I am going to be starting off my Grade 8 students with a UN Global Goals prototype unit. The idea is that they choose a UN Global Goal they want to focus on, and they make a simple prototype, out of paper, card, tape, etc. They will then do a 'speed sharing' activity (similar to speed dating), where they can share their prototype with their peers.
Throughout the unit they will produce work for every strand in their process journal. After they have completed each criterion, they will select key pieces of information and will create a 'one pager' for their summative assessment. This will have key quotes, facts, words, as well as illustrations to add further meaning. I was inspired by the 'one-pager' episode on the Cult of Pedagogy podcast. Also design demands a lot of time, effort and work from our students, and I wanted to minimise that stress, by trying out a one pager as a solution.
Here is a link to the google slide - it has everything you need to run this unit yourself!
We have moved towards having an online portfolio, where students show their work for all subjects, as well as extra-curricular and advisory/core work. At the end of every unit I will have reflection tasks and will give students time to add to their portfolio. I'm asking them to put the four one-pagers (summative for each criterion), as well as their answers to our inquiry questions. In our final reflection I also ask students what we can do next with our ideas, which will hopefully lead to some action.
Let me know if you use this and what results you get. Let me know if you have questions or suggestions.
(Also this is based on the UN Global Goal Challenge activity I made - you can use this if you want to do a mini version of this product, or you want to use this in another subject or non-MYP classroom).
I wanted to share the website I put together for my students at the International School of Stuttgart. This is the third school where I have been the Personal Project Coordinator, (along with Halcyon London International School and the Atlanta International School), so this is a culmination of my learning over the last few years too. This is definitely the resource I am most happy with, as it contains absolutely everything a student, a supervisor or a parent could need. I've pulled information from the guide, the further guidance document, as well as presentations delivered to my students and teachers, worksheets/templates and examples.
Make sure you click on the 'More' button on the right hand side, as lots of tabs are hidden there.
Also if you go into any of the strands, under reports, you will find essay and process journal extracts!
Feel free to share with your colleagues or students, (but please make sure you mention that I made it).
If there's anything you think I am missing, please let me know :)
Click the button below to see our website:
(An avatar of me! The ClassCraft team made this after something I created was chosen as Quest of the Month. They also send me an amazing poster with this on too!)
Last year I used ClassCraft to gamify my classes. This is a great website, where all of my students can log in, and they can earn points, (through positive behaviour - linked to ATLs and IBLP, or through extra-credit quests), and they can customise their characters! It also has a lot of fun features, like the volume meter, (which my students literally beg me to put on), as well as boss battles, (multiple-choice battles, where they destroy a monster).
I very rarely set homework, and if I do, it is only a short reflection vide on FlipGrid. However, I have lots of students who ask to learn more. In ClassCraft I am able to make 'Quests'. This are story based, extra-cred activities, which students can do at their own pace, (you can also do it in class, and pace it yourself). I've done ones about how design improves space travel, right through to a coding quest.
Long quests are not part of the free package, but you can do quests, with up to six objectives, on the free account.
So that you can experience a quest, sign up to ClassCraft, and import this new quest I made. It is short, so available to all free accounts, and it focussed on the UN Global Goals. When you have an account, click this link to import the quest: "Save the World by 2030" I use the UN Global Goals for all my units, and have put this in ClassCraft, along with rewards for strengthening their Approaches to Learning Skills (ATLs) and demonstrating the IB Learner Profile!
If you like it, and sign up, then you are welcome to import my other quests too:
Lastly - I know that my post my sound a bit abstract, and you may just want to see it in action, so here is a video tutorial, showing all the key features and set up!
I recently became the ATL coordinator at my school, and part of that is designing activities for our core/advisory programme. Here I have some digital citizenship lessons, some from Common Sense Media, then I have lots of different sessions, covering everything from international mindedness, to human rights, through to LGBTQ issues. It's been a lot of fun to design, and I am trying to get a lot of the sessions done over the summer, so I just roll them out next year. The sessions are all designed so they are mostly discussion led, so the advisory and advisory get to know each other well, and also flexible, so they can be done in 25 minutes, or for the whole lesson. I have a teacher slide as the opening slide for each presentation, with information for the advisor, including if they have to print anything (rarely). I also have a few longer projects, which happen over several classes.
I thought I would give you a sneak peak of the first (slightly longer) project our Grade 6s will do. This will introduce them to the ATLs, and the UN Global Goals, and will have them work together, in teams, to make water filtration devices! At the end students will do a short presentation, which will include the ATLs they used to complete the challenge. They will also learn a little about the 6th UN Global Goal, Clean Water and Sanitation, and will see existing products, such as the LifeStraw and also water related problems, including Guinea Worm. I will provide a bottle of dirty water, and some resources, including coffee filters, fine sand and pebbles.
Feel free to make a copy of the presentation, and adapt it for you school (giving me credit please). Also a link to the image at the top of the page.
Over the summer I am working on developing some curriculum for our advisory/core program, focussing on approaches to learning (ATL) skills. This includes everything from digital citizenship, to LGBTQ sessions to looking at International Human Rights Day! When the school year starts, I will make sure to share these resources here. However, I wanted to share one I made today, to get some feedback, and because I am fresh from visiting Madrid!
In Madrid, I spent a day alone wandering around the Museo Nacional Centro de Arte Reina Sofía.
This collection of paintings, by Equipo 57, stood out to me, and when I saw the title :"Interactive Cinema I" I started creating little cinematic pieces in my head, inspired by the individual paintings. I thought of it as a storyboard I could scramble, re-arrange and create new meaning for.
This creates an easy link to the ATL: Thinking - Creative Thinking Skills: Create original works and ideas; use existing works and ideas in new ways
I decided to put this together into an activity for my Grade 6s, were they could be silly and use their imagination to create their own stories. Hopefully my silly examples will get them started!
Here's a link to the full presentation (make your own copy, by selecting 'File' then 'Make a Copy')
and here's a preview of the presentation too:
(When you open the presentation, in the "Speakers Notes' section you will find links for all images/facts)
I was talking to my husband about the end-of-the-year and asking for suggestions for fun activities. He reminded me of a cookie activity he did, at his graphic design studio, a few years back...
...I've been doing my "How It's Made" activity with all my classes, (two grade 6, two grade 7 and one grade 8), but decided to put a twist on it for my grade 8 students. This is because they have had a long of long-projects, requiring difficult technical skills...and because I won't teach them next year.
We watched a couple of the videos, for the shuttlecock, safety googles, then I introduced a new one, showing how chocolate biscuits/cookies are made in a factory in the UK....After this I showed them a video of one person making a Drake Cookie..... They didn't quite see the theme yet, and just as I was about to announce the activity, they asked to watch a "How to make a Dutch syrup waffle: a 'Stroopwafel"
After this I told them they would decorating cookies to look like another student in the class....
Before I sent them off to wash their hands, (while I set up the table, with supplies), we watched the video about the Marshmallow test. I reminded them, not to eat their art supplies before the cookie is made. I also explained to them how I use this video with younger students to talk about online distractions like gaming.
Below are the results form their cookies. this was so much fun. They had limited supplies, so could only make them look so good....but I was impressed with the different ideas, range and thought this was an excellent bonding experience. I actually gave them two cookies each, so they could also do a self portrait, but some also made cookie portraits of me.
Here's me - the hair is pretty accurate!
Believe in the power of play - have fun - be silly.
A short write up of a grade 6 interdisciplinary unit between English/German Language a& Literature and Design. The drive behind this unit was looking at the ethics with creatives raising awareness of human impact on the environment, compared to scientists.
Below you can see the statement of inquiry, and inquiry questions. You might see that the debatable was not written strictly as a debatable questions, but I had students pick apart from the question to turn it into debates. The question was "why do we we do things that we know damage the environment?". Students discussed roles/responsibilities - who is the 'we' in that situation, and they also debated the use of the word 'know' - to what extent do we actually know how much damage we are doing? Also we were able to talk about what drives us to make change, through looking at convenience and cost.
The unit in design was longer, with language and literature jumping on at the end.
We started off by looking at the painting Manifest Destiny, by Alexis Rockman, and debating the different between propaganda and persuasion (something I have blogged about before here).
We then looked again at the UN Global Goals and then explored a range of campaigns to show human impact on the environment. Here's some of what we looked at:
One of the first assessment in design, was a pitch to the class. They had to say what their issues was (deforestation, ocean plastic, etc), why it is a big problem, what they want to do about it, and they had to show several designs. They also showed how other creatives raised awareness of their chosen issue. This helped me cover Criterion A and B in Design. Students took this very seriously, and did formal pitches, introducing themselves as designers, thanking the audience for their time and more! Task Sheet Here.
After they had feedback, students developed their ideas, then made their final models. Students were able to work in pairs or individually to produce their models. Over all I was super impressed with their work, especially how passionate and articulate their were about the issue. Next year we do this unit again, but will bring all of the language acquisition teams on board too. We will also invite parents in to see the exhibition.
Students produced accompanying Op-Ed pieces and poems in their Lang & Lit classes too.
Here are some photos showing the process, and of the finished models:
And here is the presentation I used at the front of the room....
I really enjoyed this unit. I loved working with my Lang & Lit colleagues. We even has one ESL group join in with some language acquisition work at the end. I am excited to see how this unit grows next year - I also visited the Grade 5 exhibition, and saw many had chosen topics about the environment, so know they are going to be engaged and produce excellent work!
Feel free to ask me any questions.