Transgender Day of Visibility

March 31st is International Transgender Day of Visibility, and it’s a perfect opportunity for everyone, particularly teachers, to learn about the impressive progress being made toward gender equity and equality, and individual empowerment.

Visibility is the most important step toward acceptance and empathy, so I encourage you to visit the Trans Student Equality Resources site (transstudent.org) and explore their outstanding resources, particularly the engaging infographics.

http://www.transstudent.org/2014
For more of my own reflection and classroom practices, please read my post, Empathy & Acceptance: Toward a gender-neutral classroom.

Reflecting on Edcamp Tokyo

Beginning with an errant tweet and concluding with an impressive Demo Slam, helping to organize and then participating in Japan’s first Edcamp, Edcamp Tokyo, was a truly remarkable experience.

http://instagram.com/p/litk67jSgu/

Incredible Team

Special appreciation belongs to Kim Cofino, Clint Hamada, and Yokohama International School for hosting us so well. Their attention to detail and world class facilities left nothing to be desired. The fluency of collaboration demonstrated by the entire organization team including Greg Feezell, Glenda Baker, Sarah Sutter, and Rab Paterson was simply astounding.
The result was an organization and planning process that was as enjoyable as it was effective.

Making Connections

The strongest connection I made at Edcamp was in the sharing of ideas between diverse learning communities. It was the first time I gained a sense for the approaches to learning and teaching being practiced at other schools and in a variety age ranges and developmental stages.
Discussing the Maker Movement with secondary educators was a revelation for me, as I gained insight into how my efforts at the elementary level can build the fundamental scientific, mathematical, collaborative, and innovative thinking skills that learners will expand and develop in the future.
Making Thinking Visible, a relatively new line of inquiry for me, turned out to be an in-depth discussion of the conceptual connections between learning in various disciplines and how explicitly taught and practiced ‘thinking routines’ can provide continuity between skills, topics, and ideas.
I was happy to share my experiences developing the Independent Inquiry project with a group of educators in the 20% Time in Education session. I hope that they will find the resources shared to be useful as they cultivate self-directed, interest-driven learning.
In the Creativity, Design, and Innovation session, there was a palpable desire for change. We all shared a passion for learning and hope for the future that was an inspirational way to end the day.

The notes from the sessions are all linked to the Collaborative Organization Document (aka the schedule), a resource which I hope can help to maintain the connections we have made.

Building Community

How Edcamp Tokyo helped to build a community of learners in Tokyo and across Japan remains to be seen. There haven’t been any tweets using the #EdcampTokyo or #Edcamp東京 hashtags on Twitter for awhile, nor is there much activity on the Edcamp Tokyo Google+ Community.
In all likelihood, participants returned to their busy lives and classrooms with new perspectives and tools, but not necessarily time to reflect and share publicly. Given the intensity of engagement throughout the day, I’m confident that we are all applying our new understandings in creative and meaningful ways.
Personally, I feel that what we did was ultimately in the service of learning. Every idea shared was a generous gift and I’m happy to express sincere gratitude to all of the participants in Japan’s first Edcamp.

Visual Literacy Achievements Unlocked!

My final projects for the Visual Literacy COETAIL course are a slide presentation to inform my school community about our first PYP Exhibition and a video to inspire my Grade 6 students as they prepare their Exhibition, a self-directed and collaborative research and service action project.

Inform

As detailed in the post, Exhibition pre-Zen-tation, I struggled to transform my text-heavy, visually dry slides into a more engaging and thought provoking accompaniment to my speech.

The process was mostly subtractive. I deleted nearly all of the text and replaced it with carefully selected Creative Commons licensed images.

One of my most important lessons from this course has been the importance of audience. With that in mind, I shared the second draft of my slides and received very insightful comments, which led to the final version.

Introduction to the Exhibition


I was very happy with the presentation and meeting, and I believe that these slides inspired thoughtful discourse and discussion, rather than simply delivering information. For the latter purpose, I simply shared my notes on Google Drive and embedded them in our class blog for accessibility.

Inspire

In the post, PYP Exhibition: A Rite of Passage, I detail the process of creating an inspirational video for my students and other students preparing their exhibitions.

As with the slide presentation, I sought critique before completing the final cut.

My favorite step was composing the music. In the ‘remix’ spirit, I arranged samples from one of my class’ collective improvisations into an innocent, dreamy loop. By adding a simple string pad and energetic drum tracks, I tried to capture the mood and drama of the Exhibition from meandering innocence, through cognitive dissonance, and into catalyzed momentum.

Prelude to the Exhibition

My most significant understanding from completing this project is that deeper learning needs plenty of time and freedom. Tinkering and iteration are essential to constructionist learning, and I spent many late evenings and early mornings wrestling with the unfamiliar tools I needed to complete my projects.

It’s important to consider that students need time to explore the technological tools we invite them to use in order to achieve their full potential and quality of expression.

Infographics in the classroom

Who doesn’t love a good infographic?
I get my fix from Daily Infographic, but a quick Google search uncovers many more sources.
I’m often surprised how the layout, color palette, and design of a document draw me into a topic. To capitalize on this phenomenon in the classroom, I started building an infographics section on the wall.
The concept is so simple and fun. Just print infographics, laminate them, and affix them to the wall with magnetic tape. Students are welcome to browse during independent reading and inquiry periods. Having them mounted magnetically means they are portable. Occasionally, they become very excited about a particular graphic and share with each other.
Although it has been somewhat labor intensive to build a collection, the result is an engaging range that my sixth grade students find very inviting. Changing the selection always results in some kind of excitement, and learning with them builds visual media fluency and provokes inquiries in a novel way.
With such an emphasis on digital technology, it’s important to remember that people learn in many different ways. Providing a variety of approaches to learning is always the best application of educational technology.
Why not start your own infographics wall?

PYP Exhibition: A Rite of Passage

Several weeks ago, I began an inquiry into visual literacy. Feeling that visual communication is My Greatest Weakness, it’s been an exciting challenge to spill this can of worms and start stomping. It has been easy to find opportunities to practice and apply new skills and understandings in the classroom.

Purpose

My students have begun preparing their PYP Exhibition. It’s our first in every sense: as individuals, as a class, and as a school. I have researched extensively about elementary school Exhibitions around the world and have been trying to approach the process from a design perspective.

Metateaching

The essence of metateaching is knowing students well and designing an environment in which their learning can thrive.
For Exhibition, that environment consists primarily of independence, yet it is important to introduce the project in a way that helps inform and inspire the process.
When I was preparing the presentation I would deliver to the school community about Exhibition, the Exhibition pre-Zen-tation, I intended to provide information about what we should all expect during the coming several weeks.

I blogged about the meeting in the post, Exhibition Week 0. It was successful, but there was something missing. From the perspective of visual literacy and storytelling, I realized that my efforts could accomplish much more if I aimed to persuade rather than inform, or, to use Seth Godin’s terminology, ‘persuade’ rather than ‘convince’.

The presentation and slides are effective at delivering information and provoking thought, ‘convincing’, but they wouldn’t inspire anyone to join the adventure. They don’t ‘persuade’. They lack emotion.

What I needed was a video.

My own inspiration

To inspire my video, I pondered the Exhibition. The objective is for students to demonstrate mastery of the IBO Primary Years Program through self-directed and collaborative inquiry. It occurred me that it closely resembles a traditional rite of passage, a ritual marking the transition from one state or status to another.
In this case, the students are moving from elementary school to secondary school. They are presented with a challenging task and provided limited assistance and expected to use what they know to organize and take action. They are intended to cause cognitive dissonance, the resolution of which is both the process and product of the experience.
This led to the conceptual framework for the video. It would start with an introduction to rites of passage, then invite the students to engage in the inquiry process through video footage of other schools’ exhibitions.

I do everything the hard way

At that point, things became ugly. Or interesting, depending on your perspective. I was trying to learn several different technologies, as well as visual literacy concepts and skills, all at the same time.
First there was searching for Creative Commons licensed images and video to remix. Next, learning how to use iMovie to organize and edit them, as well as adding the text. Adding text involved searching for an interesting font, a process in which I became totally lost for most of an evening. Finally, I hacked together a scratch music track with audio from one of my class’ collective improvisations for keyboard percussion. Unfortunately or fortunately, I’m really not sure, technological misunderstanding prevented the audio from being included in the uploaded YouTube video.

Without further ado

I decided to share this version of the video because part of my personal inquiry is to be more collaborative. I have always had a very thin skin when it comes to critique and criticism, something I am working to improve. 
Please view my video and tell me what you think!

EDIT 19 March 2014 – View the final video in the post, Visual Literacy Achievements Unlocked!.