As part of our commitment to ensuring a broad and balanced range of ICT skills that facilitate true digital literacy, we introducing our children and their teachers to the wonderful world of spreadsheets on iPad using Google Sheets in Grade 3!
For some this may seems a little excessive, but that's because they probably suffer from a little known condition known as 'spreadsheetitus'—where individuals have an irrational reluctance to use a powerful digital tool for no other reason than they were never introduced to it when they were their age. But fear not, spreadsheets are easier to use than you might think...
Spreadsheets are wondertools, the calculators of the 21st Century, and like calculators they can do incredibly complex mathematics, or, as in this example very simple mathematics indeed.
Our approach to ensuring ICT skills are not neglected, while still using and learning these skills in an authentic, integrated learning environment is to look for opportunities within the curriculum to utilise tools where it makes sense. Finding an opportunity to integrate spreadsheets isn't too difficult. In this case our Grade 3 track their use of water over the course of a week, and use that guided enquiry as a basis for maths work, cue spreadsheets!
This example introduces the app and shows how to calculate the total of a column of figures using a Function (SUM) and how to perform a custom calculation (ie multiplying 2 numbers) by creating a Formula, which is really as simple as, "take whatever is in that cell, multiply it by whatever is in that cell, and put the answer here..."
Make a Graph/Chart
This is as simple as 'select to affect', but it doesn't work if you just select everything, you need to only select the data you need to use. The video below demonstrates how this works....
Mind maps are such flexible, powerful ways to represent learning, and yet I rarely see them used. I think one thing that probably puts people off is they think they might as well just use paper, and I too once thought this... I was wrong.
Shifting mind maps to a screen drastically changes what you can do with them—so when you ask students to mind map on a screen, don't just ask them to replace what they can do just as well with paper mind maps—use SAMMS to transform them, so they are used in ways that can’t be replicated using static media like paper:
Situated Creativity
Online or 'cloud based' mind maps can be worked on in groups, synchronously and asynchronously - collaboratively or cooperatively, a seamless blend of classwork/homework. This means that rather than the tedium of teachers collecting in the work regularly to 'mark' the can view any of them, at any time, anywhere.
Accessibility
Smart web search for images to illustrate stages - combine with smart use of unit keywords (process, source) to really empower inquiry, eg students can clarify the understanding of essential words and terms by adding images that to illustrate (not just decorate) their maps; eg students learning about the process of how chocolate is manufactures can add an image that illustrates “chocolate process” or ‘chocolate source” to amplify the meaning of key ideas with images, and even videos. Terms that are ambiguous or confusing for the student can include a simple definition (in Google just type define: ). The treasure trove of knowledge that is the internet becomes a cornucopia of content to simple and easily make a mind map a glorious representation of that students expanding understanding.
Mutability
This is probably the most powerful enhancement of mind mapping on a screen. The mind map can be evolve, so it a form of assessment I call an ‘ongoingative’, in that it starts as a pre-assessment, gets used formatively throughout the unit, and ends up becoming a summative assessment. A much more natural, nonlinear, ‘organic’ way to organise ideas—starting very simply with initial ideas and understanding (pre-assessment), then revisiting the same mindmap regularly (once a week?) taking screenshots of the changes/evolution over the course of the unit.* Another factor here is that, unlike with the paper equivalent, ideas can easily be dragged and dropped, disconnected and reconnected, moved and removed as the overall map becomes more focused and as a clear structure emerges. Also, on the screen there is no need to be confined to the limits of a page, they can allow their mind map to expand in any direction their thinking takes them. The examples below (Rewind, Review, Reflect) shows how this works in Mind Meister using the history tool to review a process that took weeks in minutes.
Multimodality
At the end of the unit, the screen shots of the mind maps over the previous weeks can be turned into a screencast with the student reflecting on their learning. In iOS Puppet EDU makes this very easy, or use Quicktime to narrate a sequence of screenshots. Alternatively kids could use PicCollage to make a montage of key screenshots of a LJ post, with some text to summarise their learning? Mind maps like Mind Meister incorporate a Prezi like presentation mode, that allows the students to guide the audience/teacher through the elements that are most essential, they can even add a narration using an app like QuickTime - see the 'Reflect, Present, Narrate...' example below.
Socially Networked Activity
Mid unit reflection, kids can share their on going work in a multiplicity of ways, from sharing their mind map with their peers to facilitate collaboration or cooperation, or as simple as posting a screen capture of the most recent version of their mind map to share with the class, either via a class online space, or a Padlet et cetera. Peer to peer feedback, mediated by the teacher.
An Example from Grade 3
Michael Wheeler worked though a unit with his class that really exemplifies how well this approach works. Over the course of several weeks the mind map/concept map became a repository for recording and reflecting on their learning experiences throughout the unit; special guests, website info, BrainPop activities and videos, educational interactives—all summarised and and mapped in relation to three essential understandings.
Rewind, Review, Reflect
This video powerfully demonstrates the 'history' tool, which effectively allows the students to rewind the map, and review the entire process of learning and inquiry captured over the preceding weeks.
Reflect, Present, Narrate...
The screen captures below demonstrate the final stage of the project, where each student was able to turn this formative record of learning into a summative presentation with a few clicks, this was then used to record a screen narration where the students reflected upon their work, by summing up the overarching understandings from the unit, not just narrating the text on the screen.
Grade 5
Across the Curriculum
Mind maps can be used for:
problem solving - WWWHWW
outline/framework design
structure/relationship representations
marriage of words and visuals
condensing material into a concise and memorable format
Project management
Book/film/unit summaries
Word study - spellings, forms, etymology, patterns/conventions/connections
Brainstorming (ideation)
Knowledge management (including pre assessment)
Planning
Ongoingatives
Connections between concepts, ideas, knowledge, skills.
Maths strategy representations and connections, and/or process stages/steps
Concept maps vs Mind Maps
Technically mind maps differ from concept maps in that mind maps focus on only one word or idea, whereas concept maps connect multiple words or ideas. Also, concept maps typically have text labels on their connecting lines/arms. Mind maps are based on radial hierarchies and tree structures denoting relationships with a central governing concept, whereas concept maps are based on connections between concepts in more diverse patterns. A concept map is a way of representing relationships between ideas, images, or words. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking by revealing connections and helping students see how individual ideas form a larger whole.
A Mind map reflects what you think about a single topic, which can focus group brainstorming. A Concept maps are more free form, as multiple hubs and clusters can be created, unlike mind maps which fix on a single conceptual centre. The reality is that I doubt many people really care about the semantic differences, my mind maps also exploit the features of concept maps, or maybe it's vice versa? The point is that this model is versatile and dynamic, it can be whatever you want it to be. This is a sentiment clearly echoed by a passionate advocate of this way of working, Ken Robinson; who gives the following, practical advice:
There is no wrong way to create a mind map as long as it makes sense to you. Mind mapping offers you a lot of creative freedom and can open whole new ways if thinking. Here are some of the main principles you to keep in mind as you practice mind mapping:
Use single words or very short phrases for each line. Remember, this is a visual as much as a verbal system.
Form organic connections.
Use a variety of colours throughout the mind map. Colours give the map visual appeal and they help to identify different levels and types of ideas."
Each keyword or image should have its own line.
Finding Your Element, pp 11-12
Key Concept Mind Maps
No need to look far for the a set of powerful single words that can form the basis of a concept map in any curricular area, some or all this essential 8, I call, '2Fs, 3Cs, 2Rs and 1P' are all you need:
form - define it, what is it?
function - how does it work?
causation - why is it like this?
change - how is it changing?
connections - how is it similar to other things?
responsibility - what do you/we need to do about it?
reflection - how do you know what you think you know is true?
perspective - what are the possible points of view?
For the reasons outlined in this post, mind mapping tools that are situated online make the most sense, top of my list for these is Popplet, followed closely by MindMeister, which has the added advantage of working with GApps, although it is more suited to older students, as you can see in the examples above, it works well with students as young as grade 3 as well.
Further Reading
MindMeister have published a great post on the benefits of mind mapping, "From Collecting Dots to Connecting Dots": Using Mind Maps to Improve Memory and Learning" that is well worth a read. It provides a short overview of principles of memory and learning and effective learning techniques, and demonstrates how students can use mind maps to become more effective learners.
*Mind maps like Popplet and Mindmeister include history tools that literally allow you to rewind to the start of the process and play it back.
iPads are revolutionising many tasks that only 5 years ago would have been unthinkable, activities like creating short films using stop motion animation, and compiling these in a video editing application would have required an high specification computer, and professional digital editing tools.
These days it is literally child's play, as two of our kindergarten teachers, Zoë Brittain, and Sarah McHugh, have been demonstrating to an impressive extent, with their after school activity 'Stop Motion Movie Making'. At the activity the students in Grades 3 to 5, work in teams to create their own 'mini movies'. They design the story, setting and characters and then bring them to life.
Here's just one show reel, everything you see here was created on an iPad, using iMotion then exported to the Camera Roll, before compiling in iMovie; all with little or no teacher assistance.
What happens if you take 180 Grade 3 students, 2 magnificent Art Teachers, 24 iPad (Justand) stands, clamps and 24 iPads?
Well, you achieve a level of creativity that is truly inspiring—and that is the only word to describe the fever pitch that has been Grade 3 Art classes this past month, the synergy between 'real life' art work (paper, scissors, paint) and the literal bringing to LIFE of these creations using the stop motion animation via the iPad app - Stop Motion Studio was exactly that, INSPIRING. You don't need to look any further than this is to see the true embodiment of the '4 Cs' of '21st Century Learning' described by UWCSEA profile in action.
Creativity | Collaboration | Communication | Critical Thinking
Creative and innovative
Collaborative; and Communicators
Critical thinker and problem solvers
A brief look at Caroline and Siân's learning intentions for this unit reveals how powerful this kind of activity is in providing experiences that facilitate this kind of learning:
How to use animation software to retell a story.
How the creative preparation for an animation differs from other forms of art
How to use mixed media to create scenes and characters.
Look critically at their animation and consider how it can be changed.
Video compiled by Caroline Sebunya
Watching the students in action it also became quickly evident that there was a great deal of 'Critical Thinking and Problem Solving' happening—not something the teachers had expected or consciously planned for but, I can assure you, if you ask them now they will tell you that this became a very powerful aspect of the students' learning - from assembling and adjusting the stands, to the realisation that they need to storyboard their animation to troubleshooting issues with the App, to making judicious choices about the kinds of materials that would help them to tell their stories—even logical mathematical reasoning as they wrestled with frame rates per second!
So the question is, how do we really teach creativity, critical thinking, communication and collaboration? These are right brain skills, those that are most difficult to teach in a codified, regimented way. With most school systems now fixated on measurable outcomes (usually test scores), how do we make these 'soft skills' a genuine priority when they are so hard to measure? Well ... one way is through Digital Art.
What place do calculators have in the 21st Century?
Some would argue, none, and that they never should have had a place even in the 20th Century. Certainly one of my earliest memories of TEL (Technology Enhanced Learning) was the replacement of the humble 'log book' by calculators in my Maths classes on the west coast of Ireland, back in 1986 or so.
I would like to highlight some comments made about calculator use by the renowned John Hattie, in his magnum opus, Visible Learning, where he says:
Calculators + Good Pedagogy = d = 0.72
"Ellington found that the effects were much higher when calculators were involved in the teaching process; for example, when used for composition problem solving, the effects were d = 0.72: "When compared with students who did not use calculators, students in treatment groups were able to solve more problems and make better decisions with regard to selecting methods for generating solutions"(Beddington, 2003, p 169)
For more on Hattie's meta - analyses, have a look at my other post here, but for now, take it from me that a rating of d = 0.72 is very good, no, not very good, it's astounding.
Now, I've been thinking for some time, what if you took the pedagogically sound use of calculators and applied them to a technological tool that is favoured by adults who work with numbers the whole world over? What do financial professionals use to manipulate numbers? Calculators?—you must be joking, no they use spreadsheets, why? Because,
Spreadsheets are the calculators of the 21st Century
Maths Problem Solving with Numbers (click to enlarge)
I can tell you that my work with students confirms this, in fact, if I take the liberty of tweaking Hattie's profound eulogising about the wonders of spreadsheets calculators I think the observations hold true, no, they are truer, more emphatic in my experience than ever:
"Hembree and Dessart (1986) found that the pedagogical use of calculators spreadsheets improved students basic skills both in completing exercises and problem solving. Across all grades (and particularly above grade 5, when calculators spreadsheets become more prevalent) and across all ability levels, students using calculators spreadsheets lead to greater effects in students' basic skills in operations and particularly in problem-solving."
Visualize Data with a couple of clicks (click to enlarge)
"The effect on problem-solving seems to relate to improved computation and lower cognitive workload demands. They also found that there was a better attitude towards mathematics and an especially higher self-concept of mathematics for those using calculators spreadsheets compared to those not using calculators spreadsheets.
Transform number manipulation by moving it online, collaborative, social.
"... this enhancement in attitude was probably because the use of calculators spreadsheets helped relieve students traditional dislike of problems expressed in words (by reducing the cognitive load of having to compute as well as problem solve)." ... "Using manipulative materials and calculators spreadsheets helps to reduce students cognitive load and allows them to devote their attention to problem solving."
Adapted from Hattie J (2013). Visible learning, p146-147
Transforming Calculations & Mathematics
As powerful as spreadsheet applications like Excel and Numbers are, already leveraging SAMMS elements like access to the internet to gather data, clarify facts, strategies; move modes of operation from teacher centred/pushed data, to student centred/gathered data, and the the mutability afforded by the spreadsheet—what calculator has an undo key? What calculator allows you to grab aspects of data and literally tweak it, or even move it around the sheet, recalculating variables at the speed of thought?
But we can add even more SAMMS to the recipe. Moving the entire activity online, namely with a 'cloud' based spreadsheet application like Google Sheets, that allows us to add the transformative elements of ICT that are:
Situated:
Now students and teachers can work anywhere, any place, any space, on the same sheet. From real time feedback using comments, to transforming 'homework' into just an extension of classwork,
Social:
The sheet becomes a mini social network, a micro-community; allowing a group of students to collaborate on the same spreadsheet in real time, or to assign different aspect of a more complex problem to various member of the team, to be interconnected as the separate aspects of data are clarified, calculated and ratified by the team. At any point, any student can duplicate the entire sheet and continue work work separately, or move it to another tab within the same sheet.
All of the work you see here was completed with Grade 3 students, recently I have been able to continue this work successfully with students in Grade 2, using Numbers on the iPads. Here is one of our students to explain it for you:
What happens if you take 180 Grade 3 students, 2 magnificent Art Teachers, 24 retort stands, clamps and bosses from the High School Science Department (thank you Elaine and Martin!) and 24 iPod touches?
Well, you achieve a level of creativity that is truly inspiring—and that is the only word to describe the fever pitch that has been Grade 3 Art classes this past month, the synergy between 'real life' art work (paper, scissors, paint) and the literal bringing to LIFE of these creations using the stop motion animation via the iPod touch app was exactly that, INSPIRING. You don't need to look and further than this is to see the true embodiment of the '4 Cs' of 21st Century Learning in action.
See below for just a handful of creations, there are many more of like these, all of them are unique ...
In the Partnership framework, the Four Cs make up the “Learning and Innovation Skills” and are as follows:
1. Creativity and Innovation 2. Critical Thinking and Problem Solving 3. Communication and Collaboration
For creativity and innovation, the framework emphasises Thinking Creatively (brainstorming techniques, creating new ideas, refining and evaluating ideas), Working Creatively with Others (communicating new ideas, being open to diverse perspectives, demonstrating orginality, viewing failure as part of the process) and Implementing Innovations (Acting on creative ideas and contributing to a field). These are terrific guideposts.
A little closer to home, our own UWCSEA Profile describes students who are:
Critical thinker and problem solvers
Creative and innovative,
Collaborative and Communicators
A brief look at Siân and Caroline's learning intentions for this unit reveals how powerful this kind for activity is in providing experiences that facilitate this kind of learning:
How to use animation software to retell a story.
How the creative preparation for an animation differs from other forms of art
How to use mixed media to create scenes and characters.
Look critically at their animation and consider how it can be changed.
Likewise the assessment criteria emphasised most of the 4 Cs. Children were expected to:
Produce a 15 to 20 second piece of sop motion animation.
Create a short, imaginative story that can be recreated through art work and animation. [Creativity and Innovation]
Use a variety of materials to make scenes and characters.
Talk about the animation process using art/animation vocabulary and describe how their project was successful. [Communication and Collaboration]
But wait! I hear you say, what about problem solving?
Watching the students in action it also became quickly evident that there was a great deal of 'Critical Thinking and Problem Solving' happening—not something the teachers had expected or consciously planned for but, I can assure you, if you ask them now they will tell you that this became a very powerful aspect of the students' learning - from assembling and adjusting the clamps, to the realisation that they need to storyboard their animation to trouble shooting issues with the App, to making judicious choices about the kinds of materials that would help them to tell their stories—even logical mathematical reasoning as they wrestled with frame rates per second!
So the question is, how do we really teach creativity, critical thinking, communication and collaboration? These are right brain skills, those that are most difficult to teach in a codified, regimented way. With most school systems now fixated on measurable outcomes (usually test scores), how do we make these Four Cs a priority when they are so hard to measure? Well one way is through digital Art.
I’m looking forward to exploring this question with our Art teachers, who will hopefully inspire many other teachers to create more of these kinds of learning activities.
I think what excites me the most about this use of ICT is it resists polarisation, the old, paper vs pixels arguments become meaningless in this kind of context, we don't need to argue or choose; reality and virtuality can work in synergistic harmony to create learning experience that are truly and uniquely '21st Century'.
Explain Everything is an easy-to-use iPad App that lets students, well... explain everything they know about a subject, by annotating, animating, and narrating their explanations - simultaneously. This App is a step up from Apps like ScreenChomp and Show Me, as students can access many more options, so while it lacks the simplicity of those Apps, it more than makes up for it in terms of the possibilities it offers. Multiple screens, undo and redo, text labelling, laser pointers, and a whole host of ways to export the completed video from the iPad.
The central idea for the Media Mania unit is to teach the students that understanding advertising helps them to make informed choices.
So at the end of the unit, for their summative assessment each student 'explained everything' they knew about:
• The forms and location of advertising • The strategies used to make advertising effective • How their feelings, beliefs and values can be influenced by advertising
