Learning: One Size Does Not Fit All

In grad school, I am currently learning about UDL - Universal Design of Learning.  Universal Design for Learning, according to the Center for Applied Special Technologies, is “a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.”  The key word in that definition is ALL.  Learning is not a one size fits all approach.  We, as educators, need to remember that each of our students learn in unique and different ways and we need to accommodate their diverse needs.

There are three principles that guide UDL:

1. Providing multiple means of representation
2. Providing multiple means of action & expression
3. Providing multiple means of engagement

Source: Flickr

Representation is the “what” of learning.  It is presenting information and content in different ways.

Action & Expression is the “how” of learning.  It is differentiating the ways students can express and convey what they know to others.

Engagement is the “why” of learning.  It simulates interest and motivation in the learners.

**Assignment: I have compiled a list of iPad apps that support the UDL model for grades 3-5. Click here to access the document.

TPACK Game & Lesson Plan

TPACK Game

Round One: Engineering, Project Based Learning, and Google Docs

If I was doing project based learning that focused on engineering, I think Google Docs would be an excellent way for individuals or groups to record their thinking process, observations, and reflections.  

Round Two: Programming, Conducting an Interview, and Wiki

Students could conduct interviews with computer programmers or other students that are programming.  Then, the students could take what they have learned from the interviews and post it on a Wiki page.  Each student in the class could have a subpage on the Wiki site, creating a larger collection of interviews.

Round Three: Collaboration, Research, and Padlet

Students could use a padlet board to collaborate with their groups on a research project.  Students could post the links to articles or embed videos related to their topic, as well as posting notes of the main ideas, descriptions, questions that need to be further researched, a to-do-list for each group member etc.  Once the group is finished with their research, the padlet could then be shared with other groups for feedback.

Round Four: Cite Contextual Evidence, Modeling, and One Drive

I would be able to model citing contextual evidence by opening a story in my OneDrive account. I would use additional technology to project the story to the Smartboard for all students to see.  Then, I would demonstrate how I could highlight and/or underline different parts of the story that provides evidence to the story’s questions.  Based on what the questions are, different colors of highlighter could be used to provide evidence for that specific question.

Round Five: Skilled communication, Discuss, and Voicethread

Students could use voicethread to discuss school related issues and their thoughts on that topic.  Some issues might be: a later school start time, better cafeteria lunches, the no-gum policy, etc.  Students would record their thoughts on voicethread, followed by other students listening and responding with additional dialogue.  

Lesson Plan

Title: Family Spending Plan

Summary: This lesson will teach students how to prepare a family spending plan.

Primary Core Goals/Outcomes: Iowa Core 21st Century Skills - Financial Literacy

• Essential Concept and/or Skill: Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow. (21.9-12.FL.2) 
• Develop a realistic spending plan for financial independence.  
• Understand the concept of developing a spending plan that promotes living within one’s means.  
• Evaluate spending plans that promote maintaining a larger income than expenditures. 
• Develop and assess impact of different spending plans to make informed choices. 

Intended Learning Outcomes:

• Students will be able to create a family spending plan
• Students will be able to interpret the spending plan and determine what areas could/should be adjusted (reducing expenditures) to help the family better live within their financial means.

Pedagogical Decisions:

• Teacher Centered - Student Centered 
• In this lesson, the modeling process will be teacher centered.  Then, the lesson will transition to student centered during the peer collaboration and independent practice.  
• Type of Learning - Alternative Type of Learning
• Students should all be coming to similar conclusions regarding the family spending plans.  However, students may having a different thought process when it comes to reducing specific expenditures.  
• Fewer Prior Experiences - More Prior Experiences 
• This is the first time students will be preparing a family spending plan.  As a result, the examples are relatively simple and straightforward.  As the students grow in their knowledge of spending plans, the scenarios will gradually increase in difficulty.  
• Surface Comprehension - Deep Knowledge
• This lesson is surface comprehension as it is one of the first examples students will have of creating a family spending plan.  This lesson lays the base knowledge for future activities.
• Shorter Duration Plan - Longer Duration Plan
• This lesson is part of a shorter duration plan - about 2-3 weeks for the budgeting and financial statements unit. 
• More Structured Learning - Less Structured Learning
• As we move through the unit, it moves from a more structured learning environment to a less structured environment.  Since this lesson is at the beginning of the unit, it will be more structured learning. 
• Whole Group - Small Group - Individual
• I will follow the Gradual Release of Responsibility model.  Instruction will begin as whole group, then transition to small group or partner work.  After a check of understanding, instruction will move to individual instruction. 
• No Additional Resources Required - Multiple Additional Resources Required
• Additional resources include the family scenarios (shared via Google Drive) and a blank Google Spreadsheet.  Another resource would be the student's computers, which we are a 1:1 district. 

TPACK Activity Types

* There are not TPACK Activity Types for Business/Financial Literacy.  I will be using the activity types from math because students are calculating budgets.

• Practice - do computation
• Interpret - develop an argument
• Create - create a product (budget)

Assessment Plan

The assessment for this lesson will be a formative one.  After the whole group example, students will work collaboratively in small groups or with a parter.  Groups will then compare their spending plans with each other and offer feedback.  Then the same will be done with the whole class.  After I check for understanding from the small group/partner work, students will then complete a family spending plan individually.  This will be turned in for personalized feedback and to check for understanding.  A summative assessment will be given at the conclusion of the unit.   

Materials: Used by the Teacher

• Powerpoint - for basic information on spending plans
• Family spending plan scenarios - shared with students via Google Drive

Materials: Used by the Students

• Family spending plan scenarios

Technologies: Used by the Teacher

• KaHoot
• Powerpoint
• computer
• Excel or Google Spreadsheets
• Smartboard
• Apple TV
• Google Drive

Technologies: Used by the Students

• Computer
• Excel or Google Spreadsheets
• Google Drive

Instructional Procedures

This lesson will begin with a KaHoot.  The KaHoot will be projected to the Smartboard via Apple TV airplay.  The purpose of the KaHoot is to determine students' prior knowledge related to spending plans and the terminology (fix expenses, variable expenses, net gain, net loss, financial liquidity, deductions, earned income, unearned income, etc).  After the KaHoot, the teacher will lead the students through a short Powerpoint presentation to introduce what spending plans are, why spending plans are important, the steps in creating a spending plan, and the terminology associated with spending plans. 

Once the presentation is complete, the class will review what they have just learned by having the teacher verbally ask questions and students discuss with their table partners before discussing as a whole group.  

At this time, the teacher will share the first example (teacher-centered for modeling purposes) of the family spending plan to students through Google Drive.  The class will read the family scenario out loud to determine what is currently happening in the family and determine what changes need to occur.  The teacher will model how she highlights key elements of the scenario in Google Drive that might be useful when preparing the spending plan.  For example, when the scenario states, "Tina currently saves $200 a month and puts the money into her child's college fund account.  However, she would like to increase this amount by $100 for this month and all future months."  This statement, as well as other statements, will be very important to remember when preparing the spending plan. 

After the entire scenario has been analyzed, it is now time to prepare the spending plan.  The teacher and students will open a blank Excel spreadsheet or Google Spreadsheet.  (Note: Students have prior knowledge of both spreadsheets and are able to create formulas within the cells.)  First, the teacher will model how she creates the two major categories - income and expenses.  After that, subcategories are created.  Subcategories for income include earned income and unearned income.  Subcategories for expenses include: housing, transportation, savings (pay yourself first), food, entertainment, communication, etc.  Students carefully re-read the scenario to determine if any other categories or subcategories need to be added to the spreadsheet at this time.  

Once all the categories are created, students enter the formulas into the spreadsheet.  Prior to this lesson, students learned this skill.  The teacher has the students compare their formulas with their table partners, then the teacher models the correct formulas for the class. Students make corrections and quickly discuss mistakes, if needed.  

Now it is time to enter the monetary amounts into each category.  The teacher and students refer back to the scenario and their highlighted notes to determine what needs to go on the spending plan.  While this occurs, the formulas previously entered will calculate the amount of income vs. expenditures.  This will continue until all necessary amounts have been added to the spreadsheet. 

The spending plan is now complete....maybe.  The teacher will ask the students to critically analyze the spending plan and determine what areas could/should be changed for the financial well-being of the family in the scenario.  Students will have a few minutes to review the plan themselves, then with their table partners.  Once everyone has ample time to review the spending plan, a conversation will take place on possible changes to make to the plan, why they think the change needs to occur, and where the money should go.  For example, if the family is spending $350 a month on restaurants and the students think it should be reduced to $200, where will the extra $150 go?  Into the savings category?  Use it to pay down the credit card debt?  A combination of several?                

The students will either email or shared their spreadsheet with the teacher.  

I am using the Gradual Release of Responsibility model, and this was the teacher-focused lesson.  The next example students will complete will be done collaboratively in groups.  When each group is finished, they will peer review each other's work and discuss why they made the decisions they made.  The teacher will continuously be checking for understanding by asking students questions and making observations.  Finally, students will complete a family spending plan independently and send it to the teacher for personalized feedback.   

TPACK...Packing it all up for successful technology integration

Over the past week, I have learned a great deal about TPACK.  TPACK stands for technology, pedagogy, and content knowledge.  These are three keys pieces for successfully integrating technology into the classroom.  

Content knowledge is the ‘What do you want students to learn?’  Pedagogy is the ‘What is the best strategy or way for students to learn this specific content?’  And finally, technology is the ‘What tools can I use to support the pedagogy to learn the content? Below is a short video that further explains TPACK.  

The diagram below shows the relationship of the three elements and the area in the middle known as TPACK.

Photo Credit: https://commons.wikimedia.org/wiki/File:TPACK-new.png

Many times teachers find a really cool technology tool and want to ‘make it work’ in their classroom.  So, they design an assignment or project around that said tool.  However, the opposite should be true.  Content knowledge and solid pedagogy come first, followed by the technology component.  Dr. Harris and Mark Hofer stated in their article, “Grounded” Technology Integration, that technology integration should focus more on the student learning standards than a particular tech tool and stressed that the technology tool should be selected last, not first.

So, how does it all work?  Let’s look at an example.  

Content Knowledge: Finding elements that will bond (HS science)

Pedagogy: Hands-on experiment; create hypotheses on which elements will bond together

Technology: Use 4D Elements & Google Spreadsheets

In this example, the high school Chemistry teacher is about to begin a unit on bonding elements.  She would like to determine the prior knowledge of her students on this topic and allow students to explore and hypothesize which elements will bond together.  She decides the best way to teach this is to have the students in small groups of 2-3 and hypothesize from the list of elements which elements they think will bond.  After the content and pedagogy have been determined, the next step will be determining the technology. The teacher decides the best tool to record their predictions is on a Google Spreadsheet.  After students have predicted which elements will bond, the students will test their hypotheses with 4D Elements, an augmented reality app for chemical bonding.  Students would use the paper element blocks to determine if the elements bond.  Again, they will record their findings on their Google Spreadsheet.  In this example, it is used as a pre-learning, exploratory exercise.  However, it could also be used as students learn each new bonding pair or as a review.     

Students using the 4D Elements app to find elements that bond.

Hopefully this example gives you a better understanding of TPACK.  Technology is not the first component to consider, but the last to be added to the mix.  As you learn more about TPACK, I found this website on the Learning Activity Types to be quite helpful.

Gamifying My Classroom

Over the past few weeks, I have tried something new in my classroom...gamification.  Gamification has been that big scary concept I had read about and heard about at conferences, but I never thought I could successfully implement gaming into my classroom.  However, I was wrong.  A few weeks ago, I introduced Chore Wars to my high school students.

photo: flickr

Chore Wars is a gaming platform to earn experience points for completing household chores.  However, it can also be modified to work in a classroom with homework, discussion questions, classroom activities and extra enrichment activities.  I created this game for my high school Personal Finance classes.

I selected this game because it appeared to be a fun, engaging, and interactive way to reward students for completing their work and encouraging them to do extra enrichment activities.  I did consider other gaming platforms, like Classcraft and ClassBages, but Chore Wars was more interactive for the students.

How do you play?

For students to get access to my "Chore Wars Party," I shared a link with them and they created an account.  Once students created their account, they were able to see all the of adventures I had created for them to complete.  To further entice interest, the students were able to see the other students they were competing against in the class.  

The Dungeon Master (teacher) creates different "adventures" or tasks for students, the Apprentices, to complete.  I included daily homework assignments, as well as extra enrichment activities, such as tutoring a classmate, reading a financial article in the Wall Street Journal, and teaching elementary students how to count money during their study halls.  As the Dungeon Master, I was able to name the adventure and determine how many experience points to reward.  I based the experience points on how challenging and time consuming the task would be for the student to complete.  The more involved and difficult the task, the more experience points were awarded.  Students leveled up based on the number of experience points earned and as tasks were successfully completed and mastered. 

Two amusing and entertaining aspects of this game were the chance of receiving a "treasure" and the possibility of stumbling across a "wandering monster" while attempting to complete a task.  A "treasure" could be receiving a piece of candy, eliminating three questions from a homework assignment, or having five minutes of cell phone usage at the end of the class period.  But "wandering monsters," such as a troll, wolverine, one-legged pirate or giant rat, could create havoc by causing injury to the player or by reducing the amount of gold pieces received for completing a task.  However, encountering a wandering monster would not take away the experience points the student earned.  I created and controlled this adventure by entering the percentage of students who would receive a treasure.  This game was further tailored by designating a specific number of gold pieces or listing a range of gold pieces for the treasure.     

Players and the Dungeon Master could see how they compared to the others that were playing the game on the leader board.  Players could see how many experience points other players had and other items they had in inventory, such as gold pieces and treasure.  

There are different views for the leader board.  When first logging into the portal, students can view the experience points they have earned that week compared to other students.  The second way to view the leader board is to view your "party."  It will list every student within the party, their level, character type, and experience points.  The final way to analyze the leader board is to click on an individual student and it will summarize their statistics of experience points, gold pieces, and treasures they might have received.  This view will also display the students' strength, constitution, dexterity, charisma, intelligence, and wisdom points.  

Leader board #1

Leader board #2

Leader board #3

Students could exchange gold pieces for rewards in the real world. For example, students might redeem 400 experience points to eliminate three questions for a homework assignment.

How did my students react?

They students' reactions to Chore Wars were mixed.  Some students stated they really liked the idea of Chore Wars.  They enjoyed receiving in-class rewards and experience points for the work they completed.  Their favorite part was encountering the wandering monsters.  However, other students thought it was too elementary for them.  They stated it was a good idea, but they couldn't really get into the game.  Through their feedback, it was suggested I try Chore Wars with my middle school students instead of high school, which I plan to do next semester.    

One thing I did not like about Chore Wars was that students were on the honor system as far as claiming their adventures.  A few of the students did not actually complete the tasks they were claiming experience points for.   

Have you gamified your classroom?  What platform are you using?  What advice do you have for educators just starting to gamify their classrooms?

Makerspaces

A month ago, I attended ITEC 2015.  It was an exceptional conference where I was able to collaborate with educators in my field and see the latest technology trends in education.  My big take away from the conference was makerspaces.  After reporting back to my building administrators, I'm excited to say we are in the beginning stages of creating our own makerspace.  

What is a Makerspace?  A makerspace is an interactive area for students to be create, ticker, invent, learn, and explore STEM topics.  I was intrigued with this idea because of the critical thinking and problem solving skills students would demonstrate.  Using the makerspace, students are the content creators instead of content consumers.  Some projects include technology, while other projects require little to no technology.  Some makerspaces have 3D printers, EV3, Sphero, Cubelets, Dash, and MakeyMakey.  Other makerspaces utilize Legos, marble and cardboard challenges.      

Below are two resources obtained at ITEC to learn more about makerspaces.

• Makerspace.com is an excellent resource for setting up a makerspace, brainstorming project ideas, and gleaning tips from the pros.   
• Diana Rendina's blog is a well rounded foundation with many makerspace resources.

Does your district have a makerspace?  If so, what are some of the projects you have done?  What have the students created?  What resources do you recommend?  Please share your thoughts below.

What I Learned from Gaming

I would like to start off my saying I am not a gamer...or should I say was not a gamer.  That all changed two weeks ago.  For an assignment, I was asked to play Kingdom Rush and analyze how it compares to the process of learning, especially for students.  At first I was a little unsure of the assignment, but I kept an open-mind during the process.  The results surprised me. 

First, I was surprised at the overall learning experience of the game.  In Kingdom Rush, you build towers and place knights/wizards along the road to kill the "bad guys" so they cannot pass.  As with any learning experience, you have a phase of frustration.  I was SOOO frustrated at time, especially when it took multiple times to pass a level.  However, I used my failures as a learning opportunity to prepare me for the next battle.  This directly correlates with classroom experiences.  Students get frustrated when they don't understand material, but its using those mistakes to better prepare you for your future learning experiences.     

Another surprise I had was experiencing flow, which is the state of mind when you loose track of time because you are so involved and engaged with the task at hand.  One night I started playing Kingdom Rush with the intent of stopping about 45 minutes later.  However, when I looked at my clock, almost two hours had passed.  Relating this to students, if they can reach "flow" in their studies, they will be so engaged they don't even realize it.  Through this gaming assignment, I am going to look deeper into educational games, like Minecraft Edu, and possibly implement it second semester.  

Successfully completing each level took problem solving and critical thinking.  Each level was progressively more challenging and it required me to think strategically.  When I did not successfully pass a level, I had to determine what was wrong with my knight and tower placements and if I needed a different combination of each.            

At the time of this posting, I am on level 15.

Finally, I was generally excited and encouraged to continue on the quest when I passed a level.  After I passed a level, I wanted to continue leveling up.  This is another reason I want to investigate gaming in education.  Wouldn't it be amazing if students wanted to "level up" in the classroom?!

Kingdom Rush has been an extremely fun and addicting game to play.  When I was first given the assignment, I intended to complete only the minimum hours required.  However, I completed those hours in the first day and have continued to play in my spare time.

Are you gaming in your classroom?  If so, what are you using?  Has it been effective?

App Smashing

This week, I experimented with App Smashing.  App Smashing is the process of taking multiple apps and using them together to create a final project.

I used several apps to create this project.  First, I located pictures previously uploaded to my Facebook account and then saved them to my camera roll.  Next, those pictures on my camera roll were used to create picture collages in PicCollage.  After saving the collages to my camera roll, I was ready to use Tellagmi to share my story.  I created an avatar and recorded the audio of my story.  Using the collages made earlier in PicCollage, I inserted the collages as my background in Tellagmi.  Once I recorded the audio with my avatar and background, I saved the video clip to my camera roll.  The next step was to piece the seven video clips together.  For this task, I imported all the video clips into iMovie.  I arranged the clips in the correct order and trimmed some of the clips to the desired length.  After completing that step, I then saved the finished iMovie to my camera roll.  The final step in this app smashing project, was to upload it to YouTube.    

This was a fun learning process for me.  I can't wait to have my junior high technology classes experiment with app smashing in the future.

If you are App Smashing in your classroom, what are you doing?  What are your favorite apps or combination of apps to use?