Why Book Trailers Are Great Alternatives to Traditional Book Reports

     This article talks about k-2 students creating book trailers to spark interest in books they have read.  This amazes me that kindergarteners, first graders and second graders are creating trailers for books they have read.  This sure is a technological generation.

     This reminded me of my 23-year-old daughter as a young child.  She loved…I mean loved… books, and still does.  Her favorite TV show was, of course, Reading Rainbow.  She loved hearing LaVar Burton read the books and wanted every one of them.  How can you refuse that?  Your kid is begging for a book.  We, of course, were on Amazon.com placing a book order after every episode. We started videotaping (Remember…this was the 90’s.) every episode.  Once the book came in the mail, we’d pull out the videotape and she could read along with LaVar.   If creating book trailers was an assignment in her kindergarten class, she would have created atleast one a day.

     My daughter’s interest in books has served her well.  She did well all through school (in spite of her dislike of math) and just graduated from MSU with 2 bachelor’s degrees, one in Journalism and one in Advertising and landed a job with an advertising agency in the city.  

     Anything that inspires the love of books in children is a positive influence. So, I believe that kindergarteners through second graders creating book trailers is a win-win. 

http://www.freetech4teachers.com/2014/06/why-book-trailers-are-great.html#.U6y5-RZEwds

The Twitter Experiment

Dr. Monica Rankin, Professor of history at University of Texas, decided to try an experiment using Twitter in her classroom.  She found it to be a very effective tool to engage her students.  She reported that a class discussion (in her class of 90 students) would normally equate to a handful of students participating.  With 90 students in class, there is not an opportunity for each student to be heard.   As a result, many students “tune out” because they feel left or they do not feel comfortable interjecting. 

When Dr. Rankin assigned the discussion to be held on Twitter, participation skyrocketed.  Suddenly, every student had a voice.  Twitter leveled the playing field by giving each student equal opportunity to contribute.  The 140-character limit eliminated the problem of one student taking over the discussion.  This also taught students to be concise. 

Students enjoyed the Twitter class discussion much more than an in-class discussion; they could participate on their own time, could comment on remarks as they came up and the discussion could take off in a number of different directions.  They could also review the trail of comments at anytime.  Students could respond on their phones or computers.  In Dr. Rankin’s class, the students without internet access could give handwritten responses to the teaching assistant to post for them.

Dr. Rankin reflects upon this assignment, stating that she barely knew what Twitter was when she decided to do this experiment.  She knew it would be a challenge to try something new but decided to jump in and do it and see what happens.  She was very satisfied with the results, as were the students as well.

https://www.youtube.com/watch?v=6WPVWDkF7U8

TEDtalk: Uri Alon: Why truly innovative science demands a leap into the unknown

"Success is a journey, not a destination.  The doing is often more important than the outcome," Arthur Ashe once said. (Searchquotes.com, 2014)

     This quote is what came to mind when I listened to Uri Alon’s TEDtalk titled "Why truly innovative science demands a leap into the unknown".  Uri describes the frustration and disappointment students feel when they are unable to go from the question (point A) to the answer (point B).  Uri, himself, suffered from depression over this dilemma as a graduate student in scientific research.  He spoke with other graduate students and found out they felt the same way.

     Students start out in kindergarten and elementary school with questions that, generally, have only one right answer. I think this is necessary to build confidence and limit confusion. But there comes a time when it is not that simple.  Students might not be able to find the answer they are looking for which creates an unsettling feeling.

     I see this frequently in the Dental Hygiene Clinic.  Treating patients requires critical thinking skills.  There may be more than one right answer.  Sometimes a student does everything right and does not get the intended result.  For many students, this creates stress.  The students sometimes have to learn by trial and error.  They often learn more on a patient that they receive a poor grade on than on one that they scored high.  Getting the students to value the learning experience is not easy.  Many have always regarded the key to success in school as a simple formula; if they study enough they will receive an A. When they enter a program such as Dental Hygiene, they learn by practice and experience and they will fail before they succeed.  For most, this is difficult to get used to.

     Now, I will think of Uri and recommend to my students this TEDtalk about his “leap into the unknown”. 

 References:

Alon, U. (2014). TEDtalks: Why truly innovative science demands a leap into the unknown. Retrieved from: http://www.ted.com/talks/uri_alon_why_truly_innovative_science_demands_a_leap_into_the_unknown#t-338318

Ashe, A.  retrieved on June 15, 2014 from:

(http://www.searchquotes.com/search/Its_In_The_Journey_Not_The_Destination/

7 ipad Apps for Outdoor Adventures

     In the article, 7 ipad Apps for Outdoor Adventures, Monica Burns, an educator and consultant, enlightens us on some ideas fro summer learning.  She has compiled a list of interesting ipad apps that could keep could students engaged over the summer break.  I picture students on family vacations using these apps and getting the whole family involved.

     An app called Bird Guides could be used anywhere, even in the backyard.  It may encourage families to put out some birdseed and see what happens.  The National Parks app could be used for trip planning.  Visiting one park could strike the interest to explore and compare other parks with this app.  Compass would be a great app for a hiking trip or even for “hiking” around the neighborhood.  Iphoto is a great app for documenting any summer activity.  Kids can practice taking pictures, editing and even printing or posting their summer adventures.   Trees is an app that could be used anywhere…in the backyard, at a park or on vacation.   Pines to Vines is a reading app that is not free (as most of the others listed here are) but it provides a lot of interactive activities and, in my opinion is worth the $10 price.  How to tie knots is a low cost ($1.99) app that shows students how to tie 40 different knots.  I like this app because it combines technology with old-fashioned hands-on learning.     This article provides us with some great ideas for summer learning activities that start with an ipad.  The ipad makes these lessons portable, but they also contain ideas and activities that are outside of the ipad.  Many ipad activities and games are internal.  They don’t engage conversation, physical activity or knowledge to build on.  These ipad activities guide the child into physical activities such as hiking, birdwatching  and interacting with nature.I consider this a win-win.  Kids get to use their technology device such as an ipad, while they get moving and thinking about the outdoors.

Reference:Burns, M. (2014) 7 ipad apps for outdoor adventures. Retrieved on June 5, 2014 from: http://www.edutopia.org/blog/ipad-apps-for-outdoor-adventures-monica-burns

Critical Thinking Toolbox: How to Brainstorm

     In the article, Critical Thinking Toolbox: How to Brainstorm, children’s media/design authors, Hans and Nathaniel Bluedorn, describe ways students can practice brainstorming.  They give a step-by-step process with specific instructions called the Six Elements of the Perfect Brainstorm.  Some people are better at brainstorming than others.  I think it is great to realize that students can learn how or improve their skills with practice.  Brainstorming requires collaboration and creativity.  I think the one of the best parts of this exercise is that it engages students with their peers and requires them to cooperatively work together.
     The Bluedorns describe how different types of people see things differently and have different insight. This article encourages students to be open to the ideas of others and focuses on the importance of coming up with as many ideas as possible.  Brainstorming opens one’s curiosity and allows more ideas to flow.  Ideas build on other ideas. The Bluedorns recommend setting a time limit in brainstorming.  They also recommend having one person be in charge of writing ideas down. They explain that not all ideas are used but it is important to get the ideas out there because, even if an idea is not used, it may spur another idea.
     At the end of the article, the Bluedorns say that “seeing things from other perspectives makes us more critical thinkers, which in turn makes our brains bigger” (Bluedorn, E. & H., 2014, para. 10)  .and who wouldn’t want that? : )


Bluedorn, E. & H. (2014). Critical thinking toolbox: how to brainstorm. Retrieved on May 30, 2014 from:  http://www.edutopia.org/blog/critical-thinking-toolbox-brainstorm-hans-nathaniel-bluedorn