For those of you unfamiliar with Kano, here’s a little refresher: The company, started by Alex Klein, Yonatan Raz-Fridman and Saul Klein, makes kits that give kids (and adults) components to build their own computer. The kit is comprised of a single Raspberry Pi board, a wireless keyboard, a dongle, some cables and a memory card that comes with the Kano operating system. The idea is that kids will take these components and construct their own computer that they attach to a monitor. Storybooks will guide them through the process, also teaching them how to code within the Kano OS. They’ll be able to make a wireless server, reprogram Minecraft to build custom worlds, create music and even just word-process. The main point being, of course, that they do all of this on a computer they built themselves. “Over the past two decades, we’ve sealed up our devices, locked them away under sapphire screens with swipe and grab,” says Klein, one of the co-founders. “When you open up those bits and pieces, give them personality, and put them in front of a young person, you catalyze more than a coding kit—you spark creative confidence.” Kano speaks to a larger trend, one where hardware startups are replacing passive acceptance of technology with curiosity—and answers—for what the hell this stuff is really all about. Forging a connection between software and hardware, they say, will give children a deeper understanding of both. You see this sentiment in other kits like littleBits and Technology Will Save Us, and it’s not uncommon to see DIY kits that build on top of Raspberry Pi, but there’s a certain glossiness to Kano that the others lack. This is thanks to MAP Project, Edward Barber and Jay Osgerby’s design firm that helped give the kit its polished look. The kit reads as modern, but Kano’s main inspiration dates back to the 80s. “We wanted Kano to feel end-to-end, a bit like the Apple I, but for a far wider audience,” he says. Few children have seen the guts of a computer, and for good reason. It’s pretty confusing once you get in there. The real beauty of something like Kano kit is that it simplifies and streamlines a process that otherwise tends to be reserved for people with college degrees. After just a few days of officially seeing Kano in the world, Klein can say with confidence that kids can and want to learn about this stuff. “Kids don’t need to be talked down or pandered to, especially not when it comes to technology,” he says. “If you use clear language, good stories, and genuine game mechanics, you tap into something universal.” You can buy a Kano kit here for $150 | |
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Andrew Miller Educational Consultant and Online Educator I think formative assessment is one of the single most important things that teachers can do -- and already do -- for their students. In fact, great teachers use formative assessment whether or not they know it. Formative assessment may not be new, but it certainly has begun to crystallize into particular elements and components that are currently in the spotlight. When teachers practice great formative assessment, it can be a transformational experience for them as practitioners and, more importantly, for their students. Grading Transformation When teachers check for understanding, they are doing so as a means to ensure that students are successful in the summative assessment. It's important to remember that formative assessments are for learning, not necessarily of it. Summative assessments, on the other hand, are often assessments of learning. Consequently, the teacher's grade book is transformed. I wrote about this personal transformation in a previous blog post. By embracing formative assessment, teachers are awarding students at their best, not at their worst. The grade book more accurately reflects student competency of content and skills. Formative assessment leads to more equitable and fair grading practices. Teaching Transformation Teachers work smarter, not harder, when they use formative assessments. One of the biggest mistakes a teacher can make with formative assessment is to over-simplify the process of using it to adjust instruction. Formative assessment is actually more nuanced. For example, a teacher collects an exit ticket and discovers that about a third of the class missed a concept. Because of this, she returns the next day and reviews the content with the whole class. Pardon me, but I think that is crazy! Why would you do that? Only a third of the students need that review -- the rest are ready to move on. Here, formative assessments must be used in making decisions to "feed forward," or make the right decision in terms of instructional next steps. Teachers also need to probe whether or not the mix-up was truly an error or instead just a mistake. A mistake implies that further instruction on that content may not be needed, while an error indicates that instruction must happen, as there are gaps in the learning. These instructional next steps might indeed be whole-class instruction, but they also include one-on-one support, small group instruction, and other important differentiation decisions. Overall, a teacher can give the right instruction at the right time as his teaching becomes responsive to students, rather than responsive to other forces. Student Learning Transformation Teachers use formative assessment to let students know where they are in the learning journey. Assessment is no longer a surprise! Student learning becomes transparent and also personalized. In addition to just-in-time learning, students get just-in-time feedback. Teachers rely on formative assessment to give students specific, actionable feedback that they can use to refine their work, seek out resources, and engage in learning that is specific to their needs. Because of this, all students increase their capacity for success. All students are getting what they need when they need it, as opposed to when the teacher guesses they need it. What happens next? Increased engagement! Students are more engaged in the learning because it is relevant and meaningful to them. Classroom of Empowerment Another big transformation that occurs when teachers practice formative assessment is a classroom of empowerment. Students are empowered to take ownership of the learning process. They know where they are and can set goals for next steps. They are given the power to "fail forward" and know that it's never too late to learn. Teachers are also empowered to make the right decisions in meeting their needs of their students. In fact, I would take this a step further -- remember that a formative assessment isn't formative until you decide it is. Similarly, a summative assessment isn’t summative until you decide that it is. You, as the teacher, use your professional judgment and are empowered to make the right decisions for your students as individuals and your classroom of learners as a whole. Remember, formative assessments look and sound different -- and frankly, they should. Formative assessment includes oral language and questions, projects or performance assessments, written components, movement and gesture activities, technology tools, and more. These assessments are not always intended to be large assignments, but rather can be quick and efficient ways to check for understanding. I hope my comments here serve to affirm that which you're already doing well. Great teachers know their students, make adjustments, reflect, and honor the learning process. When teachers embrace and regularly use components of formative assessment, they are truly transformative teachers! Resources for Using iPads in Grades 3-5 Monica BurnsEducator, Consultant, ADE , ClassTechTips.com12/2/2015 Looking for advice on integrating iPads in grades 3-5? In this curated guide, we've compiled resources to help you find apps, learn about best practices, and explore ideas for engaging activities Resources by Topic: Teachers across the country are using technology, including iPads, in their classrooms. But, when it comes to finding the best resources for students, it can be hard to sort through the large volume of apps in the Apple app store and numerous teacher blogs sharing best practices. To help you find what you need, we’ve compiled blog posts on Edutopia and resources from websites that feature great ideas for using iPads with third, fourth, and fifth grade students. You are sure to find some new apps, actionable ideas, and inspiration from these resources! Favorite Apps Creativity on the Run: 18 Apps that Support the Creative Process (Edutopia, 2013)Learn how iPads can promote creativity in your classroom from teacher and Apple Distinguished Educator Diane Darrow. She shares favorite iPad apps that will help students demonstrate their creativity across the content areas. Six Free iPad Apps for Making Healthy Choices (Edutopia, 2013)This list of free iPad apps will help educators integrate technology into discussions on eating healthy. Elementary school teachers can demonstrate how to pick the right foods and help students think about their choices. Top 5 iPad Apps for Teaching Across All Content Areas (Edutopia, 2013)In this post, Edutopia blogger Andrew Marcinek gives an overview of five iPad apps that can be used with students in multiple subject areas. These apps are great for helping elementary school students create their own presentations or collaborate with classmates. The 55 Best Free Education Apps for iPad (TeachThought, 2013)This long list of iPad apps will give teachers plenty of ideas to try out in their classrooms. From free English language arts to math apps, this list has something for something for everyone Best Practices Classroom Behavior? There's an App for That (Edutopia, 2013)When it comes to managing a class of students, there are some fantastic resources that can make your life as a teacher a bit easier. In this post, fifth-grade teacher Lisa Mims discusses ClassDojo and how it can be used to monitor behavior and reward students. iPads in the Classroom (Kathy Schrock's Guide to Everything)This fantastic site is full of tons of information for teachers using technology in their classrooms. The section on iPads includes favorite apps, evaluation guides, and resources to help teachers consider iPad apps through the lens of Bloom’s Taxonomy. Teach with Your iPhone: Apps to Use in the Classroom (Edutopia, 2013)There are tons of wonderful iPad apps that are also available on iPhones. If you don’t have a class set of iPads or are looking for something more portable, check out these iPhone-friendly teaching tools. Engaging Activities Appsolutely April (April Requard)Apple Distinguished Educator and technology-integration specialist April Requard shares her experience using iPads with students in grades K-5. Her blog includes lesson ideas and video tutorials that can be used with a range of students. Class Tech Tips (Monica Burns)Covering mostly free and mostly iPad apps, Class Tech Tips is a great resource of lesson ideas that can be used in a classroom with access to one, a few, or a class set of iPads. With new posts five days a week, you are sure to find some apps that fit into your curriculum. Elementary iPad Ideas (Margie Brown, 2012) Grade 3 Social Studies iPad Learning Stations (Karla Holt, 2013)The knowledge-sharing website SlideShare is a great resource for presentations; here are two slide decks that give teachers ideas for how to use iPads with their elementary school students. These slideshows describe projects that can be used with students in small groups or whole-group settings Written by Sam Patterson K-5 Technology integration Specialist Are you seeking a high-engagement makeover for some content you're required to teach? Do you need an organizational structure for individually-paced hybrid learning? Gamification might be just what you are looking for.
Here are some truths about gamification and some tips for success. 1. The game needs to play well with students and their parents.Your gamified lesson needs buy-in across the board. When you introduce gamified instruction, make it an event. Write a blog post, send newsletters, run an ad campaign on the whiteboard -- but most of all, send clear communication home about the learning goals for the lesson and how you will be helping all students to meet those goals. Be prepared for frustration from parents and students, especially those students who are good at traditional school. This won't always be the case, but don't let it surprise you. School is already a game, and now you're changing the rules. If the gamification is effective, these students can learn more, but it also might be more work for them. By communicating early and often with parents and your administration team, you can help everyone understand how this instructional modality is helping all of your students. While I'm doing a project like this, I drop into my principal's office and give her informal briefings. I'm excited about the work happening in my classroom, and I want her to hear about it from me. These briefings also prepare her for conversations that she might have with parents or other teachers. 2. With great data comes great responsibility.Some of the best uses of gamified instruction involve helping students navigate a large amount of content in a self-paced, hybrid-learning environment. Once we move the teacher out of the traditional "sage on the stage" role, we have to really pay attention to assessment. When I'm running a class, I'm constantly assessing how well my students understand the lesson. I ask them questions, peek over their shoulders while they work, and sometimes I even give quizzes. Most of this assessment is formative and informal, and I adjust the class based on the results. Thinking about the gamified classroom, I want to know where this formative assessment happens. How will I design the game experience to assess how the students are doing? The opportunity in this challenge is that I can invite my students into the assessment process. Whenever possible, I ask them to self-report their progress and understanding, which brings them into an assessment dialogue. This is real empowerment. I'm thoughtful about the types of learning I ask students to self-report on, and the process requires auditing. In the best case, while they're engaged in playing the game, I'm looking at spreadsheets connected to the Google Forms I designed to help the students self-report. The bottom line is that you shouldn't waste the data opportunity in the game -- have a plan for how the data you collect will shape instruction. 3. A leaderboard is no fun for struggling students.When we think about gamification, what immediately springs to mind are levels, badges, and leaderboards -- the visible trappings of the game. While I can imagine an amazing leaderboard at the front of the room proudly displaying the top students in the quest to understand Romeo and Juliet, I have to pause and consider the other end of this list. I see some clear connections to behavior charts, and I am reminded of Pernille Ripp's blog post on charts and shaming, forcing me to ask, "If I am hoping to engage my most challenged students in a gamified instructional model, would they feel supported by a leaderboard?" Clearly-defined levels of achievement are one of the most useful aspects of gamified instruction. In fact, that is what makes it such a great way to support individually-paced hybrid instruction. The kids know which level they're on, and they'll talk to each other and find out where their peers are. I don't need to make a leaderboard available to the whole class. It would send the message that I highly valued those students in the lead positions. The challenge is finding ways to celebrate all learners in your classroom, and in this case you'll have to work against the natural mechanics of most games. We need each student to be able to win his or her own quest. 4. Play is a powerful teacher.When we have fun in a safe social setting, our brains are ready to learn and we are fully present in that learning moment. When you approach gamified instruction, discover how you can use game mechanics and choice to have fun together. Don't just wrap some worksheets up in the trappings of play. Get the content off the page and into a more playful space. Don't forget the fun. Friendly opt-in contests can give kids the option to compete directly with each other. If you design levels with flexible requirements, students can develop really fun ways of working together to show their understanding. For example:
Have you gamified a lesson or unit? What best practices can you add to this list? |
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