Drawing the Line(s and dots)

I can't be sure but I'm fairly confident in making the assumption that ALL classes love art. My memory of art at primary school was that it involved coloured paint and cartridge paper. It was all very practical and, if I'm completely honest, left this super nerdy kid wanting more. I enjoyed it, but wanted to know more about the artists, the techniques, how to show variation in shading, about different styles and periods... Which all leads me to the Australian Curriculum's version of the Visual Arts.

The Australian Curriculum website says:

Learning in Visual Arts involves students making and responding to artworks, drawing on the world as a source of ideas. Students engage with the knowledge of visual arts, develop skills, techniques and processes, and use materials as they explore a range of forms, styles and contexts.

Through Visual Arts, students learn to reflect critically on their own experiences and responses to the work of artists, craftspeople and designers and to develop their own arts knowledge and preferences. They learn with growing sophistication to express and communicate experiences through and about visual arts. (Visual Arts Overview, Australian Curriculum, accessed September 6th, 2015.)

This actually describes exactly what I wanted as a child. Now, as a teacher, I'm excited to be working within this framework.

Our school is lucky enough to have an onsite Art specialist teacher with whom each class has one lesson per week; clearly not long enough to teach the entirety of the five subjects within the Arts Learning Area.  I probably shouldn't be so excited by this but I am. I HAVE to teach Art. Oh darn. What a shame!  *Happy dance*

Earlier this term, I  guided my kiddos through a short unit of learning in Visual Arts about line and shading.   I started the unit without telling the class what we were going to be learning about. Sounds a bit odd but just go with me for a moment.  I shared four artworks with the kiddos and asked them to pick the odd one out, and to justify their choice.  Which do you choose? Why?

All images are taken from the public domain.

There are, of course, as many different answers as there are people in the conversation. I was looking for some group consensus though about the use of line to create shading. There are a couple of very cluey (and arty) kiddos in the class who started asking questions and requesting to look at the images up close. Without much help from me the class concluded that the burger was the odd one out because it as no shading and is made from all block colours.  It took them about 5 minutes of free discussion to come to this conclusion. How fantastic!

We moved on to look closely at hatching, crosshatching and stippling as the three main ways of using line to shade (as exemplified in the pieces above). Lots more discussion, viewing images and having a go. We rounded out our first session by coming up with a definition of the technique and creating a sampler of 3D shapes using these three techniques.  Just as my personal tip to you all: the sound of 25 pencils all tapping repeatedly on tables is not for the faint of heart or sore of head. Don't say I didn't warn you.

The Art working wall at the end of our first session.

The following week we started with a 'Silent Word Shuffle' (first time I'd ever done one with my class). I didn't put any restrictions on using iPads or the working wall to work out the categories and so there was a very high sense of engagement. The kiddos knew they could figure it out - even if they had to struggle to get it. Perfect example of encouraging a growth mindset!

We moved through a range of learning activities, and then I showed the class some examples of student work to inspire them in developing the success criteria for their art piece. (I have to admit here that I have completely lost the url of the website on which I found this student work.  If it is yours or belongs to someone you know PLEASE tell me so that I can credit you, and find the website again because it was brilliant!)

We constructed this project design using a democratic
process that ensured all voices were included.
You can see how closely our project mirrors the example.

Here are some of the final projects.

Student line and shading art work from Markeeta Roe-Phillips

The kiddos presented their finished pieces on the big screen at a whole school assembly. I'm not sure whether the big screen or the actual art itself  but my kiddos were very chuffed with the repeated 'oohs' and 'aaaahs' from the the junior primary children.

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning

All Those Extra Bits Like Thinking Skills. And Ancient India. And Weebly.

I've mentioned, I think, that we're learning about Ancient India at the moment. It's one of our Ancient World depth studies as outlined in the Australian Curriculum.  We're taking the opportunity to look at a range of ideas including 'who writes history' and whether or not we can trust what we read/view. I appreciate that our team decided to leave this study until the second half of the year because it has given my kiddos more than twenty experiences of Way Back Wednesday (WBW) to develop strong historical thinking and questioning skills.  You know - those extra little bits that are rather hard to explicitly teach but REALLY need to be taught.

Of course, as many of you will know,  my units of learning never stick to one content area and so we're looking at Art, Civics & Citizenship, Geography, Maths and, of course, Literacy as well as History.

I created this meme at imgflip.com/memegenerator

If I'm completely honest, until this year I knew next to nothing about Ancient India. I've been learning alongside the kiddos and have, on more than one occasion, said "I have no idea, but I'm sure you'll be able to teach me!" before offering whatever help is needed to get started.  The idea that they can teach me has been quite a powerful thought for many of my kiddos. For much of our school curriculum it's quite clear (and appropriate) that I know more than them, so it can sometimes frustrate a couple of them when I redirect their questions. "Why do you ask me to figure it out for myself you could just tell me how to do it?"  When they can see and believe that I'm just as new to this as they are they're SO much more motivated to do it themselves. (This raises some interesting questions for me about how we can achieve this in everyday learning when it's quite clear that in my role as teacher I DO know the material.)

Slightly off topic... Sorry.

I've taken the opportunity to get the kids involved in helping me build a website about Ancient India as well.  We're using the Weebly platform which makes it super easy.  At this stage we've only created landing pages and resource collection pages. We've also embedded our brainstorming pad lets.  We'd love for you to have a look (here) and send through your feedback.

If you've never used Weebly.com,  I suggest you have a look because in the time it would take me to explain how easy it is you will be able to create your own website.  True story. Check it out. (And no, I'm not getting any kickbacks - it would be lovely if I did because I send a lot of people there!) I've already raved about Padlet.com but seriously... Go look at that one too.

See! I can do it! (Or rather that linked website can!)
This is a screen grab from our Weebly site.

This is a fantastic opportunity for me to really push the  importance of crediting any images we use.  (Another one of those extra bits that need  to be learnt.) I'm not always the best at this myself so I'm hoping that the process will help me develop some better habits.  Creative Commons Australia website has a great guide, and here is a nifty little attribution builder.

It's a bit unit of learning with lots of extra bits on the side. I'm a little overwhelmed trying to keep it all coherent for the kiddos. Their mid unit reflections seem strong so I think they're doing well, but with 25 different inquiry questions and just as many varied 'learning products' I'm scared I've missed something/one.  Watch this space to see how I/they/we go. (And by this space I really mean the weebly website (here)).

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know the students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments

QR Code Trail Update & Reflection

I'm super tardy in posting this update on my book week QR Code Trail (the original post is here). Sorry! All I can say is that during book week I found a whole pile of new YA novels that I wanted to read before releasing into the wild my classroom. I finally reached the point of being ready to read Divergent. (Gotta say that I'm loving it way more than the movie, but when do bookworms ever enjoy a movie more than the book.)

The codes went all the way around the school.
Parents had to visit many classrooms to find them.

Back to the topic at hand: here's the update.  We had a small but significant number of parents participate in the trail on the first day of book week.  Some others came back the next day to do it. (Yay!) Some of my kiddos met them, with their iPads, and acted as tour guides. Thank goodness they did! Not all parents had wi-fi, and some didn't have QR readers.   Our school internet connection decided to play hide and seek for most of the afternoon too which didn't really help.

However... The parents  enjoyed the experience. My kiddos were able to talk them through both the process and the literacy concepts that each video covers.  From what I could gather, this aspect of the trail was particularly appreciated. Pretty proud of the kiddos for stepping up like this. 

What did I learn from the process on the day?

In terms of the videos themselves: my learning journey continues. I need to improve the sound quality and reduce background noise. The best comments came from children who were guided through very specific - almost leading - questions rather than allowed to freely discuss the topic.  You're welcome to view the videos on the school's YouTube channel.  We've set them to 'no comments' but I'm keen to hear your feedback through this blog or via twitter (@markeetarp).

In terms of the logistics: iPads don't have the world's loudest speakers. I need to provide headphones, especially if it's windy (as it was). 

In terms of the 'entry form': people rarely carry pens these day so I needed to provide those (which meant my kiddos had to run back to the classroom to grab them). I think a better option would be to set up a google form but that would reduce the drama of pulling a winner out of the hat when we choose the winner of the book voucher (to entice participation). Having said that, it would certainly give us another opportunity to demonstrate another of the e-tools we use in the classroom (random name selector).

I'm inspired to build on this experience in the classroom - both the videos and the QR codes.

This relates to the following Australian Professional Standards for Teachers...
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments

Standard 6 Professional engagement

Standard 7 Engage professionally with colleagues, parents/carers and the community

QR Code Trail for Book Week

Tomorrow signals the start of Book Week 2015.  Our school has a whole pile of fun events planned - including a fancy dress parade on Thursday (eek!) - including a reading themed  'open house' tomorrow afternoon. We've turned our timetables upside down and are running our literacy blocks after lunch instead of before recess so that parents, grandparents, neighbours, family friends and anyone else interested, can  come and take a peek at the awesome literacy learning we've got going on!

We'll see how it goes. Last year we tried a literacy themed open house one morning and had very few visitors. One of the ways we're hoping to entice more people in this year is with the chance to win a book voucher. We're just that nice! Joking. We totally are that nice, but not made of money so to be in the running to win the book voucher people will need to answer a series of questions based on videos that they'll access using QR codes that will be placed around the school.

Fun idea huh?  I thought so. (Of course I did. I helped come up with it!) I even volunteered to make the trail. It'll be fun I said. It'll be a great learning opportunity I said. It'll be easy I said.

And it has been fun. It has a HUGE learning experience. It has been... Well... OK, it hasn't been easy at all.

I booked a reliever for a half day to get the filming done. And then a meeting was booked, so I lost most of my filming time. Not a huge problem, but it took a little longer than I expected and I was left with less than 2 lessons to film. A lot of the filming I needed to do was in my building, which meant I was right there to witness my kiddos' awful behaviour. Again, not a huge problem, but dealing with it ate up more of my time. A 'social media' related issue broke while I was in the building and I ended up sitting in on the initial discussions with some of the students involved. I'm glad I was there for it, but again... Time was ticking away.  I am so grateful to the teachers who lent me students for filming, rearranged their schedules to let me film and particularly to Ms Sally Slattery who filmed the junior primary students for me.

iMovie is not a daily use programme for me. In fact I'm pretty inexperienced. The movies are OK, but I can't see Spielberg calling anytime soon. I'm so pleased I pushed through and feel much more confident now.  I can't wait to do more movie making with the kiddos now - usually I feel really out of my depth but think I might be able to offer more meaningful advice now.

YouTube is driving me mad. To be fair, it's not YouTube's fault.  The internet speed at my house has been heinously slow on weekends ever since Netflix hit Australia. In the end I packed up my computer and head over to a friend's house with a bottle of red wine and my best puppy dog face. He works at home for HP so usually has a super quick connection. Even there it took a couple of hours! Not happy!!

Next up are the QR codes. No major problems there. Although when I printed the codes and questions I discovered that my son had left some delightful green paper in the tray and we're almost out of black ink. Of course we are. Nevermind. I'll either use these or reprint in the morning at school.  If only my laminator hadn't gone missing during the last school holidays... Hmmmm.

This whole process is gambling on participants having QR code readers on their devices. We've invited them to come to the school library before starting the trail and my kiddos will help them download one if necessary.  Keep your fingers crossed that the school internet is playing nicely! (It hasn't been for the last couple of days.)

I'll update tomorrow when I get some feedback from participants.  I so hope it works, but am pleased to have done what I have even if not a single soul participates because I've learnt a lot.

This relates to the following Australian Professional Standards for Teachers...
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments

Standard 6 Professional engagement

Standard 7 Engage professionally with colleagues, parents/carers and the community

To Sum It Up

One of the things that constantly surprises me is the way middle school kiddos struggle to take notes of key ideas and then summarise what they've read. Summarising plays a big part of our school's reading scope and sequence so it's somewhat of a mystery but it is what it is, and so we'll work with it!

We do a lot of research in middle school; a lot of  inquiry learning. To my dismay more than a couple of kiddos have recently fallen into the ol' trap of copying and pasting 'facts' that 'answer' their questions. *sigh*  As we're heading into quite a large inquiry topic I decided that it's time to revisit a couple of ways of notetaking and summarising.

One particular lesson really grabbed the kiddos' attention.  I started by sharing a short article from the British Museum's Ancient India website. (We've just started investigating Ancient India. We'll be building a website and would love your input. You can check it out here.)

This is a screen shot from
www.ancientindia.co.uk

After reading the text aloud - it's a little complex for some of my kiddos, and we had a friend visiting from the small class for a reverse integration session - I left the article on the screen and asked everyone to choose one word that stood out to them as the most important one in the whole text. I quickly entered these onto wordle.net and we came up with this:

Each word was justified by its contributor which was quite thought provoking and meant that the next step of writing a one sentence summary of the article was probably easier for everyone.

Here is a selection of the sentences at this stage:

• India is an extreme land with lots of challenges and powerful rivers.
• India is extreme and challenging.
• In ancient times, the subcontinent of India was challenged when civilization had to make extreme changes to their lives by the Indus River.
• Ancient India has powerful rivers flowing through it.
• The subcontinent of ancient India has varied, extreme weather and it is a challenge for the civilisations that live there.

Quite a range of understanding!

The next step involved each student choosing a phrase from the text that they thought carried the most information. Again, I entered them into wordle.net and here is our outcome:

Again, each phrase was justified by its contributor and everyone wrote a one sentence summary based on both word clouds.

Here is a selection of these sentences.

• India is an ancient land full of insane rivers and hectic lands.
• Water flows through ancient India’s land.
• Ancient Indians lived on rivers which passed as an obstacle with the wild weather.
• Ancient India has a rough landscape and rough rivers.
• Ancient India is land that you need to adjust to and is hard to live in.
• It is very remote and hard in ancient India.
• It is a strong meaningful article telling us about the rivers and land.

I'm not sure about the mental health of the rivers but on the whole the sentences give a pretty good - brief - summary of the article.

And the kiddos 'got it'. They didn't have the article in front of them to write the sentences, just the word clouds. We discussed the idea that summarising means distilling the important parts out of the text and focussing on them. The word clouds help us do that by showing us visually which we thought were the important words and phrases were.

We looked at one other technique during this lesson.  I, again, chose a short article from the same website and read it aloud.  As a class we decided what the important word or phrase in each sentence was, and highlighted it in orange. We noticed that not all sentences really added anything new and so we didn't need to highlight anything, but that some sentences really had a couple so we went back and added some green highlights.  These words became the keywords that students used to write their summaries. 

This was originally a screenshot from
www.ancientindia.co.uk

We've still got a long way to go, but we're making progress.  What techniques do you use to teach notetaking, key words and summarising?

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know students and how they learn
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments

Thinking about Book Clubs Part II

Remember those infographics I created for my book clubs? I blogged about them here. At least one of you asked for a follow up post on how they were received. Here it is! This one's for you Adrienne.

This could, in reality, be a super short post because the individual cards were received extremely favourably and have been described as changing the way a particular book club runs. However, we all know that short, sharp and shiny is not really how I roll.

The first group I used the cards with I was in a bit of hurry and assumed - because they're cluey kids - that they would take the time to read the cards and just know how to use them. Yeah well. We can all guess how well that went can't we? The kiddos returned some time later with miserable looks on their faces because they'd had an argument over how much they needed to read during the book club time. Cue deathly silence.

"You weren't reading during your meeting though were you?"

"Yes. We'd made a couple of predictions and couldn't think of anything else to talk about so we just got on with reading."

I'm surprised I didn't inhale the child standing closest to me as I took a very slow and deep breath. 

"Let's go over the book club process again."

We revisited the process and the purpose of book clubs before reviewing the cards. It was delightful to see the little bulbs of recognition and understanding lighting up as we talked. Less delightful was the growing realisation that I'd left this group to independent meetings way too early. I was left hoping that the damage the premature independence had caused wasn't permanent.  

The following week I offered to join the club - as an observer - but was turned down. They'd talked about my likely offer and had decided to give it another go on their own first. Watching them walk out of the room actually made my stomach churn. 

It shouldn't have.  I went out to check close to the end of the lesson and they were still deeply engrossed in their discussions. They were flipping through their novels and talking about the strategies they were using. I saw all of them refer to the card to help find the words to describe their thinking. And they didn't even notice me loitering in the doorway watching. 

Phew!

We had our 3-way interviews very soon afterwards and one of these kids described book club as one of his highlights of the year, with the last meeting being an extraordinary experience.  Not bad hey?

The other ongoing book club is a little further along in their development. They've all done it before and know the drill. BUT... They've enjoyed the reminder the cards have offered them. I recorded their meeting last week (for a school wide literacy QR trail that I'm building for book week) and was overjoyed to hear them describe the pleasure, learning and challenge they get from book club.  Listening to them bounce ideas off each other and make connections to other books they've read reminded me of my own book club (with the notable absence of coffee and wine). 

Reading is such an important part of my life, and my book club offers me a different - richer - way to experience reading. I'm pleased that my infographic cards are helping my students along their journey to this experience.

Are you part of a book club? I'd love to hear your reading stories.

Sidenote: if you're in Adelaide I highly recommend the shop that hosts our book club. You can check it out here or on this short video. 

This relates to the following Australian Professional Standards for Teachers...
Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning
Standard 4 Create and maintain supportive and safe learning environments

Are you a Weetbix kid?

For many months there has been an ongoing conversation in our classroom about the fact that despite what Sanitarium wants us to believe, not all Aussie kids are Weetbix kids. One kiddo in particular finds this idea (like Weetbix) hard to swallow. He regularly tells us that this is wrong, just plain wrong.

Can you see where this was going?

Well, I'll get there in a minute because the learning that lead to that was pretty exciting too.  Many of the kiddos and I have been avid watchers of Masterchef this season. It's coming to a close and, naturally, we've all got our favourites.  I talked this up a little and in Masterchef style I gave each person a token to vote for their one of two likely candidates for the finalists. Somehow we ended up with 28 votes, from 24 people. I couldn't have asked for a better way to raise the issue of tainted data!

Our next foray into data collection was a Google form.  (You can check out the form I used here.) As I mentioned last time, we've recently started learning about Asia. The Google form asked a couple of questions with different types of answers. We looked at how easy it would be to analyse the data from each question. (As a side note,  it acted as a quick and dirty form of formative assessment about Asia and the data analysis was pretty simple: we've got a long way to go!) Again we had more answers than people. This was mostly because I set up the form that way.  Once the kiddos realised that was my design choice"e they flew quickly into questioning data collection methods across the board.

"Is that how advertising companies come up with their funny statistics?"

"You could come up with any statistics you want to come up with this way. How is that ethical?"

"What other ways can you arrange the data to say what you want?"

"How did the Weetbix people get their data?"

Bam! There was the link.  Everyone fell silent and turned to me. I shrugged... To be honest I don't know so I turned it back on them. "How do you think they get it?"  No one was sure so we tabled the question for a moment while I got everyone up on their feet in groups of ten.  The makers of Weetbix claim that 9 out of 10 Aussie kids are raised on Weetbix so I figured that we'd work with two sample groups of ten to make comparisons.  I posed a couple of questions asking kiddos to move to different sides of the room:

1. Who eats Weetbix regularly? In both groups only 3 out of 10 kiddos eat it regularly. Hardly the 9 out 10 kids Sanitarium claims.
2. Who has ever eaten Weetbix? 10 out of 10 kiddos in one group and 8 out of 10 in the other to make an average of 9/10. Much more like Sanitarium's claim.

Or are they?

And the conversation was off. The realisation that data only answers the specific question asked was a very powerful one. The link to advertising and politics was instant, while the links to science were a little slower.   We never really found a definitive answer to the question of how Sanitarium got their data but we made a few hypotheses. 

We spent the rest of our lesson building data displays of the data I'd sneakily collected earlier that day.  For home learning the previous evening they had been asked to spend 20 minutes practising mindfulness, and on arriving at school they had to share what they had done (on a sticky note). We discussed this a a form of data collection and the challenged associated with collecting and analysing qualitative data. The challenge of grouping responses was evident as we created a tally and frequency chart. I had sneakily turned the responses into a word cloud while the kiddos were at PE earlier in the day so I presented this as one form of data display and asked if it was effective or easy to read. 

Resoundingly no!  So I challenged them to do better.  

We've posted them on one of our internal windows and asked the other students in our building which  data display is the most effective.  Which one do you think works best?

This relates to the following Australian Professional Standards for Teachers...
Standard 1 Know students and how they learn

Standard 2 Know the content and how to teach it
Standard 3 Plan for and implement effective teaching and learning