Produce to Show Understanding: Designing Digital Posters

In Manitoba, we have a Literacy with ICT model for 21st century learning.   Our aim is to support students in developing skills to think critically and creatively using ICT .  One of the Literacy with ICT resources available is a continuum of skills.   The continuum includes goals for students to "Produce to Show Understanding".   We want students to demonstrate understanding of their learning, which can be achieved using a variety of formats.   In addition to the more traditional ways that students can share their knowledge, there are many ways that students can share their learning using technology.   One option that I have explored in PWSD classrooms this year is having students design digital posters to demonstrate their understanding. 

Possibilities
When supporting the use of technology in our school division, I aim to be responsive to the goals and needs of students and teachers.  I try to find ways for technology to support or enhance the learning already happening in classrooms.  Supporting students with designing digital posters is an activity that fits well with a variety of learning activities.   I've worked with students and teachers to create digital posters for a variety of subjects/topics.  Here are a few examples:

• creating posters with inspirational quotes to promote literacy as part of the Cultivate World Literacy project

#CultivateWorldLiteracy Final project: Take Action. Raise Awareness. Promote Literacy. Here's a design by Amy at SLS. Please share! #ParkWestSD @TammyDunbar @benita1shwaluk @mrs_hembree pic.twitter.com/BMVfSHp3pO

— Mrs. Obach-LwICT (@MrsObach) March 14, 2018

• designing posters to share highlights from a social studies inquiry topic such as Canada's North
• producing digital posters with key information about endangered species as part of a research project 

Did you know? The scientific name for the mountain gorilla is: Gorilla Beringei Beringei. The mountain gorilla eats about 50lbs per day. Gorillas don’t have tails. Gorillas have about 98% DNA that match humans. - Poster & Caption by Cali at Binscarth School #ParkWestSD pic.twitter.com/VFlStw0tjb

— Mrs. Obach-LwICT (@MrsObach) May 10, 2018

• creating movie posters based on a novel

Thinking Critically and Creatively 

Students engaging in the task of designing digital posters often have to summarize or parse down  information, which is an important critical thinking skill.   They also have to make design decisions about font, images, spacing and style.  Designing a digital poster requires creative skills just like designing on paper!   

Going Beyond the Classroom

I'm passionate about students sharing their work beyond the classroom, so I really like that these posters can easily be shared with a wide audience.   Some classes have shared their work on social media and some have allowed me to share their work here on my blog and/or on my social media channels.   Digital posters can easily be uploaded to a variety of platforms for sharing.  This relates to another dimension of our Literacy with ICT continuum, focused on communication.  We want students to be able to share ideas, information and work.

Tech Tools

Students designing posters on iPads used PicCollage.  Students designing on computers created student accounts at Canva.  I encourage students to source public domain images from Pixabay (web or app based) or similar sites. 

Student Samples: The Outsiders

I worked with Mrs. Dyck's ELA class at Strathclair Community School this month to support them in designing digital movie posters.   The class had just read the novel The Outsiders by S.E. Hinton and Mrs. Dyck tasked them with designing a catchy poster for the video version.   Students were asked to research the actual cast, release date and producer of the film and then to use their creative talents to develop a tag line.  Students were encouraged to make their designs visually appealing and easy to read.  Check out their work below!

Thanks to Mrs. Dyck's class for sharing your work!

Coding in the Classroom: Student Perspectives

As the LwICT Teacher Leader, something that I have supported in classrooms this year is coding.  Many PWSD students have had the opportunity to learn basic programming skills using student-friendly tools.   One such class is Mrs. Fransila's Grade 7/8 class in Inglis.   During my monthly school visits, the grade 7/8s have been learning to code using Wonder Workshop Dash robots.   We have done some "unplugged" coding activities with no technology and some mini-lessons on different topics.   The students are working their way through the Wonder Workshop challenge cards, which include a variety of programming tasks. 

The students recently reflected on their experiences with learning to code and I noticed their reflections posted in the classroom last time I visited their class.   I think it is really important to seek student feedback about teaching and learning, so I was eager to read what these students had to say!   I think the students shared some valuable insight, so (with their permission) I am sharing their ideas below:

Ready, Set, Go!
"Meet Dash, our classroom robot!  Dash has been with us since December.  We have had lots of fun programming and coding its instructions.  We had cards with steps and instructions so that we could give Dash specific commands.  We learned how to safely operate and care for Dash.  Sometimes, before we had a completed outcome, we had to practice getting the measurements and the steps just right.  In the introduction to coding, we learned how to sequence the steps in the order that it said on the cards.   After leveling up, we started learning about loops and conditions where we needed different materials, like obstacles, cups and bulldozer attachments.   After learning more and more about coding, more practice and adjustments were needed.  My group got to level C.  I like coding.  It is fun, sometimes a bit frustrating, but it is mostly enjoyable.  All I had to do was input different blocks into the iPad and press "go" when I was ready.  I can't imagine how hard it would be to code the Blockly app!  I think that coding is fun, I can't wait to finish the cards!"

The Adventures of Coding
"In December 2017, Mrs. Obach came to our classroom with robots to introduce us to coding.  Mrs. Obach taught us how to care for our robots.  We did some practice cards where we had to follow all the steps in proper sequence to get the desired outcome, but sometimes we had to adjust the conditions to get it right.  We learned that some cards needed materials like tape, cups, or the bulldozer blade.  We learned about loops and if/then [statements] and we had lots of fun."

Coding Dash

"In December, Mrs. Obach came and did an introduction on coding robots.  We learned how to take care of Dash (Dash is the robot).  We couldn't pick it up by its head when moving it and [we] also learned how to use the cards we were given to help it execute conditions and loops.  When using the cards, you would use the steps that are given to code Dash.  Sometimes we have to adjust the course so that Dash wouldn't hit anything.  The materials we used were tape, cups and bulldozer clips.  When we used the tape, it marked where Dash started and where to place the cups if they moved.  Dash sometimes went around the cups and sometimes pushed them into the tape that was a square.  The bulldozer clips are used to push the cups around.  In order to get a good sequence, you have to follow the cards step by step.  If you don't follow the order, then everything will be a big flop and would have to restart and go through the steps again.  To get a positive outcome, you have to have lots of practice.  When I was doing my last card, I had to keep redoing it because the cups weren't in the right spot or Dash wasn't in the right starting position.  It was an amazing experience.  I am thankful that I was able to learn about coding with Dash."

Crazy Coding
"In December, Mrs. Obach brought 2 robots into our classroom so we could learn coding.  There were instructions on cards that showed the steps you needed.  The introduction was learning how to sequence and adjust the commands when something wasn't working with the card outcome.  There were different materials you could use under different conditions.  There were different blocks you could use like go forward, go left __ degrees, loop and others.  We had practice and learned rules on how to care for the robots." 

While reading and re-reading the student reflections, a couple of key points stood out to me:

Try, Try Again:  The students refer to making multiple attempts at completing a given coding challenge/task.  One student mentions that they encountered some frustration.   The important thing I noticed is that, despite setbacks, all of these students persisted in their work.   I have shared my opinion that developing tenacity is one of the reasons that I think learning to code is valuable and this student feedback validated that for me.   Students learning to code often have to work through complex tasks and make multiple attempts to succeed.

How Technology Works:  Students mentioned learning to sequence commands, program loops and use conditions.   One student even comments on the relative simplicity of block coding versus the actual programming that might be required to build the Blockly app they've been using.   Although not all students will need to know how to program a computer, it is likely that most students will use technology in school and in their future.   Teaching students basic programming gives students an understanding of how technology works.   I think it is beneficial to develop this understanding of the basics since we so often rely on technology!

If you are interested in coding, check out my post on getting started with coding in the classroom.

Cultivate World Literacy 2018: HCI Grade 7 Book Drive

As the Literacy with ICT teacher leader, I have the chance to work with students and teachers on many different projects and learning activities.   This spring, we had 6 Park West School Division classes from 3 different schools participate in Cultivate World Literacy.   Cultivate World Literacy involved classrooms from around the world working together to explore the topic of literacy and the issue of illiteracy.   132 classrooms from 35 countries participated in this collaborative project.  Supported by technology, classrooms around the world could connect and share their learning.  Students and teachers were encouraged to examine local and global issues related to literacy over several weeks.   After learning about the global issue of illiteracy, participating classrooms were challenged to take action to promote literacy, raise awareness or make a difference.  One of the participating classes from PWSD chose to organize a book drive as their action to make a difference.  Check out the student-authored article below for details on the HCI Grade 7 Cultivate World Literacy Book Drive. 

Students Make Efforts to Promote Literacy
By Aiden Murray and Kendra Drake

According to Statistics Canada, 3.1 million Canadians from age 16-65 read at lower than middle school levels. Students from Hamiota Collegiate joined students from around the world for a project called Cultivate World Literacy. Two teachers named Julie Hembree and Tammy Dunbar created this project to improve lives by promoting literacy. This non-profit collaborative venture included a 5 week campaign for students around the world. Students in Park West School Division shared their work on a digital bulletin board called Padlet. In addition, students around the world shared their work at www.cultivateworldliteracy.com.

For week one, students celebrated reading. The grade 7 class did this by having a “book tasting” where students went around the classroom with snacks and read different books. Students kept note of titles of book they would like to read. During week two, the grade 7s teamed up with the grade 11 class to research the topic of illiteracy.  In week three, students created videos showcasing their schools and libraries. It was a surreal experience seeing schools from countries on the other side of the Earth. For the next week, students were making connections with other classes. The grade 7s created digital posters to raise awareness about illiteracy and shared them on social media. During week 5, students were challenged to make a difference. The grade 7 class made a goal to collect books for 3-10 year-old kids in Hamiota.

The grade 7s went through a process of steps to create their project. They started with brainstorming about an idea that would help stop illiteracy. After we decided which project to complete, we created the goal of what we wanted to accomplish. We had several steps that were completed by a variety of students. Our most important step was to get the donation boxes and posters to the businesses. Now we are hoping that the community will support our cause by donating books that are new or gently used targeting ages 3-10. These books can be dropped off at the following locations: Co-op, Country Crocus Bakery, Home Hardware Stores, Municipal Office, Hamiota Collegiate. 

Our class would like to thank you for doing your part in ending illiteracy!  

The article appeared in the April 2018 edition of the town newsletter and the book drive received great support, as evidenced by the many boxes of books the Grade  7s collected!