It’s 2018 – Moving Forward

It’s already  22 days into the new year! Recently we moved all classroom blogs and student BlogFolios to a new service allowing for growth over time. It’s been exciting to connect with people from all the team initiatives and be a part of their learning stories. 

LOOKING AHEAD:  As I’ve said before, change is the only constant one can depend. While I have written about available opportunities with regards to tools and platforms  in past posts, a few others are worth mentioning. You may wish to forward this information to anyone who might be interested – extending the learning for others. 

Synergy – Focused on innovative practices in communication, these teachers (primary and intermediate) use iPadcaster and green screen to bring experiences of past, present and future to life. Imagine having your own portable TV recording studio. What’s involved is a whole lot of research skills, organization and practice in oral speech; lots of practice. See the connection?

WordPress Class Blogs/Student BlogFolios  – Start the new year with a new theme look to wake up your audience, especially if you’ve been on the same one since you started. New themes (Frindle, Emmy, Lavelle, Merriment, NewFangled, Renden, Child Ed, Hand-drawn) and features like calendars, tables, Forms collection or direct notification to parents, serve to communicate the ongoing story of learning. Capture the heart by pulling “aha” moments, and connect them to curricular standards – leads to great dinner table conversation. Extend these stories in student BlogFolios as opportunities for private reflection. Engage student thinking as they work through the “evidence of their learning process” – I see core competencies here, don’t you? These connecting parent-student-teacher conversations are not restricted by time or place (happens anytime, anywhere).  

Google Classroom – our longstanding integrated approach to written output in a collaborative conversational environment. Simple interface allows any grade level access to this powerful tool. Take advantage of new extensions that support struggling writers (eg. voice typing. We’re working towards adding Read/Write).  Use any device available to you. 

O365 – all secondary teachers and students now have access to connect/work within this online suite of Office. Pilots will go out to elementary soon. This extensive suite includes all that you expect and more (eg. Sway). Consider this environment for collaborative teams (teachers or students). Another any device available to you.

iPad Apps – a couple to strengthen our Top Twenty List

  • Image Compress and Resizer – compress any image taken on ipads/phones for uploading to any site. Extremely simple slider makes a successful entry point for any age. Instructions here
  • Compressor – oldie but a goodie. This one uses a slider for that simple touch.
  • Video Slimmer – want something more? Add editing tools to the mix. Worth the small price. 

ADST – if you purchased Spheros and need a little support, find our instructions under the Curriculum tab of ADST. If you are interested in adding more Spheros to your collection or starting one, please email us. 

*Check the Learning Portal (Staff Development Calendar or February District Day) for upcoming sessions. 

*Check our Resources links on the sidebar for any new connections.

If you have any stories to share, please add your comment below. We’re always interested in what’s happening at the school sites. 

Unplugged Activities – Hour of Code (ADST in Action)

Last week we discussed the term ‘computational thinking‘. Tick, Tock – BUT there’s only so many hours in the day! I hear this often – it’s our reality. How do we include ADST so that we’re being efficient and not go crazy? We do what great teachers have always done – tease out the important standards and connect them to our curriculum. We remove the ‘bling’ projects that take up a ton of time but give us questionable gains. 

“We do not learn from experience… we learn from reflecting on experience.”
John Dewey 

The act of reflection offers opportunities to analyze, evaluate and synthesize the experience. I think this is a perfect connection with Core Competencies

The following are unplugged activities you may not have seen that engage students in a variety of computational thinking processes. These are split into sections for organizational purposes. The goal is to explore 1-2 activities, not complete the list. Above all else, have fun and talk about your discoveries. 



“Notice and Name It” – ADST & Hour of Code

One of the most important foundations of ADST is Computational Thinking.  OK right now, you’re probably wanting to run away. You’re thinking who cares OR it doesn’t apply to me as I teach little folks. Well I’m here to say it does apply to you and everyone else living in this world. Let’s break this down to simpler speak. 

If you haven’t noticed, we’re in the most stormy month of the season – rain, lots of rain, high winds, whipping tree branches, tons of fallen leaves and flooded roads where you least expect them. The bell has just gone for Recess – yes we celebrate “West Coast Recess” so it’s time to get out and experience living in our temperate rain forest. Here goes the scenario as it’s played out in classrooms across our district. 

VIEW FROM A STUDENT: You know that you can’t leave the classroom without donning your boots and rain gear. Scramble to the cloakroom, grab your snack from the backpack, stick on a boot and race out!  Hold on, you’re pulled back by the teacher for missing items. Back to the cloakroom you go – precious minutes are ticking away.  You decide to dump the snack – you’re not starving (you surmise lunch is just around the corner).  You spy the soccer ball and pick it up. But your hands are full now and you can’t get on that jacket and boots – another problem! This is not going as planned.  New plan…down goes the soccer ball. On goes the jacket, off goes the shoes, on goes the boots (both ones this time and hopefully on the right foot) but perhaps not in that order. Grab the ball, then try again to get past the teacher.  Success! You’re finally outside with the wind at your face and friends waiting to create a new game. 

You’ve just experienced computational thinking, which involves the following characteristics:

  • Decomposition – breaking down the problem into tiny parts (eg. how to get on all the gear you need so you can get outside to play. Goal? Get outside [fast] to play.) 
  • Pattern recognition – notice patterns in the work or problem or see it from different angles (eg. shoes go off one foot at a time and boots go on one foot at a time; jackets usually go on one arm at a time; Can this be generalized anywhere else?) 
  • Abstraction – ignore the parts that are irrelevant or unnecessary (eg. your mom made you bring an umbrella – is it really necessary? Do you need to button up that jacket-maybe one will do? Do you really need that snack?)
  • Algorithm – create a bunch of steps to solve the problem or set of rules to follow (eg. first, then, next…) 

Like “Core Competencies“, which start with ‘notice and name it’, we do the same with ‘computational thinking’. We attach a name to the thinking process and procedure making them overtly recognizable so we can talk about them. Remember this is not a spelling lesson! Sharing this process with multiple examples goes a long way to including the heart of ADST.  If you’re interested in a poster outlining ‘computational thinking’, email us. 

*Oh by the way, you did decide on the snack after all. You stuffed it in your rain jacket pocket.