Daisy Pellant: Inner Balance Project Launch Grant 2015-2016

This year, 35 faculty members, PK-12, embarked upon a project to use technology to support mindfulness practice. Using a generous Launch Grant, Inner Balance iOS sensors were purchased to provide biofeedback in the form of heart-rate variability (HRV) when using the Inner Balance iPhone app. Two-hours of training focused on the goals of the year and the benefits of mindfulness practice, and the completion of a standardized, externally-validated survey kicked off the year. Throughout the year, participants were expected to be active in an online Haiku classroom both to respond to a bi-weekly prompt and respond to a colleague in the group. Mid-year, we had a face-to-face check-in and mindful practice session. The year ended with the completion of a post-survey. 

Compliance with training and initial survey completion was 100%. Compliance with participation in the Haiku site was only 25% and I would recommend a better accountability system for a future endeavor. Compliance with the post-survey reflects Haiku site compliance. Anecdotally, members who participated regularly reported benefits from the training, technology, and Haiku community. Additionally, most participants reported enjoying the training and the chance to support mindfulness practice using this accessible technology.              

To see the full project slideshow click here

GoPro in Kindergarten Launch Grant 2015-2016

Ben Goldhaber – Launch Project 2015-2016

This school year, I was lucky enough to receive a Launch grant to explore the use of a GoPro Camera in our Kindergarten classroom.  I consider the grant a huge success.  I created more videos than I ever had before as the GoPro allowed me to enhance both the level and quality of my documentation.  What was most exciting to me about this grant was implementing the GoPro using the same approach that the B-2 BB&N teachers have been learning through the Cadwell Collaborative. Part of the Cadwell philosophy is that children need high-quality tools in order to produce beautiful and exceptional work.  I believe in this concept and have seen it come to life in our classroom as we have taught the students how to use and value colored pencils, pens, paper, and paints that are intended to be marketed towards adult artists.  Keeping this approach in mind, the first thing that I did with the GoPro was to introduce it and its accessories to the students. We used the Responsive Classroom model of Guided Discovery to explore the camera and the various ways to mount it. We held discussions, watched GoPro videos available online, and brainstormed ways that we could use it during the school year. The first project that I used the GoPro for came along when we were studying our passions. We decided to create a class video depicting the students’ passions at school. In true Cadwell fashion, the children had to be the creators (come up with an idea for a passion they would like to depict), directors (choose a way to mount the GoPro based on the passion they chose), and camera operators.  I even got their thoughts on how to edit their clips and about what type of music they would like the film to be set to.  Giving the students the power to be the first ones (even before their teachers) to operate the GoPro was a special way to introduce the camera to our classroom environment, help them understand its possibilities, and show them that they are capable of amazing work.

Lower School THINK Math Tech Programs: Launch Grant 2015

My launch grant explored various math programs to use as a supplement to our first grade Think Math curriculum.  I was looking for a program that was easy to manage, had an at-home component, and was fun for the students.  I explored several programs including IXL, Symphony Math Adapted Mind Math, and Splash Math. 

1.  IXL - https://www.ixl.com/math/grade-1/counting-up-to-100

This was the first program I explored.  It was easy to use and navigate as a teacher.  The graphics and quality to the activities were not great.  Kids found it boring since the activities are basic math sheets that look like worksheets they would complete in class. 

2.  Symphony Math - http://symphonylearning.com/

            This program provides targeted instruction as well as benchmarks for students to meet.  It is similar to Lexia (phonics program we use) and has an at-home component.  The program was geared towards students who are high-risk math students.  Would look into purchasing singe subscriptions, if available, for students who were in need of targeted math support.

                                                                                                                                                    

3. Adapted Mind Math - http://www.adaptedmind.com/                                                        

            This program provided a free month trial, which I explored as an individual.  There were many categories of math topics to choose from which correlates well with our Think Math curriculum.  The games were fun and there were activities for the different levels so it is appealing to kids.  There is also the opportunity to choose from different levels so it meets the needs of all students from those who need support to those who need extension work.  I came across this program later in the year and wasn’t able to get all the information , but I plan to look into this program for future use in the classroom and at home.

4.  Splash Math - https://www.splashmath.com/

            This program was the best that I looked at as far as accessibility for teachers to navigate and track student progress.  I could set up a class list and monitor kids work at various levels both at home and in school.  It provides categories for students to select which topic they would like to work on and the topics align with the Think Math curriculum we use.  Under each topic there are various levels, for example, under addition, students can do math facts to ten or work on addition problems using two digit numbers.  The games are fun and the students reported that they enjoyed the games for practice.  There is opportunity for students to move to the different sections with ease while playing so they have a variety during their time in the program.  The student reports the teacher can access are clear and provide accurate information about student progress within each section along with information about whether they have mastered the skill or need additional practice.    

           

I piloted Splash Math in my classroom for several weeks, having the children use the app during morning choice time.  The positives were that it was fun to play, easy to use, and covered a wide range of topics, which matched well with our Think Math curriculum.  The one negative was the difficulty using the program on an ipad with just a trial subscription.  Moving forward I would like to explore more about Splash Math versus Adapted Mind Math to see which would better suit the needs of first graders at BB&N.  I will also consider the cost of each program versus the quality of the program and the purpose for the use of the program.  I plan to continue this work into next year with help from Jen to pilot programs and compare positives and negatives of the programs being considered. 

Rachel Stevens

5th Grade Technology- 'Out of Eden Learn' Footstep #2

Below are the activities students participated in for Footstep #2: Create a Neighborhood Map

Part 1- Engage with Paul's Journey
     First students explored where Paul has walked so far since January 2013 by looking at the map room on the National Geographic Out of Eden Walk website.
     Next they explored 3 different Milestones of their choice from the Out of Eden Walk website.

Part 2- Create a Neighborhood Map
     Students were invited to think about their own relationship to a place and were given a chance to share more about themselves with other participants by sketching a map of their neighborhood as they see it their their eyes.
     They then wrote a true story to go with their map. Their story could have involved:

• The whole map or one special place that was featured on their map. 
• A memory of something that happened to them when they were younger in one of the places on their map. 
• A typical day in their life that featured places marked on their map. 
• A story about their neighborhood that they had heard from someone else – it could be a story that happened before they were born. 
• How their neighborhood had changed over time.

Part 3- Interact with Your Walking Partners
     They browsed through other people's maps and stories.

     They chose one person who was not from their class, looked at his/her map carefully and thought about: What catches your eye and makes you want to learn more? What is interesting or thought provoking about the map and its story? Then they wrote a response that involved "snipping"  that is, copying a phrase, sentence or section of what the person wrote that caught their attention and pasting it into the comment box. Then they asked a question about what they chose to snip, or said what they found interesting or important about it, making their comment as detailed as possible.
     Lastly, they returned to their own map and previous posts, responding to anyone who left a message for them last week, trying to carry on the conversation.

5th Grade Technology- 'Out of Eden Learn' Footstep #1

5th grade students have embarked on their "Out of Eden Learn" journey!
     5C are partnered with schools in: Listowel, Ontario, Canada; Buffalo Grove, Illinois, USA; Richmond, Virginia, USA; and Honolulu, Hawaii, USA.
     5M is partnered with schools in: Listowel, Ontario, Canada; Buffalo Grove, Illinois, USA; Albuquerque, New Mexico, USA; Seattle, Washington, USA.

Below are the activities students participated in for footstep #1:

Footstep #1: Setting Off

Part 1- Engage with Paul’s Journey
     listened to a welcome message from Paul, recorded in Turkey in August, 2014.
     watched a video in which Paul explains why he is taking a 7-year walk around the world
     read an article, called a dispatch, by Paul on the National Geographic Out of Eden Walk website: Sole Brothers
     and responded to a quick survey, answering What caught your attention or interested you about Paul's article?  What questions or wonders do you now have?

Part 2- Setting Off
     picked an avatar
     and wrote a few sentences about themselves: Write a few lines about yourself and describe three things that you enjoy doing.  What's the story behind your choice of avatar?  What do you find most interesting or exciting about Paul's walk from what you have learned about it so far?  Is there anything in particular you would like Paul to look out for or pay attention to as he walks?

Part 3- Interact with your walking partners
     read others' posts
     left detailed comments and questions for three students who were not in their class
     responded to any comments or questions other students left for them