DKG - Connecting Women Educators

Many years ago I would listen during lunch to my colleague and principal talk about attending a "DKG" meeting after school.  As they chatted I used to tease them by referring (lovingly) to their club as "The Old Ladies Club" (for which I would always be reprimanded).   That nickname stuck until about 10 years ago when they both decided to nominate ME as a member. (They probably figured that would stop the teasing!)

At the time of my induction, my friend, Peg, said that the Delta Kappa Gamma International Society would be a way that we would always stay connected even during retirement. She also said "there's something special and powerful about being in a room full of women educators." She was always promoting the efforts of women in society.

Fast forward...for eight years.  As a member I attended meetings sporadically, but never put much effort into being a 'true' member.  I didn't see what all the fuss was about.  I don't think I fully appreciated my friend's sentiment until recently.

Fast forward...two more years. During this time I have had the opportunity and honor to be more involved by becoming a Committee Member specifically working with Scholarships.   At a couple of the Chapter meetings I have offered to present topics involving Technology.  Being more involved has help me build some nice relationships.

Attending those Board and Chapter meetings has afforded me the circumstances to meet women educators from many different backgrounds. Some were teachers more than 50 years ago while some are currently teaching.  Some are administrators while others are music teachers.  Some have been members for 25 years while others have been members for two.  All of them making a difference in the lives of those they taught or continue to teach.  These women think of others when they create and distribute Literacy Bags to those less fortunate, make donations to the local Food Pantries and send gifts to the Shriners Hospital. Certainly a group of which to be proud.


Today, while racing after school to attend a Chapter Meeting at a nearby High School, I realized that the DKG has been connecting women long before Twitter started connecting educators.  I realized that there are people willing to collaborate and share their knowledge who are right in our own backyard.  I realized that there IS a special bond among these 'women educators'.  "There IS something special and powerful about being in a room full of women educators." 

Listen to the Delta Kappa Gamma International Society for Key Women Educator's Song HERE.  Surely, you can see we belong to an organization like no other.
 

What organizations do you belong to where you feel inspired?

Above graphic created with Pinwords

 

Genius Hour - For the Teacher!

"Quiet on the Set! We're ready to record! 3, 2 1 Action!" shouts the director.  The long wait was over...finally, the students were in front of the Green Screen, behind the camera and handling the teleprompter.

Last year a colleague and I wrote a grant for the "Green Screen Chroma Key Project"  The idea was to work with the kids to create a movie as a way to share something related to their learning.  Using a Green Screen background allows you to add whatever background you like in the editing process. It took quite a while just to order the "Green Screen," camera, and software.  When it finally arrived we were on our Winter break.   

The weeks passed and still I hadn't started the process with the students.  On Thursday of this week I decided to take the last hour of the day and have my own GENIUS HOUR.  I needed to take a chance, take a risk to figure out the whole "Green Screen" idea.  While students worked at their desks I began setting up for the video shoot.  It took more time than anticipated to set up the lights, lighting umbrella and camera.   After what seemed like an eternity, we were ready to begin.

The day before several students volunteered to write a brief script which they then quickly typed into the iPrompt Teleprompter app.  Waiting patiently and with anticipation the class watched as their volunteers started taking part in the process.  Camera people and teleprompter holders were selected and we were good to go.  After witnessing the process and first recording session  the remainder of students became interested in writing scripts.

A self-professed MAC girl, it wasn't easy getting used to the PC based Corel VideoStudio Pro X5.   After many failed attempts and spending a couple hours after school with a colleague we figured out the basics (which will be shared with the students at a later date).

When creating the student videos the day following the video-shoot, I asked each student to sit with me and choose their background pictures and music.  Text was added and then we uploaded the new video to Youtube. Unveiling the videos in class was worth the wait as the oohs & aahhs from the crowd affirmed this was going to be a project that would easily fit into many lessons.

Check out the first video and see for yourself the power of "The Green Screen Chroma Key Project!".



A True Genius Hour ends with Lessons Learned:

• Check out all equipment right after purchase.  Do not wait - some items may be missing or broken (in this case - the lightbulb sockets).
• Let the kids help - they are less fearful and more willing to take chances.  The students figured out some great features of the Teleprompter.
• Lighting in a project such as this is important. You should use more than one!
• Standing several feet in front of the screen works better than right against it.
• Student Holding Teleprompter should be close to EYE level for actor.
• Start with a small production (1 minute) which will be manageable & offer success.
• Save Often!
• Be patient.
• Enjoy the process!

Sometimes we need to give ourselves the time needed to learn and try new things as well.  It shows our students that we are life long learners as well!

Have you given yourself a Genius Hour lately?  Please share! 

Photos edited using: Befunky.com 

 

Civil War Traveling Trunk Inspires Learning

Traveling Trunk from Civil War Trust

There's nothing quite like engaging students in a lesson by building suspense. When our secretary came into the classroom wheeling behind her a 3' by 2' by 2' heavy plastic trunk you could hear a pin drop.  Immediately the questions started flying.  "What's in there?" "Where did it come from?" "Who sent it?"   "Is a blanket inside?" "Is it an animal?" "Are you going to open it now?"

Honestly, I wasn't sure where it was from or what was in the trunk either!   Checking out the label showed it was from the Civil War Trust.  I then remembered signing up during the summertime to receive the "Traveling Trunk"!

Opening the trunk with the students was so much fun!  The kids all gathered around as I popped it open.  The item sitting right on top was a replica uniform jacket made of wool with a matching hat.  Other items included a woman's apron and bonnet, a Union belt buckle, a container of real cotton, hardtack, replica bullets, confederate money, united states money, flags, a rag doll, and many other interesting items.

Dressing in Period Clothing

The most exciting and talked about artifact was the soldier's haversack.  Inside this antique backpack were replicas of contents carried by soldiers.  These included a comb, a wooden toothbrush, a prayerbook, a deck of cards, a tin cup & a fork, knife, spoon combined utensil.  There was a sewing kit, canteen and bowl as well as some coffee and sugar/salt.

Tin Cup & Salt from the Haversack

The Traveling Trunk also supplied a spiral bound curriculum for elementary, middle school and high school levels.  Included in the curriculum are objectives, lesson plans & worksheets.  Accompanying Powerpoints can be accessed from the Civil War Trust  (download here).  The elementary program is comprehensive and geared more for upper elementary. There are 9 lessons which are meant to be taught in 40-50 minute increments.  My class was able to get to about 3 of the lessons while the trunk was in our possession.  Fortunately, we can access the rest of them through the Trust at the above link.  

Haversack Replica

Using the contents of this trunk, my students have a greater understanding of the Civil War.  Hoping to sign up again next year (this time I'll know to allot more time for lessons!).

Thank you to the Civil War Trust for providing this fantastic resource!




 Pictures edited at Befunky.com

Genius Hour Reviewed

For several weeks the topic of conversation in our classroom surrounded our trial of Genius Hour.  Students were excited about being given the time and opportunity to pursue topics of interest to them.  They LOVED the term - Student Driven Learning!

Most students had an idea right away - while others needed time to think and plan.  Some students decided to work together while others chose to work independently.  Some students would use the computer, while others would use different tools.

Our 'hour' began at 1:45 p.m. Students excitedly collected their supplies and went straight to work. The level of engagement was something at which to marvel.  For over an hour students were completely engrossed in their learning while they created comic strips on the computer, sewed a pillow, researched hedgehogs, experimented with volcanoes, created mazes from wood, researched a Brazilian Gospel singer, and so many other topics.

Experimenting with a Volcano

There were audible groans and moans when the bell sounded signaling the end of our school day and thus the ending of their Genius Hour.  The disbelief that the 'hour' was up was clear by looking at the disappointment on my students' faces. Many had not accomplished the tasks they set out for themselves.  Many asked if they could have more time the following day.

Appreciating the students' involvement in their learning I decided to give them some extra time the next day to 'finish' their Genius work.  When I announced it in the morning there were fist pumps and 'yays'!  When the time came, students again began to work diligently.

Over the next two days there was time for students to quickly share their learning with their classmates.  Students listened intently and asked thoughtful questions. At the end students all wanted to know when to expect the NEXT Genius Hour.  This makes me realize the power of allowing and trusting students to follow their interests and passion.  Success in learning!
Ideas for next Genius Hour:

Poster about the Great Depression

• Allow more time (one student told me she needed a "Genius Hour-Forty-five")
• Assign work spaces so students are not crowding each other. (Some students who were working independently needed to be further away from the partner groups.  A student or two could have used a study carrel for less distractions.)
• Require supplies be brought to school ahead of time. (Some students were scrambling to find supplies around the classroom as they thought of last minute items.  Some students relied on their partner to provide supplies only to find out there was no follow through.)
• Conference with students to see what plan they are following and make suggestions or guide students in this critical area. (While I asked them to write their steps down a day or two beforehand, it wasn't enough time for me to ascertain if students had really had a good idea of how to begin and what to do next. While some students didn't need this planning piece; several others could have benefited from a little guidance from me.)
• Embrace sharing (Sounds silly, but I wanted the students to be more interested in what they were doing/learning,  but many of them were just itching to share what they had learned.  When the students finally shared I was able to really get a better sense of all they had done.  It also strengthened their learning while inspiring others.)

  

  Learning about Dreams

Questions I'm still pondering: 

• Should students be allowed to start their work at home? My directions stated the learning was to be done DURING Genius Hour in school.  However many of my students went home and started researching right away, which showed enthusiasm. Some others elicited help from their folks. Both make me wonder about the amount of parental involvement.
• What kinds of suggestions do I make for those students who are not sure WHAT to pursue? A few students finished early and were not sure what to do. I asked them to extend/expand on what they had done.  These students came to a standstill.  I was taken aback but a colleague said - "why would you be...we are always directing the students' learning so they aren't sure what to do when given the chance!" That made sense to me!
• Should I discourage the use of tools like hammers, nails & power tools? One group of students used a hammer and nails and they banged their thumbs at least once! One boy got a splinter with the wood he was using.  Another child was planning on bringing in a power screwdriver.  While I like the idea of allowing students to try using these types of tools, I'm not sure if the safety issue outweighs the learning aspect. (Interestingly, one student recommended we not "allow" the use of power tools in class.) 



Building a maze

• Should I insist on having a back up plan or alternative learning plan for early finishers? A couple of students finished early and they seemed to be stuck when it came to extending the learning on their topic.  I was in a quandary as to whether to send them in another direction or not. 

Genius Hour is here to stay! I am convinced in this first showing that students need time to pursue their interests.  I am convinced that allowing them time will further promote their curiosity.

Do you have any advice regarding the above questions?  Would love to hear your thoughts about student driven learning. 

Skype in the Classroom - Connecting "Across the Pond"

"Picture a large can. Just before you kick it, your toe pops out of the front of your shoe to "peek" at the can. Can = Kansas. Toe + peek = Topeka. The capital city and state is Topeka, Kansas!" This Mnemonic device paired with a hand drawn picture was used to help instruct students in the United Kingdom who were studying the states and capitals of the USA.  (Here is the list of mnemonic states & capitals we used from mrsjonesroom.com)

Right before the holiday break, my grade 4 classroom connected via Skype with Mrs. Stone's class across "the Pond" just outside London, England. Each class was placed in three groups. Using 2 iPads and a laptop, the classes were able to connect simultaneously through Skype (we used 3 different accounts).  Each student in my class shared a state and capital with their overseas counterparts.  Visuals that further depicted the statement were displayed.  Mrs. Stone's students took notes and asked questions about the state and capital.

This month the learning/sharing will be reversed as Mrs. Stone's American students in the UK will teach the my students the remaining states & capitals using the same format.

A third connection is planned where the students in the UK will shared geographical information about Great Britain such as borders, climate, bodies of water, resources, landforms, major cities, famous people, attractions and animals found in nature.

Using video conferencing tools in our schools with programs such as Skype or Google Hangouts changes the way our students learn and helps them become Global Learners.

(pictures edited using befunky.com underpainting)