Plan, Do and Review iPad Exploration

After finally getting the 20 new iPads set up and ready to use (a major undertaking for which I take no credit-- read about it here), I am planning to embark on an explorative journey of how to best use these tools to transform learning in 2nd grade.

Aside from a little fun in Kitah Alef (1st grade) one afternoon, using Doodle Buddy to practice writing Hebrew letters, I have very little experience with the iPad as a school device. I am only a moderately fluent user of my own iPad, which I use mostly to consume information.

So, where to begin?

I will be using iPads in one of the 2nd grade learning centers, twice a week. My initial goals are to learn more about what can reasonably be done by 2nd graders during this period of time and to let the kids do a bit of structured exploration. So far we have only been able to add free apps to our iPads. (Here is our list.)

Rationale

I need to do my own experiential learning of how to use the iPads with young children, while continuing to gain fluency in using the iPad for my own productivity. I am willing to allow curricular goals to take a backseat in the early stages of exploration. In my many years of using technology with students (of ALL ages) I have always had big goals, but I have learned that what seems simple to me is not always as simple as it seems. In fact, I believe that one of the reasons many teachers turn off from using technology actively with students in the "messiness" of it. For me, part of embracing the messiness (which I have come to love) is to realize that it's all learning.

Plan•Do•Review

In thinking about how to structure the early exploration, I recalled a model called Plan, Do and Review. In researching the method, I see that it is used most frequently in preschool, but is also indicated as developmentally appropriate for use in lower elementary grades.

I like this model because it gives students opportunity to explore and choose but within a guided structure designed by the teacher. I believe that creativity and exploration are often more productive within a structure. I have observed that students, when given too many choices, may have trouble committing to an activity. They become overwhelmed with choices and jump around from one thing to the next, never really "doing" anything.

Plan

In the initial meeting with students, after a brief introduction to the iPad and discussion about proper care and handling, I plan to provide students with 3 or 4 choices of apps/activities to freely explore. I will keep demonstration to a bare minimum and let the focus be on problem solving and exploration for the students.

Ideas for choices:

•Listen to a student created podcast, downloaded from the MJGDS podcast channel on iTunes. We have many excellent, student-created podcasts, including one that they made last year in first grade.

•Doodle Buddy

•Google Earth

•Read an eBook (we have a few free eBooks downloaded, as well as two student-created eBooks.)

•Puppet Pals

•Sock Puppets

The emphasis will be making a choice and then sticking to that choice for the entirety of the "do" period.

Do

Doing is the active engagement. Some choices will offer more exploration and experimentation than others. It's all good. Or even if it's not good, it's ok. That's why there is time to review.

Review

Review can be formal or informal. I am hoping to have time for a formal, written review. I've created a google form for students to use (at this point, I will probably print the form and have them write it. In the future, we plan to download the forms app so students can fill out the form on the iPads).

Although that will complete one Plan, Do, Review session, the cycle will continue with the next session as students become more familiar with the process itself, as well as the things they enjoy doing during their "do" time.

This is my plan for at least the first few sessions of working with the 2nd graders. It should give me opportunity to get a feel for using the iPads with the small groups. From there, the teacher and I will strategize on next steps.

I welcome your ideas and feedback, as well as suggestions for great (especially free) apps to use with young students.

Lifelong Kindergarten- Keeping Imagination & Creativity in the Learning Process

Mitchell Resnick, MIT's Lifelong Kindergarten

I decided to take my notes from this session in wordle.

Other posts I've written about LLK and Scratch:

Sowing the Seeds for a More Creative Society

Scratch that Itch

some about playful learning:

The Science of Play

Taking Play Seriously

and a great article from The Creative Educator (excellent magazine) on Iconic Pattern Play

The Science of Play

Recently I attended Educon2.2. It was difficult to choose which sessions to attend as there were so many high-quality offerings. Two of the conversations I chose were Taking.Play.Seriously with Brian C. Smith and Thinking Creatively-Inventing the Possible with Linda Nitsche. Both of these wonderful and thought-provoking sessions were right up my alley as an educator, and I was excited to be able to discuss my personal passion in teaching with like-minded educators.

It seems that the educational value of play is beginning to gain greater respect in wider circles. I had to chuckle when, in one of the sessions, it was suggested that play be considered a "new literacy." To me, that is like calling breathing a new literacy. I believe that children are instinctively amazing learners, and that play and creative exploration are vital components of growth and development.

The current trend is to start academic learning at an earlier age. Preschool is what kindergarten once was, and kindergarten is what first grade used to be. Parents employ private tutors to teach 3 and 4 year olds how to read. The paradox is that in order to grow into our full potential, we must be allowed to develop our brains at a natural pace. Happily, research is catching up to what many of us who work with children have long understood. Children learn through play. Play is vital and necessary. Here is the catch- the play must be unstructured. Children learn through creating their own play. Why is it so scary for adults to respect the inherent intelligence and wholeness of children?

It seems that in our fear of falling behind and our frenzy to compete with other countries that are supposedly surpassing us in industry and math and science test scores, we have taken a path that, ultimately, makes little sense.

Problem: Kids aren't scoring high enough on standardized tests.

Usual Solutions: Teach to the test, more tests, more academics, longer school days, longer school years.

The way I see it, both the problem and the solutions need to be revisited and revised. The problems facing us as human beings are extremely complex. We must have a deep understanding of the world in which we live, the mindset to approach problems with creativity, a spirit of innovation and an outstanding ability to connect, collaborate and care about others, in order to go forward.

The human brain is the greatest technology ever known. Human beings created artificial intelligence to reflect our own intelligence. We are the machine. By working creatively with technology to explore and solve complex problems, we develop neural pathways and increase our abilities to think, problem-solve, create and understand our world. The way we use computer applications and troubleshoot equipment is, like learning, non-linear and open-ended. There are multiple approaches that will work. What is important is the ability to problem solve through trial and error as well as knowing where to seek further assistance when trial and error isn't working. When a process is used enough times it will be naturally committed to memory, but that is much less important than the confidence that comes through striving, frustration and success. That is learning. Today, more than ever before in history, we can not be satisfied with a standardized test score as the main indicator of a well-educated person.

image from BrianCSmith's flickr. Lots more great quotes there, too, from the Strong Museum of Play.

Taking. Play. Seriously

Facilitator: Brian C. Smith

session wiki

Conversation Description: Diane Ackerman's quote, "play is the brain's favorite way of learning" is oft used to describe the learning that takes place in elementary schools. Despite that belief, a simple visit to any school in the country will reveal a picture that flies in the face of Ackerman's statement. We know why play is being squeezed out of schools, but bringing it back will take creative thinking ideas and sharing. Together we will discuss and construct ideas for bringing the aspects of play into more learning experiences.

Framework of Play-

•anticipation- expectation

•wonder

•curiosity

•anxiety

•uncertainty

•risk

•surprise-a-ha! moments

•discovery- a new sensation or idea or shifting perspective

•pleasure- it feels good

•understanding- new knowledge, application of ideas

•strength-empowerment, confidence, new skills

•poise-grace, state of balance, composure, contentment

What is your play history?

What do you think you learned from play?

Types of play-

creative

object

social

body and movement (rough and tumble)

spectator

imaginative

storytelling-narrative

Images: Brian C. Smith's flickrstream