Google Presentation: A Learning Design Canvas

Google Presentation serves as a wonderful learning design canvas.

For example, I've started synthesizing my knowledge, experience, and research related to math models and elementary school learning. I opened a Google Presentation and began adding my ideas. I shared the ideas on a Google+ Math thread, and John Fitsioris, a Math Curriculum Developer, responded with some great suggestions. Then I woke up this morning with more ideas.

This presentation and a few more for The Wayland Institutes are due a month from now so I have time to play, explore, and create with my Google Presentation canvas--a canvas that makes it easy to edit,  move, demonstrate, synthesize, and present ideas in multiple, meaningful ways.

Learning Progression

I immerse myself in learning links, posts, conversations, and books that introduce me to nuggets of ideas that take root, intersect, and develop.

"Learning like Russian nesting dolls"

"Curation"

"Paths"

"Revision"

The ideas that pique my interest take hold, and eventually gain strength.

I've come to expect learning in all spheres to look like a child's first steps--a progression of approximations never fully realized, but always gaining strength when right process, curation, and care are added to the mix.

The key is to let the learning streams flow, and to rid the tributaries of new ideas and actions of old time obstacles--obstacles that we now realize to be anything but paths to learning.

Hence, in the months to come I'll cull the learning garden further by replacing old thought and outdated, unsupported actions with new, well-researched endeavor in an effort to provide a deeper, richer, more positive and beneficial learning experience to teach children well.

Update Classroom Communication

Typically my email inbox is sparse.

I try to keep the communication broad and frequent so the members of the learning community know what we've done, what we're doing, and what we plan to do. Hence there's usually little need for emails except for important, timely matters.

I use the following communication vehicles and patterns:

Daily

• Twitter: Daily updates with a class hashtag: #team14hh and professional share. 
• Professional Blog and Google+ : Professional reflection and share
• Email: To announce newsletter updates, one-to-one correspondence, collegial share.

Weekly

• Newsletter Website: A Website that host regular newsletters, and provides a snapshot of the year.
• Weekly Schedule (template example) Shared with all members of learning community: students, families, colleagues, and leaders. 

Regularly 

• Website: A reference book for the class--a go to place for general class information and links.
• Content Websites: Related to specific teaching and learning units. (example)
• Class Blogs: Showcase blogs of student work and share. (example)

I analyzed this process last year and wrote the reflections in this blog post. 

Are your communication platforms and patterns similar?  What else do you use?  I noticed that Pernille Rip does a video newsletter which could be a great weekly addition particularly if students created and published the reports.

This is a good time of year to try out ideas for next year, and a good time of year to rethink, revise, and update communication patterns.

28 Days

Twenty-eight days left to the school year, and there's lots to to.

First, TEAM Research, Writing, and Presentation.

Next, Coding.

Ongoing, Skills: Reading and Math.

Also, Field Trips: Zoo, Animal Reserve, River Study

Special Events: School Picnic, Book Fair, Class Picnic.

Plate Tectonics Lessons via our local geologist.

There was a moment today when it was clear that we're at the last chapter--it's time to slow down, go deeper, and savor the learning and team we've enjoyed all year.  Onward!

TEAM Research: Substance #3

This is one reservation students are studying.  They used
translate tools to find out that La Tortuga Feliz means
"The Happy Turtle."

A child had tears.  Finding the right information was difficult.  "I'll help you," I answered, "this is challenging.  Take some time to think it over, and then let's talk the next school day about how I can help you."

Like many bright students in the early years, the learning has come easy to this child, and now this child faced a challenge.  I assessed the situation recognizing that this was not a bad challenge, in fact it was okay for this learner to struggle a bit as long as I helped her out and led her through the rough patch of really good research and project work.

Today's first day of research posed many teaching points. Teaching points we'll follow up with on Monday including the following:
1. More targeted reservation research using the template as a guide.
2. Adding reservation maps and images.
3. Editing reservation information with each team.

On Tuesday, we'll follow up by watching reservation videos that I have located, and writing introductions based on our video viewing.

Then on Wednesday, we'll put the final touches on the reservation work and leave some time to start the "virtual reality" section of the project which includes transforming the learning space into a space similar to the rainforest cafe or a cafe that looks like the habitat your reservation is in.

After that on Thursday we should be ready to start the animal research--the part the children are looking forward to most.

Related Posts (just click to link)
Team Guided Research
TEAM Research Posts
Room Revision 
Team Research Introduction 
Prep posts (to be added)