Final Project COETAIL: Deep Learning and Technology in ISB Museum

 

This final project creating a museum in our school incorporates all the transforming learning experiences that I learned with COETAIL, New Pedagogies for Deep Learning,  restructuring my teaching plans for an afterschool activity club-Creating a Museum, and later expend it more to different classes and redesign it.

TPACK

Implementing TPAK, was a very long process and a very complex one. I had to think about when it is necessary to use technology and when we need to use other skills.

 

Please look at the website created for ISB Museum to better understand all the work behind it.

https://sites.google.com/view/isb-museum/

WEBSITE ISB Museum.

 The Process Behind

Planning, adapting, creating with children, documenting at the same time, and adjusting all the time to all the circumstances in our school.  We use the ISB Museum as a learning active tool to communicate and reflect.

Here is how I planned the activities.

Lesson Planning

UbD Planner for ISB Museum.

Now I am editing and reflecting on myself as a teacher on the last phase. The whole experience was almost overwhelming for me. But we just try our best and we don’t give up.

Even it was so challenging and it took me many late nights and weekends, I was wondering so many times, if I could really make it till the end of the course, with each ambitious final unit project, and so many digital tech challenges. Could I make it a padlet PYP as an online exhibition one year ago?  Could I create posters and infographics for my lessons? Could I create videos?  Or a  website? The answer is to keep on working, persevere, never, give up, and yes, I  can. Even technology was a challenging part, which took me lots of time to learn some tools how to use, and I feel it is only the beginning, I kept on practicing. That’s why I was here to learn those digital skills with COETAIL.

I could learn so much, but the time flew and the answer was “Don’t give up”, as Bruno Mars is singing with Sesame Street. It’s almost done, the COETAIL Journey, which just opened the doors to further perspectives.

Yes, we could save some paper writing and document digitally our work.  We could document our work and share it digitally with the parents, who can’t come to school and visit the exhibition. We can create a website and share it with people around the world. Actually, that was perfect timing because we had to present our annual PYP Exhibition, and what could be more special than being part of the ISB Museum and having this special frame that children can celebrate their achievements on such a level.

PYP EXHIBITION presented on our special ISB Museum platform.  That is why the website will be a work in progress and will change over the next week because more information will come to complete each class with more details.

 

Kindergarten only with some highlights on the 1.May 2021. One week later each child will be represented here.

Ms. Sofia Wallace, the homeroom teacher created an amazing Audio Book with the artworks created in the art class inspired by nature sounds. The sounds were collected based on their experience from their field trip. They went outside in nature and they recorded and collected various sounds. Each child had a special sound recorded, the sound of the wind, the sound of a bird, etc.

I presented the audiobook “What did Kindy hear?” in our Museum Collection, on the website. Thus, this special collection of sounds found a special place and a larger public.

In the COETAIL journey, I was reading many interesting materials from the last pedagogy trends.  From Bloom’s Taxonomy till New Pedagogies for Deep Learning.

I was getting so many valuable examples from my peers reading their blogs and exchanging opinions. That was a true well of great experiences and views about what is happing at the moment around the world in the 21 Century Pedagogy.

A special place to thank has also our cohort class. COETAIL COHORT 12 YOU Rock! I learned and grew so much in the last 14 months. Thank you.

 

THANK YOU.

I am so grateful that I had so knowledgeable and supportive people around me.

Joel Bevans, my instructor, and mentor was always here to give me valuable information about all the tech tools I could try, critical thinking strategies, and pedagogical concepts. For the last 14 months, he was here to ask me the right questions at the right time, reflect, and improve my work. He encouraged me when I was on the right path, he gave us valuable advice and supported us in our journey. Thank you very much, Joel!

Another important mentor was Dale.

Dale Plotzki has been my coach and mentor for the last two and a half months. We met once a week, every week to discuss my plans, to record, to reflect, to track my progress, and to set the next goals. He is always very positive and knowledgeable. He knew exactly when I was talking about the ISTE and explain to me all the tricks with the digital tools. He thought me how to use the green screen for recordings. If I was stuck with some technical problems with the website, such as inserting videos on a website, he was here to show me. If I needed someone to help me to record my reflection, he was here to help. Overview feedback about my last video helped me to polish some fine touches in editing a video. I learned about the”Ken Burns” effects, save some valuable seconds -speeding up some videos, extend the length on some slides to have more time for people to read, enhancing, even more, the voice volume on some parts of my videos and increase the visual message with some google slides inserted. There are so many other moments when he was so positive and helpful. Thank you very much, Dale! I definitely learned a lot about video editing.

Here are some examples of the coach meeting minutes that Dale recorded.

MY PROJECT -ISB Museum

Evidence of Learning – “mini-documentary” VIDEO:

This video shows evidence of student learning and how students were actively engaged in the learning process. I used images from their Seesaw posts,  videos, interviews, surveys, etc.

And now it is time to wrap my results and fruits for so many months of work.

IN ISB MUSEUM OUR GOALS were:

Challenges

However as we were trying to set them up in different ways at the museum, we met some technical challenges.

We had to redesign the space to look more interesting and presentable and ready to use for our purpose. Sofia and I were changing the furniture around the space. Other colleagues, Tina, Sarah, and Dea were helping also to empty the space. This classroom was a  PYP office with lots of folders, books, teaching materials.

Then we tried to set up some displays and unfortunately, in the end, some parts fell.

 

Two days later, our background was on the floor.
We worked so hard to set up also another wall with contact paper as a background and because of the temperature differences and the texture of the wall, the burgundy contact paper fell.
Before and after.
Luckily with the help of our Maintainance team at the school, we could manage to overcome those difficulties, and together we came up with some other solutions. Thank you very much!! You saved us.
As I said before it was a big effort and a success for our whole community here at ISB(International School of Busan), South Korea.
Positives sides.
Back to the concept used in my teaching practice from the last few months, here are the answers to some of the questions.
How do you demonstrate effective literacy strategies?
I follow those guidelines:
Dimensions of Effective Literacy Practice
  1. Understand literacy learning.
  2. Know the standards.
  3. Know their students as learners.
  4. Set high expectations for students and encourage risk-taking.
  5. Use a flexible range of teaching strategies.
  6. Engage students in challenging content.

Critical Thinking Concepts: QUESTIONS AND WONDER

 

 

Here is an inspiring example of an art educator Raymond Veon, applying Visual Teaching Strategies.

VTS(Visual Teaching Strategies) 

3 Prompts for children:

  • WHAT DID YOU NOTICE?
  • WHAT DID YOU SEE that makes you say that?
  • WHAT ELSE CAN WE FIND? Please tell me more.

Which was my role?

Be a facilitator.

I am a facilitator of the presentation in the shape of a museum. A curator and an educator, who respects, encourages, and values the talent, their ideas, of our students. An art teacher who raises the art and the thinking of our students to the highest level.

Redefine TIM

Active Learning

I know from the beginning that the age of my students from the ISB Museum Club Afterschool activity was too young to implement with them too much technology. (KG-G2)That is why I thought later on to create some special lessons for G4 and G5 where I actively use the technology in my classroom.

“Active Learning

Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.” (https://fcit.usf.edu/matrix/project/active-learning/).

Please see the website and the video for pieces of evidence of student learning.

Transforming Learning

I tried to find a balance in applying TPACK concepts.

TPACK: TECHNOLOGY-using google docs to create labels; PEDAGOGY-using Emilia Regio concepts like: “Children are collaborators and learn through interaction within their communities.”, They work with recycling materials and explore natural materials like wood; stones, etc. Or other New Pedagogy for Deep Learning- the 6Cs: Collaboration, Critical thinking, Creativity, Communication, Character and Citizenship; CONTENT-expressing our ideas through art and collection concepts; KNOWLEDGE-displaying and curating the artworks in a unique way like in a museum( curatorial concepts, my background knowledge as an artist and curator)

Pedagogy: – Emilia Reggio philosophy

Children work with a range of open-ended resources and natural and recycled materials which stimulate creativity, exploration, and imagination.” (Edwards, 2002). 

 

REDEFINE SAMR

Substitution – Brain Pop as an Art Quiz for art history instead of using printed materials.

Substitution strategies save my time and space by cutting back on laboriously work to print and display an art history timeline and handwriting, paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, I could use technology to manage resources with just a few clicks.

 

Examples of Substitution

  • having students type their label work instead of handwriting it in certain cases.

This turned into a project itself. G4 creating digitally very creative labels with digital tools.

Augmentation

“At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can’t.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.” (3P Learning)

Example:

  • Students use the internet to independently research a topic, as opposed to relying on teacher input. The children were doing their research online about the artists that were inspiring for them.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

This was possible only for a group of 5 students in Grade5, that created the Pokemon Characters collection.

Example of Modification:

  • Students created an informative video recorded presentation in place of a standard oral presentation. They use their voice recording or video alongside a broader variety of creative components.

 

Redefinition

“The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.” (3P Learning)

Examples:

I created an ISB Museum Website where students could share their artworks with a wider community. They were uploading on the seesaw their works and I could upload them on the website.

WEBSITE ISB Museum

  • having students publish their work online where it can be viewed by peers and the broader community.
  • recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection. Students were recording their reflections and artworks with Seesaw and creating QR codes.

How have I grown as an educator through the lens of the ISTE Standards?

  • Being a continuous learner, informing and improving myself all the time.
  • An active and avid COLLABORATOR – collaborating with a team of teachers(Deanna, Tina, Sarah, Carol, Sofia) and also other people from our school community-maintenance, marketing, the administration of our school, etc.
  • Leader- taking charge, working extra hours to make things work, and deciding the way to continue our work. 
  • Facilitator– organizing the place, the platform, and the tools how we could work in a productive environment. 
  • How did you share your learning with your colleagues?
  • Google Slide presentation for the opening reception, from ISB Museum
  • Video recording reception created by Laura McLucky -our Marketing and PR expert.  We shared two videos one created by her and another created by me based on the work from ISB Museum Club via the ES Assembly.
  • Launching the PYP exhibition and the online platform of the ISB Museum website on the 10. May 2021, via Seesaw for parents and emails for our school community.
  • Simona videos based on the ISB Museum Club:
  • Please check out our ISB Museum Video, (long version). (8.5 min)
  • Short Conclusions-ISB Museum highlights Short Version (1.5 min)

ISTE For Students.

  • CREATIVE COMMUNICATOR
  • GLOBAL COLLABORATORS
  • EMPOWERED LEARNERS
  • KNOWLEDGE CONSTRUCTOR

Conclusions from Students.

  • Survey.
  • Seesaw Reflection -ISB Museum visit.
  •  How might you impact student learning outside your classroom?

When my students go to the playground and try to sort rocks to create a collection for our museum, then I feel so happy.  They understood something important that we learned. That art and life are so close to each other.

Conclusions 

The ISB Museum was a huge success. 

It was a great motivation for students to create and collaborate. It is an active tool for learning and reflecting. It was very appreciated by all the children and our community. 

I am grateful that COETAIL pushed my limits to challenge me about new thinking about teaching practice. I combined technology tools when needed and the new pedagogies of deep learning. Collaboration was the core of our project. A transformative learning experience.

Encouraged by my instructor, Joel Bevans, I embraced my past knowledge as an artist and curator and I applied them together with the new pedagogies in our classrooms. We created high-quality artworks and we shared them with digital media and platforms.

We are a more open-minded community. We see the connection between art and our life. How? Observing, collecting, reflecting, creating, appreciating, collaborating,  communicating, connecting, and weaving all the experiences.

How will your COETAIL experience impact your future practice? How will you stay mindful of and continue to implement everything that you have learned about yourself and teaching & learning in the future?

COETAIL experience convinced me that it is never too late to learn and improve your teaching practice. I will stay an avid learner. I will be ready for collaborations. I will share my knowledge with my colleagues and PLN. I will look for other COETAIL-ers to connect. I will try to implement everything that I learned and reflect on it. I will try to practice and use my digital tech skills.

Connecting/ The Power of PLN

As we come to the end of the COETAIL course, I can see the benefits and the big development that I took within the last 13 months. It was a very intense time, full of learning but also lots of fun.

Photo by Shane Rounce on Unsplash

 

Connecting

One of the most exciting parts was to connect with other amazing educators around the world.  We had the chance to know our COETAIL peers better collaborating for some of the final projects for the other courses. Reading their blogs and commenting was a very deep way to know each other, how are they thinking, which is their way of working, and their insights about life.

I was very happy to collaborate with Julija, Cindy, Luis, and many other friends. I could learn to collaborate and be open-minded for some final projects of the courses, which were specially designed to overcome time difference barriers, different fields to connect, and different school cultures. I realized we were global educators, connectors who can shape the new generations and educations around the world. The power of education is in our hands.

We were also encouraged to create a Twitter account and be active participants sharing our experience as educators and exchanging knowledge with people around the world.

TWITTER

Even from the first weeks of the course, I opened an account on Twitter to enlarge my PLN and connect to the teacher’s community. I could be an active communicator to participate in discussions and post my COETAIL’s blog posts and other important learning experiences. “From a lurker, I became a connector” as one of the units of my first course was named. I was not only absorbing knowledge from my network but also sharing from my experience as a teacher, my “aha moments” in my teaching practice.

Twit your highlights in your work. Ask a question.  Follow someone who inspires you. Get information from other teachers related to a theme. This was the way how I was communicating with Twitter.

 

Reactivate our COETAIL  cohort#12 group

Another personal way was using the messages. Thus I reactivated our COETAIL  cohort#12 group and connect for communicating with Twitter.

Luis push even one step further and set up an online meeting. Imagine people from Panama, Vietnam, Brussel, Lituania, China, and Korea met to talk and exchange themselves.

Participating in a video call with COETAILers.

I participated also in group discussions there with my COHORT 12 group or in a smaller group for a certain project.  During Course 5, I reactivated the Cohort 12 group chat that was set by Cindy, after a long time of not communicating with each other.  Then Luis took it a step further and set up a zoom video call. Isn’t that amazing how a spark of communication, spreads further and keeps on going to see the dynamic and the motivation of our peers.

Sharing information from COETAIL and supporting the community to grow with more students in this course. Sharing my Coetail posts on Twitter. Ask a question to help a COETALer.

Thanking to my friends who twitted about me.

SEESAW

Since I started COETAIL, I became more ambitious and I wished to become a Seesaw Ambassador. I realized that Seesaw is an important tool for educators and I wanted to have all the skills that I could achieve as soon as possible. Due to the covid crisis and the online learning, I could explore more the Seesaw as a tool to assign to my students the tasks, to create interesting activities, to share with my community in the school library. I  could develop digital literate skills and understand better all the tools and features that Seesaw had.  I created announcements for parents and students. I created templates for children to respond more organized to the tasks assigned. I connected with the Seesaw community in their Facebook group and on Twitter as well.  Unfortunately, I missed documenting all my Facebook messages and answers to various questions, so it was so hard to find in the Seesaw group on Facebook older conversations. And finally after a few months, of being first a Seesaw Pioneer, finishing 10 sessions,  that attending a Specialist Teachers’ workshop, and participating in a long 3 h final test, I became a Seesaw Ambassador. Yeah!

Seesaw

 

Simona Schultz – 2020-11-07

Here are some useful tips on how you could use Seesaw. Maybe you could use it later on.

Image

Comment and support to the blogs of our peers from COETAIL

Because I was so curious about what are our peers writing, I follow Cindy’s post. Cindy’s COETAIL blog. She is always so well organized and structured, very clear in her content, and a very experienced educator.  Then Shalene’s (shuth.coetail.com)-where I also commented(https://shuth.coetail.com/2021/03/04/c5-choice-3-my-2nd-and-3rd-training-sessions/#comment-298)  and Andrea’s(agoodrich.coetail.com). I loved the warm tone and the rich information from Andrea and Shalene were writing. The last post of Andrea was totally astonishing. Please check it out. I was very inspired by this one.

Collaborating & Connecting

Then I was curious about how is the new COETAIL generation is thinking, I kept on reading different blogs.  I particularly liked very much the blog of Justin Ouellette.

I befriended them on Twitter and I even comment on some of them.

 

Practicing how to communicate with video media.

One month ago, I was creating some videos as a test to practice how to record myself for the final presentation video. This was one of the first tests:

Later on, I tried with the support of my coach from our school Dale Plotzki, to record myself with a green screen. And here I am editing videos and trying to have the basic bits of knowledge, how to clear the sound with a magic wand, how to enhance the voice of a speaker, how to reduce the background noise, how to add special sounds effects, and how to add music to a video.

Enlarge your PLN inside your community

Actually one of the big achievements lately, was to connect and know better the people from our community school, whom I see often but I have fewer chances to collaborate. I was quite ambitious about the ISB Museum, so I thought I might need some more support to get all the things on the level how I imagined. Thus I contacted:

  • our IT specialist, Dale Potzki( @dale_rickardo- Technology and Learning Innovation Coordinator) to be my coach for the final project for COETAIL. He took notes of our coach sessions every time and I didn’t miss any chance every time when I saw him ask questions that were important to me, for the project.
  •  Laura McLuckie (@LauraMcLucki)-  Head of Community Relations. We met first to discuss details about how can we release the ISB Museum with an opening reception which has all the covid restrictions in place. Then we made a recorded launch of the museum and we released it during our weekly assembly a few days later. She documented and created a video of the ISB Museum Vernissage. We shared her video and another video that I created based on the interviews with the students during assembly time.
  • My colleagues, PYP Teachers: Deanna Ruppert, Tina Gahagan, Sofia, and Carol (EY2-Teacher), I invited to collaborate over an extended period of time in our plan for the founding of the ISB Museum. It was a great experience to work with them. We had a word document at the beginning and then I set up meetings on a regular basis and I invited them once a week or every two weeks whenever they would have time to come and have some conversations around the museum or try to set up some things together. I was available two days during the week after school to let the people be flexible whenever they might have time to join me. Some people could come on Wednesdays and some on Thursdays.

Then we celebrated and visited the museum. Now from the inside community, we could share it with the rest of the world, per seesaw with the parents, or per Twitter. I could reflect our results with the COETAIL community- in the blog form. More details to come later.

And because I  imagine that the journey continues to keep in touch as educators, in local communities or global communities, our COETAIL Community, and around the world in the international pedagogy community, I hope to spread kindness, empathy, knowledge, and support each other and grow every day. I will say “hello”, instead of “goodbye” and “see you again”. Let’s keep in touch and shape the world with our COETAIL visions!

 

 

Mindfulness. Global School Play Day

Take a break

“You can discover more about a person in an hour of play than in a year of conversation.”

-Plato

Breath. Walk into woods

Take a break. Walk into the woods. Breath. Keep calm and keep on working.

There is always so much work to do and we continuously demand from ourselves or ask our students to be active, to do things.

But a very important moment for our mind is also to take a break. To stop for a moment, to let your mind wander, to take a deep breath before even more challenges come to your life.

During this year, which was so challenging due to the corona crisis, we couldn’t see our parents or friends from far away from our home country, we couldn’t travel and enjoy the world as we used to do before. But I discovered a very good therapy, which is going to the woods once a week and enjoy nature, breath and take a break. Hugging the trees, trying to feel their energy, and hear the sound of nature was also a good therapy for me to get good energy, strength and keep on going with my work and my life. Be there ready for my family and my work.

Cherry Blossom in Busan. Copyright by Simona

Finally is Spring Break and I appreciate the Cherry Blossom here in Busan. The Dalmaji Woods are fully bloomed and we could feel the joy and the bursting energy of nature. A bud growing from the hard peel of a tree is a symbol of hope.

Other mindfulness practice tips, you could find out here.

5 Simple Mindfulness Practices for Daily Life

How do we teach our children to be mindful?

When some children have a conflict, how do you talk to them? When they are totally anxious, how do you calm them down? How could you make them feel safe? How do we inspire them? How can we teach them to have empathy, a good attitude, and a good character?

Talk and listen -communicate. Rub a stone, touch a tree, take a deep breath. Do a refreshing exercise, a stretch for a break, when you feel your students are a bit tired. We have also an afterschool activity, which is Yoga and Mindfulness for children with Laura an expert in mindfulness. Those activities help our children to be happy at our school.

Mindfulness with Laura at ISB

 

Talking about inspiration and how can we found it, I was very happy to read the blog of our kind and knowledgeable COETAIL instructor, Joel Bevans’s “Inspiration is Everywhere, Say Something”. That gave me the courage to share what is important to me, to continue writing on my blog, and sharing my thoughts, experiences as a teacher and human being.

The Importance of Play.

It was proved from many studies that “play” for children makes the children more creative, develops social and emotional skills, the opposite impacts them negatively.  Peter Gray was describing this, in his TED talk.

 

Global School PLAY DAY (GSPD)

This year on February 3rd we celebrated again the Global School Play Day (GSPD).

Because the last year was a huge success we decided to organize again in ISB school the Global Play Day and participate along with others schools. Last year, in 2020 were 563,283 participants,  from 75 Nations. 

“You can discover more about a person in an hour of play than in a year of conversation.”

-Plato

“Play is self-controlled and self-directed. Play is where they learn to feel joy and they experience that the world is not so depressing”,  Peter Gray

Play is by definition from Oxford Languages:

  1. 1.
    activity engaged in for enjoyment and recreation, especially by children.
    “a child at play may use a stick as an airplane”
  2. 2.
    the conducting of an athletic match or contest.
    “rain interrupted the second day’s play”

 

We have also every year, Spirit Week, one of the favorite school events for our children and teachers as well.  Recently we had a tug of war contest with teachers and children. What great fun that was. Those are different ways of playing and building good relationships, connecting with our students.

Once a week, our sports teachers Helen and Gearoid, have been organizing for the teachers a fun game “Turbo Touch”. We play together one day after school and practice some sports. That bought us lots of joy and made us know each other better, from a different perspective.

Play sparks creativity makes people happy, develops social and emotional skills.

How do you support “play” at your school? Did you participate in Global School Play Day as well? Do you plan that in the future?

How about mindfulness? Do you have any activities that introduce mindfulness at your school? Do you think that the students could benefit from that? Some interesting articles about mindfulness that I read, are:

“Mindfulness for Students- Benefit and Practice” by Jennifer Okafor,

and

Research on Mindfulness. 

 

 

 

 

 

 

 

Questions/ The Inquirer

Eugen Ionesco said: “It is not the answer that enlightens, but the question.”

In my practice as an art teacher, I tried more and more to apply inquiry-based learning experiences. Before the week starts, I prepare my lesson and I research different inquiry bases learning pedagogy.

So I was delighted to discover from Eduro Learning, Kim Cofino, # coach better 5 Minute Friday. Read about how you can use questions in your practice, in her blog “The Anatomy of a Great Question”.

It is always helpful to hear and read the tips from Kim Cofino and her 5 minutes Friday. https://coachbetter.tv/the-anatomy-of-a-great-question/

Also two weeks ago, we had great timing to talk more in our schools about the importance of questions in our teaching practice.

Our PYP coordinator, Michelle, introduces us to a fantastic choice of books from our library and I already picked two exciting books.

“Essential Questions/ Opening Doors to Student Understanding” by McTighe and Wigging and “The Power of Inquiry” by Kath Murdoch.

 

 

Inquiry-based learning is very important in our school, at ISB(International School Busan).

I was happy to see that we have amazing educators who are applying every day those concepts.

For The Inquiry Cycle we follow those models, from Kath Murdoch and IB Philosophy:

After reading many materials and books, I made a directed way of inquiry-based teaching applying concepts from Project Zero, “Artful Thinking Palette”

Project Zero

 

What makes you say that?

Creative questions

In my art class I showed my students an artwork with the big word “POP”, and I asked them what do they imagine behind the story.

Then I invited them to recreate the story in their own way, letting the imagination free. The artworks were amazing.

Another model that many of our teachers in ISB use is the concept:

See, Think, Wonder?

 

Trying to combine also the use of the digital tools in their inquiry, I introduced Brain Pop activities.

Brain Pop was a new educational tool, that I discovered that can be used also to assign tasks. A few weeks ago,  I used it for the 1st Grade to make a quiz game with my young student. In one game I inquire about drawing and we made a test about vocabulary.

 

The journey still continues and we have ongoing conversations with our colleagues and students every day, what are the essential questions for our life and learning experience.

My COETAIL instructor, Joel Bevans draw my attention to a very important model of inquiry-based learning from Project Zero. A very valuable resource.

Understanding map circle.

Do you practice similar concepts?

What kind of inquiry-based methods do you use in your practice?

 

The Thrill of Collaboration

One of “The 6Cs”,  as Michael Fullan states in New Pedagogies for Deep learning, is Collaboration.

The 6 C'

At ISB(International School Busan) in South Korea, one of the joy of teaching is when I collaborate with other teachers or we have collaboration projects with students. Collaboration is one of my favourite parts as a teacher.

It is a very exciting process when different opinions come together, melt in a new shape and find a common voice as a group.

I am so lucky to have wonderful colleagues, knowledgeable and open-minded teachers who exchange ideas, plan so well and take action.

We usually meet once a week to have collaborative meetings and plan the possible collaborations for different units of inquiry in our curriculum.

We brainstorm different ideas and exchange different views of how we could possibly collaborate and participate together in the learning journey of our students.

For the Unit of Inquiry:

Transportation. Where We Are in Place and Time?

The EY2 were very creative and were drawing maps of the surroundings of their neighbourhood,maps of the playground, maps of our school, pirate maps and even painted big canvases with this theme.

They thought even further and they were thinking about how we travel into space. And we moved from the 2D expression to 3D perception, and we created all the planets from our solar system. Some were just different balls, painted or pressed shiny present packing paper and some we were creating in Paper Mache.

This was the highlight of our learning experience, because the children they purely love creating paper mache. They were singing “Squish, Squash” and were so happy to feel the texture of the glue and newspaper, dipping, squeezing, glueing and flattening  on some balloons that we had as a mold for the round shape.

Paper Mache- collaboration EY2. Space exploration with the 3D Solar System. Space travelling.

 

EY2_Collaboration_Paper_Mache_small

 

Here are some tips about how to structure collaboration in the classroom.

10 Tips to structure collaboration in the classroom.

From my own experience those are my practical tips.

Simona’s collaboration tips:

  1. Meet with your colleagues (once a week).
  2. Plan together, create a document.
  3. Create with children.
  4. Follow up with the teachers (share and ask for feedback).
  5. What is missing, how can we guide the students into some specific learning skills, concepts?
  6. Put it all together.
  7. Document the process and the final product.
  8. Reflect. Say: “Thank you:)”

From my own experience it was important to meet with the home room teacher first to understand better the key concepts and how to connect to the project. A dialog in our collaborative meetings was always inspiring and a good way to brainstorm different possibilities of collaboration.

A great example of a successful interdisciplinary collaboration was recently the “Troy Story” with Mrs. Laura-Claire(the 4th Grade Homeroom teacher) and Mrs. Amanda (the Music Teacher).

 

* G4 Troy Story

(UOI: How we express ourselves? ).

Collaboration Music, Art, Homeroom teacher G4. (Collaboration with Ms. Amanda and Laura-Claire.)

Another example of transdisciplinary collaboration- across the school was:

* World Celebration -Home And Family Language Week 2021

Collaboration Art(3G,  KG), Dale IT Dep interviewing students across ES(Dale Plotzki), PYP Coordinator(Michelle Roland) and Dea(G3)-creating a 3D Graphs with the language spoken in our school.

Our children created flags from their home country and wrote creatively “Hello” in their home and family language.

 

Another wonderful resource about collaboration:

How about your experience? Are you open to work collaboratively? How do you connect with your colleagues and your students? How do you decide about the working teams among students? How about a project? How can you lead together? Or are you taking charge? I am curious about other schools how often they collaborate and how they collaborate in their community or across the borders with other educators schools around the world? Please drop a line and share your experience. Thank you.

 

In Preparation for ISB Museum/ The Researcher

Back to School

Luckily at ISB( International School of Busan), we are back to school and we are teaching face to face our students. We feel very fortunate to have the students to teach them on campus.

Last year, we experienced different situations to have online teaching and hybrid model teaching, with classes rotating every three days to be at school and some still online.

It is February 2021 and we hear around the world, different situations with online learning and many corona cases on the third wave. There is hope that the vaccine is rolling out in many countries such as USA, UK, EU, and people will be protected soon. However in South Korea, the program to vaccinate the people will start later at the end of March.

ISB Museum Team

For this term, I offered an after school activity club, ISB Museum as I mentioned in my previous post.

In our club, we have a group of nine children, very young and very enthusiastic members mostly from Kindergarten and G1, one student from G2 and one from G6.

Student’s Team

Artemyi, Richard, Rhina, Jiseong, Fatima, Talarah,  Emerson, Mohul, and Anton(G6) who is my assistant.

The children were fascinated to build their own creation, collection or to paint an artwork inspired by the great masters. Some were inspired by Van Gogh, and some wanted to build their own collection.

A student even made a glass magnifier with recycled materials, to emphasise the idea of exploring. We develop critical thinking skills.

Some students learned to archive and label their artwork.

We practiced art vocabulary and we learned how to write, a painting”, “a still-life”, “a sculpture”, “an installation”, “a museum”. Because most of them are in Kindergarten and 1st Grade it was so fascinating to see how they were carefully writing their labels, and practicing the art vocabulary. It was a good exercise for their communication ability and building character, with their perseverance and tenacity to learn.

Some of the artworks are labeled and ready to go to the museum.

Some other students after they saw us at work, they showed their interest to help as well. So I decided to introduce once in a while a lesson to various classes too and our museum will grow in the whole school community.

Because I thought that this project should be an opportunity for other teachers to express their opinions, to share materials together and to participate as well, I invited some of my colleagues to collaborate to develop this project together.

Teacher’s Team

So at the moment we are 4 teachers, Sofia(KG PYP Teacher), De( G2 PYP Teacher) and Tina(G3 PYP Teacher) and me, (PYP Art Teacher).

In our first meeting, we discuss how to design the space. We imagine having an interactive section where children can play creatively and learn along from our museum. We wish to have a timeline, where children can travel in time to learn about different artists and cultures. We realized that the children would love the idea of an entrance with a ticket and a desk counter with infos.

Researches

Books and Materials in preparations

I researched about the right books for them and I found very interesting books to start our journey:

How the Sphinx Got to the Museum”,  “A Trip to Museum”, “How to explore the world?”, Egyptian Art Books, etc.

Especially the book “How to be an explorer of the world?” was opening new perspectives for me. It was very fascinating and highly recommended even by our lybrarian, Mr. Kruger.

This book reminded me of my Master of Fine Arts study in Berlin, where we were understanding curatorial practice and archives of the museums. We were attending the museum seminars, in “Museum der Dinge” with Prof. Renate Flagmeier.

I realized that I could connect my previous experience and knowledge as an artist and curator with my teaching practice.

I introduce the book “How to be an explorer of the world”, to the children in my last lesson and I invite them to create a collection. I copied for them the forms, how to archive their artefacts, how to think about collections, creating lists of different things from the same field, by a common criteria, color, shape, theme, etc.

Inquiry/ I asked the children :

  • What do they think that we need a museum? One student said: “Because when people see things in a museum they get inspired by.” (Talarah)
  • What is their motivation and hope? ” I wish to create precious things that everyone in the school can see.” (Emerson)
  • What is a museum?”A place where you see old things, antiquities and you treat them with respect.”( Mohul)

 

  • The right app

Imagining the Museum idea also virtually, as an online platform to explore it during VLE or for families at home, I tried to test different apps and platforms such as Thinglink, Photoshop, Padlet, Google Sites, Canva.

I decided for the Google Site to build an archive online. So I went to school during the weekend and I tried to archive the artworks of my students.

 

Resources/ Inspiring Digital Museums

Getting inspired by interesting website museums,  for an online platform, I searched and found the wonderful resource like:

and

 

Another research was to see how I can create a QR Code in order to archive some detailed information, voice recording about their art pieces, videos, pictures, etc. I searched about vocaroo and QR generators. Unfortunately as simple as it is vocaroo, the data is saved only for 2-3 months in the system and not longer. That’s why I opted for the second app, the QR Generator.

I planned for students to take their role as communicators and present their artwork.

Creative Communicator  ISTE for students

6

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

See the Creative Communicator standards in action.  Creative Communicator Playlist

6d

Students publish or present content that customizes the message and medium for their intended audiences.

 

After the children created some pieces for the Art Museum, they explained them in a short video.

They recorded with the Classroom Ipad in a short video, the information about their artwork.

The purpose was to practice the vocabulary and knowledge that we builded during this experience. We explained the technique,( a sculpture, a painting, an installation, a collage), and the idea behind.

Here is an example of how Richard presents his treasure box. 

 

I was happy with my children’s progress and I will explore different ways to record their learning experiences. 

Trying different digital tools and apps, I was curious how to shoot a timelapse. I  set my camera and I made a timelapse recording of one of our Museum Club classes. I learned that it is important to use a tripod and that 45 minutes create a video for about 30 seconds or you will need 720 shots. I will learn how to edit and soon I will share it with you as well.

I am excited to continue my journey along with my students how we can learn together and create our ISB Museum.  I would like to deepen more the critical thinking strategies and to ask them more questions. I will apply the concept inspired by Project Zero “See..Think Wonder.. “

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Final Project: Course 4

Plan for a Museum at ISB

 

 

Plan  for the Final Project for Course 5

After analyzing and remembering all the skills and knowledge that we learned with COETAIL in the past year, I think that creating a museum would embody and apply all the complex learning that I experienced. The children from 3rd Grade have already created some posters because they can’t wait to share their Explorers Projects in our ISB(International School Busan) Museum. For sure that would be our first exhibition.

  • I got inspired by my peers Julija Balciune, Simon Dobson, Shalene Huth who created a virtual library as a final project in C3, and I had an idea to create a Museum at the International School of Busan (virtual and in real life as well), as a support and exchange platform for all the students around the school. It was anyway a dream of mine and few other teachers to create a museum for children at our school because they cannot go on field trips nowadays, but even virtually if we are sometimes in remote learning we can access, visit and build on that platform for different themes and projects in connection with a museum.
  • Marco Polo from the Explorer project is already inviting us to visit the ISB museum and see his ship and his map with the travels that he made.

 

I could remember in Course 1 “Ourselves as Learners“, how we changed our perspective and put ourselves in the shoes of the students again. From this course, I could apply skills like how to become a good researcher. I could plan for Tech-Rich Learning- introducing some digital tools to the children, and we could apply the theory into practice, with our vision in the project of creating a museum together.

From Course 2- Literacy in Today’s World, I could teach the children how to respect the copyright laws, how to “THINK” before you share any comment, picture or video, on an online platform, to be respectful, say the truth, and be positive. I will encourage the student to be original and even they get inspired by other cultures or various artists, they should remember to remix and reinvent art ideas in their own way.

Course 3, Visual Literacy: Effective Collaborators and Communicators’-the teaching concepts and valuable knowledge will fit perfectly. One of my favorite themes: Effective Collaborators and Communicators will tye directly in creating a museum at ISB. All the students should develop skills of good communicators and collaborators to create this project together. It will be a great teamwork challenge for everyone, even for me as a teacher to know when to step back or step in to direct students’ work in the right way.

From Course 4-Learner Driven Instruction, I could apply “Deep Learning” and “New Pedagogies” concepts into practice. This is an inspiring example of Augmented Reality applied in a museum concept, that could be one of them.

Other great inspiring examples of museums in other schools are:

MOCA(Museum of Children Art) 

or another school in Nagoya(NIS) which shared on Twitter their museum tour.

Establish Goals

  • To provide emerging artists with a place to share their artworks in a special site ”Play Cube Space” and an online exhibition platform.
  • To give students a purpose for creating their artworks at their best level.
  • To provide students with inspiration and to find a place to find artist recommendations/ art movements.
  • To help build student confidence and independence with both creating and displaying, sharing, presenting an artwork.
  • To provide an opportunity for students to share their own original artworks online and in real life.
  • To build a vocabulary for the art field.
  • To be curious and encourage the children in the future, in real life the idea to visit a museum.
  • To make an interactive concept, to build a connection where students feel part of the museum and not only in front of a showcase, or artwork displayed.
  • To prove that digital tools can help them support their curiosity about artworks (doing research independently) and the technology supports their ideas and artwork in the form of presentation.
  • Which ISTE for students?

3c Knowledge Constructor

6d Creative Communicator

    • Why do you think this unit is a good possibility for your Course 5 project? 

      I think this unit could give the opportunity for a great collaboration among the students of different ages. ( EY2, Kindergarten- up to 5th Grade). Also for teachers would be a great exchange opportunity for the idea of a museum at our school.

  •         I think through this project I could put into practice the deep learning concepts, of applying in real life a knowledge that we learned, about collaboration, about students’ agency to feel empowered, and create their own museum. I also think it is a great chance to develop critical thinking skills, planning, creating, reflecting, and building a strong language for the art field.
    • How will the ISTE Standards for Students that you chose to enhance your students’ understanding of the content?

    • Digital Citizenship

      2C: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

      KNOWLEDGE CONSTRUCTOR 

      3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions

      CREATIVE COMMUNICATOR 

      6b: Students create original works or responsibly repurpose or remix digital resources into new creations.

      6d: Students publish or present content that customizes the message and medium for their intended audiences.

      Global Collaborator

      7c

      Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

    • How does this unit reflect your learning during COETAIL? How is this unit different from or similar to other units you have designed/facilitated?

I think it would be a good example of how art and technology could be combined in the art field to enhance the process of learning.  Digital tools would help the children to research, make them independent, empowered them to create the artist statements, content, and reflection. I hope also to create an interactive situation using media in our museum.

  • Implementing SAMR in the process of learning. We could use digital tools to create QR codes and record information about multiple artworks. Other technology implementation could be introducing Thinglink -to press a button and play the reflection, information behind an artifact.

The recordings—which they will make into QR codes using Vocaroo and later printed to be placed on the artworks—provided information about the artist and materials used, and gave a description of the piece.

  • Implementing TPAK-How can Tech, Pedagogy, and Content interweaved together. Which would be the most suitable platform to develop the Museum? Could the children build it on the seesaw as a blog or rather in google slides show? Or on Flipgrid or Padlet?
  • It is also about designing authentic learning experiences and seeing in practice new pedagogies. Keeping in mind the design when communicating information.
  •  This unit is similar to the first final project when I created a curated exhibition for the final project on a padlet platform.  But this time, it will take place not only in real life in a designated classroom but also on an online platform. (flipgrid, padlet, google slides, or website?)
    • What has influenced you the most during COETAIL and how is that reflected in this final project?
    • Effective Collaborators and Communicators, Deep learning. Rethinking my teaching strategies. Project-based learning experience. How to implement technology in an effective way of teaching practice.
    • What are some of your concerns about redesigning this unit?
    • The little children(from the Early Years and Lower Elementary) have fewer skills with digital media and how can I coordinate their roles. How can I structure the lesson that everybody can contribute and share and build this idea together? Another aspect is how can I record and collect all the steps in between and sort them in their place. Because I will be busy in the middle of the process of teaching the classroom and to coordinate them.  Which are the right digital tools to use for the platform of our museum?
    • What shifts in pedagogy will this new unit require from you?
  • I will empower the students more and I will support them to be more critical thinkers and independent. To reflect and to value more what they and their peers are doing.
  • I will need to implement the “Design Thinking” strategy.  This approach will develop on collaboration, and how can be problem-solving. “The design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions.” Joel Bevans
    • What skills and/or attitudes will this new unit require from your students?
  • My students should develop research skills, critical thinkers skills, build strong art language skills, be open-minded, and a good collaborator. They should also learn how to be artists and curators. First creating their works with deep quality and then curating other students’ artworks and presenting nicely in our museum.
    • What outcomes do you hope to see when students complete this unit?
  • I hope that we can create a museum, real and virtually to visit any time and get inspired by and be proud of the possibility to showcase our artworks for a wide audience.
    • How will you know that students have learned the concepts?
    • I will see the end results in a project format, what they achieved. It should be visible in the exhibition concept of the museum. Then, I will pay attention if their vocabulary has changed, I will ask them about concepts like what is a curator and what makes a museum? Probably, I will create a survey or a questionnaire about this experience to evaluate them better.
    • I think creating a museum project at ISB would motivate children very much to give their best in creating, to be happy to share with our community as a public, to learn with media tools about art history and other facts, to feel empowered to use technology tools in museum project and to give a feeling of great value for their work.

 

 

Deep Learning in Action

Last month our school was evaluated by WASC and went through the process of accreditation. We learned a lot about ourselves and reflect on what we were doing. Luckily everything went well and we were praised for our activity. We are a fully authorized IB school.

I realized that IB  concepts like “Student in Our Center”-student agency, collaboration,  inquiry-based learning/ questions, applying knowledge in real life,   were in fact “Deep Learning” concepts, that we are applying through the IB Philosophy. The profile learners and its attribute, how we explore through our lessons, was a great proof of our learning to visualize it easier in our practice.

How does it work the assessment for our students, was also one of the key questions during the evaluation visit.

A great read about how we can influence the achievements of a student was reflected in the diagram of J. Hattie.

2018-updated-hattie-ranking-hatties-list-of-influences-effect-sizes-achievement-rangliste Source: www.visiblelearningplus.com/content/250-influences-student-achievement (Retrieved 28 March 2018 / PDF)

 

 

 

  • What does deep learning look like in action?

Grade 3- Explorers- students learned about different explorers and created their artifacts,(maps, ships, binnacles), that were part of their project. Afterward, they documented with Ipads and explained it with digital tools like Seesaw. They used critical thinking skills to research, create, and communicate their ideas. They also reflected, used the art vocabulary, and gave feedback to their peers.  This was a strong collaboration between the homeroom teacher and the art department. They did many types of research and wrote about their explorers and then created a piece inspired by them.

Maps, templates, reflections.

Art Vocabulary

I choose special vocabulary keywords for art class and I try to reinforce them through their explanation.

 

I searched and printed a document with art vocabulary and I asked the children to use those words in their self-assessment and in their reflections about other artworks from their peers.

I asked them to reflect and to answer questions like:

I wonder about…

I feel…

I discovered…

I reflect…

I learn…

Grade 5- Printmaking

For another class, I also asked them what the most exciting project and what they wish for next year to achieve in art. What would be their goal?

This is an example of Project-based learning for Grade 5. They learned how to create Linocuts and Woodcuts and they created all the processes, step by step, from defining the drawing, transferring the drawing on their template, carving the idea into a lino plate or wood plate, print it with special ink, signed it, and reflect about it. The results were amazing even it took us longer than expected.

 

For this project, I applied rubric-based assessments. “Rubrics can be used to assess the intermediate stages of project-based learning to help the students to stay focused”. Rubrics are also helpful for the instructors to keep track of the development and progress of their student’s work.

rubricintro (1)

  • How might we assess for deep learning?

It is hard to measure creativity and originality. I found it particularly difficult for arts to say this is right or this is wrong. I try to encourage students to create, to express themselves with art, and to be curious and passionate about art in general. To inquire about different artists and even their peers. I wish that my students are inspired to love creating and to appreciate the arts.

I try to evaluate per general to give them the opportunity to show their works through exhibitions, as a colleague of mine Julia,  mentioned in her blog https://jbalciune.coetail.com/2020/12/15/deep-learning-and-reality/.

Julia mentions that ISTE would be a good evaluation form for deep learning. I reflect on that, and I felt the same. I usually refer to the 10 ib learner profiles(caring, thinker, inquirer, reflective, knowledgeable, principled, communicator, open-minded, risk-taker, balanced)  in my assessment, and try to be positive.

A very important method of mine is self-reflection. I keep always at the end of 10 minutes’ time to reflect together about what we all did and to give constructive advice for the future. I found it helpful to use the TAG method.

Tell something encouraging

Ask a question

Give advice.

So I often use the Self- assessment method and two other types of assessment.

Formative Assessment shows the development of the students at a particular time.

Summative Assessment with different stages, midterm skills, a final project, and maybe a  research work/ or reflection-using critical thinking skills.

Reading different materials about Deep Learning Assessment, I found this detailed document a great reference.

Here is another great example in the abstract fields, like the mathematics of how to assess deep learning.

They are a variety of ways of putting deep learning into practice in my classroom.

Because I am a person of action, and less verbal, I put deep learning into action and I can give you another example of a great collaboration between Early Years, Kindergarten students,  11 Grade, and 12 Grade students. They met and they decorate the Christmas tree together.  We extend our learning into practice, in real life and we prove to be caring. The little ones worked very hard to paint and create beautiful patterns and colors on the wooden shape decorations given by the older students.

 

Another example is when I gave agency to the G1 students to be curators and to choose their best piece that they would like to share and to hang by themselves in their Christmas exhibition. Other examples of my deep learning practice are also earlier described in the “Explorers” project / G3 and Printmaking with G5.

 

Thinking about different methods of deep learning methods into practice I read about.

Augmented Reality is a concept that fascinates me very much and I hope to apply it in the project of a Museum.

One of the most iconic elements of the ‘Iron Man’ series is the impressive heads-up display of the Iron Man suit and the augmented reality of Tony Stark’s workshop.

 

What does deep learning look like in your school?

I remembered also the last week, “The Hour of Code” when we discovered many patterns, algorithms on how to decompose the world around us and to understand in an abstract way. An idea- a pattern-which becomes a code if we would like to program it in a computer programming system.

We even attended a PD Workshop and we practice the 4th stages of coding:

  • Decomposition
  • Pattern Recognition
  • Abstraction
  • Algorithm

I think I would gladly explore and apply coding concepts in art projects in the future.

Our Tech expert from our school, Dale Plotzki did a fantastic job preparing the “Hour of Code” for a whole week with different activities in our school.

I think here I could say that our school applied challenge-based learning and also game-based learning.

Challenge Based Learning (CBL)

“This multidisciplinary approach to teaching and learning encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop a deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.” Joel Bevans

This semester we experienced due to coronavirus blending learning system in South Korea in our school. We started for a week normal, then we shifted to virtual learning, after a while when the situation was improving we change to a Hybrid school learning only one-third of the students were on campus on a rotation base, every three days.  After a while, we could finally teach at school and it was so hard because the children were out of routines and were having different reactions, some of them were too shy some too wild, etc. After enjoying for a while to teach back at school, suddenly we needed to close for a week and switch on remote learning, and we could finalize with two weeks finally back at school, praying every day that the number will stay low and we could come to school. While we were in blending learning, we used Seesaw and Zoom to assign the tasks and to hold our meeting online with the students. We designed a new strategy of teaching with more technology and make it work. We try to develop the research skills, in students, and to be communicators.   

What do learning frameworks and new pedagogies look like in your classroom/school? Which methods have you implemented before?

I implemented many times project-based learning, according to some specific units. Especially for the unit “How do we express ourselves” I had major projects with Musicals, Theater, Grafitti, etc.

I also used  TPACK- Technology and art in a project:  Draw. Paint. Animate- Meme/ Animation/

Another one was being researchers and we develop critical thinking.

Games Based Learning (GBL)

 EdTechReview, “Game-Based Learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.”

I created in my last afterschool activity club 3D Creations- dollhouses, balance, crafting, gluing, and applied scientific methods from real life.

Ex: Lego/ Megaformers. – patterns, modules.

What methods would you add to the list in this unit? Which methods might you put into action in Course 5?

For Course 5, I would like to create a Museum at ISB as a big collaboration project around the school. I also planned it as an after school activity club.

I will use Project Based Learning method.

Project-Based Learning (PBL)

“Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.” Joel Bevans 

I would like to bring technology together within the communication process and doing the researches process.  So I will use a project-based concept with some blending-learning experiences. 

 Which deep learning competencies are strengths for you?

I think I am a passionate collaborator and I refer to the real situation in life. I could grow by being more structured and to keep it simple. I wish I could keep a better balance also with my life. Sometimes I am becoming a bit anxious and I get overwhelmed. 

How do you support your students/colleagues in becoming deep learners?

I think my colleagues are already great deep learners teachers, and I am so happy to recognize that and to understand better everything that they are doing. I am very fortunate to work with a team of amazing teachers and wonderful people. I am always open to collaborate with them and learn together.

I hope after I set the ground base with the main skills that we need in the art to express ourselves (ex: drawing, painting, modeling, printing, crafting, media art)  I would like to apply it in my teaching practice inquiry-based learning, student agency,  life long learner, real-life application.

Let’s get inspired by this artist and dream about the future.

Tatiana Plakhova-Antrum Installation.

 

 

 

 

 

 

 

 

Unleashing the Deep Learning

 

  • Reflect on how you integrate technology with new pedagogies to unleash deep learning.

Last week we went overnight in VLE because the cases of coronavirus raised so much in South Korea, the city council declared a state of emergency, level 2.5 and all the schools went on an online learning system.

That was the perfect opportunity to grab the seesaw, assign my task, and communicate with my students. We had a theme to draw, paint, and animate our favorite character.

Inspired by the 6C from the New Pedagogies for Deep Learning by  Michael Fullan

*Character Education

*Citizenship

*Collaboration

*Communication

*Creativity

*Critical Thinking

 

I try to integrate the communication, creativity, critical thinking attributes to apply in this project. We gave our best to communicate clearly our ideas and to listen to each other carefully. To be original and express our creativity as much as possible. And at the end to make a self-assessment to apply self-critical thinking.

For some of the students went pretty good and for some were limited in expressing themself with the animation tools. I will show you some examples.

 

 

 

We also hold a Zoom meeting session to explain the task more in detail and to answer and guide my students immediately in real-time, while they are creating. 

 

  • Design personalized learning experiences and accommodate learner differences.

 

For animation, they could choose between FlipaClip, Aggie.io,  Seesaw, and other animation programs to create something with digital animation. It was depending on their level, how simple or how complicated they would like to develop this task. 

Here are a few examples of their answer for self-assessment for this project. But I admit, because I gave them too many questions, (5pages), the children from 5th Grade, were confused and didn’t answer so detailed as I expect it.

Then I tried to restructure my self-assessment and I reduced it to fewer questions and another class (4th Graders)responded very well. Finally, I could get more information that I could evaluate.

 

Self-Assessment

This an example where I used technology to integrate in my art class practice, was to create an assessment assignment where I asked a few important questions to guide their reflection about their art project. In the end, I invited the children to name two things(stars) that they are proud of and one wish that they would like to improve.

I found out a great resource online and I tried to guide my questions based on that model. Here is an explicit self-assessment example.

My students’ response:

Reflecting on theories of pedagogy in deep learning I was happy to read about this author, Paulo Freire, who impressed me very much with his humanist thoughts.

Paulo Freire wrote about “Dialogical Learning. In his book “The Pedagogy of the Oppressed”, he names the five important factors that an educator should have in order to define the dialogical learning process.

*Humility, *Hope, *Faith, *Love, and * Critical Thinking. 

How do you demonstrate humility, hope, faith, love, and critical thinking in your classroom/school?

HUMILITY

”  Teachers who approach students with a genuine desire to learn from and understand them facilitates much a more effective relationship than those who adopt a directive approach centered on their own knowledge, education, and experience. “(Paulo Freire)

Because I am an artist myself, and I know what a delicate situation is when expressing your feeling through arts. I try to put myself in their shoes and imagine that my students feel the same. Therefore, I come with much respect and care when I express my opinion, first encouraging them and then guiding them carefully on how can they improve their work. So first I asked them what they wanted to express and listen to them then I can give them some advice.

Because I respect their work, I often ask if they would like me to show aside some technical tricks or directly on their work.

HOPE

Dialogue cannot be carried on in a climate of hopelessness. If the dialoguers expect nothing to come of their efforts, their encounters will be empty, sterile, bureaucratic and tedious.” – Paulo Freire

I encourage my students and inspire hope, that I believe in them and that I am looking forward to seeing their artwork as soon as they are finished and whenever they are ready to share with me.

FAITH

When teachers have faith in students, they see them as autonomous individuals deserving of respect. This faith in students paves the way for a deeper trust to be established, and trust is critical in any relationship where real, meaningful learning is a goal.” Paulo Freire

In a way, hope and faith are very close and interconnecting. It is the trust that I invest in them, that they could do their best and that they will be proud of themself and confident in their knowledge and talents.

LOVE

“If I do not love the world–If I do not love life–If I do not love [people]–I cannot enter into dialogue.” – Paulo Freire

I believe that all the educators who choose this work to work with children, they trully love children and are capable to give, sharing their knowledge with their heart.

To love means to be vulnerable. Brené Brown also explained this in a very deep talk. She explains also about shame, courage, and the power that you can have in your classroom as a teacher.

How can you take etical decisions and that shame and guilty are so important feelings.  A valuable advice that stayed in my mind was :”If someone speaks about a hatred massage then talk about pain.” as Brene Brown said.

 

http://https://www.youtube.com/watch?v=DVD8YRgA-ck

 

CRITICAL THINKING

“Only dialogue … is … capable of generating critical thinking.” – Paulo Freire

“One way to keep our focus on student learning is to ask, “Are we letting the students do the thinking?” Freire

Some strategies to create an open dialog, constructive, and encouraging critical thinking are:

  • Connecting learning to student interests
  • Asking good questions
  • Using learning structures and teaching strategies that prompt student thinking

For me, connecting learning to student interests, helped me a lot to get their attention and focus on the art subject.  When they have a subject matter, a character(a hero like Zelda, or “Among Us”), that they love, they are so passionate and motivated about what they are doing, that they really try their best.

Guiding the introduction to my lesson with good questions is also one of my personal challenges because I am trying to apply as much as I can, inquiring based learning. That is why I am thinking which are the good key questions to prompt their learning in the direction that I want them to learn.

What do you think, which strategies are you using in your teaching?

 

C4,W3: Learning Deeply, Digitally

Reading about deep learning from Monica Martinez, I found it very good defined those 6 strategies.

6 Powerful Strategies For Deeper Learning In Your Classroom

 

  • How might the classroom/school environment impact learning partnerships?

Parents, teachers, and children are creating a partnership. They are all contributing to the learning experience.

  • Design deep learning tasks that are made possible by technology.

We created Winter Themed postcards and we advertise per Seesaw to the parents creating online shopping opportunities for the parents before Christmas. The funds were donated to the Angel Tree. This project was a planned collaboration for a fundraising activity between the homeroom teacher and the art department.

 

This project gave to the students was embraced by the students with great creativity and big learning leadership, to advertise their idea as they wished for their purpose.

Another deep learning tasks that I tried to design was to combine printmaking with animation. However, we are still in process of creating the linocut prints, it took us longer, (carving is a hard process at this age), and later on,  we will print and we will apply the digital tools to try to create an animation.

Thinking about other deep learning tasks: recognizing images, motion, voices, I found some great examples from our everyday life. Did you know that deep learning is used for new cars that are driving on autopilot?

https://www.mathworks.com/discovery/deep-learning.html

  • How might human connections make deep learning possible?

The success of a learning experience is often based on a great relationship between student and teacher. If first is nurtured a good relationship of trust, mutual respect, and empathy, afterward the student gets confident and takes serious his learning goals, becomes empowered and gives his best.

Another example is from my PLN.

Recently I could reach one of my goals to become a seesaw Ambassador. It was very inspiring to get connected to the community of educators around the world who are using seesaw for learning.

Especially during online learning, the strong connections between parents and teachers made it possible for the little ones to use the media to participate in the learning experience. Also due to Twitter, the seesaw community of teachers, COETAIL, and other platforms we were able to communicate more easily with other educators around the world and to exchange ideas, and improve our practice as educators.

  • Reflect on how invisible bias impacts the learning environment.

In Romania, the children are learning through the online system because the schools are closed due to coronavirus. Talking to my peers in Romania, I realized how difficult it is for many children, who don’t have a computer at home and therefore cannot participate in the learning process online.

It is quite paradoxical, but many Romanian people are very talented and good at computer skills. I think along the years the lack of some equipment made the people become more creative on how to use the minimum of technology tools and they are very eager and curious to learn about technology. Many found it very important to have a mobile phone but they are limited to afford in many places a computer, especially in rural zones.

However, it is impressive how many young people chose IT for their career and they immigrate abroad for better opportunities for working.

I am sure that this situation could be even acuter in other countries, and people at first glance misjudge what a person from a non developed country would be capable of.

The Economist:  In poor countries technology makes a difference for education.

How could we educate our students to think objectively?

There is a great exercise with an example/form about how can we teach the students how to recognize the invisible bias.  This is great training for critical thinking.

https://www.edsurge.com/news/2019-09-04-everyone-has-invisible-bias-this-lesson-shows-students-how-to-recognize-it

 

  • “It is imperative that we make deep learning tasks accessible to all learners.”(Enduring understanding)

I know that lots of deep learning examples are happening in international schools(especially the IB systems, as far as I know), but how can the regular students from the state education system reach those new methods of learning? Would be possible in the future that state institutions to collaborate with private schools to get inspired by those concepts and practice of deep learning? I know that in South Korea, we have guests teacher from the Korean Education Program who are observing us and collaborating with us to understand those new approaches. How about other countries in the world? Are they also opened to this model?

 

Researching about “Knowledge Construction”, I found out from some Finnish authors that:

“Knowledge construction is a collaborative process which aims to produce new understanding or knowledge which exceeds something that anyone alone could not achieve. It is also essential that knowledge construction is based on each others’ ideas and thoughts.” ( Learning from Social Collaboration: A Paradigm Shift in Evaluating Game-Based Learning)

 

  • Re-structure students’ learning of curricular content in more challenging and engaging ways made possible by digital tools and resources?

Use digital media (like Stop Motion or  Movie Maker)  to animate a drawing or a print with the help of digital tools. For this task, I will definitely partner with the students in designing the structure or process of the task. Some of them have already great experience using animation programs.

I am thinking even about creating an afterschool activity club where they could use the digital tools directly in their projects.

Another important idea for me of using the digital tools was to create a self-assessment method and peer assessment technique.  A reflection at the end of their project, that they could fill in, write their thoughts, and evaluate themself and their peers. We could collect, analyze, and speak about their growth, their classmates’ growth, and their needs within the art class program.

So, the ISTE for students that I chose, was the Empowered Learner.

Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

See the Empowered Learner standards in action.  Empowered Learner Playlist

What kind of digital tools and resources did you use in your practice? Could you please share with me some examples from your experience? What are the simple digital platforms/ apps, programs that children from elementary students could use? Thank you.