• Supports possibility thinking and a growth mindset that comes up with hidden, original, and unique possibilities.
• Provides important avenues of collaboration that allow for active listening, persuasion, healthy discourse, multiple viewpoints, and needed empathy.
• Builds a balance between the logical and sequential thought processes, allowing for intellectual growth of the whole mind.

Ten Ways to Facilitate Student Creativity in the Classroom and School

• Intentionally go beyond remembering and understanding with Blooms (The standards often force teachers to get students ready for the test… which means we miss analyzing, applying, synthesizing, and most of all Creating.)
• Emphasize the verbs in the standards. (It is the verbs that allow students to do. When they are doing… Creativity can flow.)
• Provide students with a Creativity Thinking rubric. (Have them look at the rubric before an activity that demands Creativity, and once again when they are finished)
• Make assessment of Creativity an ongoing effort. (While the teacher can assess, have students assess themselves. Self assessment can be powerful)
• Concentrate on specific indicators in a rubric. (There are various indicators such as; thinking outside the box, risk taking, originality, questioning, empathy toward others, growth mindset, innovation, and design thinking. Concentrate on just one indicator while doing a lesson. There can even be an exit ticket reflection)
• Start a lesson out… with Creativity. ( You can turn Bloom’s upside down. Find out how having students Create can lead to analyzing, synthesizing, understanding, and remembering, while opening with some wonderful  engagement.)
• Post a Creative Thinking Poster in the room. (This poster could be a copy of a rubric or even a list of “I Can Statements”. Point it out before a creative thinking activity.
• Make Creativity part of your formative  and summative assessment.  (Move around the room, talk to groups and students, stop the whole group to make adjustments.)
• Find ways to bring a Makers’ Culture to the classroom. (So many schools are building a Makers Space. Perhaps we need to build a Makers’ Culture that happens in any space leading to Creativity and innovation.)
• Plan for a school wide emphasis. (A culture that builds Creativity is usually bigger then one classroom. Schools and classrooms that practice student owned/centered learning promote Creativity. Develop school-wide vocabulary, posters, and initiatives.)

Keep in mind that learning actually has three transitions. These include Surface Learning, Deeper Learning, and Transfer of Learning. They are all necessary if we are to engage students in authentic learning that provides real understanding. Surface Learning builds the foundation while the Deeper Learning provides rigor and important meta-cognition. When students begin to Transfer the Learning to experiences in the real world situations we begin to see Creativity become an important factor. This is a big reason for success that is found in PBL and STEM.

I have been mentioning rubrics and assessment tools through out this post. To me, these are essential in building that culture of Creativity in the classroom. I want to provide you with some great resources that will give your some powerful tools to assess the skill of Creativity.  Keep in mind that students can also self assess and journal using prompts from a Creativity Rubric.

Ten Resources to Help with Assessment and Facilitation of Creativity

Habits of Mind – I think this is an awesome place to help teachers facilitate and assess critical thinking and more. Check out the free resources page which even has some wonderful posters. One of my favorites is the rubrics found on this research page. Decide on spending some time because there are a lot of great resources.

PBLWorks – The number one place for PBL in the world is at PBLWorks. You may know it as the BUCK Institute or BIE. I am fortunate to be part of their National Faculty which is probably why I rank it as number one. I encourage you to visit their site for everything PBL.  This link brings you to the resource area where you will discover some amazing  rubrics. One provides for the idea of Creativity in a PBL Unit. You will find rubrics for grade bands K-2, 3-5, and 6-12. This really is a great place to start. You will need to sign up to be a member of PBLWorks. This is a wonderful idea, after-all it is free!

Microsoft Innovative Learning – This  website contains some powerful rubrics for assessing the 21st Century skills. The link will bring you to a PDF file with Critical Thinking rubrics you can use tomorrow for any grade level. Check out this two page document defining the 4 C’s and a movie giving you even more of an explanation.

New Tech School – This amazing PBL group of schools provide some wonderful Learning Rubrics in their free area.  Here you will find an interesting collection of rubrics that assesses student learning in multiple areas. These are sure to get you off and started.

AACU Creative Value Rubric – The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty.

Project Zero – The Creativity Module helps students develop their capacity to think creatively and to see the creativity embedded in things and ideas around them. Challenges of creativity are everywhere in daily life–wherever it is important to think of new ways of doing things, to look at things through new eyes, to go beyond conventional ways of thinking, to stretch beyond the obvious.

Destination Imagination – Destination Imagination (DI) is a volunteer-led nonprofit organization whose purpose is to inspire and equip students to become the next generation of innovators and leaders.

CRE8Iowa Instant Challenges – Great way to great Creative Energy flowing. Instant Challenges published by Students for a Creative Iowa are licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 United States License. Please provide appropriate credit if you share any of these Instant Challenges on your Web site or blog.

Imagination Foundation – This a wonderful site to find ideas and projects that students will enjoy as they turn on their Creativity.

Edutopia Creativity – Check out this section of Edutopia for some amazing articles to plant seeds of Creativity in you school or classroom. Enjoy the possibilities.

I Can Statements for Creativity

• I can practice originality by creating and generating my own ideas for any given situation or task.
• I can practice my own sense of curiosity while exploring, researching, and building.
• I can explain my own ideas and concepts and interpret new concepts I learn.
• I can analyze, extend, change, and assess my own ideas, and ideas from others for possibilities and accuracy.
• I can invite opportunities to explore, reflect, create, and rigorously come up with solutions.
• I can not only find answers, but also take my answers and create new questions.
• I can take risks and accept failure as I search for solutions and answers.
• I can practice empathy, understanding, and resolve in my working with others.
• I can use my visualization and imagination to think outside the box while integrating multiple possibilities and answers.
• I can use a design process to answer problems both simple and complex.

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

Vernier Software & Technology has partnered with SAM Labs to teach middle school students coding and computational thinking skills through data-collection STEAM activities. Students can use a variety of Go Direct sensors with SAM Labs STEAM Kits and the Google Workbench programming canvas to collect real-time experiment data and bring their SAM Labs projects to life. 

SAM Labs STEAM Kits are available in three versions based on class size and provide all the materials teachers need, including teacher-created lesson plans, step-by-step activities, and comprehensive technical support. Once students build their projects using the kits’ programmable SAM Blocks, they can connect the Go Direct sensors using Bluetooth® wireless technology in Google Workbench and build Blockly programs that make the hardware interact. 

Teachers will be able to access a new series of free Blockly coding activities in Google Workbench that interact with Vernier sensors. These activities are designed to engage students in science, develop coding skills, and practice peer collaboration. In an introductory activity, students integrate Vernier sensors with Google Sheets and SAM Labs blocks to design an experiment to explore the factors that affect electromagnetic strength. Each of these activities comes with complete teacher resources and materials to help them get started teaching these important skills. 

Vernier Go Direct sensors that are compatible with the SAM Labs STEAM kits include the Motion Detector, Force and Acceleration Sensor, Sound Sensor, 3-Axis Magnetic Field Sensor, and Temperature Probe.

To learn more about the Vernier and SAM Labs partnership, visit www.vernier.com/sam-labs.

What’s better than a blackboard lesson on the principles of flight, lift and aerodynamics with folded paper airplanes? How about planes that are powered and can fly for as long as 30 seconds. That’s what PowerUp’s $35 Electric Paper Airplane Conversion Kit has in mind with a clip-on motor and propeller that requires 20 seconds to charge between flights. The kit costs $35 each or a four-pack for $60.

The majority of our students use technology daily to learn and share their voice, creativity, ideas, and passion with the world! When we integrate technology effectively into the curriculum students discover how to use technology to problem solve, create, and better their future and world. Before students embark on any digital project, you need to find the right tools. Below are some websites, blogs, and Twitter accounts where you can find ways to integrate technology effectively using free web tools and apps.

Places to Find the Right Tool!

*Edshelf is an amazing search engine for teachers to find the right web tools and apps to meet their needs. Filter by price, platform, subject, age, and category. No registration is required, but if you register then you can save your favorite web tools and apps to a virtual shelf.

*Common Sense is also a search engine for education tools and apps with ratings and reviews.

*You can also check out the various tools and apps teachers have created in their Digital Bloom’s graphics. This post here has 20 of these visuals.

*In addition to doing a search for a type of project (comics, poster, games, infographics, Math, etc.) on TeacherRebootCamp or ShellyTerrell.com, you can search for teacher recommended web tools and apps on these blogs/websites/Twitter accounts:

• Larry Ferlazzo’s Websites of the Day
• Class Tech Tips
• Ditch That Textbook
• Free Tech for Teachers
• Nik Peachey
• Technology Tidbits

cross posted at teacherrebootcamp.com

Shelly Terrell is a Technology and Computer teacher, education consultant, and author of books including Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom. Read more at teacherrebootcamp.com.

Who: Kyle Crawford, Technology Education Teacher 

Where: Coxsackie-Athens Central School District, NY

What: Using maker tools to design and build a classroom cell charging station

Most of our high school teachers have implemented a “cell phone parking lot” that allows students to store their cell phone in a single location in the classroom. One of the Coxsackie-Athens’ English teachers suggested the charging station concept as an extra incentive for students to store their phones. This project offered a great design challenge for the Design Process unit I typically do with my Drawing and Design for Production (DDP) students. I provided a design brief outlining the problem at hand and the constraints that they would need to follow. The class split into five small groups to brainstorm as many solutions to the problem as they could. 

The walls of my classroom are whiteboard from floor to ceiling. Each group was assigned an area and created dozens of thumbnail sketches of their ideas. Students then chose the optimal design within their groups and created several scale models of their design solution. The class as a whole voted on the final solution, and I helped them create a CAD model from which to build the first prototype. Students then headed into our wood lab to utilize woodworking tools to build the prototype cell phone charging station.

Positive Results

This project only scratches the surface of the maker tools that our students have available to them, so doing something of such high natural interest offered a gateway to further involvement for not only the 68 students in the class, but others. Students enrolled in the Advanced Manufacturing pathway have access to two 3D printers, a laser cutter, electronics test equipment, four Haas CNC machines, four manual machine tools, three welders, a foundry, a CAD/CAM computer lab, and a fully equipped wood lab. This variety of maker tools has significantly increased the rigor of our courses, and has ultimately raised the bar of student achievement. 

Challenges and Solutions

The major challenge with this project was allowing each student to have a role during the prototype build, in a way that they all learned the skills involved. The solution to this issue would be to allow several groups to build different iterations of the prototype. 

Finding Funding

This project was funded by the Coxsackie-Athens High School Technology Education Department budget. 

Pro Tip

I would suggest allowing the student groups to develop more than one prototype to allow for more hands-on skill development if the time can be dedicated to it. I would also suggest allowing this to become a CAD drawing project if the time is available.

Tools Used

Autodesk Fusion 360 CAD Software

Lenovo P310 Thinkstation

Haas CNC machines

CAD/CAM computer lab

3D Printer - Tiertime Upbox

Laser Engraver - Full Spectrum H-Series 20x12

Electronics Equipment - Mastech M9803R Multimeter, Mastech HY1802D Power Supply Manual Lathe - Acer 1440G Engine Lathe

Manual Mill - Acer E-Mill

Horizontal Bandsaw - Cosen MH-1016

TIG Welder - Eastwood TIG 200 (220V)

MIG Welder - Lincoln Handymig (110V)

Arc Welder - Lincoln AC/DC Arc Welder (220V)

Foundry - Johnson Gas Model 900 Crucible Furnace

Miter Saw - DeWalt 10" sliding compound miter saw

Table Saw - Sawstop Cabinet Saw

Bandsaw - Jet 16" Bandsaw

Bandsaw - Jet 14" Bandsaw

Belt Sander - Jet J-4300 Belt sander

Planer - DeWalt 12.5" Planer

Cordless Drill - DeWalt 20V Brushless Drill Driver/ImpactFor

Charging Station:Cardboard/Hot Glue for model building, 1X - 24” x 48” x ½” Plywood, 1X - 12” x 24” x 18 Gauge Sheet Metal, Scrap wood of uniform dimension for phone kickstands, #8 x 1” Wood screws

One of the first things the Chief Opportunity Orchestrator (COO) needs to decide before integrating entrepreneurship into the classroom is the structure of their Education Corporation (EdCorp); the type of model the COO will use to run their business. The main variables to consider when picking a model is the number of students you see and the frequency with which you see them. For example, as a sophomore English teacher, I saw kids every other day for 90 minutes. Because I saw kids so frequently and for an extended period of time, I let them start and run their own businesses. When I started the Fair Haven Innovates program at Fair Haven, I saw every kid in the school – more than 600 students – once every six days. Because I saw kids so infrequently, it was best if we all ran an EdCorp together. Having taught with so many different schedules and class sizes, I’ve found that there are three structures that work best for integrating entrepreneurship into your classroom:

FH Gizmos: The Amazon-Style EdCorps

In FH Gizmos, students set out to find and solve problems and then sell the solutions. All students are part of a product team and when they have a product ready to sell, it goes up on our line store. When a customer visits the website, they see all of the solutions FH Gizmos product teams have created. Like Amazon, FH Gizmos is a marketplace.

I am in charge of FH Gizmos. Students create the products while I handle most of the day-to-day operations of the EdCorps such as marketing. When it is time to sell a product, it is marketed as part of the FH Gizmos family of products. The FH Gizmos model is focused primarily on the design of new products and the experience of collaborating in teams. 

If the entrepreneurial process is new to you as an educator, this EdCorp structure can be a great way to get started as it eases the class into a more student-driven environment while allowing the teacher to retain most of the control. 

FH Grows: The Whole-Grade EdCorps

In FH Grows, students sell herbs and produce to restaurants and community members in our town. Every student is responsible for maintaining our gardens. When we have downtime in the garden, my seventh graders are responsible for growing our business. Teams take on a “department” role in areas they are interested in. I choose to let students stay in these departments as long as they like because growing student passion and developing expertise is important for middle schoolers. You can, however, rotate students through departments if you want them to try out each department. 

The Design department is responsible for creating products for FH Grows to sell. The design department surveys the community to get a feel for what they might want to buy. Students have come up with products such as upcycled planters and garden ornaments, holiday flowers, spring vegetable starters, catnip bags, worm farms, and organic seed packets. The Design team is responsible for using our design process to create new and exciting products to sell alongside the produce we harvest from our garden. 

People can’t support your business if they don’t know it exists. Our Marketing department is responsible for developing creative, engaging ways to tell the community the FH Grows story which lets them know that we’re open for business. It is a two-step process. First, students find the customers that make up our target market using market research, customer segmentation, and community outreach. Once we know who and where our customers are, students advertise our story with a call to action to encourage customers to buy our products. 

Once people know our EdCorp exists, the Sales department is responsible for closing deals and generating revenue by helping customers see the value in our products. Whether potential customers visit our website, contact us via email or social media, or even send in a handwritten letter or note with their child: it is the job of the sales team to reach out and make contact with customers. They then move customers through our sales cycle. After a purchase, the sales team is responsible for gathering customer feedback, encouraging future purchases, and generating new leads to explore. 

The Design, Marketing, and Sales departments can’t be successful without the Finance department. The finance department is responsible for tracking sales and making sure our financials are in order. They manage our ledger, inventory, and work with stakeholders in our district to make sure we have the money we need when we need it. Often, the finance team is tasked with using their creativity to minimize expenses and maximize revenue in FH Grows, which takes critical thinking and creative problem-solving. For example, one of our best selling products in FH Grows is our worm farms. Students start the worm farm for customers and then give it to customers along with a guide on how to maintain the worm farm and harvest the worm castings for fertilizer. We sell the worm farm for $150. In the beginning, we were only making 33% profit off the worm farms. Not satisfied with the low margin, the finance team found a new worm supplier, explained to them that we are a student-run business, and were able to secure a discount, which brought our profit margin over 50%. 

An EdCorp that includes a large group of students or an entire grade and is structured like FH Grows sees the COO move to a support role. The level of control you want to have in this environment is totally up to you, but you can’t have total control (nor should you want it). In FH Grows, student teams work together to come up with ideas to grow our business. Then, they pitch them to me and the rest of the students. We hold all-hands meetings where we look at our Business Model Canvas, as a simplified, one-page version of our business plan and decide on next steps. My vote, so long as students aren’t proposing something completely egregious, counts just as much as their vote. While I give my thoughts about a proposal, I’m often outvoted. I’m ok with that since half of the time the ideas I’m outvoted on end up doing well – which is awesome. Students feel empowered and make sure to let me know that their idea worked despite my protests. The other half of the time, the idea fails miserably, and that’s fine, too. Failure is a fantastic teacher, and I try to capitalize on these teachable moments as we break down why an idea failed and if there is anything worth saving about the idea. 

FH Leads: The Incubator EdCorp

In FH Gizmos, my sixth-graders answer to me (and their customers, of course). They follow the vision I’ve laid out for FH Gizmos and focus on creating products rather than running the business. In FH Grows, my seventh graders take on more responsibility as they make grade-wide pitches they think will help our business grow. In this whole-class, whole-grade EdCorp, students take on more ownership of the business since we run it together. In FH Leads, our incubator-style EdCorp, students take full ownership of their learning because we do not run a business together; they start and run their own business. 

A business incubator is an organization designed to accelerate the growth of other businesses. In FH Leads, my goal as the COO is to help students start successful businesses that they can take with them when they graduate from middle school. 

Students start by picking their teammates or co-founders. Next, students find a problem and develop a product or service to solve that problem. When students have a prototype of their product, they do user testing. A user is someone who will benefit from a student’s solution. If you develop a better dog leash, you wouldn’t test it with someone who doesn’t own a dog. User testing consists of putting our prototypes in the hands of users to get feedback. They watch users with their prototype and take notes on how the user reacts to the prototype. They ask users what they like about their prototype, what they would change, and how their prototype compares to the product they are currently using. After a lot of user testing, it is time for students to bring their product or service to market. Student teams create a Business Model Canvas to outline the next steps for their business. When they have a sound business model, they can apply for a business grant to help get their business off the ground. If I approve the grant, I will give them between $50-100, real money, to get their startup going. Students are then responsible for the continued design, marketing, sales, and financing of their business. If I have total control in FH Gizmos, I give up total control in FH Leads. Students are solely responsible for their business and its success. 

To this end, as the COO of FH Leads, it is important that I provide advice and feedback, but also opportunities to hear from others’ advice and feedback as well. I open up FH Leads to business owners in my community and experts I find worldwide. I have a pool of talented business professionals locally and abroad that can mentor students. Between my support, these mentors, and the experience they’ve gained in FH Gizmos and FH Grows, most of my eighth-grade startups are able to turn a profit before they graduate. 

In my experience, starting a business isn’t in every student’s wheelhouse. Even though I make it well known that FH Innovates classes are about disrupting the status quo, I still have students who aren’t comfortable with being their own boss. Some kids are afraid of failure, others are afraid of success, and some can’t find the creative confidence to build a business around solving a problem they care about. That is why if some students in FH Leads don’t want to start their own business, they can help a local, small business owner grow their business. If students choose, they can team up with a small business owner – almost like an intern – and help solve the challenges their business owner faces. If students don’t want to work for themselves, they have the option to work for someone else. Either way, students are put in a leadership position as they finish out the FH Innovates program in the FH Leads EdCorp, where they are pushed to find the agency needed to be responsible for their own success. 

Picking the model that is right for you comes down to how comfortable you are giving up control, class size, how often you see your kids, and experience level of students. The Amazon style EdCorp sees a teacher remain in control of the EdCorp. The decentralized style EdCorp puts the teacher on equal footing with students as they make decisions together. Finally, the EdCorp as a business incubator sees the teacher give up control so students take complete ownership of their businesses and learning. Choose the one that is right for where you are in your EdCorps journey, even if it changes as you get more experience being the COO.

Until Next Time,

GLHF

I believe that Critical Thinking is the spark that begins the process of authentic learning. Before going further, we must first develop an idea of what learning is… and what learning is not.  So many times we hear our students say, “Why am I learning this?” The reason they ask is because they have not really experienced the full spectrum of learning, and because of this are actually not learning to a full rewarding  extent! We might say they are being exposed to surface learning and not authentic (real) learning. The act of authentic learning is actually an exciting and engaging concept. It allows students to see real meaning and begin to construct their own knowledge.  Critical Thinking is core to learning. It is rewarding, engaging, and life long. Without critical thinking students are left to a universe of concepts and memorization.  Yes… over twelve years of mediocrity! When educators employ critical thinking in their classrooms, a whole new world of understanding is opened up.   What are some reasons to facilitate critical thinking with our students? Let me begin:

Ten Reasons For Student Critical Thinking in the classroom

1. Allows for necessary inquiry that makes learning exciting
2. Provides a method to go beyond memorization to promote understanding.
3. Allows students to visualize thoughts, concepts, theories, models & possibilities.
4. Promotes curriculum standards, trans-disciplinary ideas & real world connections.
5. Encourages a classroom culture of collaboration that promotes deeper thinking.
6. Builds skills of problem solving, making implications, & determining consequences.
7. Facilitates goal setting, promotion of process, and perseverance to achieve.
8. Teaches self reflection and critique, and the ability to listen to others’ thoughts.
9. Encourages point of view  while developing persuasive skills.
10. Guides interpretation while developing a skill to infer and draw conclusions.

I am excited by the spark that critical thinking ignites to support real and authentic learning in the classroom. I often wonder how much time students spend in the process of critical thinking in the classroom. I ask you to reflect on your typical school day. Are your students spending time in area of surface learning , or are they plunging into the engaging culture of deeper (real) learning?  At the same time … how are you assessing your students? So many times as educators, we are bound by the standards, and we forget the importance of promoting that critical thinking process that makes our standards come alive with understanding. A culture of critical thinking is not automatic, though with intentional planning  it can become a reality. Like the other 21st century skills, it must be built and continuously facilitated. Let’s take a look at how, we as educators, can do this.

Ten Ways to Facilitate Student Critical Thinking in the Classroom and School

1. Design Critical Thinking Activities. (This might include mind mapping, making thinking visible, Socratic discussions, meta-cognitive mind stretches, Build an inquiry wall with students and talk about the process of thinking”
2. Provide time for students to collaborate. (Collaboration can be the button that starts critical thinking. It provides group thinking that builds on the standards. Have students work together while solving multi-step and higher order thinking problems. Sometimes this might mean slow down to increase the learning.)
3. Provide students with a Critical Thinking rubric. (Have them look at the rubric before a critical thinking activity, and once again when they are finished)
4. Make assessment of Critical Thinking an ongoing effort. (While the teacher can assess, have students assess themselves. Self assessment can be powerful)
5. Concentrate on specific indicators in a rubric. (There are various indicators such as; provides inquiry, answers questions, builds an argument etc. Concentrate on just one indicator while doing a lesson. There can even be an exit ticket reflection)
6. Integrate the idea of Critical Thinking in any lesson. ( Do not teach this skill in isolation. How does is work with a lesson, stem activity, project built, etc. What does Critical Thinking look like in the online or blended environment? Think of online discussions.)
7. Post a Critical Thinking Poster in the room. (This poster could be a copy of a rubric or even a list of “I Can Statements”. Point it out before a critical thinking activity.
8. Make Critical Thinking part of your formative  and summative assessment.  (Move around the room, talk to groups and students, stop the whole group to make adjustments.)
9. Point out Critical Thinking found in the content standards. (Be aware that content standards often have words like; infer, debate, conclude, solve, prioritize, compare and contrast, hypothesize, and research. Critical Thinking has always been part of the standards. Show your students Bloom’s Taxonomy and post in the room. Where are they in their learning?
10. Plan for a school wide emphasis. (A culture that builds Critical Thinking is usually bigger then one classroom. Develop school-wide vocabulary, posters, and initiatives.)

I keep talking about the idea of surface learning and deeper learning. This can best be seen in  Bloom’s Taxonomy. Often we start with Remembering.  This might be essential in providing students the map to the further areas of Bloom’s. Of course, we then find the idea of Understanding. This is where I believe critical thinking begins. Sometimes we need to critically think in order to understand. In fact, you might be this doing right now. I believe that too much time might be spent in Remembering, which is why students get a false idea of what learning really is. As we look at the rest of Bloom’s ( Apply, Analyze, Evaluate, and Create) we can see the deeper learning take place. and even steps toward the transfer and internalization of the learning. Some educators even tip Bloom’s upside down, stating that the Creating at the top will build an understanding. This must be done with careful facilitation and intentional scaffold to make sure there is some surface learning. After-all, Critical Thinking will need this to build on.

I have been mentioning rubrics and assessment tools through out this post. To me, these are essential in building that culture of critical thinking in the classroom. I want to provide you with some great resources that will give your some powerful tools to assess the skill of Critical Thinking.  Keep in mind that students can also self assess and journal using prompts from a Critical Thinking Rubric.

Seven Resources to Help with Assessment and Facilitation of Critical Thinking

1. Habits of Mind – I think this is an awesome place to help teachers facilitate and assess critical thinking and more. Check out the free resources page which even has some wonderful posters. One of my favorites is the rubrics found on this research page. Decide on spending some time because there are a lot of great resources.
2. PBLWorks – The number one place for PBL in the world is at PBLWorks. You may know it as the BUCK Institute or BIE. I am fortunate to be part of their National Faculty which is probably why I rank it as number one. I encourage you to visit their site for everything PBL.  This link brings you to the resource area where you will discover some amazing  rubrics to facilitate Critical Thinking. You will find rubrics for grade bands K-2, 3-5, and 6-12. This really is a great place to start. You will need to sign up to be a member of PBLWorks. This is a wonderful idea, after-all it is free!
3. Microsoft Innovative Learning – This  website contains some powerful rubrics for assessing the 21st Century skills. The link will bring you to a PDF file with Critical Thinking rubrics you can use tomorrow for any grade level. Check out this two page document defining the 4 C’s and a movie giving you even more of an explanation.
4. New Tech School – This amazing PBL group of schools provide some wonderful Learning Rubrics in their free area.  Here you will find an interesting collection of rubrics that assesses student learning in multiple areas. These are sure to get you off and started.
5. Foundation for Critical Thinking –  Check out this amazing page to help give you descriptors.
6. Project Zero – While it is not necessarily assessment based, you will find some powerful routines for making thinking visible. As you conduct these types of activities you will find yourself doing some wonderful formative assessment of critical thinking.
7. Education Week – Take a look at this resource that provides some great reasoning and some interesting links that provide a glimpse of critical thinking in the classroom.

Critical Thinking “I Can Statements”

As you can see, I believe that Critical Thinking is key to PBL, STEM, and Deeper Learning. It improves Communication and Collaboration, while promoting Creativity.  I believe every student should have these following “I Can Statements” as part of their learning experience. Feel free to copy and use in your classroom. Perhaps this is a great starting place as you promote collaborative and powerful learning culture!

• I can not only answer questions, but can also think of new questions to ask 
• I can take time to see what I am thinking to promote even better understanding 
• I can attempt to see other peoples’ thinking while explaining my own 
• I can look at a problem and determine needed steps to find a solution 
• I can use proper collaboration skills to work with others productively to build solutions 
• I can set a goal, design a plan, and persevere to accomplish the goal. 
• I can map out strategies and processes that shows the action involved in a task. 
• I can define and show my understanding of a concept, model, theory, or process. 
• I can take time to reflect and productively critique my work and the work of others 
• I can understand, observe, draw inferences, hypothesize and see implications.

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

CoSpaces Edu

VR design tool sparks creativity for those with the coding chops

Pros: Provides a fully engaging and immersive way to create virtual, 3D worlds.

Cons: Since there's not much support, users will need a strong background in coding to take full advantage of the site.

Bottom Line: This is a well-designed VR playground for experienced coders.

Read more 

App of the Day picks are selected from the top edtech tools reviewed by Common Sense Education, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

micro:bit

Code games or fun displays with mini piece of hardware

Pros: Ability to learn block coding, JavaScript, or Python; can be used with Scratch and Arduino.

Cons: Connecting via Bluetooth is challenging; must download the program to the device each time.

Bottom Line: This versatile tool for learning how to program with blocks or text is a nice fit for STEM classes and clubs.

Read more.

Site of the Week picks are selected from the top edtech tools reviewed byCommon Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

Back in the day, Madeline Hunter ruled.

I never actually met Madeline but for a time, it was like we were joined at the hip. College of Ed professors loved her. Principals loved her. Teacher observation and evaluation tools loved her even more. And so all of my early teaching years were focused on her theories and lesson plan designs.

For the non-Boomers in the room, a quick review of Madeline’s design:

• Anticipatory set
  Do something that introduces the lesson, hooks kids into wanting to learn the lesson, and establish your objectives for the lesson.
• Direct instruction
  Foundational knowledge – the facts, ideas, and skills – is delivered to the students. Usually some sort of lecture, video, or reading.
• Guided practice and application
  The teacher helps students apply what they have just been taught.
• Independent practice and application
  Students apply the learning on their own.
• Assessment
  The teacher measures how well students have met the objectives.

It’s not like this is terrible instruction. Making it clear to kids what our expectations are is good. Finding ways for them to collect and organize foundation knowledge? Good. Independent application? Absolutely. Done right? Pretty darn good.

But like a lot of things, Madeline’s best intentions rarely made it into actual practice. Back in the day, I was usually okay with step one. I could hook kids into content. But after that? Not so much.

I ended up teaching like I had been taught. How the teachers down the hallway were teaching. Direct instruction to me meant lecture, the occasional video, and a lot of assigned readings. If there was any guided practice and independent practice, it usually involved lots of homework and worksheets.

I got better. I started doing more hands on projects and cooperative learning. But there was still a lot of direct instruction. And while the projects were engaging and kids enjoyed them, I didn’t work super hard at making them relevant or tying them to big ideas. So I had a fun class but I’m not really sure students walked any out any smarter than when they walked in.

As my own kids entered and left social studies classrooms throughout their 13 school years, it became clear that they were having similar experiences. There were some hands on projects and occasional awesomeness (thanks Mr. Robb.)  But they still experienced a lot of direct instruction and “independent” practice in the form of study guides and worksheet packets.

So.

Is it possible to take the best parts of Madeline’s model and adapt it to a world that needs our students to be engaged, informed, and knowledgable citizens? I think so.

For the last year or so, a group of us have been getting together to revise our current state standards. The focus is all about encouraging teachers to incorporate application pieces into their instructional design. And finding ways to tie that application to big ideas that are relevant to their students.

This means clear overarching ideas, better compelling questions, historical thinking skills, and summative assessments that give students flexibility in developing products that address the compelling questions. It’s this last piece – the doing, applying, authentic piece – that we want teachers and kids to focus on.

Here’s a draft version of an infographic we’re messing around with:

I get that some of this won’t make sense without access to the actual draft document. But the idea is simple. Give kids a great compelling and relevant question aligned to a big idea like Choices have Consequences. Help them access evidence that addresses the questions. Design an authentic task that lets them answer the question. And along the way, incorporate effective and proven instructional practices.

Done.

But like Madeline’s model, having a simple infographic doesn’t mean easy. What can it actually look like in practice?

Explore some of these resources:

• Stanford History Education Group
  The gold standard in history inquiry best practices.
• Honing Our Questions to Deepen Historical Learning
  Love this article about creating great question and integrating them into lesson design.
• Doing Social Studies
  The KCSS blog – lots of ideas and strategies.
• Read Inquire Write
  The people behind RIW started at SHEG and are taking things in a slightly different direction that I like. One of my new faves.
• C3 Teachers
  I love love love this site. Inquiry Design Models are the next big thing and support what the Kansas standards document is doing. Question. Evidence. Critical thinking. Make a claim that addresses the question. All in one neat package.
• PBL Works
  Problem-based learning is what good instructional is all about.
• DocsTeach
  The National Archives interactive take on historical thinking.

And then go and follow these teachers. You’ve got national and state level teachers of the year. You’ve got amazing users of tech. You’ve got proven conference presenters. They’re all rock stars. And they all love talking best practice so don’t be afraid to chat them up.

• TJ Warsnak & Derek Schutte
  High school teachers who are literally redesigning how to do school. Find some of their #buzzworthy examples here.
• Jill Weber
  Was a great middle school teacher. Now a great high school teacher. She blogs at A View of the Web.
• Nathan McAlister
  2010 National Gilder Lehrman Teacher of the Year. He cuts up cow legs to teach the Civil War.
• Emily Snyder
  Killing it at the high school level.
• Lori Rice
  Elementary social studies genius. Find her newer stuff at The Educator’s Room and the older stuff at Doing Education Differently.

Make Madeline proud.

cross posted at glennwiebe.org

Glenn Wiebe is an education and technology consultant with 15 years' experience teaching history and social studies. He is a curriculum consultant for ESSDACK, an educational service center in Hutchinson, Kansas, blogs frequently at History Tech and maintains Social Studies Central, a repository of resources targeted at K-12 educators. Visit glennwiebe.org to learn more about his speaking and presentation on education technology, innovative instruction and social studies.

Welcome to the first of two articles as I relate the importance of making sure STEM is considered a verb. The first post involves the “why”, and the second post provides 15 ideas for the :how”. There are a lot of definitions in regards to STEM education usually in regards to the nouns including Science, Technology, Engineering, and Math.. As I reflect on my observation of STEM practice in my travels across the country I have become more convinced that STEM is a verb, and not just a set of nouns. In fact, STEM action is something all content areas can embrace as they engage students in authentic learning. I have some great posts coming your way involving PBL and STEM. Most of all, thanks for being one of those 30,000+ visitors a month and over 14,000 subscribers.

“We can have facts without thinking but we cannot have thinking without facts.”  – John Dewey

Let’s take a moment and investigate the STEM acronym, after-all it is being used quite a bit across the United States and the world. Often we hear the content areas; Science, Technology, Engineering, and Math as being the basis of STEM. While this is a wonderful collection of nouns that can be used to put together a cross-curricular, transdisciplinary, or project based learning unit of study; it seems to leave out many of the other disciplines through this content definition. By focusing just on these four areas we are losing the powerful and authentic learning opportunities that STEM thinking can bring to the classroom.  In fact, we are also leaving some of the most important teachers from other subject areas  out of the equation, or the limited definition does not make them feel a part of an exciting possibility!  Perhaps that is why we see schools and districts adopting STEAM (infuse the arts), and STREAM (add on some Reading. As we see these new models perhaps we should turn it into STREAMIE (include everyone), from there we can go to STREAMIER and STREAMIEST! Better yet, how about STREAMING… wow… it’s a verb! While the idea could make everyone smile, let’s take a look at what STEM might and could actually look like if we facilitated and promoted and all-inclusive subject area model.

I have often stated that one could look at STEM as the content and PBL as the process, but even in this mode of thinking, it seems to leave out important content. Perhaps it is important to think of STEM as a verb and not a noun.  What if all disciplines viewed STEM as a thinking process?  This is what many true STEM leaders have been promoting. Yet many programs and initiatives focus on STEM as a noun.It could be due to the many logos we see promoting the four disciplines. John Dewey stated:

“We can have facts without thinking but we cannot have thinking without facts.”  

Think for a second of not the stated STEM disciplines, but the skills and thought process it takes to work within a STEM content area. Consider the skills that must be learned for an eventual career, or multiple careers. The action found in the STEM process call allow students to practice and develop the ability to problem solve, authentically learn, think in critical ways, invent, produce, persevere, collaborate, empathize, and design.  In doing so, the nouns of STEM work with the important acts of doing and thought. This STEM style thinking opens up a whole new world of possibilities to facts! The facts in the curriculum become real and understandable, opening up a world of real learning to students.

With this mind, it is possible to include all subject areas including language arts, social studies, the fine arts, the practical arts, foreign language, business, plus so much more! Every subject should own STEM thinking! In fact, this style of metacognition becomes even more important as teachers begin to infuse grit and rigor into their lesson plans. Activities that incorporate such thinking build a strong and necessary foundation for project-based learning and transdisciplinary learning. In fact, I ran across a Discovery Education statement that suggested STEM as “Students and Teachers Energizing Minds”.  Wow, verbs that allow students to do can be powerful! All of us have to step out of the STEM nouns and find a way to bring the verbs of STEM to every student!

Join me in the next post as I provide 15 Ideas to Transform STEM Thinking from Nouns To Verbs

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

 TouchCast Studio

Cool tool takes videos to the next level

Pros: Professional video templates incorporate elements from multiple sources, and creative features enhance the video's content.

Cons: Students may discover inappropriate content through some of the vApps; help is outdated and hard to locate.

Bottom Line: It's a creative tool for teachers to make interactive video content and for students to present information, but teachers should monitor use.

Read more here.

By Common Sense Education

App of the Day picks are selected from the top edtech tools reviewed by Common Sense Education, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly.

We have never collected more data about our students and society in general. The problem is most people and institutions do a poor job interpreting data and using it to make meaningful change. This problem was something I wanted to tackle in FH Grows.

FH Grows is the name of my seventh grade class in Fair Haven Innovates. FH Grows is a student-run agriculture business at Knollwood middle school in Fair Haven, New Jersey. In FH Grows, we sell our produce to community members and restaurants online and through our student-run farmers markets. Any produce we do not sell we donate to our local soup kitchen. To get the most out of our school gardens, students have built sensors and monitors using Raspberry Pis. These sensors collect meaningful data about our gardens which we can interpret and then turn our data into action. 

Turning Data into Action

In the greenhouse, our gardens, and alternative growing stations (hydroponics, aquaponics, areoponics) we have sensors that log the temperature, humidity, and other important data points that we want to know about our garden. This data is then streamed in real time, online at FHGrows.com (I’ll also embed the dashboard at the end of this post). When students come into the classroom one of the first things we look at is the current, live data on the site and find out what is going on in our gardens. Over the course of the semester, students are taught about the ideal growing conditions of our garden. When looking at the data, if we see that the conditions in our gardens aren’t ideal, we solve the problem. 

If we see that the greenhouse is too hot, over 85 degrees, students will go and open the greenhouse door. We recheck the temperature a little bit later and if it is still too hot, students will go turn on a fan. But how many fans do they turn on? After experimenting, we know that each fan lowers the greenhouse temperature between 7-10 degrees. Opening the door and turning on both fans can bring a greenhouse than can push close to a 100 degrees in late May or early June down to a more ideal 70-80 degrees. 

Turning data into action can allow for some creativity as well. Over-watering plants can be a real problem for students. After some research, we found that our plants were turning yellow because we were watering them every day instead of just when they needed it. How could we solve this problem and become more efficient at watering? Students built a Raspberry Pi that used a moisture sensor to find out when a plant needed to be watered. We used a plant with a moisture sensor in the soil as our control plant. We figured that if we watered the control plant at the same time we watered all our other plants, when the control plant was dry (gave a negative moisture signal) the rest of the plants in the greenhouse would probably need to be watered as well. 

This method of determining when to water our plants worked well. We rarely ever saw our plants turn yellow from overwatering. Here is where the creativity came in: since we received a signal from the Raspberry Pi when the soil was dry, we played around with what we trigger with that signal. We displayed the moisture data on the dashboard along with our other data, but we also decided to make the signal trigger an email. When I showed students how they could write anything in the body of the email from “the plant,” they decided to write the email message from the plant in first person. Every week or so, we received an email from Carl the Control Plant asking us to come out and water him and his plant friends! We later sold this moisture sensor with an email trigger as a product for our customers who forgot to water their plants at home.

If students don’t honor Carl the Control Plant’s request for water, use data to know when to cool our greenhouse, or take similar actions to protect our plants based on the data they collect can have devastating consequences. It doesn’t take long for a hot greenhouse or lack of water to kill our produce. This is a lesson that is unique to combining data literacy with a school garden: failure to interpret data then act based on their interpretation has real consequences. Or, as I explain it to students, not making a decision is making a decision. When it takes 60-120 days to grow the average vegetable, the loss of plants is a significant event for our program. We lose all the time and energy that went into growing those plants as well as lose all the revenue they would have brought in for us. I love the urgency that combining data and the school garden creates because many students have learned that is better to act on an educated guess than to not act at all. 

Using Data to Spot Trends and Make Predictions 

The other major way we use data in FH Grows is to spot trends and make predictions. Different than using data to create the ideal growing conditions in our garden everyday, the sensors that we use also provide a way for us to use information about the past to predict the future.

FH Grows has about two years’ worth of weather data from our Raspberry Pi weather station. Using weather data year over year, we can start to determine important events like when it is best to plant our veggies in our garden.

For example, one of the most useful data points on the Raspberry Pi weather station comes from the ground temperature sensor. Last semester, we wanted to squeeze in a cool weather grow in our garden. This post-winter grow can be done between March and June if you time it right. Getting an extra growing cycle from our garden is incredibly valuable not only to FH Grows as business (since we would be growing more produce to turn around and sell) but as a way to get an additional learning cycle out of the garden.

So using two seasons worth of ground temperature data, we set out to predict when the ground in our garden would be cool enough to do this cool veggie grow. Students looked at the data we had from our weather station and compared it to different websites that predicted the last frost of the season in our area. We found that the ground right outside our classroom warmed up two weeks earlier than the more general prediction given by websites (probably because it is a protected courtyard, kids guessed). With this information we were able to get a full cool crop grow at a time where our garden used to lay dormant. We will be doing the same this fall to try and get another cool veggie grow before the first frost of the season. Two more growing seasons from our garden thanks to data!

We also used our Raspberry Pi to help us predict whether or not it was going to rain over the weekend. Using a Raspberry Pi connect to Weather Underground and previous years’ data, if we believed it would not rain over the weekend we would water our gardens on Friday. If it looked like rain over the weekend, we let Mother Nature water our garden for us. Our prediction using the Pi and previous data was more accurate for our immediate area than compared to the more general weather reports you would get on the radio or an app, since those considered a much larger area when making their prediction. 

It seems like we are going to be collecting even more data in the future, not less. It is important that we get our students comfortable working with data. The school garden supported by Raspberry Pi’s amazing ability to collect data is a boon for any teacher who wants to help students learn how to interpret data and turn it into action, a skill that will be in demand as we continue to collect massive amounts of data just waiting to be interpreted. 

Until Next Time,

GLHF

cross-posted at Teched Up Teacher

Chris Aviles presents on education topics including gamification, technology integration, BYOD, blended learning, and the flipped classroom. Read more at Teched Up Teacher.

“Children are the most learning-hungry beings in the world.” – Ashley Montagu

This year we will be getting our elementary students (2nd to 5th) to explore their passions and interests with Genius Hour Projects. Genius Hour Projects, also known as 20% Time, involve setting aside class time each week for students to independently work on a project related to their interests or passions. Genius Hour is motivating for middle school and high school students, too!

I collaborated with the amazing Buncee team to create this Genius Hour Project template, which is free to copy, edit, and share. The template makes Genius Hour easier to manage and implement for both students and teachers. All you need to do is create your Buncee account (free for 30 days), create a classroom (this takes minutes if you upload your roster), make a copy of the template in Buncee’s Idea Lab, make any edits, and assign the template to your students. Students complete the template and submit it when they finish. The template is inspired by writings from A.J. Juliani who has several inspiring books to explore.

The template is 13 pages long and helps students narrow down a topic and determine the project details. I recommend including John Spencer’s video, You Get to Have Your Own Genius Hour, in the introduction slide so that students understand what Genius Hour is about. Feel free to share this template with other teachers. Trust me it’ll make the process so much smoother and easier so that more teachers would try Genius Hour with their students.

Challenge: Try a Genius Hour Project with your students this year!

cross posted at teacherrebootcamp.com

Shelly Terrell is a Technology and Computer teacher, education consultant, and author of books including Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom. Read more at teacherrebootcamp.com.

Robotics and educational STEAM company Sphero and electronic building block littleBits have announced that they are joining forces to provide STEAM and coding solutions for classrooms and homes worldwide. 

With the addition of the littleBits line, Sphero will now feature a portfolio of over 140 patents in robotics, electronics, software, and the Internet of Things. Teachers will have access to hundreds of thousands of community-generated inventions and activities, and over a thousand lessons tied to NGSS, CSTA and Common Core standards. 

Vernier announces its recent partnerships with these top education technology-related companies:

Scratch
Engage students with scientific and computational concepts through hands-on project-based learning with the coding platform from Scratch and the Go Direct® Force and Acceleration Sensor from Vernier.

Makeblock
With Makeblock robots coupled with STEM activities from Vernier, students learn entry-level coding skills as they program robots to interact with the physical world.

Google Science Journal
Students can organize their ideas into projects, make predictions, take notes, collect data in multiple trials, and then annotate results with Google Science Journal. Connect a compatible Go Direct sensor to begin wirelessly streaming data to any Android™ device.

Google Workbench
Track progress, access lessons, and keep a record of work for students through Google Workbench. Free experiments from Vernier that explore coding, chemistry, biology, physiology, and physics are available through Google Workbench.

Microsoft
Explore the Microsoft Hacking STEM project, using sensors from Vernier in an interactive, project‑based set of investigations.

SAM Labs

Kids use block code and wireless blocks to program, design, and create

Pros: Students will love the hands-on creation process and interactive features that bring their designs to life.

Cons: The site is slow to load, and costs for the various blocks and kits can add up quickly.

Bottom Line: With some perseverance, it's a great fit for PBL and STEAM, helping students learn programming skills and engineering concepts through invention.

Read more.

Site of the Week picks are selected from the top edtech tools reviewed byCommon Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

From our friends at TechRadar:

While reviewing the Raspberry Pi 4, it struck us that it seems like only yesterday that we received our first Raspberry Pi. In 2012 a 256MB (yes we were an early adopter) 700MHz Linux PC democratised access to computers, albeit rather slowly. 

In the years that have followed the Raspberry Pi has achieved dominance in the single board computer market. But why? Well a single specification helped everyone make the most of what they had. But with the Raspberry Pi 4 we see something much different.

Our take: 

With an understanding of the importance of STEM topics in the 21st century education, teachers are increasingly incorporating coding, makerspace and PBL into lesson planning. But which technologies are best suited for your classroom and budget?  This in-depth review of the technical specifications, performance and functional capacity of the popular Raspberry Pi 4 will help teachers and administrators decide if Raspberry Pi 4 is the education technology of choice for their innovative STEM classrooms. For the full review and verdict, visit techradar.com

Slapping the term STEAM (science, technology, engineering, arts, and maths) on a toy, even one with questionable educational value, has become a popular way for companies to convince parents a product is worth buying their kids. That’s rarely the case, but amongst all the noise there are a few companies producing toys that can genuinely help foster a child’s mind and make learning enjoyable, including Kano, whose DIY computer kits have been upgraded to full-fledged PCs running Windows.

Back in 2014, Kano’s first DIY computer kit, a Kickstarter-launched £150 Raspberry Pi-powered system running Linux and a custom front end, helped introduce kids to the basics of how a computer was assembled, and what one could do with it through a collection of easy access programming apps and games. It could also run Minecraft, an easy way to drum up interest in computers among the younger set, but not much else.

A few years later, Kano introduced a £280 Computer Kit Touch, an all-in-one touchscreen system that introduced additional hardware concepts like how the touch sensing screens on smartphones and tablets worked. It was also powered by a custom Raspberry Pi unit, but introduced a rechargeable battery so it was portable like a laptop. As with the original version, assembly didn’t require soldering irons, or having to learn the artful skill of applying thermal paste to a processor. It instead provided a basic knowledge of the various components inside a computer, and how they all work together.

Kano’s latest DIY creation is called the Kano PC, and it’s effectively exactly that. Instead of a Raspberry Pi, it’s powered by a 1.44 GHz Intel Atom x5-Z8350 quad-core processor with 4GB of DDR3L RAM and 64GB of storage which can be further expanded with a microSD card. It’s got dual band wifi, Bluetooth, a pair of USB ports, and a headphone jack (yay!).

Its 11.6-inch touchscreen can be supplemented with an external monitor using the Kano PC’s HDMI port, and its detachable keyboard almost makes this seem like the most affordable Surface touchscreen laptop on the market, because Kano has officially partnered for Microsoft with this one. So instead of running Linux with a custom front-end, it actually runs Windows 10 S, which is the lite version of the OS designed for systems like this that don’t have a lot of processing horsepower to spare.

The kit still includes Kano’s STEAM-focused apps which help introduce kids to advanced concepts like coding using accessible games and fun activities, but it also comes with a 3D painting app that can produce 3D models compatible with a 3D, and Microsoft Teams, because it’s never too early to introduce your kids to the joys of corporate life. Microsoft is even including a copy of Minecraft: Education Edition, but the Kano PC will also have access to the Windows app store. Which means, yes, it can run Office as well. Who knows, maybe your kid will fall in love with PowerPoint?

The Kano PC will be available in October, and despite the hefty upgrades over the previous £280 touchscreen kit, this version will cost just £20 more at £300 ($375). It’s not quite a super cheap alternative to a Surface laptop or tablet, however. The easy to assemble DIY components mean the Kano PC ends up a little bulky given its specs, but it’s a great first computer for kids that will potentially still be useful for homework once they hit school.

Featured image: Kano

cross posted at Gizmodo.co.uk

Workbench

Find and assign STEAM tasks with dynamic project-based learning hub

Pros: Lessons that are ready to use and easy to assign provide opportunities for teachers to differentiate and for students to think critically.

Cons: Many lessons require investment in a variety of partner technologies, and feedback capability is limited.

Bottom Line: Dynamic resource for finding, creating, and rating lessons that support STEAM and PBL.

Read more.

Site of the Week picks are selected from the top edtech tools reviewed byCommon Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

Autodesk Design Academy

Outstanding project-based tutorials for popular engineering software

Pros: Tutorials are extremely clear and well thought out for both teachers and students, and digital materials are exceptionally high-quality.

Cons: There's very little peer-to-peer support available, and most projects offer few chances to make novel choices or discover features on your own.

Bottom Line: The projects found here are a great way to teach and learn digital design; all are truly fantastic (and free!), with everything you need ready to go.

Read more.

Site of the Week picks are selected from the top edtech tools reviewed byCommon Sense Education, which helps educators find the best edtech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

It is important that Project Based Learning provides students with wonderful opportunities that allow them to take part in a culture focused on rich activities and experiences. It promotes those important 21st-century skills while balancing this acquisition with important content knowledge and standards. The lessons and activities are intentional, aligned, and mapped to curricular standards. The standards and skills are constantly assessed in a variety of ways involving numerous stakeholders.  Most of all, there is an alignment between standards, skills, and assessment. By incorporating these indicators teachers are ensured that they have provided a project process that is built on standards and proper skill acquisition. The four areas that serve as indicators for grounding PBL  in standards are below.

1. Curricular Content
2. 21st Century Skills
3. Formative and Summative Learning Opportunities
4. Intentional, Aligned, Varied, and Constant Assessment

In this post, I would like to focus on the curricular content and standards that are one of the foundations of PBL. As I travel the country I will often hear teachers state that there is not the time for PBL because of the demands of the curricular content and standards. I understand this concern and the sincere desire that amazing teachers have in trying to prepare students for a successful future.  I do wonder about the difference between knowing standards and understanding standards, but I will save that for a future post.

First, I do agree that students do have the need to learn and understand base curriculum that focuses on important content standards. These are also those same skills that are many times tested on the standardized test, end of course assessment, and other high stake tests such as ACT, SAT, and AP. PBL, when done right, allows teachers to focus on and facilitate important content and standards. So what is PBL done right? Let’s take a moment to investigate and reflect.

I have heard many interpretations of Project Based Learning. Often I hear a description that suggests that the teacher delivers the content and students follow up with an inspiring and engaging cumulative project. While this involves student doing a project, it really is not PBL. I call this teaching and then having students do a project.  Resources from BIE/BUCK (now PBLWorks) describe this as a “dessert project”. This comes from the idea that first there is the teaching… and then a sweet project for dessert. While this can be useful and  can reinforce some learning, it is not truly Project Based Learning. In fact, I would like to give this practice its own acronym,  LBP (Learning Before Projects). I can understand how we as educators might not have time for this encore or dessert style or approach. PBL, however, is not an afterthought!

In true Project Based Learning the project uncovers and facilitates the learning of significant content. In PBL, there is a balance of learning that occurs throughout the project’s duration. It is this combination that allows for quality and rigor while helping students see the connection of content to the real world. It is important to understand that the ongoing project itself, through careful teacher planning,  must facilitate the learning.  Furthermore, it is  essential that a PBL unit is designed with proper scaffolding or mapping that includes both learning activities and effective ongoing assessment. In fact, some of these activities might actually be existing lessons that a teacher has always used. It is even possible and probable that part of the scaffold will include readings, lectures, and even a worksheet, although it is important to keep a balance using all of Bloom’s levels. While assessment is varied, there is nothing wrong with including a summative test. After all, our students will be facing these for awhile as they continue their educational careers. It is important to note that because the project is used as a base and point of reference throughout the learning, the element of time becomes much more productive than what might occur in LBP (Learning Before Projects). Through this process, the  learning, understanding, and application of  significant content  standards will become an important outcome. PBL provides the rigor of learning new content along with the engagement apparent in a student-centered program based on deeper learning. The content becomes the “what” while PBL is the “how”.  Below you will find ideas to keep in mind in order to ensure that a PBL unit contains those important content standards.

1. The entry event or launch should show a relationship to the Driving/Investigative Question promoting a “need to know” of the standards and content.
2. The entry event serves as a link between student prior knowledge and what students are about to learn.
3. The Driving/Investigative Question should allow students to uncover the curriculum standards in a student friendly and understandable manner.
4. Student inquiry in the project allows for motivation, engagement and ownership of the learning and the standards. The inquiry allows for the cycle of learning in the project.
5. PBL shoud get students beyond the nouns in the standards allowing real life practice of those verbs that are also in the standards.
6. Any PBL planning sheets and activities for students should line up with the standards and content in the curricular area being studied and assessed.
7. The project should be ongoing and made up of activities and lessons that facilitate the learning of significant content.
8. Formative learning activities and assessments that teach and reinforce the significant content should be mapped and occur throughout the timeline of the project.
9. While innovative and student-centered learning is encouraged,  the scaffolding of the project can still include traditional lecture, tests, and textbook readings that promote significant content. Yes… rich engaging lectures can be used!
10. The PBL map should include a wide range of Bloom’s levels and deeper learning opportunities. While digital technology can amplify the experience, it is not always necessary. This map should see alignment in standards, driving question, lessons and assessments, and most important… final product.
11. There should be rubrics developed that evaluate student learning outcomes and rubrics should be aligned with the significant content and student performance. Students and their peers should also be part of the evaluation process.
12. The final project should not only emphasize the content standard verbs (21st century skills) but should show the learning and understanding of significant content at he highest levels.
13. The final project should demonstrate student understanding and learning of the standards and content. At the same time it should provide an answer to the Driving /Investigative Question providing students the “why”.
14. Since learning is embedded throughout the project, consider the number of standards when determining the length of the project. There should be a balance and productivity in the learning experience.
15.  Remind students the importance of learning about and understanding the content standards throughout the project. This can be facilitated by providing important formative and summative assessment that ensures accountability while connecting the learning to real life.

The acquisition of content knowledge that has been deemed important by society is one of the key functions of education. Project Based Learning honors this by immersing students in the important content standards while providing that needed foundation. In a world that is seeing content multiply at an exponential rate, it is also important to help students become seekers of knowledge and lifetime self-learners. Along with those additional 21st century skills, PBL provides the avenue to both build the content foundation while activating the natural ability to learn.

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

For the past couple of years I’ve been a live reporter at ISTE and for 2 years interviewed folks with my toddler, Savvy. This year I am attending the ISTE conference virtually!  This year’s conference highlighted so many ways to use Google apps and tools to engage learners and make grading, assessment, feedback, pbl, gamification, student engagement, collaboration, student choice, and student voice easy to do! Currently, I am the Computer and Technology teacher of over 400 elementary students. Google Education apps and tools has helped me manage it all and be a powerful teacher. If you missed the zilions of presentations and amazing ideas at ISTE don’t worry, because I got you covered. Below I have added links to presentations, resources, tips, and more thanks to Wakelet, the great free curation tool that captures thoughts, reflections, and reactions from Twitter during a conference. I recommend following the presenters. I have shared a list of Google Gurus in this post.

Top Google Education Tips and Updates

These are the important updates and cool ways to use Google Education apps and tools.

• Students can now earn a GSuite certification!
• Google Classroom is adding several grading features, including rubrics, and has a new user-friendly design.
• Now you can import questions from other forms on Google Forms and Google Forms is getting a makeover.
• Google Expeditions is now compatible with Chromebooks and students can use Tour Creator to build their own virtual reality tours.
• Google has new grammar suggestions to improve writing.
• Google has partnered with different EdTech companies, such as Seesaw and Kahoot! so teachers and students can easily use learning apps with Chromebooks and GSuites Edu.

TEACHING & LEARNING IDEAS, RESOURCES, & TIPS

• @WTerral shared how to create gifs with Google Slides and how to make your own Chrome extensions.
• In their presentation, Get in the Game! Lil Gamers, @mrsnpartyka  and @k8wakeshare downloadable Choice Menus and Game Boards, tips for managing choice work in Google Classroom, and ideas for gamification with Google Forms.
• Find resources for the presentation, If You Give a Kindergartener a Chromebook, here.
• Add Screencastify’s screen recording videos (create tutorials or show students how to use websites) to Google Slides. Great for your beginning of the year presentations.
  @Njcashman shared the resource Glide for creating an app within minutes using Google Spreadsheet.
• @She3llyLynn84 shared how to create games with Google Slides.
• Google Earth scavenger hunts where another idea. I didn’t see links, but found these two resources (Geolocation coordinates scavenger hunt and Google Classroom scavenger hunt) to help you set this up in your classroom.

Top Google Tips and Resources

These are some of the highlighted tweets taken during the presentations and related to Google Education so you have the latest news, updates, resources, and tips!

cross posted at teacherrebootcamp.com

Shelly Terrell is a Technology and Computer teacher, education consultant, and author of books including Hacking Digital Learning Strategies: 10 Ways to Launch EdTech Missions in Your Classroom. Read more at teacherrebootcamp.com.

POWERUP Toys, the creator of paper airplane motor kits for STEM education, is using ISTE 2019 to debut two new upcoming STEM kits – POWERUP RACERS and POWERUP 4.0. The company offers lessons to help students learn the principles of flight while sharpening their problem-solving skills.                                                                                                                     

Students in second grade and up can take the road, water, or air by storm with the new POWERUP RACERS Motorized Origami Vehicles. The small, versatile propulsion motor transforms a paper creation into a motorized car, boat, or airplane - all using the same motor. Students problem solve as they fold their own paper car, boat, or airplane out of a sheet of paper, clip on the fully-charged POWERUP RACERS motor, and drive, float, or fly their creations. The kit - which comes with a propulsion motor, three folding templates, wheels, and fastening clips - can be used to teach aerodynamics and physics in STEM classrooms. 

Students in middle school and high school can use the POWERUP 4.0 ultra-durable propulsion motor to launch, steer, and land their planes using their Bluetooth-connected device and the POWERUP App (available for iOS and Android).  The POWERUP 4.0 has two propellers providing more power and maneuverability, an autopilot-controlled flight feature that makes flying in windy conditions ultra-easy, and new on-board sensors that collect real-time flight performance data. Students then analyze this data and tweak the designs of their airplanes to learn the principles of aerodynamics and physics. 

To see the new STEM kits from POWERUP Toys, visit POWERUP Toys at ISTE 2019 in booth #113. To see the full line of POWERUP Toys motors and accessories, visit: www.poweruptoys.com.

DFRobot, robotics and open source hardware provider, brings its STEM education resources to the International Society for Technology in Education (ISTE) Conference and Expo from 24 – 26 June in Philadelphia.

DFRobot will showcase its hands-on learning resources including the full suite of Boson Kits, micro:Maqueen, Max:bot, LattePanda, Mind+, Gravity and Internet of Things Kits.

DFRobot and its team, including CEO, Ricky Ye, can be found at Stand 956.

Gizmos & Gadgets

Top-notch tool empowers kids to invent, build, and control wirelessly 

Pros: Kids have incredible flexibility and independence as they invent with littleBits.

Cons: Attaching pieces to the mounting board can be tricky, and costs increase as kids need different Bits for new creations.

Bottom Line: Easy-to-use, versatile electronic invention set that works wirelessly with your hand-held device. 

Read more here. 

App of the Day picks are selected from the top edtech tools reviewed by Common Sense Education, which helps educators find the best ed-tech tools, learn best practices for teaching with tech, and equip students with the skills they need to use technology safely and responsibly. 

By Common Sense Education

As I travel from state to state providing professional development in regards to Project Based Learning I see a confusion as to what Project Based Learning really is. Comments I constantly hear are phrases such as: 

• I already do PBL by incorporating a project at the end of the unit for learning.
• I tried PBL and I just did not have time to cover the standards.
• The problem with PBL is that projects cannot teach the standards.
• My students just cannot get engaged in PBL.
• I don’t think I can replace traditional teaching with PBL
• PBL Projects last too long.
• I cannot design cross-curricular projects because I only teach one subject.
• I cannot fill my year with PBL
• Our school does not have the technology to support PBL
• PBL does not provide the rigor students need in order to be college/career ready.

These are all misconceptions in the area of Project Based Learning. Let’s take a look at these ten areas, and also how we as educators can use PBL as a vehicle for authentic student-centered learning. I am sure you will find the reading and resources valuable. Keep in mind that some resources go to PBLWorks which may require a free registration. You will be excited to explore all the resources in the PBLWorks Community. 

1. I already do PBL by a project at the end of each unit for learning. – This might be the most common misconception that I hear. In this statement, we need to examine the definition of PBL. The pedagogy of PBL is exactly as is states, Project…. Based… Learning! The project is the foundation for the learning experience. This is quite a contrast to what I see as turning the letters of PBL around to LBP… Learning… Before… Projects. Please understand that while LBP has its place, such as learning reinforcement and performance/portfolio assessment, it is not PBL. The concept behind PBL is to have the learning occur throughout the project in a careful scaffolding manner. Through intentional and careful facilitation by the teacher, the project is used as the teaching/learning tool. Check out this video that explains scaffolding in PBL. Note how the planning for the project is front loaded, complete with project products, learning targets (standards), lessons, and assessment. It really does not require much additional planning, as it requires deliberate planning and design before the start of the project. A good starting place is to take a past project that might be closer to LBP and seeing how it might be re-engineered to become closer to real PBL.
   
2. I tried PBL and I just did not have time to cover the standards. – This is an understandable problem and can have for several reasons. First, if the teacher is involved in LBP (Learning Before Project) imagine the teaching time followed by students’ project construction time. In this scenario, it is very possible that time could run out. Second, please understand that with PBL teachers sometimes get very enthusiastic as students experience the inquiry process to uncover the standards. (Please note the difference between teachers covering and students uncovering.” This sometimes makes the project become larger than expected in either the planning stage or project stage. One PBL rule I always emphasize is that the project timeline should equal the number of standards taught. It is important that PBL when done right, is standards-based, including content and process skills. It is important that the teacher set a timeline and stay with it. While the pedagogy of PBL may take a little longer, remember to keep time in mind. Last, realize that not every unit has to be PBL based. In some math and even science areas, the content standards may actually be best delivered through PrBL (Problem Based Learning). The question is not as open and the process is somewhat abbreviated. Take a look at a look at possible differences here provided by John Larmer at BIE.
   
3. The problem with PBL is that projects cannot teach the standards. – This misconception once again comes from the idea of projects being completed after the learning. In PBL the lessons,  learning targets, and assessment… all represent scaffolding inside the overall project. Standards go beyond learning to actual understanding, as students go through a cycle of learning. These experiences are student-centric with an emphasis on doing. John Dewey stated: “You can have facts without thinking but you can’t have thinking without facts”. The process skills, often referred to as the 4C’s or 21st Century Skills, are not only facilitated… but are also assessed. Students experience authentic learning and understanding by the doing, already found in the verbs of most standards. A wonderful resource for the 21st-century skills can be found at P21, the Foundation for 21st Century Learning. Last, keep in mind that the project really isn’t teaching, it is the teacher facilitating and guiding the learning opportunity that the project provides. I like to think of it as true student centered learning!
   
4. My students just cannot get engaged in PBL. – Just because students are taking part in a project, does not guarantee engagement. One way to make sure that PBL is effective is to study the Gold Elements as highlighted by the PBLWorks (BIE). You can read about them at this link. It is really only when a project contains all of these elements that a project becomes powerful. Perhaps the most important element in our students’ eyes is that of authenticity. It is important that students see the purpose of what they are doing, as they learn. One of the best areas to base a project on is to cross reference standards with local news and current events. It is also important that students own the learning, and  PBL allows for this student ownership. A very first attempt on a project may also require some teacher critique and reflection. Last, culture is the foundation for effective PBL. It is important that teachers build a culture that includes relationship, caring, excitement along with an emphasis on process over product.
   
5. I don’t think I can replace traditional teaching with PBL – First, it is hard to define traditional teaching.  As educators reflect they will see many things they have always done fit into the mapping of PBL. At the same time, there is still a need for a lecture or a really good story, perhaps after an exploration. Students still may have to read a chapter in a book or an article of their choosing. There is still a place for summative assessment that appears as a test or a performance task. This should follow important formative assessment, including even a possible quiz or checkup. Rubrics perhaps become even more important and student input could become invaluable. There is still a place for homework and it is inspiring to see students start asking for it, and even making their own as they get in the flow of a project. A teacher does not have to make up new ideas for projects. Learn how to adjust past projects and even explore ideas on the internet. Take a moment to check this database of projects from PBLWorks (BIE) to explore some more.
   
6. Projects in PBL last too long – This can actually be true! On the other hand, there is no rule that states that projects have to go week in and week out. They can actually be as short as a couple weeks depending on schedule set up. In fact, when starting out, I suggest that teachers begin their adventure with smaller projects. Watch for jumping into a project with too many ideas and the over planning that comes with this. Make sure that the project is based on standards and these standards are carefully aligned from the opening entry event to final assessment. Do not spend significantly more time on a project than might be used in the traditional delivery. If there is the temptation to grow the project, make sure that additional standards are part of the growth. Discover more about project length from Al Solis at this wonderful post on PBL timing.
   
7. I cannot design cross-curricular projects because I only teach one subject. – Keep in mind that PBL does not have to cross disciplines, nor does it require teaming. PBL can be part of a single subject classroom. In fact, I often suggest keeping it to one discipline for teachers first starting the PBL path. It is much easier since one can plan on their own and teaming does not have to occur. If possible and appropriate, it is always helpful to show some of the obvious connections to other disciplines and the outside world. If a group of teachers wants to cross curriculum it is important to make the cross meaningful. It is essential to realize the difference between Interdisciplinary and Trans-disciplinary Learning. Trans-disciplinary uses a PBL approach by providing a driving question that is answered through multidisciplinary studies. This is an amazing approach and a powerful final goal as schools reform pedagogy, learning spaces, and daily schedule. Take a look at this video from the School for Tomorrow to learn more about a Trans-disciplinary approach. While it is important to make connections outside of one curriculum, as a teacher learns PBL this can be done within the constraints of a single classroom. As teachers become proficient with the process there will be a natural desire to take the next step as both an individual and a group of educators in a building.
   
8. I cannot fill my year with PBL – A year does not have to be filled with PBL, although lessons should begin to take on and reflect a few of the Gold Standards. There are some schools that are built on a total PBL culture, and because of that will have projects from the start to the finish of a school year. Read more about the New Tech Model which incorporates a whole school PBL approach.On the other hand, many schools have teachers practicing PBL and may not see this practice as “door to door” PBL all year. In a traditional school setting, I suggest teachers try possibly one or two projects the first year they try to extend their teaching into a PBL environment. It is important to take small steps and to not feel that these projects have to be large. It may take a while to feel comfortable in handing the control and responsibility of learning to the students. There may even be a need to check student understanding and learning through traditional means. Understand that students are also experiencing a change and could feel some frustration and uneasy feelings as they progress. As a classroom enters a PBL culture there will be a new understanding involving the learning that takes place, even if students are not part of a project every day. The individual elements of PBL (Gold Standards) will begin to take hold throughout the daily learning experience.
   
9. Our school does not have the technology to support PBL – I think it is important to define technology before going any further. Many educators think that the introduction of digital technology with computers and devices began the idea of technology integration in the classroom. We must all be reminded that technology represents the tools for doing! Students have been “doing” in various classrooms throughout and beyond the past one hundred years, and more! They have been using tools such as pencils, paint, markers, rulers, compasses, and so much more. If one looks at the era of Dewey it is apparent that PBL was being incorporated long before the first digital device. I often remind teachers that allowing students to make and create does not necessitate digital technology. What is necessary is for a teacher to understand that real learning and understanding demands that students be a part of an active learning experience where they have a sense of ownership. Keep in mind that today’s digital technology allows for an amplification of this learning experience. It promotes new possibilities and avenues never before available. With this in mind, it must be understood that rich and powerful PBL is, and always has been possible without digital technology. You can learn more at my past article in Tech & Learning Magazine linking four technology indicators to PBL.
   
10. PBL does not provide the rigor students need in order to be college/career ready. – From my experience, I have actually found the contrary. Rigor should not be defined as “more work”, but instead should involve work that incorporates deep and engaged learning opportunities. Often, true rigor can be difficult to incorporate without authenticity and true student buy-in. Watch students in a classroom that are truly in the “flow of learning” and you will also find rigor. With rigor comes perseverance, student self-regulation, passion, and a deeper understanding of the content. As students are engaged in projects, the never ending inquiry and the sense of creating and solving with a real purpose develops a culture that promotes a drive for success. Perhaps we also need to look at the idea of “College and Career” ready. I think it should be stated the opposite…. “Career and College” ready. If we start thinking of career possibilities, the important 21st-century skills become more apparent. PBL often allows students to discover their passion. This newly found passion will produce a rigor that drives and prepares students for next path, whether it be college or a different amazing post K12 experience. Take a moment to explore this article on rigor from Edutopia. As rigor is truly defined, one can see that PBL is a perfect fit 

Once again you can see, it might just take a few tweaks to do PBL well! Enjoy the links and discover ways to connect even more to Project Based Learning. As you begin the process, take small steps. Projects do not have to go week in and week out. They can actually be just a week or two depending on your schedule. Keep in mind that PBL does not have to cross disciplines although trans-disciplinary projects can be powerful. A year does not have to be filled with PBL, although lessons should begin to take on and reflect a few of the PBL Gold Standards. Allowing students to do… demands the use of technology, although it does not have to be digital. PBL promotes student-centered learning, that allows for passion, which plants the seed for rigor. I will highlight some of these ideas plus more in some upcoming posts. 

cross-posted at 21centuryedtech.wordpress.com

Michael Gorman oversees one-to-one laptop programs and digital professional development for Southwest Allen County Schools near Fort Wayne, Indiana. He is a consultant for Discovery Education, ISTE, My Big Campus, and November Learning and is on the National Faculty for The Buck Institute for Education. His awards include district Teacher of the Year, Indiana STEM Educator of the Year and Microsoft’s 365 Global Education Hero. Read more at 21centuryedtech.wordpress.com.

For many of you, the count may already be down to single digits. May and June aren’t the easiest months of the year and I know that you’re hacking your way through the next few weeks, trying to stay on top of stuff. But it doesn’t have to be painful. These resources can help.

Start with this End of the Year Top 10 from @gingerlewman:

Highlights?

• Breathe
• Highlight your wins and wishes
• Thank others
• Don’t worry so much about grading

Then browse through this quick list of lessons and activities that might make your life a little easier: 

• It’s the Most Troublesome Time of the Year . . . Engaging Kids at the End
• Projects for the End of the Year (Elementary but adaptable)
• Ideas for the Last Weeks of School
• 12 Effective End of Year Activities
• Best End of Year Activities for Secondary Classroom
• End of the Year Ideas for Secondary Students
• What To Do On Lame Duck Days 

And don’t forget the seriously important evaluations from students asking about our teaching practice. You probably already have an instrument that you use to get student feedback but in case you need something, bounce over to this earlier History Tech post for some suggestions.

Have fun the last few weeks – you can do this

cross posted at glennwiebe.org

Glenn Wiebe is an education and technology consultant with 15 years' experience teaching history and social studies. He is a curriculum consultant forESSDACK, an educational service center in Hutchinson, Kansas, blogs frequently at History Tech and maintains Social Studies Central, a repository of resources targeted at K-12 educators. Visit glennwiebe.org to learn more about his speaking and presentation on education technology, innovative instruction and social studies.

I recently was fortunate enough to co-present, along with Dr. Robert Zywicki and Dr. Rebecca W. Kreider, at the Rutgers Center for Effective School Practices, Tri-state Project Based Learning Summit.  Our presentation was titled, Makerspaces & PBL…Perfect Together.  What prompted this presentation topic is this question I am asked frequently by educators: 

Makerspaces, PBL, Genius Hour, etc…not enough time, feel like one needs to be chosen to do, but which one? 

Although many educators are interested in progressive ideas such as Makerspaces, STEM Labs, Project-Based Learning, Inquiry-Based Learning, and Genius Hour, many are left feeling unsure of how to integrate all of those things into their practice, and oftentimes feel they have to pick between these things, mostly due to time constraints. 

In a previous blog post, I wrote about a concept named ‘Combinatory Play‘. Essentially Combinatory Play is what Einstein called putting unrelated thoughts, topics, images, and ways of thinking together to generate new concepts.  It allows you to find connections between randomly selected objects, words, pictures, ideas, etc in turn creating new, fun, innovative concepts and ideas. 

 Combinatory has become an essential feature in makerspaces.  With this in mind, along with the question above, you don’t necessary have to choose between Makerspaces, STEM Labs, Project-Based Learning, Inquiry-Based Learning, Genius Hour, and similar initiatives, but instead can create a learning environment that leverages all of those things and leads to deeper learning.  If we think of makerspaces in terms of a learning environment, they can be a physical laboratory in which all of those progressive ideas can exist. There will be times in which you will pull in elements of STEM Labs, Project-Based Learning, Inquiry-based Learning, and Genius Hour, into your makerspaces, combining and recombining characteristics and principles of all of these things, morphing our spaces into something new and unique, when we do so. 

Projects

In researching the origins of Project Based Learning, I discovered that n 1918, W.H. Kilpatrick, wrote an article summarizing the features of a ‘recently developed education method’ known as a ‘project‘.  This was defined as an activity based on pupils’ interests and undertaken by them with a firm purpose of broadening their experience and learning something seen by them to be worth the pursuit. The earliest form of project based learning I could find was based on this idea of a project and was outlined in something something called, ‘The Project Method‘, which looked like this:

• Children choose something to do (guided by teacher)
• Make/do something to bring about the results they desired
• The curriculum at any given moment is constructed out of the purposes and needs of the students

PBL Defined

The Buck Institute of Education defines standards-focused  PBL as, “A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks”.

Makerspaces Defined

I define a makerspace as a unique learning environment that encourages tinkering, play, and open-ended exploration for all.  When planning and creating a makerspace, it is critical to remember that what we are really creating are unique learning environments. 

What pedagogy, curricula, activities, and experiences foster 21st century learning?

PBL is the Pedagogy.

Makerspaces are the Learning Environment.

What we need to unpack as educators, are ways makerspaces (the learning environment), can support PBL (the pedagogy).

The first step in looking at the relationship between the two, is to translate pedagogy into the learning environment.

So what does this look like in terms of PBL and makerspaces? 

Makerspaces are hands-on project work environments. 

Makerspace —> PBL Space

Proctor Elementary School in Vermont uses their makerspace to teach students to use new tools for their PBL work. 

We ‘do’ PBL.

Many schools “do” PBL, though the practice should be different from school to school.  I always say that no two school makerspaces should be exactly alike, because no two school communities are exactly alike, and the same should be true with PBL.  Offering unique PBL experiences that lead to creation of a unique physical or digital product is a powerful way to bring maker learning to your students.

Use PBL to start making.

Use making to start PBL.

Making experiences can lead to inquiry-based, authentic PBL-related learning experiences for students, giving them the opportunity to dive deeper into complex challenges. 

Cross posted at worlds-of-learning.com

Laura Fleming has been a classroom teacher and media specialist in grades K-8 and currently is a Library Media Specialist for grades 9-12. She is a well known writer, speaker and consultant on next-generation teaching methods and tools, and the author of the best-selling Worlds of Learning: Best Practices for Establishing a Makerspace for Your School.