For the past two summers, ABC CREATE has hosted Hummingbird Robotics trainings in August that have involved teachers learning alongside their kids and creating Arts & Bots projects together.  We adopted this approach last year when a teacher asked if she could bring her son.  The ABC CREATE teachers who led last year’s training (Sue Mellon from Allegheny Valley and Michelle Thomas from Kiski) were happy to have kids in the mix, so we opened up the session to allow all attendees to bring their school-aged children.  It worked beautifully! We knew we had an idea worth repeating, so we did it again this year.

Kelsey Derringer, from Birdbrain Technologies, facilitated both our Hummingbird Robotics with micro:bits and our Finch Robot sessions in early August 2018.  When we first discussed what the training sessions would look like, I asked if she'd be willing to allow teachers' kids to attend. She was very receptive to the idea and maybe even a bit intrigued.  We went for it, and it turned out so well that I even agreed to write this blog post about it. 

photo: Nico Segall Tobon for Remake Learning

Observations and Reflections:

• It was very helpful for the teachers to watch how their kids and other teachers’ kids in the room absorbed the robotics experience.
• Some of the teachers noted that they thought kids learn differently.  As digital natives, the kids had no fear of “hurting” the technologies.  While that was a bit off-putting for the teachers who approached robotics with a bit more hesitation, it was also gratifying for them to realize that the students in their classrooms would take to this easily and that, as teachers, they wouldn’t have to be the experts in the room.
• We had some great reflections on the growth mindset.  Several of the kids in the room had experienced robotics and/or coding before while many of the teachers hadn’t.  Once we opened the discussion to experiences and not to innate abilities, the educators (and some of the kids for whom this was new territory) were able to acknowledge that they may not be moving along as quickly because these were ideas that they hadn’t been exposed to … YET. 
• Watching the kids (and some were elementary aged) thrive with robotics, encouraged the teachers.  “If a 4^th grader can do this, so can I!”
• The kids were very comfortable in the creative technology space.  They were quick with ideas and not afraid to figure out how to make them work.  It was okay when it didn’t all work perfectly in the time we had to build. 
•  Both teachers and kids were quite proud of their creations and their coding skills – and very interested in learning from one another’s creations.
• It was lots of fun watching teachers ask kids and kids ask teachers for help in working something out.  Not all the teachers had kids with them, and the exchanges of information and support were sometimes within the teacher-parent/student-child groupings and sometimes beyond from a teacher to another’s child, from a teacher to a teacher and from a student to a student.  The unspoken realization that all were bringing skills and creativity to the table in mutually beneficial ways was quietly powerful. 
• Teachers could quickly see the progression of learning with robotics, coding, and engineering.  Having a group of mixed ages and experience levels really allowed the teachers to see possibilities for differentiation and for building upon skills.  Kids and teachers who had prior experience with Hummingbird Robotics were able to move forward with more advanced coding (some even moved to text-based coding) and with more complex mechanisms and engineering skills. 
• Teachers appreciated getting to test out their own learning while simultaneously observing student learning.
• Not every teacher-parent/student-child pairing proceeding perfectly throughout the day; even in those moments, the culture in the workshop was one of learning and reflection.  I heard discussion of what they learned about working together and how they might do things differently next time. Gotta love the opportunity for iterations and the growth mindset – in all its forms.
• When adding kids in to the mix, be sure your menu includes some pizza.
• Having kids engaged in the professional learning for teachers does require the presenter to be very thoughtful and to be prepared to accommodate the perspectives and goals of both audiences.  Carefully developed reflection prompts and classroom integration discussions that address both sets of learners can add depth and dimension to the experiences for everyone.

We were lucky enough to have a photographer visit us during one of our August trainings (thanks, Nico), and when I look at the pictures, I can feel the moments.  The moments of discovery, collaboration, creativity, pride …. Not bad for a professional development in August.  And not a bad way to spend some time with your kids before summer’s over, either!  

Learn more about ABC CREATE here.

Algebra students at The Campus School put their research and data analysis skills to the test as they evaluated the truth of a statement about global migration patterns. Students first explained how to rate the reliability of an information source, using information such the web address suffix (.gov & .edu indicate reliability), past experience with a site, or cross verification of data with another site.

Their task was to use data to assess the validity of a statement “caravans of people (are) coming through Mexico to cross U.S. border...”given three data sources. Students received an article from Politifact, a graphic from an MSNBC news broadcast, and a link to the Global Refugee Flow Explorable, provided by CMU's CREATE Lab.

As soon as they opened the site mapping Global Refugee Flow  https://explorables.cmucreatelab.org/explorables/annual-refugees/examples/webgl-timemachine/, the comments began to fly. “What are the colors?” “What happened in 2007?” “What’s going on in Russia? Is that Ukraine?” Once students had time to find their way in the Explorable, they turned to the task of graphing data from the article and comparing it to the news broadcast graphic. Each indicated a general decline in numbers of refugees entering the US.

“There’s nothing happening in North America!” was the consensus comment when students returned to evaluate their graphs in terms of the Refugee Flow Map. What was merely an academic conclusion from the static graphs became a full-fledged outcry when viewed on the Map. Students experienced the reality that sometimes an absence of data is also a revelation. They concluded that the statement represented an exaggeration of actual contitions, based on their three data sources. 

Read more about the Explorable at:  https://www.fastcompany.com/40423720/watch-the-movements-of-every-refugee-on-earth-since-the-year-2000?utm_source=mailchimp&utm_medium=email&utm_campaign=fcdaily-top&position=1&partner=newsletter&campaign_date=05312017

Do > Happen

Building a concept with circuit blocks and language arts

The primary classes of the Campus School were early adopters of the Childrens’ Innovation Project curriculum and circuit block materials. Teachers continued to deepen students’ experience with persistence, observation, and other valuable intangible skills by incorporating themes of the curriculum into students’ daily work.      

When teachers discovered the works of author Herve Tullet, they were inspired to design and adopt various “do > happen” activities utilizing his books.  Montessori kindergarten students first had a read-aloud experience with Press Here, which allowed children to interact with the book and provides opportunities for prediction.  Students then explored the “do > happen’ relationship with an activity with a color mixing using colored pencils. 

The activity wrapped up with students playing the Press Here game!  The game, consisting of patterned game boards and a set of colored dots, asked students to consider where to best place a dot on one of the game boards.  After placing a dot, the child explained how the dot fit where it was placed.  The rest of the students discussed and indicated whether they agreed or disagreed, leading to a group consensus. While playing the game children observed, predicted, and collaborated with one another, while engaging in logical thinking, and using precise language.

Dr. Suzy Cox and Dr. Bill Heyborne recently presented on the CREATE Satellite Network at the Utah STEM Best Practices Conference held June 20th in Provo, Utah. Their session, attended by approximately 60 teachers and other STEM professionals, introduced the work of the CREATE Lab and described the opportunities, for Utah teachers, available through the satellite partners at Utah Valley University and Southern Utah University. Four projects were highlighted, including Giga Pan, Message From Me, Finch, and Arts and Bots. The teachers were enthusiastic about the potential for the projects in their classrooms and asked a host of insightful questions. In addition to leading a session, Dr. Cox and Dr. Heyborne also staffed a both in the vendor area of the conference. Here they were able to demonstrate the four projects, share information, allow teachers, and other interested parties, to ask questions about the network, and have some fun playing with the technology. 

I had the distinct pleasure today to teach the first ever class in the Utah Valley University Melisa Nellesen Center for Autism DURING the ribbon-cutting ceremony - think media coverage, large crowds, heightened emotion. So, what did I teach?

Stay calm and eat apples...

Campus School world languages teacher, Linda Wallen, discovered that fourth graders are not crazy about conversing in their target language. She found, however, that they were happy to give voice to the rubber ducks that inhabit “Ducky World”. In each of the past three years, students were challenged to immerse themselves in a specific environment where their target language was spoken. This year students explored Fez, Morocco, combining their study of world languages with their creative and engineering skills. Students enhanced this year’s World with the addition of electric circuits to provide lighting to the citizens. GigaPan photography allows the viewer to capture the scope of the construction as well as to explore such delightful surprises as "Garder le calme et manger des pommes."

"I feel more prepared to try coding with my 5th graders"
says LeAnne Jones, Iron County School District teacher 

Bill Heyborne, Associate Professor at SUU:

We had the opportunity to train five elementary school teachers and four university faculty on the use of Arts & Bots. We are so excited to begin using this project in our teaching and professional development. In fact, it only took one of our teacher partners 2 days to begin using the technology with her students. We look forward to a long partnership with the CREATE Lab on this exciting and timely project.

Message from Me goes to Atlanta

"The Message from Me training allowed the Hollis teachers to learn how to utilize technology in their classrooms to help their students develop stronger communication skills. This unique app is developed with kids in mind, and teachers at Hollis have already begun implementing the program in their classrooms. I'm excited to see what comes next." - Tamara Peason, CEISMC

On January 28, 12 teachers from the Washington Cluster of Atlanta Public Schools attended a Message from Me workshop at Hollis Innovation Academy.  The training was hosted by PAEYC’s Katie Gullone and the CREATE Lab's Emily Hamner, in partnership with CEISMC, the CREATE Lab Satellite in Atlanta

(pictured above: Katie and Emily walk participants through the MFM setup)

The day began with an overview of how young children typically use technology in the classroom. Teachers and trainers discussed ways that Message From Me can start student-centered conversations in the Washington Cluster.

Participants then used their iPads to photograph student activities in their school and shared them using the Message From Me app.

(pictured above: Teachers take photos to share on MFM)

(pictured above: CEISMC's Tamara Pearson helps participants set up MFM, including Hollis principal, Diamond Jack)

Through an ongoing partnership with CESIMC and the CREATE Lab, teachers at the Hollis Innovation Academy plan to implement the program school-wide in the 2017-2018 school year.

This work is supported by the Infosys Foundation

CEISMC is kicking off Arts & Bots in Atlanta

With Infosys Foundation USA and Blank Family Foundation support, Arts & Bots is making its way to Atlanta. This Monday CEISMC, the local CREATE Lab Satellite, hosted a workshop at Hollis Innovation Academy team. The training was lead by BirdBrain Technologies LLC with support from the CREATE Lab. Check out what participants had to say below. Also, check out what was going down during the training via social media.

At the workshop, members of the Marshall University CREATE Lab Satellite shared GigaPan techniques and practices with teams from the new Satellites at Utah Valley University and Southern Utah University and some of the partners they support. The new Satellites will be offering professional development, support and GigaPan equipment lending library to the educators they serve. This work is made possible by generous support from Infosys Foundation USA. 

Read on to hear what some of the participants had to say and check out some of their great work: 

Bill Heyborne of Southern Utah University - "The opportunities for using this technology for engaging our students is endless. We anticipate tremendous usage in the coming months and years," said Heyborne, who leads the Satellite at Southern Utah University. "The faculty from the SUU Center for Teaching and Learning are very excited to begin using GigaPan in our professional development activities, as well as with our own University students."/p>

Kerstin Bolton of North Elementary - "The training on the GigaPan was highly engaging. The hands-on component, as well as the printed directions and support, from trainers made learning the process of setting up and utilizing the GigaPan a breeze. To further enhance the training there were several in-depth conversations discussing applications of the GigaPan, resources, and website. I was able to immediately return to school the next day and not only access but utilize the resources which were available. My students were highly engaged and excited at new learning opportunities. "

Jackie Grant of Southern Utah University - "Because I am a part of the Southern Utah University Semester in the Parks program, I was exceptionally interested in learning how to use Gigapan technology from the CREATE team. We take our students to national parks all over the region, which gives us a phenomenal opportunity to use Gigapan to introduce students to each park's unique resources. After a day of working with the CREATE team, I felt confident about using the equipment and integrating it in my courses."