I heard George Couros speak at the Marin County Office of Education a little more than a year ago; furthermore I was fortunate enough to be invited to a round table before his talk. One of the things he said during that session that really resonated with me was simply answering the question:
How do we move from a school with pockets of innovation – to one with a culture of innovation? The answer: Share what we are doing.
This is something I quoted while interviewing, and have restated many times during my short tenure at Hamlin. I believe that it is true; and I am overjoyed to see it happening. Its happening in blogs, its happening on Twitter, it happens when our tech team shares with each other, with colleagues, and was definitely happening recently when the team shared five presentations at the first ever ATLIS (Association of Technology Leaders in Independent Schools) conference in Foster City.
You don’t however build a school culture with “the tech team” – Friday we were able to share with the entire staff a fantastic example of technology integration from every member of the faculty. As a faculty we reflected on these projects and where they fell within the SAMR paradigm. The greatest part was how easy it was to find exemplary projects from EVERY faculty member – we are thankful to work with such a dedicated and dynamic faculty here at Hamlin.
Hamlin staff spend a perfectly gorgeous Friday afternoon reflecting on their work and that of their colleagues.
In the sprit of sharing what we do, here is the slide deck:
Rachel Davis, Middle School Science Teacher and iPad Coordinator, Maggie Jo Feldman, MS Art Teacher, and Alison Trujillo, MS Spanish Teacher, teamed up for a fabulous Earth Day project! Along with the Grade 6 students, they released the Pacific Chorus Frog at Mountain Lake, making it the second native species reintroduced as part of our efforts to restore the ecosystem at the lake.
Here is a brief interview with the team recapping the experience:
Q: What grade level were you working with? A: Grade 6
Q: What were your goals going into the project? A: To raise awareness for the students so they could understand the human impacts on Mountain Lake. As they learned about it, they wanted to inform the public about these issues and the ways that people could help to restore the lake. Another goal we was to collaborate between subjects: Science, Art and Spanish.
Q: How did you roll out the project? A: Leading up to Earth Day, we took a half-day wherestudents designed beautiful and informative images that are on painted wood panels. During that time, they also created Spanish and English movies to explain the issues the images represented. Visitors to the National Park can scan QR codes attached to the panels to view the videos.
Q: If you were to do the project again what (if anything) would you change? A: The time line was really tough. Next time, we’d like more time to connect with the park for planning purposes. This project would also benefit from more preparation time given to the students for cutting and designing the wooden boards. Looking ahead, we think we’ll also put more of an emphasis on teaching about the history of public art.
The Hamlin.orgGlobal Citizenship webpages needed to be created, and Dan was preparing for a seminar he was leading about Global Citizenship. We wanted to have visual content to supplement the written/spoken material that had already been assembled. What better than a student created iMovie project to meet these needs!?
Dan Polk, Director of Global Citizenship, and Marisa Felt Bellingrath, Assistant Head of School, teamed up to envision the project and created a proposal for two Grade 8 students, Ava and Bella, to complete.
Jim Lengel, Middle School Tech Integration Specialist, and Liz Beck, Project Manager LMS, were teaching Bella and Ava in the Digital Art Elective at the time of the project.
Q: What grade level were you working with?
Dan Polk and Liz Beck: Grade 8
Q: What were your goals going into the project?
DP: The central goal of the project was provide a broad overview of Hamlin’s Global Citizenship program, one that incorporated the voices of both students and faculty.
LB: Both students who created the video had been in Digital Arts for 5 trimesters. They are iMovie and Photoshop power users and are very talented esthetically. We needed a project that would challenge these students and help them take their skills to the next level – creating digital content that can be used in a real world context, and learning how to work as a part of a team to execute a creative project.
Q:How did you roll out the project?
LB: Originally, Dan asked me to work on this project. While I was happy to help, the timing perfectly coincided with the start of Trimester 2 of Digital Art and the struggle I was experiencing with keeping the course relevant to Ava and Bella.
Dan arranged a time to meet with Ava and Bella during Digital Art. He introduced the scope of the project, as well as its goals and timeline. He and Marisa also dropped in periodically to check on their progress. The students knew I was there as a resource, but overall they managed the project independently and worked on it both during Digital Art and on their free time.
DP: I also provided the students with music ideas, images, and questions to pose to faculty/students.
Q: If you were to do the project again what (if anything) would you change?
DP: I might include a live shot or two of students doing something Global Citizenship related, skyping, working in the community etc.
Fourth grade students have been expanding their exploration of coding by following the Google CS First Curriculum; specifically the one focused on Game Design. The girls meet with Lower School Tech Integration Specialist & STEM Teacher Caroline Windell twice a week and each day they learn a new type of game. The culminating activity will have students select one of the game types and more fully develop their game idea.
Some 4th grade student reflections after using the CS-First computer science curriculum:
There’s a new student at your school. What would you say to her to get her interested in computer science?
something I like about programming is that you tell it to do something and it does it.
Computer science is very fun and there is a lot to learn at the same time. With computer science, you can make your own games with your own rules!
It’s SO fun!!! You get to learn stuff about technology, and have a fun time.
did you know all the computer games you play are programed by other people? … and you can program a game too!
it is really fun it’s learning and having fun and every time you make a game or some other thing work it is so rewarding and it feels so good like you can just do anything. i love this club and you should come and code with us. even if you can’t code you will learn and it won’t feel like learning it will feel like playing on the computer.
Coding is really really really really really fun. We get to make our own really fun games. It’s awesome.
I would say that this is the best club ever and you should try it and if you don’t like it then you don’t have to do it.
It’s super fun to learn and even if you think you know a lot abut it you learn a lot of new things. I would recommend CS first as a REALLY fun coding experience. I always look forward to coding class and I bet you will to.
We are definitely looking forward to playing your creations girls!
Hamlin was incredibly well represented at the inaugural ATLIS conference held this week in Foster City. Five team members represented the school at the conference; and five workshops were led by Hamlin technology specialists. Embodying our belief that the way we move from a school with pockets of innovation to a school with a culture of innovation is to share what we are doing.
Sessions varied in length, including 90 minute “deep dives”, 40 minute workshops, and 20 minute “Quick Tips”.
Quick Tip – Self Grading Exit Tickets and Formative Assessments Using Flubaroo:
Last week Hamlin second grade girls began exploring binary numbers. It was part of a new initiative to teach students computer science … without computers. Lower School Technology Integrator Caroline Windell recently travelled to New Zealand to learn more about this fascinating curriculum – CS Unplugged. In fact she received the very first printed copy of their updated book – and even helped them proofread it!
Girls explored simple counting in binary and then translated their names into binary before taking the time to teach the skill to their Grandparents or Special Friends.
Here is a brief summary of the project:
Q: What grade level were you working with? A: (Caroline Windell) second grade.
Q: What were your goals going into the project? A: There were two project goals:
Introduce how computers store information in a developmentally appropriate way.
Provide students the definition of binary number.
Q:How did you roll out the project? A:
I brought in a set of five binary cards with dots on one side and nothing on the other.
Each card had twice the number of dots as the previous card, for example, 1, 2, 4, 8, 16.
Five students were asked to hold the cards in front of the class with the smallest number of dots on the far right.
By flipping the cards over, we were able to use the dots on the cards to count from 0-31.
Next, we used 0 and 1 to represent whether a card was face up or not ( 0 = no dots, 1= dots). For example, 01001 = 9. That is, the 2nd and 5th cards were showing so we could count 8 + 1 = 9 dots.
We then used the numbers to represent the letters of the alphabet with A=1, B=2, C=3, etc. and translated the letters to binary (ex. 00001 = A).
Using Book Creator on the iPad, each student translated their name using zeros and ones (see photo).
Q: If you were to do the project again what (if anything) would you change? A: I didn’t expect the first part of the lesson to go so quickly, so I wasn’t quite ready to move on to transferring the idea of binary numbers to letters. Next time, I will have a key with all of the alphabet letters ready to show the girls.
Ms. Andrews, Grade 2 teacher, developed an interesting technique for using video conferencing in her classroom. During Reader’s Workshop, where students practice their reading skills, students were given the option to read with with a parent or buddy using Skype or FaceTime.
Ms. Andrews found that parents, friends, and even puppies, jumped at the chance to participate in the classroom from a remote location!
Some initial planning was involved so both students and adults (or canines) had a copy of a book in their respective locations. Together, they explored the book during the first part of the video conference. Once this was completed, the student selected a book from her book box which she read out loud.
“I loved it!!! She is so cute and was so happy. It’s very cool and could make the parents feel really involved from home! Maybe even some of the dads who don’t have as much time to be on campus/involved etc… It works for us! FaceTime is so easy and is on every iPhone so you can be anywhere!”
– Grade 2 Mom
An interview with Middle School Technology Integration Specialist, Jim Lengel and Rachel Davis, Middle School Science Teacher and Integration Specialist:
Q: What were your goals going into Hour of Code?
A: (Rachel) – I wanted the girls to get more comfortable with coding and feel like it’s something they can tackle or try in the future.
(Jim) – I wanted to show the girls that coding can be fun! Like Rachel, I think if the students have a chance to experience coding they find find out that they love it.
Q: How did you think you were successful in meeting these goals?
A: (Rachel) – I’m so glad that most of the Middle School students attempted coding. Some students even told Jim and I that after their Hour of Code activities at school, they went home and coded that night!
(Jim) – It was amazing to look over and find a sea of girls in 5th and 6th Grades coding. We really had an enormous amount of Hamlin girls coding.
light bot; one of many coding apps used
Q: If you could do it again, how would you change the Hour of Code week at Hamlin?
A: (Rachel) – I think an hour dedicated for each grade to code during the week would be great so that even those who felt like they were not good at coding would at least give it a try.
(Jim) – I’d like to develop an integrated project that would then be taught via scheduled classes during the week. I’d also like to have more time to teach girls coding in general.
Leah Busque from Task Rabbit encourages the girls to build their dreams
Q: How did you celebrate the Hour of Code in your life?
A: (Rachel) – I really enjoyed watching the girls code and was impressed with their critical thinking skills. I Wish I had had the same opportunity when I was in Middle School. I was really inspired hearing Leah Busque from Task Rabbit speak on Tuesday, I thought she was incredibly inspiring.
(Jim) – I took a coding course “code school“, it will allow the technology team explore any only courses until the spring. I’m excited to integrate the lessons I am learning into my classes at Hamlin.
T-shirts to award successful completion of an hour of code!
Q: Can you share two highlights that particularly stick out in your mind?
A: (Rachel) – Wow, there are so many – picking two is a challenge. Watching Ms. Helm code with the girls was a real highlight for me. Seeing the excitement in a student who was able to light up a tree in Alaska, and how proud the 7’s and 8’s were when they received their hour of coding certificates.
(Jim) – One morning I walked around the corner to virtually the entire 6th grade class coding together. They were excited and really into it – I felt like I had reached the masses! When we gave the girls their T-shirts as a reward for completing the hour of code it was a fantastic wrap up to the project.