The Titan Talk blog gives the faculty and staff at St. Timothy's School a chance to post relevant information to our community. Feel free to leave comments or questions for our bloggers!
“Mr. B, my pen pal said he plays floorball. What is floorball?”
I responded, “It is a popular sport in Europe like floor hockey. It was really popular in Prague while I was there this summer.”
“What does my pen pal mean when she says, ‘I go to school walking, between fire by bike?’”
“I don’t know, maybe Vantaa, Finland is like a post-apocalyptic world where there are random fires in the streets that the students have to weave and dodge their way through on their way to school.”
Of course, the students do not have to walk or ride between fire by bike in Finland, but that statement did provide a fun learning opportunity for both Antti, the teacher in Vantaa, and myself, as to the shortcomings of Google Translate.
I met Antti through a website that facilitates teacher connections with the intent of developing a pen pal relationship between students. When I reached out to him, he was very excited at the opportunity to connect the students he teaches in Finland with our students at St. Timothy’s School. We developed topics for the letters like what the typical school day is like, what books and movies are favorites, and describing a favorite home cooked meal.
Antti was one of three teachers I connected with. His class is paired with Ms Jernigan’s class in fourth grade. I connected with a teacher in South Korea, and another in China. The teacher in South Korea is from New Jersey and teaches English. She has been a great resource to get a non-native perspective of a culture the students, and I, know little. Her class is connected with Mrs Mense (formerly Ms Lynn). The teacher in China had so many students interested we ended up being able to connect 3 classes, Ms Donohue, Mrs Pfeiffer, and Mrs Scully, with various classes in her school.
The idea behind developing pen pals came out of my summer travels in Prague with a group of 20 teachers from NC. We traveled with two professors from NC State and another from Auburn. The goal of the Saturday classes leading up to the trip, and the trip itself, were to help teachers appreciate and experience other cultures and learn how to help our students connect with other cultures in a meaningful way.
Make, a middle school elective, blends technology and art with a focus on the design process. The ultimate goal of the course is for students to build confidence in their ability to create for themselves and others. Empathy is one of the most important elements of good design, but it also is one of the most challenging. Creating something for a “customer” requires a designer to focus on the needs and wants of another, often setting aside their own preferences completely. The development of empathy was at the heart of a recent design collaboration between the seventh grade Make class and a class of third graders.
One of the benefits of being St. Timothy’s Media Specialist is that I get to teach across a wide range of grade levels, and sometimes I get the opportunity to provide a chance for them to work together. This fall, while the seventh grade Make class was in the middle of a unit on empathy, I realized that I had the perfect group of customers in Mrs. Boardman’s third grade class. So I asked them to imagine their perfect pencil pouch. Where would they keep it? How many pencils would it hold? What would it look like? After thinking through their options, they sketched out their ideas and made notes about the elements they would like it to include. I had no idea what kinds of designs they would come up with, but I was so impressed by their thoughtfulness and creativity!
The next day, I assigned each Make student a third grader, and they set out to try and bring to life the ideas on the paper. At first it was a struggle. Some of their “customers” had sketched big wonderful dreams, and figuring out how to realistically create something was a challenge. But everybody worked together, feeding each other ideas, taking on an aspect of someone else’s project that they could help with and, in the end, I was completely astonished by what they accomplished.
Side by side the design sketches and the realized products were wonderful examples of how empathy informs design. While some of the pencil holders looked exactly like the original idea, others had required alterations in order to “work” properly. In those products, you could see how the Make student had still tried to stay true to the overall vision of their young designer by using a different material but keeping the same shape or adding little aesthetic touches that were reminiscent of inclusions that hadn’t been possible. Every single pencil pouch was a thoughtful rendering of a design that was not their own, but that they had made come to life. It is an understatement to say that I was crazy proud of them.
In the end, the third graders loved their pencil holders. Watching them run straight towards their designs, knowing immediately which was theirs, was incredibly fun. It also was a poignant lesson. Designing with empathy may be a challenging experience, but as demonstrated by the results of the project, it became absolutely clear that it is a rewarding one.
The interactive flat screen has been a wonderful and exciting addition to our second grade classroom. Over the past few weeks, I have noticed more than just excitement to learn. My students have a reignited passion for participating in lessons and learning new information. I contribute this passion to the recent integration of technology. Allowing students to use this technology has provided my class with more opportunities to take ownership of their learning. Just recently, we completed a spelling lesson in which students taught the class spelling rules and helped their peers understand vocabulary. In addition to this, having an interactive flat screen in the room has allowed our class to reach an infinite number of resources and manipulatives. Recently my math class has been using a tool called the number machine. This tool helps students create number sense, compare numbers, and extend their understanding by leveling the activity as they go. This resource would never be possible without this technology.
In second grade we complete a presidents project each year. Thanks to the interactive flat screens, we were able to reinvent the project this year using technology. Each second grader used a chrome book to research their president. To aid in the research process, we used the interactive flat screen to model good and safe research skills. Along with this, we were able to turn our flat screens into a “green screen”. This green screen allowed the children to look like they were standing in front of the White House! We are having so much fun in second grade integrating technology!
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