Mrs. McAlister and her Sunsational Sixth Graders
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PKP . . . Essential Questions, Passion Board, and Proposals

3/31/2018

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We’re moving right along with our Passionate Kids Project. For the past couple of weeks, we’ve developed our essential questions, displayed them on our Passion Board, worked on our inquiry proposal, and started gathering evidence.

Developing the essential questions was quite a process. Once students were able to pinpoint their passions, I wanted them to connected it with society. Our class overarching essential question is “What ignites your passion and how can your passion have a positive impact on society?”. My goal is for students to take their passion to a deeper level, connect it with society, and develop empathy.

To begin, I used a handout created by my colleague, Susie Whipple. She gathered information from Trevor MacKenzie’s book “Dive into Inquiry.” (Handout here.)

Trevor says, “Essential questions are not answered in a quick, simple Google search. They are not answered in a single lesson or in a discussion with a friend. They do not have a single answer and, in fact, our understanding of the essential question may change over time.”

This quote led to a discussion on the need for an open-ended questions that require multiple sources to answer. I shared my experience as a graduate student. When we draft our master’s thesis, many of us have to revise our focus once we start looking for information. For others, the question may be too direct and easy to answer. At this point, layers of depth and complexity must be added. As adults, we understand that this is part of the process. Our young learners are just starting out with inquiry. All these steps need to be discussed.  

Students wrote a possible essential question on a note-card. They held onto it for a couple of days to ponder. We came back to the questions during one-on-one conferencing. I met with each student individually and we confirmed or modified their question. After discussion, most questions remained very similar to the original question. Some students needed probing to take the questions deeper. Most students were able to make a connection to society.

For example, two student like dogs. Their connection to society is K-9 dogs. Several students are interested in sports. Their connection to society is health benefits of sports. Another student is interested in Greek mythology. Her connection to society are the influences of mythology on modern products. Another student is interested in science experiments. His connection to society is how inventions that are harmful can be made safe. Take a look at our questions here.
  • What is the cycle of a K-9 dog including training, service, and retirement?
  • How are K9 dogs trained to detect drugs, weapons, or people?
  • What are the health benefits of playing soccer and how can players maximize their potential?
  • If Greek mythology and culture didn’t exist, what items would we not have today?
  • What are the details of harmful inventions and what can we do to be safer around them?  
Once students developed their essential questions, they created a card to be displayed on our Passion Board. The board is a living piece that students are adding to. Students are encouraged to bring in artifacts that relate to their question. We are having so much fun with this! It’s like an upper grade version of “Show and Tell.” When students share an artifact, they first tell us their essential question, share their item and how it connects with their question, then we have a QandA session.
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I’ll share a few of their stories.

One students’ question is, “How can the bond between animals and humans be beneficial?” This student has been raising pigs in 4H for several years. It is a passion that the whole family shares. She’s interested in the relationship between animals and their owners. Through her personal experience raising animals, and research that she is finding, she is able to tie academic research into her passion. At our county fair, she earned Grand Champion for her market swine. She brought in her ribbon as her artifact along with an iMovie she created during her fair experience.

Another students’ essential question is “How are people harming beaches including the physical beach and animals along the shoreline? What actions can be taken to restore our beaches?” This student created a sorting box. She included items that are natural to beaches and items that are harmful to beaches. She plans on having students sort items when she presents her research at our student-led edcamp.

Still another question is “How did holidays originate and how do people celebrate them today?” This student has been bringing in a variety of artifacts relating to holidays. We had to extend our board to include a desk for her artifacts. Her enthusiasm for holidays is contagious. Along with her research, she plans to create a Google form for fellow students to complete about their favorite and least favorite holidays.
We’re following Trevor’s Inquiry Process. (Map here.) Following the process, we came upon the proposal. I loved the graphic so much that I created a digital version for students to complete. I created two templates, one for educators following #DiveIntoInquiry and another for educators that are conducting PKP in my school district. There are a few word changes but the core content is the same. Feel free to #FileMakeACopy to make the documents your own and modify as needed. Click here for the #DiveIntoInquiry template and here for the PKP template.
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I’m taking the inquiry process very slow. Since this is our first experience with free inquiry, I’m more concerned about the process than the final product. The components that students have completed in their proposal are the essential question, links to their online resources, their personal goals, and how they will keep track of their learning evidence. (My next post will be about their learning evidence.) I have an analog check-off sheet where I’m keeping track of student progress. Once a section has been completed and reviewed by me, students insert a checkmark in the box to the left. Surprisingly, this has been a motivation for students. Here is a sample of a student proposal.  

Next on our PKP journey is to continue to gather evidence, answer essential questions in a multi-paragraph essay, create a digital piece, and conduct a 20 minute session at our student-led edcamp. My next post will focus on gathering evidence, our curiosity journals, and our diji journals we’re using for reflection.

Ooooh, if you haven’t ordered your copy of #InquiryMindset, be sure to check it ordered. It’s lovely!!! Trevor and Rebecca created the perfect companion book to #DiveIntoInquiry.
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#MuchLove
​Marilyn


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#PKP . . . Cardboard Challenge

3/10/2018

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Welcome back! We’ve had a busy two weeks. The Cardboard Challenge was a huge success. Let’s take a look at one of our favorite maker projects of the year.

As part of the launch of Passionate Kids Projects, we watched the inspirational Caine’s Arcade video. The students were entranced. After watching the video, we walked over to my office. I had been hoarding boxes and random supplies all year long. I opened the door to this . . .
The class knew immediately what my intentions were. Right then and there, I introduced the challenge. Over the next two weeks, we would create individual designs, pitch them on Flipgrid, create teams, plan, build, write direction sheets, and share at #GameFest2018.

Two summers ago, I read John Spencer and AJ Juliani's #LaunchBook. Their launch cycle is perfect in our classroom for design challenges. I highly recommend the book if you are new to design thinking.

To get started, each student created their individual game design on paper then pitched their design in small groups. Next, students created teams. For our Shark Tank challenge, students were grouped by interest. For this challenge, I allowed students to self-select their teams. My goals for the Cardboard Challenge were to create an engaging game, infuse language arts standards, and interact with the 4 Cs, while also spending some social time with classmates. As sixth graders, this is their last year in elementary school. This activity will be a moment for them to remember.


We ended up with 10 teams. Each team created another plan for a group game and were ready to start building. Check out their group pitches on this Flipgid. This is where the real fun and creative critical thinking begins. Students got their supplies from the warehouse (see this post on how I used gamification to get supplies), brought items from home, and started building. For about four 1 hour sessions, students cut, glued, taped, painted, and modified their games. Groups worked both inside and outside of the classroom. I relate the process to Mary Poppins and her magical carpetbag. Miraculously, items pop out and go right back in. Each group had a spot in the classroom for their supplies. And just like Mary Poppins, things came out and things went right back where they belong at the end of a building session. The iteration process was powerful as students worked through the construction of their games. Shout out to Mr. Anthony for helping with the exacto knife. (#SafetyFirst) Take a look at their work sessions and designs . . .
As we were getting closer to #GameFest2018, I wanted students to ramp up their game play. Soooo . . . out came Waldo. Waldo threw down a challenge. On game day, I invited several adult visitors from our district office. I let students know that I would be giving the visitors Waldo cards to pass out. On the back of each card, it said this, “Present this card to a Cardboard Challenge team that you feel had an appealing game, engaged their audience, and contributed a positive Game Fest environment.” That was just the motivation the class needed. Students added challenge cards, dice, signs, prizes, tickets, and more. I was completely blown away with their ideas.

For our public display of learning, we launched #GameFest2018. We invited our third grade classes, friends from the special day class, parents, and district leaders. Our sixth graders welcomed guests, gave instructions to participating students, and encouraged everyone to have fun. As students started playing, I met with the adults and introduced the Waldo cards. They had a lot of fun with their special task. For 45 minutes, we had a full-scale arcade going. I wish I could share all the positive comments from the adults and students alike. Instead, let’s take a peek . . . 
Phew. That was a great day!!! But we weren’t done yet. Once we got back to the classroom, students reflected in their diji journal. For me, the reflection piece is where the real learning takes place. Connections are made, successes are celebrated, and improvements are suggested. Here are some of their reflections:

“Gamefest was very amazing for my group. At first there weren’t that many people, but then there were a lot. We also got two Where’s Waldo cards and it seemed like the kids really enjoyed our game. I think that some advice that I would give is to really engage your audience, and be positive and energetic. Doing this makes kids really want to play your game, and it just gives out a positive vibe. All our group was encouraging the kids, so that they would have fun, and all the kids did pretty good. The high score was 3 points, and 3 people tied the high score. My group and I did very well running our game, and that was one of the reasons that we got a where’s Waldo card. After each turn, the kids would have to roll the dice, and if it was an odd number, they had to do a dare, but if it was an even number, they had to do a truth. If it were doubles, they got to pick which one they wanted to do out of the two. Everyone got a prize, and that prize was candy. There were a lot of kids who got truth, and some got dares, but no one got doubles. Something that my group and I could have done better was to make better truth and dare cards, because they were decent, but we could have made them better.” -AS

“I think game fest went really well but I could have also done better in attracting kids to play the game my partner and I made. One thing we could have done is have spoken more. We didn’t really talk much because we are both a bit shy. I was worried that not many people would come and play our game but they did. I didn’t expect many people to come and play our game, so I was really surprised. We even got a waldo card. We gave out candy and some other prizes and that also worked out well. It was fun overall because I got to see kids play the game my partner and me made. It was awesome to see kids play and have fun playing all the games that were there.

Some tips I would give to others that might do this challenge is to not be shy when people are playing your game. You should also be cheerful when people start to play your game so then that would attract people to play your game. Try to have a normal mode then a challenge mode in your game. That could make it fun and they could get different prizes. (You really don’t need to give out prizes) I would also suggest the teacher should buy water because it was hot outside.” -JQ


My personal reflection is that the class exceeded my expectations. This is the third time I’ve done the Cardboard Challenge. It gets better and better each time. I have to tell one quick story. Our school site hosts a moderate to severe handicapped class. After #GameFest2018, the teacher told me a story. She shared how impressed she was with how the sixth graders interacted with her students. In particular, an interaction she witnessed with one of her students that is blind. She was almost in tears as she shared how gentle and kind the sixth graders were. For me, this story made the whole experience worth it. We are educating our students academically, but we’re also nurturing and modeling empathy in all that we do. I searched through my photos and was so pleased that the moment was captured.
That’s a wrap for our Cardboard Challenge. Next up for Passionate Kids Project is writing essential questions, creating their project proposals, and curating research articles. Quick shout out to Trevor MacKenzie for guiding me through this journey.

#MuchLove 
Marilyn
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    Welcome to my blog.  I'm an 80's girl embracing being a 21st century tech-girl with the help of my amazing sixth graders.  Join us as we journey through sixth grade.

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