What Does Senior Capstone, the 6Cs, and Breakout EDU Have in Common? #breakoutedu

Each year, our senior class participates in a Senior Capstone project.  This project requires students to select a career pathway, research it, participate in a mentorship, write a research paper, and present their essential question and research.  It is a comprehensive process and gives students some hands-on learning and experimenting.

In the past, our Librarian/Media Specialist would share a research presentation with the students.  It had a lot lot of great information, but we felt as though it did not engage the students in the learning process.  As part of our Tech/Media Team's goals to model and share resources and activities that align with the district's goal in being Future Ready and preparing students for success, we worked together to change up the format of the presentation.  We changed it from a lecture-style to a hands-on Breakout EDU game.  After the game was completed by all classes, we sent out an email to all of the seniors with the information and links that were used in the game so they have it as a reference as they go through their research process.


As this was traditionally a sit-and-get lecture presentation, it was great to see students adapting to a different presentation style of the same material. The presentation is always available as a reference for students on Kelly McGee's website (and was actually incorporated into the game), but we felt it was important to include interpersonal skills that mirror the outcomes of Senior Capstone goals.


In our debrief after running the game (as we always do after running a game), some of the things we noticed/wondered:

• Noticing: Some of our clues were not as strong as we thought they were.  We had to revamp a few clues to make sure we were communicating the information we wanted the students to know.
• Noticing: One of our clues was too difficult for the time frame.  The goal of this game was not to stump the students, but have the students critically think as it relates to the research process. (Hint cards were not used for this game - students were provided with help as needed.)
• Noticing: Students needed the whole time to solve the clues and we were left without time in the class period to do a debrief while the information was fresh.
• Noticing: We were able to make personal contact with each student during the 60 minute class period.
• Wondering: How can we change some of the clues so that we can fit a debrief/further explanation into the class period?
• Noticing/Wondering: Much of the game is personalized to our district/area, but looking for ways we could adapt it to be a more generalized and Breakout EDU-published research game.

This reflection process always prompts great discussion.  As we were talking, we found it helpful to breakdown each clue as to how it relates to the 6C's of learning (as this, other than the content, is a huge component of a Breakout EDU game).  We analyzed the game structure, clues, and problem solving process so that we could better understand our areas for improvement.  It was our first time running the game, so we knew there would be ways we could grow.  The information is presented in the chart below (or if you are unable to read the chart, please click here).


So, in a nutshell, what does our Senior Capstone Research Project, the 6Cs, and Breakout EDU have in common?

IMPROV-ing Students at ECC

Ms. Stasiak sails a student across the Lake in "Lake of Trust" Improv Game.

Over the course of the 2016-17 school year I have been working with several classrooms at the Godfrey-Lee Early Childhood Center on introducing students to the art of Improvisation. The idea behind incorporating Improv into the classroom is multilayered.  There are the obvious benefits like helping students with public speaking and allowing them to be creative, but there are also many underlying educational and social benefits as well.  For example, when students play the improv game “Lake of Trust” they are not only working on the ability to trust their classmates, but also on communication, collaboration and compassion with and toward their fellow classmates.

A student plays the Improv game “ABC race” in Mrs. Compo’s class.

Many of the Improv games we play at the ECC can be adapted to include content and can help students to work on information retrieval in a fun and safe environment.  The Game “ABC Race” has students gather in a circle and go through the alphabet as fast as they can.  The game is designed to help the students concentrate as well as learn their ABC’s, but it can also be adapted to include  addition, subtraction, vocabulary, etc.  

Ms. Jewell’s class plays “Frog In The Pond” Improv game.

Improv is a great way to put some “Fun” back into the learning process.  I’ve already seen vast improvements in many ECC students ability to “let go”, engage and just have fun with Improv.  I’ve had comments from several teachers about how a very shy student has been participating more and more each time we play.  Improv is a process and takes patience in order to see the positive results in students.  But, if you can stay diligent and keep Improv-ing you’re students will not only have fun, but will gain confidence in themselves and trust in their classmates.

If You're interested in starting Improv in your classroom check out The Godfrey-Lee Tech/Media team youtube channel or click this IMPROV VIDEO LINK. I would also highly recommend the book Drama Menu: Theatre Games in Three Courses by Glyn Trefor-Jones. Most of my Improv ideas start with this book. Also, be on the look out for Improv Videos from our ECC students.

Below is a sample video of Improv games you'll find on our Youtube Channel.

Future of Education Technology

Last week I had the opportunity to attend the Future of Education Technology Conference and it was such an amazing experience to meet up with so many folks working hard to bring the best educational experience to the classroom. There were people there from all over the country and even across the globe. There is definitely a shift in the way technology is being used in the classroom, and I am excited to work with our own staff in implementing some new ideas that will bring about the meaningful experiences that our kids deserve.

Pre-Conference Future of IT Summit

One of the best parts of this conference was the pre-conference summit where over 300 educators gathered to discuss the future of IT, network and listen to a few amazing speakers talk about the importance of building strong relationships with students. Eric Sheninger, Senior Fellow and Thought Leader on Digital Leadership with the International Center for Leadership in Education, gave an inspiring keynote on "bringing the awe back in to learning." It is so easy to get caught up in the chaos of standardized testing and big data, that sometimes we forget to inspire. Obviously, testing is a necessary evil, but we have to be mindful about the way our students best learn and if that means moving away from traditional methods of educating, it is something that we should do.

VR and Robotics

Photo credited to
@AmyBradshaw_KET @LShafferKET

One of the trends this year is Virtual Reality and Robotics. These technological tools have taken off in the classroom due to the affordability, engagement factor and the real learning experiences that come with them. Virtual Reality has allowed the classroom to break outside of the traditional 4-walls and move into a new reality where students can increase their depth of learning and experience classroom content in a very engaging way.



Another fun tool happens to be classroom robots. These cool little gizmos allow students to think creatively and work on coding skills and even solve real-world problems. There are many different products out there, but I was fascinated with the Sphero bots because of their ease of use and affordability. These wonderful tools can help supplement classroom instruction and inspire students to take ownership of their learning.



Fear of Technology

Technology grows at an exponential rate and some of the world's most greatest advancements have happened in the last 20 years. This is exciting and scary at the same time as it highlights the advancement of our civilization but also shows how difficult it is to prepare our students for a world that will be much different than our own. Sometimes the fear of the unknown can be paralyzing, but we must not let that deter us from taking that giant leap forward. Dr. Martin Luther King Jr. said that, "Faith is taking the first step even when you don't see the whole staircase." This is especially true in education. Even though we don't know what the future holds, we must have faith in our abilities and in our own students to take this world on. This is why it is important to inspire our students to think critically and problem solve on their own, to show them how to communicate and collaborate, because our world will never be perfect. Since our world will never be perfect, there will always be problems to solve, and people to help. This is where we can make a difference, not in how well our students test, but how they impact the world.

Dan Townsend
Director of Technology and Media Services
@dtownsend20

Student Grade Report

Would you like to be able to look at the students in the sections that you teach and be able to pull out just the ones who are getting a certain grade; such as all of the “A’s” or all of the “D’s” and lower? Well there is a way that you can do that.  Infinite Campus has a report under Student Information called the “Activity Eligibility Report”.  When you click on the report it brings you to a screen that allows you to choose the course, the grade option and the grading tasks whether it be the in progress grade or the posted grade.  You can choose to see all scores for students in your class or you can choose to see only the ones that have fallen below a certain level.    

Click the link below to view step by step instructions on how to run this report.

Activity Eligibility Report

New Music Recording Studio Goes in at Lee MS/HS

When the Superintendent and I visited Albemarle School District in Charlottesville, Virginia, we noticed a few things that we wanted to bring back to our home school district. One of those things was a Sound and Music Recording Studio for students. We noticed that kids were so passionate and enthusiastic about the opportunity to create something of their own. We even had the opportunity to speak to a few kids who talked about how much the studio has helped them in their overall development. Some students are in love with music but don't necessarily participate in band or choir, so this has become a way for them to express themselves and show off their talent.

The Christine Vettese Sound and Music Recording Studio

I knew that we had some of those similar stories here in our district and I wanted to ensure that we were offering our students a way to be creative and produce something that they could share with the world. It is almost impossible for a kid with no real income to afford studio time in a quality production studio, so that is where we can help. In the first week of opening the doors of the studio, we had several students sign up to use it. There is some pretty sophisticated equipment and software in there so it is taking some time for students to get the hang of production but the discovery of it all is an important part of the journey. I can't wait to see the talent of our students shine through this experiential process.

Dan Townsend
Director of Tech and Media Services

Infinite Campus Update Offers Teachers New 'Assignment Analysis' Report

On Sunday, December 11, our district will be receiving an update from Infinite Campus. After this update, you will see a new report option in your index under Reports (Grade Book). The purpose of this new report is to help teachers further analyze student grades on any given assignment. Below are the release notes from Infinite Campus on how to get to this report and generate it. 

Assignment Analysis Report

PATH: Campus Instruction > Reports (Grade Book) > Assignment Analysis

The Assignment Analysis report creates a bar chart representing the students' grades for the selected assignment.

 

Generating the Assignment Analysis Report

1. Choose Assignment Analysis from the report drop down list.
2. Select the Term and Section of the assignment to analyze.
3. Select the Assignment for which you want to view the analysis graph. Only one assignment can be selected at a time.
4. Click the Generate Report button to generate the report in PDF format.

The header of the graph reports the selected assignment, as well as its Task/Standard and Category.

The graph show's each student's score received on the assignment, with the percentage of points earned shown next to the student's name.

Below the graph, the Mean and Median scores are calculated, as well as the +/- standard deviation. These values are also represented by blue lines in the graph itself.