Sketchnoting: Turning Doodles Into a Learning Experience

I suppose I have always been a doodler. But most of my doodles stemmed from boredom: circles, stars, flowers, and squiggles. I also really enjoy a handwritten list. I’ve been known to write something on my list that was already done, just so I could cross it off. I filled up post-it notes, had a cute, Pinterest-inspired, framed To-Do List, and wrote all over my reading table with whiteboard markers. All in the name of organization!

About six months ago, I took a new position as an educational technology consultant and I felt I really needed to be more digital.  I mean, can you imagine sitting in a meeting with teachers and pulling out a notebook to take notes? Gasp! How embarrassing!  I was supposed to be a technology expert! So I diligently kept notes in my Google docs and loyally filed it into its correct Drive folder. I got rid of my post-its and didn’t bother carrying a pen. I was committed. I started to realize, however, that I left meetings not sure of the exact course of the conversation.  I was unclear of my next steps. This really puzzled me. It was unfamiliar and unsettling.

One day I was in a meeting with my team and one of my teammates happened to mention that she noticed I was doing a little bit of sketchnoting, which was one of her passion projects she was really engaged in. I hadn’t really realized I was writing or doodling, but it was like a lightbulb went off. Going ‘digital’ had limited my ability to write my thoughts, draw arrows, make lists.  But I also became intrigued in the idea of sketchnoting and started to do a little research.

What is sketchnoting? This video from Sketcho Frenzy explains it.

Getting started. I started with Sketchnoting: 101.  There is an extensive list of ways to get started on this site.  I’m not naturally artistic and was a bit intimidated by so much sketching involved in my notes.  I started by looking at sketches by other sketchnoters (see below) to get ideas of how to sketch frames, connectors (like arrows, lines), and try some different lettering types. I practiced them so they would become familiar and more automatic, although I’m not there yet!

Then, I began researching and sketchnoting what I learned. I read the research from Mueller and Oppenheimer and watched this Sunni Brown video, called ‘Doodlers, unite!‘ among other resources (see below) I found in my Google search.  The benefits of sketchnoting were obvious.

1. Encouraged enhanced engagement
2. Allowed for personalized organization
3. Increased recall AND comprehension
4. Engaged active listening
5. Activated creativity
6. Improved communication of ideas and thought processes
7. Provided opportunities for reflection and feedback
8. Enjoyable!
   
   
   
   Sharing your sketchnote is important too!

I began to wonder about adding this note-taking strategy in classrooms.  I found this blog about using it in a second grade classroom. I could envision these students, of all types and capabilities, excitedly sharing their drawings and explaining their thinking--not with graphic organizers, but with their own, personalized organization of ideas and thoughts.  I wondered about a wall of sketchnotes in a classroom that became a timeline of learning, connecting ideas and new learning throughout a whole school year. I started imagining students coming home with a sketchnote journal each night to reflect on their learning with parents, instead of meaningless homework and worksheets that go straight to the recycling bin. The classroom possibilities are endless. 

Sketchnoting is a powerful tool that I hope to see in more classrooms in the near future. Regardless of abilities, sketchnoting proves to be an effective tool for learners of all types and abilities. So...good ahead! Give it a try!

If you are looking to learn more about sketchnoting, here are a few resources to get you started.

Sketchnoting 101: How to get started

Sketchnoting on iPad with Sylvia Duckworth

Kathy Schrock's Guide to Sketchnoting

With second grade

Lessons to get you started


Doodle on,
Mindy

3D printing in an Elementary Classroom: Tales of the first year!

        Seeing things printed, in 3D, right before your eyes can be pretty amazing. This not only goes for the students but for me, and other adults in the building. It's somewhat "magical" to see a computer image become something you can hold in your hand.

        This is our first year using our new 3D printer, fondly named Ruby by my class. Giving it a name has been fun and gives it a human like personality, if a printer can possibly have a personality. In a 1st and 2nd grade classroom one sure can.

       We began our journey with Ruby this year by learning the vocabulary and some of the components that came with her. Her filament, perf board, nozzle as well as the raft, degree of solid material used and any supports she may use to aid in creating a model have expanded our knowledge base. She is helping us use and learn about how easy it is to incorporate STREAM (Science, Technology, Religion, Engineering, Arts, and Math) into an elementary classroom setting in new and exciting ways.
   
     Then we moved on to our first classroom project by starting our research. A little like our Passion Projects, students were able to choose an animal from Haiti to research. This research lead to fact cards for each animal. These fact cards along with multiple copies of models for each animal, will be part of a set of educational tools to be used by students in poor villages in Haiti later this month.

     To say it has been flawless would be a lie. We have learned that sometimes Ruby doesn't like the design we have chosen so she doesn't print it accurately, or at all in some cases. (Our problem, not hers) We have learned she can only do what she is told because despite her human like qualities we have given her, she is only a computer and can only respond as such. We have learned that she does her job very well when we (the students and the teacher) tell her exactly what to do and provide her with what she needs to do that job. She is pretty amazing!

     Regardless of the number of prints we do, each time she works on something for us it's hard to not be somewhat intrigued and want to watch her work, for at least part of the time. And of course when she beeps to tell us she is finished checking out her completed task is a must! Even so, she works so quietly that it's easy to continue on with our daily classroom routine as she prints.

   As we continue through the rest of this year look for more about the trials and tribulations with our friend Ruby. Students will soon be creating their own code for her to print unique designs. I'm sure she will let us know if she doesn't agree with what the students have told her to do and am certain she will continue to help our students build their STREAM skills along the way!

Happy 2016!
-Lynn

A Digital Tattoo: Getting Inked by Social Media

I have two tattoos.

The first tattoo I got when I was 18. At the time, you couldn't get a tattoo until you were 18 unless you had parents' permission, which I never would have gotten. I was rebellious and wanted to prove who I was, so I waited until I was old enough and I went to get inked.

The second tattoo I got when I was 19. I went with my college best friend and we got matching tattoos. It was a spontaneous decision that would be with me forever.

These two tattoos have affected my life in different ways. The first tattoo is a reminder of who I was when I was 18 and is probably still a reminder to remain true to who I am, even to this day: be myself, continue to question rules, and push boundaries.

The second tattoo is a constant reminder of my college best friend who proved to not be a very good friend that spread rumors about me that were hurtful, untrue, and still bother me to this day. Every time I see that tattoo I am forced to be reminded of that time in my life.

The thing about tattoos is that they don't go away. They stay a part of you forever. Although you can't see them at first glance, they are with me everywhere I go.  But the truth is my tattoos can be hidden and no one has to know about them unless I tell them. But life is different for our youth. Social media is the current day tattoo. Every post about yourself is a small tattoo that sticks with you forever. We get to choose what the tattoo says about us. Will it be a positive message that you are proud of or will it be a ghost that haunts you forever? Whether you realize it or not, when I said I had a tattoo at the beginning of this post you formed an opinion about me, whether it was right or wrong, it was your first opinion about me, without knowing my story or anything about me. The same thing happens to our students every time they post something, a picture, a comment, anything. It's not a digital footprint. It's a digital tattoo. Remind your students the next time they post something to consider it a tattoo that will mark them forever. What will it be? What will it portray?

**Digital tattoo is a term taken from Craig Badura and is not my original thought.

Get inked,

~Mindy

#leadwithtaillights

It's Magnificent Mayhem!!!!

Student Led Learning

Well, I'm finally putting my two cents in on our blog.

Hi, I'm the other writer of these blog posts. Here is my first of my many contributing blog posts.
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For two years now we have been doing our own version of Genius Hour. (I call it Passion Projects and Mindy calls hers G60). This is because the original idea from Google allowed their employees one hour (60 minutes) a week to focus their time on a topic of interest, helping the company in someway.

Let me start by saying this is one of my favorite things to do with my students and one of their favorite memories of the entire year!

We start with something they are motivated to learn more about, anything that drives them, that interests them. It's an amazing thing to see them light up when they get to CHOOSE what they want to learn about - it's so motivating for me and the students. After all, don't we all like taking time to learn more about those things that truly interest us?  Why should young children be any different? Aren't we, as educators, meant to continue to foster this love of learning and curiosity? Well, I have found our Passion Projects do that and more.

Here's what they look like in our room:

1. Students chose a teacher approved topic. We often need to refine the size of the topic as to not get overwhelmed with the amount of information students can find.

2. Students then take notes (something that helps to have taught prior to the research- just my personal experience)

3. Students work to prepare a presentation of the information they have learned. This too is as individual as each student. It can be helpful to create a rubric to monitor their progress through the entire project.
Our student created projects have incorporated QR codes, iMovie trailers, hand crafted "models" of their topic, traditional posters, demonstrations and many more, but all have included a verbal presentation/explanation as well. Yes this is all done in 1st/2nd grade. You too can do this- just take that first step and watch how things start to roll.

4. Final presentation/sharing of the new knowledge they learn. We invite our parents to come see the presentations if possible or share them on our portfolio night.

Does this take time and energy?- sure it does.  But the learning, excitement and amazing presentation that come out of this make it well worth any extra effort, time and chaos that may occur.

I have links below to a few of the sites we use for our research. We also use as our local AEA online site and don't forget about books from our school and local libraries. Our school librarian has been a great asset and is so willing to help gather books on the topics we are pursuing.

Links for safer searching:

http://www.safesearchkids.com

http://kidtopia.info

http://www.kidrex.org

We would LOVE to hear of any other kid safe search engines you use as this can be one of the trickiest parts of putting technology in the hands of our students.

As a side note, we have also created our own sites for some projects we do in our rooms by gathering information for the students and then sending them to those teacher created safe sites for their learning. This is a lot of work for the teacher but can help calm any fears of students ending up on the wrong site. Sounds like another future blog post.

I have typically done my Passion Projects at the end of the year but am planning to use it through out the school year as the 2015-16 approaches. I have BIG plans with some new technology- look for that post to come soon!

As crazy as Passion Projects can be, you can make it work with whatever organizational style you already have in your room and did I mention the long lasting benefits and intrinsic learning are unbelievable? Not only will your students remember this project and what they have learned but parents will be AMAZED at the excitement for learning and student products that come from this!

Let the Mayhem begin!!!!!!

-Lynn

#leadwithtaillights
#provethemwrong
#indeed

Change the Way You Teach Using Proficiency Scales

I've never been one to be satisfied.  But I'm not really one of those 'grass is always greener' people either. The truth is I've just always known that I could do better. Be better. Try harder. Be more.

My time at All Saints Catholic School has given me the opportunity to pursue so many professional development goals.  I've been allowed to be creative with my teaching, to be a risk-taker, to fail, to reflect, and to try again.  But nothing changed the way I teach more than being part of a leadership team that focused on Competency Based Education based on this book.

To move towards a more competency based classroom, we took a hard look at the Iowa Common Core and began to focus on prioritizing our standards.  As a first and second grade team, we decided on the standards that we thought were most important to us and to our students.  This doesn't mean that we don't teach all the standards, it only means that we have chosen standards that we think require the most of our time and effort.  These standards became the driving force for our instruction for the school year.  The remainder of the standards still received our attention but with less emphasis.

The next step was to create a proficiency scale for each of these prioritized standards.  A proficiency scale shows the steps, describers, and student behaviors observed on the road to proficiency based on a scoring scale of 1-4.  A score of one refers to students who still need assistance ranging to a score of four--exceeding expectations.  The proficiency scales that we created are unique to our team and to our teaching needs.  Other proficiency scales you find might look different and have different score ranges.

As we started to use the scales, we realized how relevant they were to our teaching.  The scales described exactly where the students were without second guessing ourselves or allowing our emotions to get in the way, for example, "But Johnny works so hard and is so on task, I'm going to give him a B instead of a C."  A proficiency scale gave us a defined expectation that our team agreed upon and was the same, regardless of which classroom the student was in.  Our expectations were the same. Every minute of our instruction was focused and purposeful (Using this amazing website as a resource.).  Our formative and summative assessments were written to ask questions that got to the meat of the proficiency. (Check out these brilliant folks for first and second grade assessments and 'I can' statements.)  I also started to share the proficiency scales with parents.  They were able to see where the student was and what they needed to do to achieve proficiency.

But, not being satisfied, we realized that even our non-priority standards needed to have a proficiency scale.  So we created those as well.  Oh, wait and checklists to help keep track of the 'I can' statements.

But even then, there's more to explain.

As we looked at the standards, we realized that the big picture for our first and second graders was really about place value and problem solving.  We started to group proficiencies together because with one we had to have the other.  You will notice that these scales are grouped by a competency, or 'umbrella,' and have more than one standard attached.  Some of these standards were used as 'building blocks' at the beginning of the year and lead to, what we felt, was the goal by the end of the year. What you see below is the final product.

I can't take all the credit for this work.  Our principal and school board supported this work and gave us time to complete the task. Our Grant Wood AEA consultant, Jeremiah, helped us understand math so much more, did all of the recording and creating of this data while we spun 'round and 'round, and made us laugh while we did it.  And the other part of the 'we' is one of my teammates and fellow bloggers, Lynn, who has been at my side, in the trenches, the whole way.  We are so very proud of this work and hope it helps you get started on something we believe is great. Better. MORE.

First Grade Math

Second Grade Math

Be the change,

Mindy
#leadwithtaillights

Everyone Has to Start Somewhere: Part II

Educational technology has gone from 0 to 60 in the last five years. It has changed our practice, our technique, our world. But the truth of it is, it is our future and it's not going anywhere.  Whether your school is just hopping on the bus or is still trying to get it jump started, it's important to have a plan in place for professional development of tech integration.  It's time to turn on the GPS.

Rule Number 1: Find your teacher leaders.  These might be names that jump into your mind or there might be some quiet leaders waiting for their chance. Leave it open for volunteers.  Taking chances, mentoring, willingness to share successes and challenges--these are all characteristics that make the best leaders.

Rule Number 2: Meet 'em where they're at.  This line may be overused.  We use it when we talk about our students and fellow educators.  But it's true.  Show respect for where the staff is in their technology knowledge.  Make them feel safe.  You can't expect a first year teacher and a tenured teacher to have the same level of understanding and capability.  Take these levels into consideration when planning your tech PD.  Please, please don't make the whole staff sit through the same PD.  Differentiation is what we do, use it in all aspects of your professional development too.  Listen to what they need and provide it.

Rule Number 3: Start a mentoring system.  Use small groups or pairs, whatever works best.  This chart helped our staff identify what skills they had.  We asked them to choose one track/skill and move up two steps throughout the WHOLE year. Each group met monthly to set goals and revisit the progress made. The mentor could provide individual attention and support, as needed.  As the year progressed, the staff became more experienced and confident, even teaching one another and giving suggestions.

Rule Number 4: If that doesn't work, bring in a pro.  Some staff would prefer to learn from an 'expert' and aren't as receptive to learning from one another. It's the cold, hard truth.  Find a teacher from another school, get on Twitter, attend conferences/edcamps and bring someone back to school with you.  It might help get it started. Whatever it takes, do it.

An important thing to remember when you are getting started--
There are schools all over the world that have been where you're at. You aren't alone. We're all on this bus together.


Interested in helping me with some research? Please click here!

Take hold of the wheel, 

Mindy

#leadwithtaillights

#proveemwrong

#indeed

Everyone Has to Start Somewhere: Part I

It's all about personal style. Do you stick your toe in to test the water? Do you dangle your feet in, acclimating yourself to the temperature? Do you cannonball? 

I grew up diving off a dock into a cow pond filled with muddy water. This pretty clearly describes how I integrated iPads into my classroom. Head first, no lifejacket.  

There's no wrong way to get started. In fact, this was the right way for me. Everyone has to start somewhere. It's all about personal style. Because I dove in, I learned a lot of things the hard, messy way. I'm passing on my cow pies of wisdom to you.

Rule Number 1: Ask the question, "Do we have the network infrastructure to support this?" I'm serious. Ask the question. Ask the question until everyone is mad at you. Ask the question again. Have a professional answer the question for you. If you don't have the network infrastructure you will be pulling your hair out because the iPads won't connect. We had Ovation Networks improve our infrastructure over a couple years, one step at a time. If you are looking for a great company to work with, I HIGHLY recommend them. 

Rule Number 2: TAKE THE iPADS OFF THE CART! 

There's two ways to get tech started in your school.  Give one teacher all of it and let her lead with her taillights.  Choose someone that has interest, motivation, and the ability/time to share what she has learned. OR, split the tech equally among the teachers to keep in their classrooms. This will help the staff get comfortable and gain confidence in their ability to handle the technology. 

When you put iPads on a cart, you take them out of the hands of the kids. An iPad that is readily available to a student in the classroom becomes a tool. Even if it is only one, two, three iPads, they still can be used for creation. Apps have improved so much over the last few years that now you can save work and come back to it. That didn't used to be the case. Students can work on projects as a class or individually. Teachers can choose apps that work best for their classroom and storage is less of an issue. 

An iPad that is checked out for an hour once a week is a gaming device. There's not a lot that can be accomplished in an hour once a week. Students might not be allowed to save work for a variety of reasons. Students need the ability to research, plan, troubleshoot, collaborate, create, reevaluate, revise, and present. Can they do that in an hour? Doubt it. I could go on and on about this, but will quit while I'm ahead.

Rule Number 3: Be choosy with your apps. I made a lot of mistakes when I started app shopping. The problem was I didn't know what I was looking for. I started by looking for apps that my students would think were fun and were practicing skills. But as we started using the iPads and I was walking around the room I recognized that my students were very engaged...but engaged in the tech...not one another.  FAIL.  I started to dig deeper and realized that I wanted my students to use the tech to show me what they knew and collaborate with one another. I looked into more presentation apps and over the years have compiled a list of these great apps.

Shadow Puppet (slideshow with link) https://itunes.apple.com/us/app/shadow-puppet/id700902833?mt=8

Skitch (annotate a picture) https://itunes.apple.com/us/app/skitch-snap.-mark-up.-share./id425955336?mt=12

Educreations (record whiteboard) https://itunes.apple.com/us/app/educreations-interactive-whiteboard/id478617061?mt=8

Toontastic* (story)  https://itunes.apple.com/us/app/toontastic/id404693282?mt=8

Chatterpix* (talking pictures) https://itunes.apple.com/us/app/chatterpix-kids-by-duck-duck/id734046126?mt=8

iMovie (use video, photos or work saved from other apps)

Pic Collage* https://itunes.apple.com/us/app/pic-collage-add-photo-video/id448639966?mt=8

Prezi: https://itunes.apple.com/us/app/prezi/id407759942?mt=8 or http://prezi.com

And they are all FREE.

Rule Number 4: Download Smart.
We are lucky to have a technology leader that did a lot of research and self-educating about the right way to supervise and purchase the technology. I am not an expert in this area. However, I do know enough to advise you to look into Apple Configurator and the Volume Purchase Program for Education. This website will get you started.  http://www.apple.com/education/it/vpp/  If you need more advice in this area, post your question in the comments and I should be able to get you an answer.

I am working with a school that will soon be implementing iPads into each classroom.  The teachers listed things they would like to learn more about.  I have created a folder of the links and documents that might be helpful to those of you just getting started. After all, you have to start somewhere. goo.gl/tY7WI8

Swim on,

Mindy

#leadwithtaillights

#proveemwrong

#indeed