tag:blogger.com,1999:blog-63675148105969442782024-02-19T12:21:12.552-05:00Making Learning VisibleProjects, highlights, and resources in and out of our classrooms!Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comBlogger353125tag:blogger.com,1999:blog-6367514810596944278.post-5305206118303384412019-04-19T14:14:00.000-04:002019-12-12T15:48:22.543-05:00Robotics in the Middle School<div class="separator" style="clear: both; text-align: left;">
Learning how to code - and understand the relationship between software and hardware. This is where Digital connects with Analog!</div>
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Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-51755273043043841752019-04-11T10:18:00.003-04:002019-12-12T15:48:36.823-05:00Science Knight Work in the Maker SpaceStudents are spending days working in the Maker Space using every tool from the Glowforge (Laser Cutter) to old fashioned hand drills ... Come and visit next week to see the final results! Measure twice, cut once. Also a good example of a lamp designed and cut on the laser cutter.<br />
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<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-34168345038838701822019-04-10T14:03:00.000-04:002019-04-10T14:03:34.180-04:00Using the Cricut Vinyl CutterUpper School art teacher Nicole Stone offered a workshop during ecobash to help students create vinyl stickers for their reusable water bottles. A lot of water bottles look alike, so she thought students might enjoy the chance to personalize them with a sticker.<br />
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Ms. Stone went to a workshop at MIT last fall that helped her learn how to use the vinyl cutter. This one is a "cricut" model, and can cut a variety of materials. The computer interface is very user-friendly.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP-VPgETd72vED8IutjSWL6l7TMfVks342v6HEgHFm2J76EvZFKoQ6-6bzpK4_0kIiEwvoLQj1KLPW7dbCezEHsKvVFBc8nWFLoEdYQt00_Uy9OLqGfzidlPcKFEKrPjQAHfNJQ1m1woM/s1600/nicole.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="514" data-original-width="900" height="364" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhP-VPgETd72vED8IutjSWL6l7TMfVks342v6HEgHFm2J76EvZFKoQ6-6bzpK4_0kIiEwvoLQj1KLPW7dbCezEHsKvVFBc8nWFLoEdYQt00_Uy9OLqGfzidlPcKFEKrPjQAHfNJQ1m1woM/s640/nicole.jpg" width="640" /></a></div>
<br />Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-27733085509123246172019-04-10T13:41:00.000-04:002019-04-10T13:41:11.667-04:00ScratchMiddle School math teacher Camilla Lau brought the Scratch programming interface into her curriculum this year by way of a launch grant. Following a unit on polynomials, her students created games in scratch to quiz a user to find two integers when given their sum and product. Here Ms. Lau is explaining her launch grant process to colleagues, which is part of the format of the grant.<br />
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<br />Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-46553937855089838472019-03-06T13:22:00.000-05:002019-12-12T15:49:11.198-05:00English Meets MakerOur English classes have been reading "A Raisin in the Sun." To better project the work being done, the students are creating visual collages of dreams as they imagine the characters. To support this the English classes have come to the Maker Space (MS2) to sort and cut up old Life magazines and National Geographics from the 1940's and 1950s ... very collaborative. We will highlight the final work in the next post.<br />
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Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-83123147797378440292019-02-26T10:49:00.001-05:002019-12-12T15:49:41.426-05:00MS Students Making PuzzlesPuzzles ... with the laser cutter students are able to make their own puzzles. This one details statements about autism. It was created from scratch by a 7th grader.<br />
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Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-17024188091835580422019-02-26T10:47:00.001-05:002019-12-12T15:49:53.171-05:00Ceramics Students Making StencilsFrom the new Glowforge laser cutter to soap dish in no time! We design patterns on the computer, but them with the laser cutter and then make clay objects ...<br />
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Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-15320751234962445442019-02-20T06:05:00.000-05:002019-03-06T14:06:05.008-05:00US French Students Create Audio Gallery Using Vocaroo<div style="background-color: white; box-sizing: border-box; color: #1c1c1c; font-family: MundoSansPro, sans-serif; font-size: 15px; margin-bottom: 20px;">
When Upper School French teachers Cécile Roucher-Greenberg and <span style="box-sizing: border-box; font-weight: bolder;"></span>Candie Sanderson began outlining plans for the museum gallery of French artists that their AP class puts together each year, they were hoping to find a twist to enhance the project.</div>
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"Candie was terrific and found 'Vocaroo,' a website that let students record their voice, save it on the internet, and use a QR code for others to listen to with any cell phone QR reader app," Roucher-Ggreenberg explains.</div>
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The result was an audio-guide to comment on the various French arts displayed in the two teachers' classrooms.</div>
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<a href="https://www.bbns.org/uploaded/images/Upper_School/2018-19/french_gallery_inside.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="242" data-original-width="378" height="408" src="https://www.bbns.org/uploaded/images/Upper_School/2018-19/french_gallery_inside.jpg" width="640" /></a></div>
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"Each student chose a piece of art, recorded a comment/analysis, printed the QR code and brought it to class along with a print/reproduction of the chosen art."</div>
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Students from all French levels enjoyed the experience, roaming the classroom "galerie," scanning the QR codes, and experiencing a peer-led exposition of the art via their phones or mobile devices. </div>
Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-43076538654584262772019-02-13T10:16:00.000-05:002019-12-12T15:50:06.622-05:00MS Pasta and Marshmallow ChallengeOne of the more popular design challenges is how to build a "structure" out of pasta (spaghetti) and marshmallows. The students are given 5 minutes to do the work after consulting as a team. They only get 5 marshmallows each. This is often done competitively in small teams. Many marshmallows somehow disappear! Great project for collaboration and a willingness to experiement.<br />
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<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-27790388193499352432019-02-13T10:12:00.001-05:002019-03-11T13:34:00.670-04:00MS Students Using iMovie for Science ClassesMiddle School students have created a series of news shorts using iMovie. What is interesting about this project, new this year, is that it is almost 80% about writing and creating a storyboard and script. The tech comes in at the end to pull it together and make it exciting. This keeps the students excited and helps those who learn differently and way to engage as never before.<br />
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Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-69038093896959113692019-02-13T10:04:00.001-05:002019-03-14T09:32:27.784-04:00MS Students Use Virtual Reality to Inspire Poetry<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-DS2X2lzaiSc/XGQxjbMNfiI/AAAAAAAAAGc/v62zLInMcx4VlxcFITp9PQt0cl-C3UhuQCLcBGAs/s1600/ms-vr.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-DS2X2lzaiSc/XGQxjbMNfiI/AAAAAAAAAGc/v62zLInMcx4VlxcFITp9PQt0cl-C3UhuQCLcBGAs/s320/ms-vr.JPG" width="320" /></a></div>
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Students spend 5 minutes in VR using a 3D drawing tools called "Tilt Brush." Then they get a copy of the artwork they created, then immediately write a poem/story about their experience. At the end of the day the reflection is more important than the experience.<br />
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<a href="https://3.bp.blogspot.com/-YJoNtcR6eqU/XGQx7lm5jpI/AAAAAAAAAGk/0MDBQwnSiJ85IAGI58USFbwW6pXIrE2MQCLcBGAs/s1600/ms%2Bvr2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://3.bp.blogspot.com/-YJoNtcR6eqU/XGQx7lm5jpI/AAAAAAAAAGk/0MDBQwnSiJ85IAGI58USFbwW6pXIrE2MQCLcBGAs/s320/ms%2Bvr2.JPG" width="320" /></a></div>
<br />Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-18496356847134641402019-02-08T17:00:00.001-05:002019-02-09T07:35:08.339-05:00US Sophomores Create Podcasts in English ClassMs. Bonsey's students created a new podcast on anchor.fm where they have posted a series of podcasts that discuss the books they've read. You can <a href="https://anchor.fm/bbnbookreviews" target="_blank">see all the episodes here</a> (to listen to it through a web browser), or you can download the free Anchor app to listen to it on your phone.<br />
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Here are a few of the episodes:<br />
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<iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/bbnbookreviews/embed/episodes/Episode-6-Inside-the-Garden-e32m4n/a-aa5hbi" width="400px"></iframe><br />
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<iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/bbnbookreviews/embed/episodes/Episode-5-In-the-Depths-of-The-Samurais-Garden-e32lpf/a-aa77c4" width="400px"></iframe>
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<iframe frameborder="0" height="102px" scrolling="no" src="https://anchor.fm/bbnbookreviews/embed/episodes/Episode-4-The-Truth-About-Finding-Nouf-e32m12/a-aa5inc" width="400px"></iframe>
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<b>Show Notes: </b></div>
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<a data-saferedirecturl="https://www.google.com/url?q=https://docs.google.com/document/d/1G772hbcygO760SRTCM9nKnnCiiHCasT1P3LzX_tIfsw/edit?usp%3Dsharing&source=gmail&ust=1549728799898000&usg=AFQjCNHh3gvcjGuEmbh0j9bN_33Gn91bHg" href="https://docs.google.com/document/d/1G772hbcygO760SRTCM9nKnnCiiHCasT1P3LzX_tIfsw/edit?usp=sharing" style="color: #1155cc;" target="_blank">https://docs.google.com/<wbr></wbr>document/d/<wbr></wbr>1G772hbcygO760SRTCM9nKnnCiiHCa<wbr></wbr>sT1P3LzX_tIfsw/edit?usp=<wbr></wbr>sharing</a></div>
Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-88320536832927924232019-02-07T11:13:00.002-05:002019-02-07T11:15:10.147-05:00MS Students Use Padlet for BrainstormingLibrarian Wendy Wunder used Padlet to have 8th grade English students brainstorm about their story projects. She said, "I used Padlet as a platform for a week-long class on Brainstorming the 10-Page Short story. Padlet is so accessible and flexible that it enabled the students to easily share their thoughts and ideas. As 'digital natives,' they were very comfortable beginning their creative process using this digital tool. Using Padlet broke down some barriers to accessing their creativity. They jumped right to it. It was wonderfully collaborative. The other students and I could give them feedback on their ideas. It also supported multimedia, in that they could post photos, videos, songs, links and any media that could inspire their stories. The could shuffle their notes and paragraphs around to help them with structure. It could be a great platform to use in research papers as well. Each 'post' could replace a traditional note card...citations can link right back to online sources etc."<br />
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Here are links to a couple of their brainstorm padlets...<br />
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<a href="https://padlet.com/acwu/shortstory">https://padlet.com/acwu/shortstory</a><br />
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<a href="https://padlet.com/tholland7/75sv8ma4fcrc">https://padlet.com/tholland7/75sv8ma4fcrc</a><br />
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<a href="https://padlet.com/psegovia/u6g8gvs97qly">https://padlet.com/psegovia/u6g8gvs97qly</a><br />
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Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-10624879226029199002018-12-26T17:04:00.003-05:002018-12-26T17:05:27.382-05:00US Film Students Draw With LightUpper School students in Mr. Gaines film & video course recently produced a series of still images in which they used shutter speed effects and Adobe software to draw with light. These images are currently on display as large prints in the hallway adjacent to the theater...<br />
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<iframe allowfullscreen="true" frameborder="0" height="569" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vRxxJOOYsXC45of5SDQdqRsW_SkB7GUZHbM1dzfFE3ZCtB4OCDO3eVC0Y3DO4oLwS7zPVqFv108mql8/embed?start=true&loop=true&delayms=4000" webkitallowfullscreen="true" width="700"></iframe>Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-74217022373413835992018-11-13T12:30:00.001-05:002018-12-26T17:08:40.169-05:00Live Streaming Dr. Price's Entry Report<div style="background-color: white; box-sizing: border-box; color: #1c1c1c; font-family: MundoSansPro, sans-serif; font-size: 15.9375px; margin-bottom: 20px;">
Thanks to the Communications Office, BB&N has started streaming important school events. On November 8th, Head of School Jennifer Price took to the stage on the Upper School Theater to share a detailed report of her extensive, four-month entry process. This event was live streamed to allow anyone to watch the proceedings in real time.</div>
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Dr. Price detailed the wide-ranging data flowing out of her entry process (survey and meetings) and highlighted for the audience the strengths and opportunities that have emerged from her findings.</div>
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<iframe allowfullscreen="" frameborder="0" height="360" mozallowfullscreen="" src="https://player.vimeo.com/video/299055758" webkitallowfullscreen="" width="640"></iframe>
<a href="https://vimeo.com/299055758">BB&N Entry Report by Dr. Jennifer Price</a> from <a href="https://vimeo.com/bbnschool">BBN uKNIGHTed</a> on <a href="https://vimeo.com/">Vimeo</a>.</div>
Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-17939784661642055352018-11-08T20:04:00.000-05:002018-12-26T20:09:10.165-05:00Old Technology in the MS MakerSpaceOur new Middle School technology integrationist, Bill Castell, has brought some interesting "antiques" into the makerspace for students to experience...<br />
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Student 1: "I think you put your finger in the hole and twist it."<br />
Student 2: "This phone is sooooo heavy."<br />
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<br />Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-5013788076735266072018-10-12T19:44:00.000-04:002018-12-26T19:58:34.061-05:00BB&N Faculty & Staff EdCamp is Well ReceivedOn October 9th the faculty and staff participated in an "EdCamp" which is a participant-driven model of professional development. Members of the faculty and staff offered a variety of sessions for colleagues to attend. The tech department hosted several sessions including this one on fun favorite apps, and others on project-based learning and virtual reality.
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There were also sessions on meditation, woodworking, clay, and even a drum circle hosted by BB&N's own Greg Fernandes.<br />
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This was the third time that this style of professional development was run at BB&N, following on the heels of edcamps run in 2015 and 2016. The survey data continues to indicate widespread satisfaction with this choice-based, participant-driven approach to PD.<br />
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<br />Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-89130370540402542742018-10-10T19:32:00.000-04:002019-01-08T08:41:28.019-05:006th Graders Create Novel DisplaysMs. Huff's sixth grade students were challenged in small groups to create a way to display important parts of the novel <i>Haroun and the Sea of Stories </i>by<i> </i>Salman Rushdie. Each group took their own path on this challenge to bring to life an aspect of the novel. Students used the Design Thinking Process to generate an idea and guide them through the creation stages. They used various materials and tools available in the LS MakerSpace, ranging from hot glue guns, pom-poms, LED lights, laser etched images, and the 3D printer.<br />
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<iframe allowfullscreen="true" frameborder="0" height="569" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vToUSP3QGAzIR88JwM1tZ4g6coXpnxmeOYxSyyzASOlsA6GSq6rh-YWY8WwY8Dvkj0EsonR3ZDuOZ5z/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="700"></iframe>Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-71049939425346373912018-06-21T12:00:00.001-04:002018-11-05T18:49:59.341-05:00Kindergartners Build EcoSonic Playground<div class="fsDateTime" style="background-color: white; box-sizing: border-box; color: #1c1c1c; font-family: MundoSansPro, sans-serif; font-size: 15px;">
Ever since 1999, Lower School music teacher Sara Zur had been dreaming of creating a musical play space for kids that would open their imaginations and foster a love of music. During travels in England and Israel, Zur had witnessed sound installations and melodic play areas, including a junkyard in Israel that transformed everyday waste objects into a learning opportunities for children.</div>
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<a href="https://www.bbns.org/uploaded/images/Lower_School/2017-18/musical_playground_1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" class="fsStateFloatLeft" id="" src="https://www.bbns.org/uploaded/images/Lower_School/2017-18/musical_playground_1.jpg" style="border-style: none; box-sizing: border-box; height: auto; max-width: 100%;" title="" width="378" /></a><br />
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“There was something about playing with everyday objects that seemed to make kids be extra musical,” Zur says. “There is a collaborative element, and a stretching of the imagination that can’t be duplicated with regular instruments.”</div>
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Made from recycled materials, an EcoSonic playground is essentially a large, unique, music-making structure intended to promote collaborative play. Building one includes a curriculum component for elementary schools to teach students STEM skills through lessons in acoustics, physics, engineering, and design as they work with educators to build the structures themselves.</div>
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Zur, who holds a doctorate in musical play, quickly contacted her colleague Elissa Johnson-Green, a music professor at Umass Lowell, who heads up an EcoSonic team comprised of professors and graduate students. Over the course of the year, the EcoSonic team and Zur met regularly with the kindergartners to design and implement the play space. This didn’t just involve the nuts and bolts of putting the playground together.</div>
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The students studied sound vibrations in Carol Fine’s science class, and tested different materials with Lower School technology integration and makerspace mentor Mickey Hardt. They drew up designs in their homeroom, and, of course, they studied music proper with Zur.</div>
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Finally, this spring, the project came together when the musical playground was unveiled during the last week of school. PVC pipes, an old vacuum cleaner hose, a bike tire, and countless other everyday objects had been pulled together to create BB&N’s EcoSonic playground.</div>
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“There is this drumming thing, and there is a tube that you can listen to like a headphone, and you can hear everything, except the sound is smaller,” explains kindergartener Ryan McCullough excitedly. “But designing it was even more fun than playing it, because when you are designing it, you get to play with more people.”</div>
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The final result has been an EcoSonic playground that sounds at turns beautiful, cacophonous, and vibrant—but above all else, fun!</div>
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Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-33490178877572818012018-06-08T14:05:00.000-04:002018-06-08T14:08:44.090-04:00Ceramic Artist Students Wikis<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeebEN6ma-eFK15nxkJvxM3yJJsH5EkJemEpU5dMgYU6sOQKw3LdHmtOIQdhqS8-vOcxFfpaLq_y9BNfujANf44IRYqJ1YAv7RMLfcD98i6N_0QsYs5vBc3KewteXtforEK8A51cShRBQ/s1600/Screen+Shot+2018-06-08+at+2.07.32+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="279" data-original-width="1103" height="161" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeebEN6ma-eFK15nxkJvxM3yJJsH5EkJemEpU5dMgYU6sOQKw3LdHmtOIQdhqS8-vOcxFfpaLq_y9BNfujANf44IRYqJ1YAv7RMLfcD98i6N_0QsYs5vBc3KewteXtforEK8A51cShRBQ/s640/Screen+Shot+2018-06-08+at+2.07.32+PM.png" width="640" /></a></div>
In the 8th-grade ceramics courses, students contributed in creating an artist's wiki based on an individual ceramic artist of their choice. Each wiki page included a title page, biography, about the artist’s art and style, about them as a teacher and a video about the artist. This combined project became a classroom resource for students to learn about famous ceramic artists.<br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-13140027519500311842018-06-08T13:53:00.002-04:002018-06-21T12:01:35.479-04:00EZ Sound with Coil Pots in 7th Grade<span id="docs-internal-guid-2a266c5a-e06f-1e0b-d16e-f027689e58b3"></span><br />
In the 7th-grade ceramics course, the final project ‘Music Meets Large Coil Pots,’ students created a pot or sculpture based on their favorite songs. We enhanced the project by adding an <a class="" href="https://www.arduino.cc/">Arduino </a>sound module to play the song which the artwork is based upon. Students recorded their chosen songs and created expressive cards stating why they chose their songs and how they illustrated them through their artwork.<br />
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-83528672732284917252018-05-18T13:17:00.000-04:002018-05-18T13:17:07.723-04:00MS Drama Video Chats with School in TanzaniaFor their second video chat with the school in Tanzania, students performed skits, asked questions, and sang their respective national anthems...<br />
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<a href="https://vimeo.com/270680766">MS Drama Video Chat with Tanzanian School</a> from <a href="https://vimeo.com/bbns">BB&N School</a> on <a href="https://vimeo.com/">Vimeo</a>.<br />
<br />Demetri Orlandohttp://www.blogger.com/profile/01409656363588260446noreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-30997885171199623562018-04-25T10:20:00.001-04:002018-04-25T10:20:29.742-04:00Faculty Hub For Academic Support <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu2oe_ePiFbRZtDJfiy-eEoheVa8urRuPYud4vL79q3Td-htfdCNPrvHM6tVOWs88ZEvzwk2N1oMb7bGVDK4rw0db1we6FAZR0jAGHOEG_YX5yCYc3vnitKFh9tyJGe1cfy389Xr0_eFk/s1600/Screen+Shot+2018-04-25+at+10.16.18+AM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhu2oe_ePiFbRZtDJfiy-eEoheVa8urRuPYud4vL79q3Td-htfdCNPrvHM6tVOWs88ZEvzwk2N1oMb7bGVDK4rw0db1we6FAZR0jAGHOEG_YX5yCYc3vnitKFh9tyJGe1cfy389Xr0_eFk/s320/Screen+Shot+2018-04-25+at+10.16.18+AM.png" /></a><br />
Our goal in creating a Power School Page/Site entitled Faculty Hub For Academic Support was to create a central location for faculty to access information related to Academic Support Services. By using technology and asynchronous learning, we wanted to facilitate faculty engagement that might otherwise not happen. We wanted to create a resource that faculty could come to on their own time, as needed and when it worked for their schedule. We set out to provide resources regarding learning and development, diverse learning styles and approaches to respond to a range of learners.<br /><br /><br />The Launch Grant project included the generation and curation of information about terms, strategies, current research, relevant websites and TED talks. It also served as a central location to post useful documents and materials, such as how to interpret ERB scores. In addition, we have generated podcasts and screencasts on particular subject areas which faculty can listen to when the timing works for them. So far we have developed a podcast on Working Memory and a screencast on interpreting ERB test results. We hope to create a podcast about ADHD and its presentation in girls this spring/summer. The time needed to develop the podcasts was significant as we had to learn the technology and generate content and script on the topics. That said, we have learned a lot to now be able to more efficiently create future podcasts.<br /><br /><br />We expect the site to provide faculty greater access to support materials, to create a common understanding and shared language around learning and support, and to better coordinate efforts in addressing student needs.<br /><br />Jamie Wallace<br />Monika Wilkinson<br />Learning Specialists<div>
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Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-68328913054150161432018-04-13T09:34:00.002-04:002018-06-05T09:27:53.047-04:00Stress Reduction Launch GrantThe launch grant this year supported me to think creatively about how I share stress-reduction, mindfulness-based interventions with kids at the MS. I thought about how I could incorporate elements of arts & crafts, science, technology, - using the Maker Space, the MS campus location, etc.<br />
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I piloted this by designing a monthly drop-in "Wellness Wednesday" for kids to test-run, create, explore different dimensions of stress-reduction, mindfulness, etc. We launched with the idea of random acts of kindness and how they create big blips of pleasant feelings even indirectly. Kids designed and decorated 'kindness stones' that they then placed around the campus for people to view, move and even take with them. </div>
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Another month we expanded on positive feelings by viewing a video experiment on the connection between gratitude and happiness and then, in a slightly devious way, having them do the experiment themselves and see the impact on their own ratings of happiness. We also looked at physiological aspects of stress that sparked curiosity and some creations. For example, we tried experiments that tracked body temperature and the connection with feeling stress and tracked it. </div>
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We explored the connection between tiredness and desire for more sleep which resulted in creating weighted, scented eye pillows. Other explorations continue to look at tech/science ways to track physiological markers of potential stress and crafts to ameliorate it, - for example, by universal demand, we will create the highly scientific, evidence-based stress reducer called, in layman terms, slime.</div>
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Stefanie Haug, MS Counselor<br />
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<iframe allowfullscreen="true" frameborder="0" height="569" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/e/2PACX-1vTXfAFTX-wTQrgh3VvR4fgzHPB6wFb8K1JOhhULwTdopwjQdal6a5wvccSV3Wo7EGyu63vHgg714nnM/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="560"></iframe>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-6367514810596944278.post-17032813455275292172018-04-10T12:16:00.001-04:002018-04-10T12:16:44.121-04:00Assessment in the Language Classroom There are many topics within a language class that need repetition in order to achieve mastery. This repetition is and should be a part of the learning process. However, often it is logistically difficult to give a student instantaneous feedback in order for them to adjust as they learn rather than practicing independently via homework or in a group setting in class, both of which often lead to natural missteps and a necessary unlearning and relearning later, hopefully in time for a test! <br /><br />My grant project aims to improve upon this situation by increasing instances of immediate and useful feedback. The website <a href="https://www.proprofs.com/">ProProfs </a>allows a teacher to make “assessments” for both “practice mode” and “exam mode”. In “practice mode” there are many settings that allow for question-specific feedback, and the chance for a student to try again. In both modes, the website keeps track of many valuable statistics both as class averages and per student, per question and for the whole “assessment”. For example, it provides information such as the time taken to complete a question or an “assessment” and the questions answered correctly and incorrectly; it provides the answer itself so that a teacher can also see how a student went awry. It also gives the student immediate feedback: their grade, which questions were answered incorrectly, and the correct answers for those questions.<br /><br />If a teacher chooses the appropriate setting, the student has the chance to try the “assessment” again. The teacher also has additional capabilities such as giving certain “assessments” a password, or setting an expiration time, or allowing only a certain amount of time for an “assessment”. In addition to providing valuable and instantaneous feedback to a student that is class specific because it is all written by the teacher, this tool also ultimately gives the teacher more time to prepare other class materials. <br /><br />Since the website auto-corrects, a teacher can spend less time grading and more time preparing other materials or helping students one-on-one. This website also has the ability to incorporate media, such as audio and video, thus giving more potential for broadening types of practice and test questions.<br /><br />Lourdes Fernandez , MS World Languages Chair<br /><br /><b style="font-weight: normal;"><br /></b>
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