Author Archives: Neil Bramsen

Space Foundation – Teacher Liaison Professional Learning

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Continuing to grow professionally and personally is an essential ingredient to maintaining enthusiasm, knowledge and currency in the teaching profession. Professional learning experiences for myself include life changing opportunities such as a Churchill Fellowship, Honeywell Educators@Spacecamp and Apple Distinguished Educator conferences, to earthy, yet as valuable, TeachMeets and Edcamps that offer valuable local networking and professional learning opportunities. ‘Thanks for sharing’ is so great to hear!

The Space Foundation Teacher Liaison program offers K-12 and other educators with a passion for space science and education, the opportunity to share, collaborate and network under the umbrella of The Space Foundation. Applications are now open and if you can demonstrate evidence of student engagement, community outreach, teacher education and a Space Foundation connection (not difficult) then you might well join the 2015/16 intake. Applications close December 4 2015.

Good voyaging – http://www.spacefoundation.org/education/education-programs/teacher-liaison-officers

K-6 Making and Tinkering (+ NSW syllabus links)

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 because making is fun….

Tinkering and making, or Tinkertime as the kids term it, has been the learning activity of choice in my stage two class for the past year or so. After seeing a range of makerspaces and hands-on learning environments on my Churchill fellowship last year I was keen to introduce tinkering into my classroom.

Learning through play is the term used by Chris Rogers from TUFTS CEEO when talking about LEGO bricks and robotics as tools for classroom learning. Tinkering is also about learning though play and is inclusive of creative, challenging, reflective and shared learning experiences.

Photo 5

 

Tinkertime and making has proven a very successful way to have all students engaged in hands-on design and make activities.

There are demonstrable milestones and outcomes programmed against the NSW Science K-10 syllabus and the Working Technologically strand. Importantly, when combined with aspects of the Mathematics K-10 syllabus covering Working Mathematically and English K-10 via student reflection, tinkering offers comprehensive cross key learning area differentiated learning. The K-6 NSW outcomes that may be applicable are shown below.

 

science outcomeseng1

math1

At the same time I regularly check-in with students to ensure that they are effectively reflecting on the design and make process. I have them verbally identify their successes but also challenges.

I always ask, ‘What could be improved?’ and ‘How sweaty is your brain?’, a question that encourages students to reflect on the mental effort and thinking that is taking place.

Frustration, failure and persistence are traits and experiences that students need a self-awareness and understanding of. Too often student mindsets don’t allow for failure and I’ve found that tinkering greatly develops resilience in students. Failure and mistakes are what tinkering is all about and giving up on a task is not an option.

Entry level tinkering

A few examples of successful activities and that also use a minimum of resources are outlined below.

The scribbling machine.

These simple yet effective machines are made with a cup, 3-5 felt tip markers and a small DC motor and battery with plasticine or similar to act as a balance. Students are set the challenge of designing a machine that scribbles across a page leaving a colourful and creative design or pattern. The trick is to get the motor out of balance so that the machine is vibrating across the paper. Adjusting the motor position and adding material to ensure that the shaft is out of balance are essential to success.

 

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The marble run.

Marble runs have a been a wonderful surprise, this year. They are surprisingly simple, yet can offer degrees of complexity and opportunity that I had never considered. Using just paddle pop sticks and plasticine my class have had hours of challenging fun designing and testing courses with set criteria such as the run must take 9 seconds from start to finish, or, it must include 14 sticks or 3 acute angle and 4 obtuse angle drops. The criteria are endless!

 

What else? Well LEGO brick constructions, deconstructing broken mechanical items and toys, robotics in its many forms including littleBits, cubelets and NXT/EV3 robotics, paper and sewn circuits, coding and programming are all options during Tinkertime!

 

Photo 11

There are many resources now available on the web and I recommend Stager’s Invent to Learn text and website and the Exploratoriums Tinkering site for activity guides and their wonderful Coursera Tinkering course.

With the increasing focus on making STEM interesting, valid and valued within the K-6 curriculum, tinkering and making have rightfully bright futures in the contemporary teaching and learning environment.

 

Project Based Learning PBL – Sprucing up the classroom doors!

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This is a follow up project based learning experience to “Operation Sandbox’ completed earlier in the year and detailed in a previous blog. The focus on this activity was on mastering aspects of area while sandbox dived deeply into volume. The feedback from most (but not all) students on ‘Operation Sandbox’ was that they really enjoyed the exploration, creative learning and real life aspects of the project. It was challenging, and of course many aspects of the maths content will be revisited for consolidation and extension during future maths lessons.

Mt Ousley PS staff are focusing on improving the learning spaces in the school. It’s a standard 1960 building with corridors, square rooms, and some areas that are under utilised for learning. Teachers have been allocated a generous budget to partially refurbish their rooms with flexible seating, storage and display furnishings – exciting times!

As classes increasingly focus on differentiated learning and small group learning, we are seeing students working on the floor, in corridors, bagrooms, our blue room recording studio and outside. Being 1:1 laptop also encourages student self-paced, anytime anywhere learning. A makerspace is being developed, new playground equipment has been installed and students are also designing a new outdoor learning area.

As our class collaborated and discussed items that would benefit our learning space the idea of painting the three dull green doors was raised; a perfect opportunity to engage the students in authentic learning via maths and the topic of area. I allowed the class to work in groups of 2-4 and set the task.

‘How much paint will we need to buy from the hardware store to adequately paint the three doors?

That was my set up question that would lead to other questions such as –

What units of measurement will use?

How will we physically measure aspects of the door?

How many coats does each door need?

What colour does the class agree on?

With a stage two class I had a small number of students who could confidently attack the problem and the majority who required some scaffolding and support, mainly through encouragment and providing confirmation that they were on the right track with strategies and equipment.

Over a week we had three practical sessions exploring the measurement tool used; metre ruler, class ruler or tape measure. Students practised taking accurate measurements in metres or centimetres. Students in their groups then used known area strategies, Googled ‘area’ calculations or came to me for tutorials on area.

We had a check in and found that some groups had the correct answer, while two that had only allowed for one coat of paint and forget to double their answer. The tutorial group had worked through the solution with my assistance.

The class then jumped onto the Dulux paint website and looked at enamel colours before reading the paint specifics from a hardware website to see what size tin was required. This was a great lesson in art and primary/secondary colours as we talked about the emotions of colour and how they impact a learning space. A lengthy discussion was had until we selected on a bright yellow to counter our turquoise green carpet and walls.

Ideally I would have had the students paint the doors, however  being enamel paint with strong fumes I decided against this. I did however have a few students give the doors a very light sand to get an idea of the preparation required. So with a one litre tin of bold yellow I’ve spent a couple of afternoons brightening up the room!  PBL

Photo 1 27So to me, PBL is a fun way of making learning authentic, engaging and challenging in a supportive and friendly manner. While backward mapping and careful programming are the keys to ensuring a cohesive delivery of the maths syllabus scope.

 

Project Based Learning PBL – Operation Sandbox; a primary school case study

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‘Make the call,’ the stage 2 class chanted during the final part of our project as students rang a supplier to order and pay for a truckload of sand to refill the sand box. 

Project Based Learning, Challenge Based Learning, Purpose Based learning; call it what you will. The key is that it challenges both teacher and student to get out of their comfort zone (read boring for all, teach to the middle, not differentiated, textbooks etc.) and develop understandings through collaborative, authentic and real world challenges.

As we move to greater inquiry driven, differentiated and student centred learning opportunities, PBL through inquiry is a key enabler for success.

This term I set a PBL task a little different to my normal key learning area inquiry units and had students investigate, research and complete the task of refilling the school sandbox. Operation Sandbox was born as one student enthusiastically termed it!

With an empty sandbox that Kinder would like to use but couldn’t I had the ideal real world project with a meaningful outcome for the students to work on. Of course I could have asked the school office to ring up, order the sand and have it delivered but that would remove any opportunity for the students to make a meaningful contribution and engage in what turned out to be rewarding and insightful learning experience for all.

The Youtube video showcases the project and I’ll outline the key stages and make some observations.

I had the class form their own teams of 3-5 and took them to the sandbox, an empty box of around two metres by two metres and 45cm deep (of course they did not know this at the time, that was the challenge!). I then made it clear that the learning intention over the next three weeks was that our class, 3/4B had to calculate and order the correct amount of sand and have it delivered.

I then stepped back and had the groups go to work, they talked, debated and set about deciding what they had to do and what equipment they might use. Some students had a concept of area and that it was based on two sides, others knew that the words volume and capacity were involved. Initially none knew the formula to find the required volume.

After the first session each group shared their initial thoughts – use metre rulers, use 30cm class rulers, tape measures, 1000s blocks and one and two litre water containers. It was a real mix of strategies and ideas, and just what I hope to see, a cross pollination of ideas with some ideas stronger and more complete than others. Yet none were weak and all had real merit, even if they were not all practical as we would find out!

Over the next two weeks we had practical sessions and theory sessions. The practical sessions involved measuring, stacking 1000s blocks, running frantically with litre jugs of water. There was excitement, frustration, reflection and ‘gotcha’ or ‘uh ha’ moments when things stuck and concepts and skills were mastered.

Students discovered that volume and capacity are different, that finding the area only gets you so far, that measuring and re-measuring were important for accuracy (this was maths after all!). They went online to find local sand suppliers, asked me for the school credit card and looked at calendars and timetables to see the best times for delivery.

In the last week, three of the five groups achieved a volume calculation for the correct amount of sand, these were the groups using rulers and tape measures. I gave some clarification on the formula of length, width and depth but only when the students had forward the base idea. The group using 1000s blocks achieved area, but stalled at making two layers or doubling their base layer. The water group were wonderful to work with and are well represented in the video; their misconceptions and insights as they worked on the project are a delight to see. They chose water as they saw sand as a liquid, flowing if you like. Their thinking was interesting and they maintained a sense of humour even when things did not pan out as they had predicted. In this sense, their resilience was heartening to see. PBL challenges resilience and mindset.

So yes, eventually we made the call and two students used the credit card to order the sand and have it delivered. Kindergarten were and are happy, though just last week I saw that the sand is already thinning and much is on the ground where the children have built little castles and the like. So soon the opportunity will repeat itself and another class will take its turn. I’m already on the lookout for rooms needing painting, floors needing covering, gardens needing soil and so on. And that’s without looking beyond the school fence to where strong community and local connections can be made and successes celebrated.

PBL requires teamwork, commitment, reflection, a sense of humour and real effort; all things that we need to nurture and encourage in our students. Importantly it can be fun and makes teaching all the more enjoyable for the teacher and learning all the more enjoyable for students when adequate time and support are provided.

Mindsets and Education

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For the last year I’ve had a class mindset poster on my year 3/4 room wall. One of my goals (along with the school in general) has been to develop and foster in our students a resilience and commitment to learning through having high expectations and a reflective and respectful culture within the class.

  1. We can succeed but might fail on the way.
  2. This learning has meaning for us.
  3. We are respectful and reflective learners.

Sentence starters for conversations, an expectation of respect and reflection at the end of most lessons have contributed to an improved classroom culture and strong sense of togetherness.

I’ve recently had the chance (or time!) to consider the work of Carol Dweck and her work in developing growth mindsets. Her text Mindset is a must read and there is much supporting research and readily available material on the Internet. There is a TED talk here by Dweck.

Both students and teachers benefit from a growth mindset. Students gain develop a resilience (so often lacking I’ve found), a comfort with making mistakes as part of the learning process and an understanding that effort and application positively help their learning. Importantly teachers also need a growth mindset to get the best out of all of their students, in fact a teacher without a growth mindset is not a teacher I would want in a school! More information on the school context is here.

So where do we go with this? Well this term I’m placing a stronger focus on the growth mindset in the classroom for my students along with encouraging all staff to explore their mindset as they drive into school each day and grow or suppress their students’ confidence and learning.

What can we do?

Praise effort not intelligence or talent – this is a biggie for me and also for Dweck. How many students do we have who are ‘naturally academic’ yet won’t take risks for the fear of failure. Those kids that have meltdowns when presented with a non-linear challenge such as project based learning or hands-on design and make activities which are classics. The students decide that they can’t risk failure so do not take risks, they themselves become locked into a fixed mindset which might limit their potential. At the same time the student’s resilience can be weakened if challenges are difficult and the risk of failure in their eyes is too great.

As teachers and parents we need to provide constructive feedback praising effort and application and persistence. We need to provide entry points for success for all students. Importantly we should maintain high expectation and be honest and provide support. We should not lower standards- easy work is a false reality and great disservice to our students. Dweck says and I would agree that ‘many teachers hide their own lack of ability behind statements such as ‘they don’t get it or are they don’t have the ability, why waste my time.’

Some other things to remember before we jump down a student’s throat and judge them in the negative is that all kids misbehave – it’s part of being a kid. Do we only want to teach perfect (whatever they may be) students based on our own misconceptions? We must move to growth-oriented teaching.

As Dweck says it is important not to judge, don’t give up on the dumb ones, believe in improvement and challenge and nurture our students. To repeat, praise effort and not intelligence!

Interestingly, to educators who also adopt the Visible Learning research and beliefs of John Hattie there are links and cross pollination of ideas. This article provides an insight into Visible Learning. A more complex cross referencing is by Gerry Miller in his paper Understanding John Hattie’s Visible Learning Research in the Context of Carol Dweck’s Growth Mindset

We need to tell the truth and give them the tools to make them stronger, more resilient and confident to achieve success, while fostering in our students the mindset of the life long learner, always seeking to be better.

FutureSchools and Inspire Innovate 2015 Presentations

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Please find below presentations for –

FutureSchools 2015 Roundtable  –  K-6 STEM and Project Based Learning

Inspire Innovate 2015 –  Makerspaces and Tinkering in K-6

 

FutureSchools pdf of presentation – FutureSchools K-6 STEM and PBL

Inspire Innovate pdf of presentation – InspireInnovateTinkeringfinal

Genius Hour Starter (1)

Genius Hour Term 3 Rubric

Mt Ousley PS Genius Hour Rubric (1)

Novel Engineering – http://novelengineering.org/

The Tinkering Studio – tinkering.exploratorium.edu

Coding – code.org

 

Novel Engineering – engineering and literacy combined for student success!

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Read a book, make a fish hook! Sound interesting?

If so, read on….

One of the real highlights of my recent Churchill tour to the USA was a visit to the Center for Engineering Education and Outreach at TUFTS University, Boston. One of their main projects is Novel Engineering and the website at novelengineering.org has detailed information. Essentially the project uses classroom literature as a context for engineering to engage kids in STEM through the integration of engineering and literacy.

Students identify a problem or challenge in a text and set about designing and building a solution to that problem. Examples of texts and the challenges the characters face can be found at http://novelengineering.org/what-is-novel-engineering/get-started/book-ideas/

mysideofthemountainbook

This term I have been using the classic American text My Side of the Mountain to support my Science and Human Society and its Environment units based on animal adaption and national parks. I’ve also been exposing my students to tinkering and makerspaces and they have responded very positively to design, make and create activities. So it was with interest that I set out to see how My Side could fit our ‘making’ environment in the classroom.

My Side of the Mountain has at its centre Sam Gribley and his adventures in the Catskill Mountains after he runs away from home. It is very much about adapting to a foreign and sometimes hostile environment with many practical challenges – ideal for novel engineering. One of the activities Sam completes in the book is the making of a fish hook using twigs and reeds/grass.

I set the task of having the students make their own fish hook using twigs, bark and natural materials from the school yard. I gave little practical guidance and we went outside and spent the first session collecting materials and ‘trying’ to make a hook. This was really interesting as students approached the activity in a number of ways; some jumped in and started trying to tie things together randomly while others took their time and found fine pieces of twig and casuarina leaves or tore grass plants into thin pieces for the weaving and tying.

first attempts

first attempts

first attempts - tying the hook using casuarina needles

first attempts – tying the hook using casuarina leaves

completed hooks

completed hooks 

 

 

Frustration also become evident for some students who while academically very capable and high achieving in the tradition sense could not complete to their satisfaction a finished design. We shared our finished designs of varying success and talked about the iterative design process and my favourite belief of ‘learning through mistakes’. We talked about what we could change in terms of material selection for the hook and for tying. We then returned and started afresh, this time students that struggled initially had taken on board suggestions, reflected on their designs and seen the success of others. Again we repeated the process and after a third making session of about thirty minutes we had our finished hooks ready to share.

On reflection I think that Novel Engineering has much to offer and caters especially well for students with learning difficulties or who might not always achieve the general mainstream academic success of their peers. I also found that both boys and girls engaged equally well, however students who have difficulty with say comprehension and reading could produce a product related to the text and explain the process that they had undertaken.

What struck me was how this type of engineering design task really allows all students to shine, one of my students really struggles with literacy and in this activity she shone and quickly crafted and delicately bound together a hook. She came to me beaming and explained that the needlework and craft that she did at home made the construction component that much easier.

I see great value in the project. It offers teachers who are not confident with the design and make process, a way in through using texts that they are familiar and at ease with. By combining both literacy and STEM, an integrated project learning experience is accessible and students have an engaging and challenging environment in which to succeed. Thanks also to Cara Rieckenberg from SEA school who recommended both this text and Gary Paulsen’s Hatchet series.

Churchill Fellowship Report and Recommendations.

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Below are the key findings of my trip. The full report is available as a pdf here. Churchill Report.Bramsen

 

Conclusions and Recommendations

 

“Hook them while they are young.“

The new science and maths syllabuses provide schools with timely opportunities to re-examine and explore their commitment to the teaching of science and maths. In this age, when the likes of the Melbourne Declaration and a focus on 21st century teaching and learning perspectives (such as Wagner) encourage reflection and change in term of teaching styles, technology use and the expectations and the role of the teacher, then redefining the student as an active and an engaged global learner offers further scope for teaching and learning innovations.

I commenced my trip with some ideas of what I thought worked well in my school, some preconceptions of things that might work well and an open mind to the many experiences that the trip would offer. Over the course of five weeks, and on reflection since, I’ve been able to clarify and identify some key ideas or opportunities that I believe can support our schools in creating meaningful, important and valued STEM learning experiences. As so many educators enthused, we need to hook students into the maths and sciences while they are young, i.e. 8-12 years old , ideally during the formative years when interests can be developed and grown.

The following recommendations are by nature as broad as schools are unique and are aimed at school leadership teams that will choose to initiate and customise programs that support the ethos, culture, direction and needs of their students.

Project based learning (PBL) is effective method of incorporating STEM into the K-8 classroom. Inquiry learning, challenge based learning and purpose based learning are similar models. PBL allows for exposure to both deep content and skills. Opportunities exist for collaborative teacher planning utilising teacher skill and interests. Consideration needs to be given to allocated class time, teacher ability, student self regulation, assessment criteria and the explicit teaching of curriculum as and when required. Schools can introduce PBL models through in NSW for example through Human Society and its Environment (HSIE), Science and Maths curriculum outcomes. Popular science programs such as the current Primary Connections provide strong support for teachers lacking confidence or skills in teaching science but importantly should also be used as a jumping off point to develop PBL opportunities. I value the comments of staff at High Tech High who state that PBL offers multiple entry points for students and enables them to achieve equitable success in a given area.

Device choice is essential for fully supporting a STEM program. Whether it be dedicated 1:1 or access to 1:1 as needed, a commitment to providing equitable device access to students is needed. Devices will be used for creating and curating content, collaborating and communicating, making, sharing, coding, designing and creating. A connected world is that which our students live in, they need access as required to make those connections, design solutions and share successes.

Integrated literacy and engineering offers an accessible entry point for all teachers to pursue STEM. By using stage appropriate texts that the teacher is familiar with, engineering and STEM challenges that confront the character in the text can be used to introduce design and engineering tasks. Sufficient time needs to be allocated to allow for the design and make process. This is ideal for group work and offers great scope for creativity and engagement with a text in previously unexplored ways. TUFTS CEEO has generated a list of texts used during its pilot program and these can be found on the website www.novelengineering.org

 

completed hooks                                            20% timeCompetition bot                                                       \HTH Lego engineering

HTH K-8

 

Specialist STEM subjects and enrichment/outreach should be utilised. Integrated STEM subjects could include programming and coding in Scratch for developing maths logic, LEGO robotics for measurement, Sketchup for 3D shapes, Garageband for music and notation, Arduino programming and the like. Staff expertise should be utilised and syllabus planning undertaken. Integrating STEM into the classroom offers scope to hook all students whereas lunch and after school groups cater for those already hooked. Integrated STEM subjects especially in grades 6-9 can leverage staff expertise ad student interest to provide a comprehensive cross curricula STEM opportunities. Enrichment and outreach are valid avenues (and in some cases the only avenue) to offer STEM specialty clubs and projects (e.g. Science club, First Lego League, VEX robotics, school environmental initiatives) to students, however as mentioned previously, the students that put their hand up for these opportunities are already often convinced that STEM is an area of curiosity or interest for them. The challenge remains in the mainstream classroom where all students need to be exposed to STEM opportunities that are differentiated and engaging. Coding and programming are increasingly being valued as skills required of students and future adults. Both the UK and USA education systems are placing increased emphasis on the formal teaching of coding through the likes of MIT Scratch, app development and traditional computer languages.

Global connections and use of experts encourages authentic learning through making real connections, Teachers and students need to leverage, connect, value and share in partnerships through building long term partnerships with outside agencies, other schools and the greater community. PBL, Scientists in Schools, Skype and face to face mentors are some examples. The walls in a school are designed to hold up the roof, that is all. Connections and global sharing are key tenants of the 21st century teaching paradigm and cannot be ignored. Social media networks through Facebook, departmental platforms (e.g. Yammer in NSW) and Twitter offer access to professionals with similar interests or specific expertise that can be leveraged to benefit student learning.

Teacher quality via extensive professional learning is essential for a successful STEM program. Consideration needs to be given to staffing positions, leadership awareness of teacher skill sets and encouraging staff with differing skills and experience to collaborate and possibly mentor/team teach. Enhancing skills and knowledge through internal development first and external options if appropriate. Teacher quality was raised by all institutions visited as extremely important to a successful STEM program. Teachers with effective classroom management strategies, a responsive nature, powerful questioning and communication skills and an ability to create a culture of mutual respect are well positioned to maximise teaching and learning opportunities and outcomes for their students.

In NSW the Quality Teaching Framework provides the structure and research to inform quality teaching in schools. Combined with the influential work of John Hattie, the Australian Institute for Teaching and School Leadership and the Australian Curriculum and Reporting Authority, leadership teams in NSW and Australia are well supported in developing and implementing quality teacher professional learning and development initiatives.

Makerspaces/learning spaces are 21st century spaces for creative learning and making. They encompass easy access, are open to all, have varied lighting, use modular furniture and are resourced with hands-on equipment such as electronics, pencils, paper, recyclables, computers, toys, play-doh, LEGO, Makey Makey devices, circuits, building equipment, tools, squishy electrical circuits and more. Schools need to identify a space, plan with student input and resource and timetable appropriately. Tinkering, constructing and de-constructing offer hands-on engineering opportunities that allow for student success and that engage student’s who may otherwise be at risk of failure in literacy especially. Children respond to ‘making’ and learning through play activities as a natural process. When scaffolded through curriculum outcomes, practical skill development and progress milestones, students can share a made product or artefact as an everyday part of classroom learning.  The text Invent to Learn is highly recommended for anyone looking to know about current education trends and pedagogy in this exciting new (yet old in many ways) area of learning.

Churchill Fellowship Tour

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I was fortunate in 2013 to receive a Churchill Trust Fellowship for travel in 2014.

The driving question and focus is;

To study programs that successfully engage and enthuse primary and middle school students in MES (Maths, Engineering and Science)  or STEM learning to schools, universities and institutions in the USA and UK.

Please see the top of homepage and the link to the Churchill trip including observations and thoughts. A full and final report will be completed on my return in April 2014.

Project Based Learning – TeachWild Marine Debris Project

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I recently spent a week with fellow teachers, educators and scientists on North Stradbroke Island as a part of the Teachwild Marine Debris Project managed by the CSIRO and Earthwatch.

debris survey

debris survey

Our school has a real focus on making connections and project based learning –  we want our students actively engaged with their studies and learning that has a purpose. TeachWild, through the monitoring of marine debris encourages students to contribute data on a national level while taking on an environmental stewardship role locally.

As a part of the project I wrote a daily blog that details the learning and how students benefit.

http://teachwild.org.au/school-b-2

 

I also made a video showcasing the week

http://www.youtube.com/watch?v=jjAtsy2nlrE

The LEGO Robotics ‘fit’ and your school.

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Since implementing a robotics program at Mt Ousley PS in Australia a couple of years ago,  my journey has been one of shared discovery, enlightenment, frustration and joy. I’d like to share a few brief pointers that may make the journey easier for those starting out on this rewarding journey!

DSC01048     DSC01190  DSC01054

TIPS

1. Learn with Your Students – You can’t and shouldn’t know everything; let your students know that you are all learning together, and that with each failure you are ‘failing forward’ and one step closer to success. Both programming and building offer many levels of complexity so aim to enjoy the journey together.

2. Small Steps – Begin with building a simple robot base that enables movement and allows students to have early success. Program the robot to move forwards and backwards, stop at a given point and complete a simple turn. Introduce the use of sensors after the basics have been mastered.

3. Leverage Your Resources – How many kits do you have? What ages are you working with? Is it an after school or integrated curriculum program? Parent helpers? How many students per kit? How will computers and software be used? Consider these questions and the logistics and practicalities will fall into place.

4. Plan for the Future – Think about what you want from the program. Do you want to join in the likes of the First Lego League competitions and/or keep the program linked to classes or curriculum? Is it sustainable?

Through considering the above points I hope that you will enjoy the experience of robotics and share success with your students, peers and community.

This article first appeared on http://www.legoengineering.com of which I am a contributor. Check out some of the many technical and general LEGO robotics tutorials on the site.

 

When students talk to astronauts – ARISS and Mt Ousley PS!

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How do I get to be an astronaut?

Can you eat spaghetti and runny sauce in space?

How does your work benefit mankind?

How do you prepare for a mission and how long does it take?

What do you miss most about home?

These were just some of the amazing and interesting questions that K-6 students at Mt Ousley Public School (audio and footage on this link) were able to ask Commander Kevin Ford on the International Space Station between 7:35 and 7:45 UTC on March 12 2013. Before parents, community and their intrigued peers 14 students got to ask the science questions of a lifetime. For those present it was a fun, absorbing and important space science and education moment that demonstrated that we can break down global boundaries to inspire and educate tomorrow’s future scientists.

Through ARISS (Amateur Radio on the International Space Station) and NASA partnerships and more than 8 months of planning a great science event was accessible to all. Importantly the event gave the school cause to investigate and explore science and space concepts in valid and engaging fashion.

 

When you tell each class that they need to formulate questions and research space they get get interested. When you empower the class as a whole to pick the most interesting question they feel valued. When the student who wrote that question gets to stand up on the big night and ask that question they are excited. When they hear the crackle of radio static and then Commander Kevin Ford talking from the ISS as it passes over Italy at 27000km/hr and 450km above the Earth they are fascinated and empowered. Likewise the adults watching and the listeners via the Internet and the NASA feed feel connections to space and human endeavour.

Programs such as this are essential on many fronts. Firstly the educational benefit cannot be underestimated; students researching and questioning with purpose! They will be talking to an astronaut who is the expert, right there, right now living the dream and exploring and experimenting in space!

Secondly, this is real science with real learning, the live contact creates immediacy and urgency; a moment to be savoured.

Thirdly, we live in a global society. We surf the web, chat and use social media (as do the NASA astronauts) to communicate. In finding answers we want our students to communicate (safely and responsibly) to whoever, wherever and whenever. We want to break down the walls and share with those can help us become better informed, responsible and effective global citizens.

Challenge, innovation, exploration –  things we want our students engaged with to better prepare them for future careers and the future itself!

 

Checkout the NASA released audio here!

 

National Youth Science Forum – Our future is promising….

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I was fortunate to attend the 2013 National Science Teachers Summer School at the Australian National University during the January school holidays. With 45 other K-12 teachers from all states and systems it was a wonderful week of collegiality, sharing and workshops and presentations on everything from astronomy and nuclear physics to plant science and geology.

However one of the highlights of a week filled with many was attending the National Youth Science Forum dinner at Albert Hall with the ninety odd incoming year 12 students selected to attend one of the three Forum weeks. The students were selected through a rigorous Rotary selection process and had demonstrated a commitment to science, their studies and learning. Previous alumni spoke confidently and Professor Steve Simpson gave a keynote that ended with the very appropriate reminder that all of the sciences are equally important to mankind and human endeavour and we should value them all.

Not only did the students share waiting duties during the reception and main course, they shared our tables and openly talked about their interests and plans. One student, Michelle from South Australia had recently returned from the UK where her school team had won the F1 in Schools Technology Challenge for their car’s design and testing. Michelle was enthusiastic, confident and we swapped business cards in the hope that we can support each other’s future learning endeavours. The students were genuinely interested in “us old teachers” and many in our group commented on what an uplifting and refreshing experience the night had been. It was a real highlight!

Australia’s science and technology future is in good hands as long as we support and resource the Sciences adequately so as to ensure quality higher education, access and equity, and relevant high calibre courses.

As I say to my primary (and secondary) students… you are the adventurers, scientists and engineers of tomorrow. If NASA gets someone onto Mars in 2030 as planned then that astronaut is most likely at school somewhere in the world right now! What an exciting time to be a school student!

Scientists and Schools – Partnerships that Work!

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Mt Ousley PS has recently been partnered Dr Ali Haydar Goktogan who is  a Research Fellow at the  Australian Centre for Field Robotics (ACFR) at Sydney University. I recently Skyped with Ali and we explored how we might work together to enhance learning opportunities for our students studying robotics and use the 5Es to explore, engage etc. We were both enthusiastic about the partnerships and it already looks like we have arranged a school visit from Ali to demonstrate some robotics models, a field trip to ACFR and also a visit to the Powerhouse Museum to use the Pathways to Space – Mars Simulation Robotics that Ali helped build.

Increasingly partnerships between schools and scientists are being viewed as an effective way to bridge gaps in science teaching and learning and importantly add a real world context to student learning.

The Australian model of Scientists in Schools has proven highly successful and a recently released report paints a very enthusiastic model accepted by both the teaching and science communities.

Furthermore a new international teacher -scientist conference has just been announced due to increased focus on this important area.

Building partnerships, professional networking through a PLN and embracing opportunities are what makes for successful and fulfuling teaching and learning in this day and age. Long live sharing!

ISS EarthKAM New Mission

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There is a great opportunity coming up to engage your middle schools students with real data and space imagery. The ISS EarthKAM mission for November is up and running. This mission allows students to request photographs from the ISS. Students enter codewords and lat/long along with orbits for their desired photo location. The digital cameras on the ISS will take the photo and students can analyse the result.

My students in the past have responded well to the nature of the task and it’s real with great teaching opportunties in mathematics and geography. I written more at this previous post. Jump on board at https://earthkam.ucsd.edu

Honeywell Educators@Spacecamp and NOAA Teacher at Sea Applications Open

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Well two great teacher professional learning events are now accepting applications for the 2013 program. Honeywell Educators@Spacecamp I’ve written about previously and the week provides a wonderful immersive experience in space science and STEM related content at the US Space and Rocket Centre in Alabama. Apply here for 2013 – http://educators.honeywell.com

The NOAA Teacher at Sea program I’ve not yet experienced but colleagues such as Kaci Heins and Jenny Goldner both speak highly of the aims and experiences. Working with scientists in the field does enable teachers to better understand the scientific process and then take that learning and apply it to the classroom.  Apply here for 2012 – http://teacheratsea.noaa.gov

Both programs are about promoting and encouraging the pursuit of science.

Apply now and embrace the learning on offer!

 

Real Science – Citizen Science

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One of the most rewarding aspects of teaching science to school students is the ability to use citizen science projects and programs to engender real learning and validity to the learning experience.

When students are asked to collect, consider and submit data or utilise a data set to make conclusions, the experience should offer greater opportunities for aspects of learning such as student engagement, deep learning and higher order thinking aspects to suggest a few. Here is a great read from KQED.

I know that when I work with real data or submit data I gain a greater sense of satisfaction through knowing that I am engaged with real science; I am observing and recording, collecting and analyzing, hypothesizing and concluding.

A new an exciting Australian project is TeachWild, monitoring marine debris in our waters and especially focusing on small plastics that are so inviting and fatal to seabirds and marine life. A great ABC Catalyst article can be found here.

I have written about Birds in Backyards in Australia and the Cornell Lab of Ornithology Lab in Ithaca, NY previously and the innovative programs they both have on offer.  Having lived on the coast for many years I have always maintained an interest in marine and environmental education.

With data sets available that explore great white shark movements, penguin counts and recently the ability to contribute to whale shark population and movement counts in Western Australia diverse teaching opportunities are available.

The next time you are thinking about teaching science, consider citizen science and how you as an educator can contribute not only to a student’s deep knowledge and learning but also through encouraging them to make a real difference in the world.

 

http://www.ala.org.au

http://www.birds.cornell.edu/page.aspx?pid=1664

http://www.oceantracks.csiro.au/index.html

Enhancing Middle School Science Projects through Using ISS Earthkam and GRAIL Moonkam

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Sally Ride was America’s first woman in space being a crew member of Challenger STS-7. In later years she founded Sally Ride Science and until her death in July 2012 she was a major supporter of outreach science programs for students including though her own Sally Ride Science business arm.

Two key projects that have enabled middle school students worldwide to gain a more comprehensive understanding of our place in space are the established ISS EathKAM project along with the recently launched GRAIL Moonkam;. Both projects operate in conjunction with NASA’s Jet Propulsion Laboratory and allow students to request photographs from the ISS and Ebb and Flow GRAIL satellites.

I’ve used both programs over the past two years and have found that students greatly enjoyed the experience of logging onto the Student Mission Control Centre (SMOC) and using unique passwords to request specific location photos of either the Earth or the Moon’s surface.

Both platforms are web based which makes them easily accessible. They provide resources and guides for students to learn about orbits, day and night passes, camera distances and latitude and longitude. In both cases I had extension year 4-6 groups who responded enthusiastically to the concept of identifying a desired location on an available day orbit, requesting a photo, and then, in effect, controlling the camera shutter to take the image.

After the photos were taken, which took up to a week or more students were able to download their images for closer examination and interpretation. In MoonKAM craters, mountains, long shadows and the occasional technical error were all met with a smile. In EarthKAM images that greeted students included vast ocean stretches, the Australian outback near lake Eyre and sometimes a complete cloud layer.

Both programs offer students an insight into the vastness of space along with the scientific research and investigation goals of NASA and the technology of satellites and the ISS. Importantly, projects such as these foster in students a sense of curiosity and the knowledge that there is much out there to explore, comprehend and enjoy.

All adventures, especially into new territory, are scary. Sally Ride 1951-2012

 

https://moonkam.ucsd.edu

https://earthkam.ucsd.edu

Mobile Learning – School Birding and iPads; exploring ecology.

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This is an update of a previous entry in mid 2012.

Just over a year ago at my previous school Sussex Inlet PS (coastal with remnant forest and nature trail) I ran regular bird studies activities either before school as a special interest group activity or with my regular class as appropriate.  The sessions came out of my interest in environmental education, a visit to the Cornell Lab of Ornithology in New York state and the availability of the Birds in Backyards website and its online school survey function.

What started out as regular bird watching and identification transformed into science focused data collection with a purpose; students not only wanted to identify birds and listen to their calls but then collate the session data and log each survey.

I’m now at at Mt Ousley PS in urban Wollongong. The school is in the middle of a suburban residential block and is surrounded by houses; a different ecological environment yet still interesting and with a range of urban species.

I introduced my class to bird observation through a walk around the grounds, we took with us a species identification chart and a single pair of binoculars. Students quickly became absorbed in looking and listening for birds and as I’ve found previously, ‘the outdoor classroom’ encouraged students to actively respond to their surrounds.

Excitingly and for our next session we had the use of iPads and a wireless school network for web access to the Birds in Backyards site.  The students, armed now with various defined roles such as identification chart observer, bird spies (via five pairs of new binoculars), and iPad researcher responded to an enhanced learning experience.

The iPads proved a success as the students used the devices as bird identification tools and to enter data and survey results while others played mp3 birdcalls of species observed and took photos as we moved to different areas.  Combine this with Google Maps providing a satellite location shot and we had a mobile learning experience that was truly valid, engaging and rewarding.

In 2013 I’ve also started using the Field Guide to Victorian Fauna iPad/iPod/iPhone app as it covers the vast majority of birds seen and has integrated bird calls while not needing an active Internet connection. It’s also worth remembering that Birds in Backyards can provide collated data in spreadsheet form for long term reviews and studies.

I now have students asking to go birding, that have purchased their own binoculars and are producing bird artworks and observing birds at home…an education that goes beyond the classroom, beyond the school and into the home.

We recently participated in a video conference with the Field of Mars Environmental Education Centre in Sydney and shared with five others schools how to explore our habitat and build a nest box and is the subject of another blog entry.

Creative, critical and curious students…… now that is rewarding!

 

http://www.birdsinbackyards.net

http://www.birds.cornell.edu/

http://itunes.apple.com/au/app/field-guide-to-victorian-fauna/id423945031?mt=8

The teaching of science in our schools….

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A funny sad thing happened at my school this week. It was National Science Week and I’d pushed and encouraged all class teachers to spend the same afternoon implementing a hands-on science activity within their classroom.

Just before the sessions commenced I put on my blue flying suit from Space Camp and theatrically set up and had two students launch a couple of A engine model rockets for the entire school. The firing was received enthusiastically and I quickly rustled up plenty of interest for the afternoon rocket club which is commencing soon. In short the kids were pumped!

We moved into our class sessions and I walked around the school to see students exploring density, building bi-carb volcanoes and testing plasticine bridges. There was smog being made and everywhere you looked there were hands-on and engaged (yes, that word) students and they were smiling.

After school a teacher came up commented on how great it was that the students were having fun and enjoying design and build, investigation, touching, constructing and so on…  The message was simple; we need to teach more quality science, the science needs to be hands on and teachers need to plan and implement these opportunities with enthusiasm and vigour. Why don’t these things take place on an everyday basis and be viewed as the learning moments or planned learning that they should be.

Too often we see science as a key learning area relegated to the back blocks of timetabling and viewed as an optional subject, which it is not. I’ve had newly graduated and experienced teachers come up and say they do not feel comfortable or knowledgeable enough to teach science with confidence and this saddens me.

How can a teacher complete a unit of work on gears and pulleys via worksheets yet never have students understand the simple mechanics involved through hands-on investigations using the likes of real bicycles, technical Lego or simple pulley systems?

School resourcing can be another issue; are there electrical components, rock samples, magnifiers and simple pieces of equipment to demonstrate that the school itself is committed to a quality science programme.

I know that I am passionate about seeing students engage with science; I want them to discover and explore and question what is happening in the world around them. As teachers we then need to provide appropriate opportunities, to learn with our students as they learn and ensure that we ourselves model and believe in the strength of science as the essential and rewarding area that it has been and remains for mankind.