At this time of year, the Doucette Library of Teaching Resources becomes a little bit more of a sanctuary for grad students and those who want to just come and spend some time with the resources.
Does that mean that staff are on the down low? Not at all. We are busy working away on the new resources that we have received over the last year. Spending time with books and kits to plan how we can help students use them effectively in the coming year. We also do loads of planning for the UPE program and for the graduates that are on site in July.
As you can see from the picture, one thing that we spend time with are the new round of robots. These young upstarts are known as E-Z Robots and we are hoping to introduce the full range of what they can do to graduate students in July.
As you know, Meccanoid, joined our staff late in February for the Maker Faire. His behavior is not as predictable as I would like but he is still a very fun 4 foot companion. His Kung Fu maneuvers are the best. And he has various dance moves that are …”interesting.”
Please come and drop in to see what is new and exciting in the Doucette. We can introduce you to Ozobots, Sphero Sprk 2.0, Meccanoid and soon to JD and his brother JD, our newest E-Z Robots. Oh, and we have great books too.
Many of the second year students in our education two year after degree are finishing up their fourth practicum and anxiously awaiting information about new jobs.
But our commitment to theses students continues into the future. Many of our students stay in the Calgary area and, therefore, have access to the many kits and books that fill our shelves. We love nothing more than sharing these resources with our students and our alumni.
Here’s the ticket. Go to the Unicard Office at the Dining Centre and get an Alumni Card and then you have what you need to come and take things out.
Podcasts are an up and coming (some say, “already arrived”) teaching tool. Recent survey results by the group Kidslisten.org contain some amazing statistics about the age of students listening to podcasts (almost 60% between the ages of 5 and 8) and how much they listen (1/2 of students surveyed listen to at least one podcast a week, 1/3 of students listen everyday.)
We, at the Doucette, have continually toyed with the idea of a book club podcast so that we could get the word out about the many great resources we read and want to recommend to Werklund students and others in the field of teaching. It hasn’t happened yet but stay tuned…
On the other hand, Book Club for Kids Podcast is an interesting addition to reviews for kids by kids and some special guests. Some great discussions can be started using the reviews that are already uploaded and they are free.
And your class may want to create a podcast of their own, reviewing books or taking on other subjects that can be scripted. How to Start a Podcast may be a great resource to get you and your students creating your own “in-class” podcast to share with each other.
Begin with a podcast or kidcast that will interest your students and start using free podcasts in your classroom.
Five hundred and twenty-five students. Five design processes and many problems of practice. Two Super Librarians and a passion for learning. Those numbers sum up what the February 9, 2018 Maker Faire at the Doucette Library looked like although you would need the Bruno Mars music in the background to really get a sense of what was happening.
For three years now, the Doucette Library has hosted the final day of classes for the 2nd year undergraduate education students for Werklund School of Education. The library hosts some of the many sections of EDUC 546, elementary specialties in the morning and secondary specialties in the afternoon, within the library walls and all the other classes are to be found here on the 3rd floor of Education Classroom Block.
The air is electric with learning, collaborating and sharing of ideas. Students are also treated to a fair-like atmosphere conjured up by Tammy Flanders and Paula Hollohan of the Doucette Library. These two have worked with many of the students to match ideas with resources through the students’ two-year term at Werklund.
Many students took part in the limbo, guessing fairy tale endings on the Wheel of Fortune, walked on stilts and visited with Meccanoid the Robot. Puppet shows were all the rage with many students donning various puppet characters to play out hilarious scenes. The dress-up corner with many Alice in Wonderland inspired costumes served as a make shift photo booth with many students creating memories with their classmates.
It was a party to celebrate the transition of student to teacher as Werklund classmates spend one of their final days on campus enjoying the hospitality of the Doucette Library.
We are 18 years into this new century. Eighteen years. Students born in this century will be on campus this year. It is time to embrace the new learning environments that have presented themselves this century.
There are many new spaces to create learning opportunities here in the city. Learning has never been restricted to the classroom but there are some amazing opportunities out there for some unconventional discovery, design and creativity.
Many makerspaces are now accessible here in Calgary. Try to visit one a month or a couple on a weekend to investigate which one can help you express that creativity that is bursting to get out.
Protospace has been around for a while and welcomes newcomers every Tuesday evening to look around and see if the space and the peer group fits your needs.
Fuse33 is the newest space in Calgary and you can arrange to go and see it. It is a bright working space that offers everything from woodworking to sewing in a bright building in the South East area of Calgary.
The Calgary MakerSpace has plans for an incredible space that will be accessible by many. Follow their progress on their site.
And last but not least, the newly opened Lab NEXT here at the University of Calgary. “Lab NEXT features a makerspace, bookable collaboration rooms, open collaboration space, and high performance computers.” Also in the space are various 3D printers, Cricut machine and scanners. Workshops are being run during Block Week and into January to familiarize staff and students with the space and resources available on a bookable or drop in basis.
Lab NEXT not only features state-of-the-art equipment, it also has staff to help you with various questions you may have about your research technology. It is a very handy place to have on campus for the use of staff and students. It is located on the 3rd floor of the TFDL. Visit the site and go over to check it out.
Many of the second year students from Werklund School of Education are on their final practicum and well on their way to setting up their new classrooms in September.
Here are a few resources that may help in the transition from student to working teacher.
First is the recent blog post and short video about 17 Things They Didn’t Tell You About Becoming a Teacher. Keep in mind #1 – your feet will hurt for the first little while.
John Spencer has an interesting blog to follow and a new YouTube Channel entitled, “New Teacher Academy” that is certainly worth a visit and maybe even a “follow.” Many of his posts are linked to Design Thinking and innovation in your own classroom. Much of it is positive and provided in digestible bites rather than large, buffet style dishes.
If no one gives you a “New Teacher Card,” make one for yourself and use it often. There is a culture in every school that is unique and you can not be expected to know all the details in that first year.
The Doucette Library is still here for you. As an Alumni, you have access to our collection to help with your teaching. Use the resources you have used in the past in your classroom. That goes for research guides and pinterest boards. You have access to it all.
Find a mentor in your new school that you feel comfortable with and ask them questions. In fact, keep an on-going list of questions on your desk for the end of the day when you are tired and have forgotten what went on.
Everything will seem new but take some chances anyway. The best way to innovate is to jump in and see what works. Try it with one class and assess the success afterwards.
And, a little tip for you elementary school teachers that not everyone will tell you…buy some heavy coverage funny pjs in anticipation of Pajama Day. And matching slippers if you can. Box them up in your closet and take them out for the day!
Bedtime Math would appeal to kids, parents and educators that love fun facts and are interested in doing some mental math in the meantime. For example, today’s Bedtime Math question begins with a picture of a Platypus and some weird and wacky facts about the animal. Did you know: The platypus is so weird-looking that when English scientists first found it in Australia, they had to bring a few back to England because no one believed any animal could look like that? That is a very cool fact that many, say, 3rd graders could work into a conversation easily.
Once a student or a family has read the interesting introduction to the day’s math problem, users can pick from a variety of leveled math questions: Wee Ones, Little Kids, Big Kids and the Sky’s the Limit. Today’s Little Kids problem was “a platypus eats 1/2 its own weight every night! If it weighs 4 pounds, how much does it eat?” Okay there is a problem with the measurement use of the imperial system but that could be another conversation with your child or student. It is evident that the development of the app’s content is done mainly in the United States.
Explore the app and the website to find a very fun way to engage students in real world math problems and funky facts. Recommended for students up to grade 6.
We had four workshops today – two for secondary level students and two for elementary level.
It was great having an opportunity to work through the elementary scenario of the three little pigs and the big bad wolf a couple more times. There is definitely a marked difference in the tone of activity between the elementary and secondary students. Whereas the secondary students worked through a more real life example (helping an immigrant/ refugee settle in a new country which they took very seriously) the elementary student teachers were able to let their imaginations go and have some fun.
Paula and I still think there’s merit in having the secondary level students work through the fairy tale scenario just to introduce a bit of levity into the workshop and highlight that the work is about the application of the process not the specific scenario we’ve centered the task around. We just have to screw up our courage and try it out.
Paula and I, in reflecting on today’s teaching, have noted that we have added an element in the definition component of the design thinking process for the sake of clarity. If you read through the literature written about the design thinking process it never actually suggests coming up with a defining problem that will then be ideated. But we found that students struggled to get down to the ideating part, the part about coming up with ideas that look for possible results to help move forward with whatever problem they might be working on. Giving the students a couple of minutes to focus on an actual question or problem made the process a little more apparent. They had something to ideate or focus on.
Another recommendation that has come up in several of the workshops for the secondary level student teachers is providing them with ‘character cards’, that give them an immigrant character to become when doing the interview with an aide worker. Some students did get into the role playing and came up with characters who had children, who had never worked before, had specific job skills (ie. Doctor, engineer) they were looking to transfer, etc. Other students felt like they didn’t know enough about immigrants to make up a character. Paula and I have resisted this idea so far thinking that using the imagination was of value. We’ve since reconsidered and will make up a few characters that students will have the choice to assume or not.
The beginning of January is the harbinger of another whirlwind term for our second year undergraduate education students.
The coursework for much of their time centers on design thinking and working through the process to successfully complete a task based on the tenants. Many instructors call on us, Tammy Flanders and I, to walk their students through our “Introduction to Design Thinking” workshop. There is one problem – time.
The perennial problem with every design thinking workshop we have ever been to is time. Not enough time. In working through the five steps of the design thinking process:
Test and Re-Test
students are expected to work through an authentic task to develop their knowledge of the process.
In our most perfect world, our Design Thinking workshop would take place over days, in which students would have time to empathize with the end user of their prototypes. They would have time to define the task at hand, mull it over and return to further define the task. Upon further contemplation, various parts of the solution would occur to each group and there would be time for them to consider each aspect of each solution. Prototyping would come quickly with on-the-spot feedback and testing and re-testing would prove to be a valuable learning experience.
In this current framework, we touch on the deeper thinking nature of the first three steps and hope the prototyping and testing will take care of itself. We hope that this rapid introduction to the steps and process of design thinking leave them wanting more through the Doucette’s Research Guide.
And so we spread the word about Design Thinking and the authentic learning prototype it can bring to each classroom but we struggle to give it the time it needs to fully be explored.
I admit it – doing the Dinosaur Stomp with a number of grade three students mid-morning is an excellent way hit the reset button on your day. These “movement breaks” in elementary school (as in every sedentary environment) are good for bodies and brains and the body-brain connection. Remember brain gym.
I think we are past the time to recognize that the health of our students is partly our responsibility as educators because we see them for so many of their waking hours. Elementary school is a natural place to see the positive rewards of extra movement in your classroom.
Instead of an app this week, I would like to suggest the website GoNoodle.com. A site where you can incorporate movement into your class while not skipping a beat teaching curriculum.
GoNoodle begins with a video entitled GoNoodle 101 but I don’t think you really need the guidance. Preview a few videos and choose something to your liking. Strategically place the video during your teaching and voila – movement and learning.
Lots of math songs and some American content but I still think you can bookmark the site for a quick change of pace in your classroom.