The Brilliance of Tim Burton

tim-burton

Tim Burton is one of the most visionary and interesting digital story tellers. I find his work to be extremly individualistic, potent and powerful. However, Burton is not my favourite Director. Apparently Luc Besson is. Francis Ford Coppola, Stanley Kubrick, Sergio Leone, George Lucas and the late, great Alfred Hitchcock. All fabulous directors. Spike Jonze is an incredible digital storyteller in the music video format. MTV and their Canadian counterpart MuchMusic were huge influences in my life. 5 minute movies with a soundtrack. Matt Groening is arguably the most successful cartoonist of all time with his digital story, The Simpsons; being the longest running syndicated television show in history. My imbibed love of Luc Besson stems from my GAP year in England, many moons ago, when I was lucky enough to be taught some of the finer things in life by a colleague Matthew Piper. Field hockey, philosophy & life; while music from the record label 4AD soundtracked his imparted love of Luc Besson. He walked me through the cinematography of Big Blue which was astounding and explained how the small green plant from Léon would change the nature of dialogue for me.

In what is a perfect melding of theory and practice; my Grade Twos next Unit of Inquiry will be storytelling after the October break. Our central idea is “ideas and experiences can be expressed as stories and shared through the arts” and one of the activities my students will complete is to create a digital story. This CoETaIL assignment allows me to examine the theory behind digital storytelling and then shortly after put my learning into practice. One of the Lines of Inquiry of our unit will be “artists realise there is a dynamic connection between the audience and performer”. I think this is never more apparent to the creator than when their work is shared with another. Our class will be planning out our stories with the Arts Integration Team and then publishing them through a variety of media.

bohnham-carter_depp

It is incredible how Tim Burton has cast Helena Bonham Carter & Johnny Depp in so many different roles with completely different looks.

Why then? If he is not my favourite director, what reason is Tim Burton is mentioned (revered) in the title of this post? It is because of my admiration for his artistic vision, style and creativity. He is different, an innovator, a thinker and someone who changed the industry. Where Tim Burton is unparalleled is his ability to bring his vision to the screen. Digital storytelling is the sweet spot of technological advancement and innovation. Video is the ultimate media and the opportunity to bring Freud’s theory of your Creative Id to life. Tabula Rasa. A way to open the inner workings of your mind to the world. When I think of style or of creating a genre then Tim Burton’s name has become synonymous with a style. In fact the respected movie producer Joel Silver said “When you’re talking about Tim Burton, you’re talking about a guy that has such a visual sense, an aesthetic, a storytelling style. It’s like he’s got his own genre.”

In that vein, I have included the digital story which has resonated throughout my school and had a major impact on student life at ICS. In collaboration with our own visionary cinematographer, Norm Lamontagne; we created a video which would tell the story of a student who wished to change how keyboarding skills were seen in primary. As a shy student who needed learning support, he found that by developing his typing skills he was able to use a computer to complete assignments much more easily and to a higher quality. Nico would give away a “Golden Keyboard” away in assembly to the Typist of the Month. Primary students threw themselves into developing their skills and Nico became a hero to the students of the school. A older video, I also couldn’t resist including A Type of King as there is a superb cameo from Mr Brett Penny who was at the time the Primary Principal at ICS.

More than anything, it will be this passion that I try to pass onto my Grade Two’s. I hope to share my love of Tim Burton’s creativity and show how he maintained his unique ethos while morphing Johnny Depp and Helena Bonham Carter into 8 different characters in 8 different movies. My goal will be to give the students that sense of overarching ownership and empower their creativity in digital storytelling in the next unit. A chance to give someone a glimpse into our version of the world is rare yet incredibly important.

Bringing Infographics to Life

2ag Kelso's Choice WheelGrade Two students are able readers, but it is developmentally appropriate for them to be reading leveled picture books as all of my students are developing reading and writing skills. Additionally, in my classroom we have several Learning Support and English as an Additional Language students.  When the message is not clear, the pictures spur conversation and allow the class to debate what the text might mean. By using this infographic in small group sessions, students and teachers are able to discuss concepts, record ideas for implementation and share examples of their practice.

Understanding the Inquiry Cycle

We are an International Baccalaureate (IB) Primary Years Programme (PYP) school and have a framework which supports our curriculum, guiding our students in their learning journey. We call this the Inquiry Cycle. The PYP is an inquiry based program  where students lead their learning by following a series of steps: Tuning In, Finding Out, Sorting Out, Going Further, Making Conclusions and Taking Action. This model, based on the work of Kathy Short can be quite complicated for young learners and often uses vocabulary which is advanced for their age. By translating the inquiry cycle into an infographic, the students are able to make connections between the theory and their own learning.

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Kathy Short’s Inquiry Cycle is a cornerstone of PYP pedagogy and practice

In 2ag, we use the infographic below repeatedly throughout the year. Our knowledge builds in stages as we work our way through our 6 units of inquiry using the cycle each time. At the beginning of the year, students examine each section in  conjunction with what is happening in class. We focused on asking questions in our Communication Systems unit. The students asked teachers and students in our school about how we use systems to communicate information to the different elements of the school community. Students use the infographic to create their own definitions for the “Ask” stage and create their own image to accompany their definition. As we progress through the year, we revisit our definitions building a collaborative class definition which we will turn into an Inquiry Cycle class display. By giving ownership of the definition and the image, it makes the learning relevant and accessible to the students. Unfortunately, as it is so early in the school year, I do not yet have a display built for this class. I will begin to develop it with my Second Grade class after the Winter break in our third unit.

Infographics in Action

A good example of how this process works with an infographic is our class created version of the Kelso’s Choice Wheel. Kelso’s Choices are a system of problem solving strategies for students to manage peer conflict and behaviour on the playground and within the classroom. Our students work with the School Counselor and each other to understand the programme’s elements and how they can make good choices in different situations. We shared our 3D infographic with the Primary School during our class assembly and the Kelso’s Choice Wheel which my students created in on this post. The text which supports each section is on the back of each pie piece as they held them up during the presentation and read it out to the audience. The class composition has now been hung up in the hallway outside of our classroom, to help educate the rest of the school and remind them of the positive choices they can make when interacting with their friends.

thecycleofinquirybasedlearning

IBLibrary.com’s inquiry infographic which 2ag annotate throughout the year.

 

 

Local & Global Interactions

mail

Within our Grade Two classroom the focu2ag-post-boxs has been “communication systems enable local and global interactions”. As part of the student inquiries they investigated the postal system, how mail travels and by extension the mechanisms which work together to deliver messages across the world. A strong language focus included letter writing and the conventions surrounding sending messages in an addressed envelope to another person and place. Visual literacy plays a strong role in communicating the framework and function of systems, as well as the structure of a letter and layout of addressed envelopes.

In our unit, students decided that communication systems are developed to meet a need. By examining the people, parts, organization and purpose of systems; they inquired into how communication systems help us and why we need them. They French Post Boxcan explain how accessing and sharing information enables us to connect locally and globally through the use of maps and technology.

The students created a postal system for the primary school and used self-selected images of post boxes to help create their own. As we are an international school, we were able to find images of Switzerland and our home country’s national post boxes increasing global understanding. Strongest was making a local connection, as they chose to paint the class post boxes orange & black writing, which are the school colours.  

Visual imagery supports the language curriculum extremely well. Graphic organizers are key to supporting students in their writing development and allows for more successful communication opportunities. As they begin to blog this year, our Grade 2 students make strong connections to Digital Citizenship practices and are learning to cite their sources. Our class uses the visualizer in our room to explore stamps from around the world and were able to connect to their developing understanding of the globe. The wall map in our room is a place of annotation and engagement. Experiences are share as our Flat Stanley pictures are posted upon their return from adventures with relatives in other countries. Our class continually adds layers to the web of our personal connections through imagery on our wall map.

As I mentioned previously in my post Fight the Empowerment, imagery is incredibly important to me when communicating my message. Often they are the source of my inspiration to get writing DODH and help me to develop my author’s voice. Imagery tells the untold story and Postes Canada - Canada Post Mailboxfuels my creativity. I am especially pleased that the new theme showcases my feature images so nicely; although my categories absurdly cover them. I have yet to figure out how to remedy that, so if anyone knows please pass it along @GroverAndrew. While using the Creative Commons to search for digital images I found that tips from Kim Cofino’s video were very helpful. Do not underestimate the power of a visual explanation, accessible by users at their own pace and specific learning needs. I appreciated how I could split my screen and follow along while selecting an image. Personalized tutoring.

One of educational technology’s greatest strengths is the ability to connect and collaborate in meaningful ways. Just as my hero Alvin Toffler predicted, workflows have changed as computers enhance the ability to tailor the access to information.

The Responsible Use of Technology (RUA)

E&A Publishing House bring you the 3 Keys to the Responsible Use of Technology!

Responsible Use Agreement perfectly suited to Primary & Middle School Students

E&A’s Responsible Use Agreement is perfectly suited to Primary & Middle School Students

 

Infographic for a Responsible Use Agreement (RUA)

Co-Authors: Eric Richards from the excellent blog E=ed2 & Andrew Grover of Digging Out of a Digital Hole

Target audience: Grade 5 Students

Wider use: Upper Primary & Middle School Students

CoETaIL Course 2 Final Project

 

Improvements in version 4.2: 

Initially, a more complex RUA infographic which contained 10 separate themes without a unifying thread. Now three themes, paralleled with educational origami’s Acceptable Use Agreement (AUA). Students will be better able to remember and apply these codes of conduct. Covers all major areas and aspects of Digital Citizenship for ages 7-16. KISS rule leads to wider acceptance, understanding and adoption of the principles within Staff and Students. Comprehensive and shared understandings are scaffolded for success no matter where on the continuum. Licenced by Creative Commons.

 

Feedback from users:

“strikes a balance between the needs at opposite ends of the spectrum.”  Teacher

“implementation plan ensures major strands build upon each other”. PYP Coordinator

“Students & Staff start the year on a solid digital footing.” Director of e-Learning

“a simple glance reinforces the central ideas of the RUA”. Grade 5 Student

 

Implementation Plan included!

Lesson plans adhere to 3 overarching concepts:

  1. Look after Yourself – You are important.
  2. Look After Others – Show you care.
  3. Look After Property – Caring for your own & other’s property requires thought & effort.


Download your copy of 3 Keys to the Responsible Use of Technology!

 

 

tank man

Fight the Empowerment

tank man

“Never underestimate the power of a small group of committed people to change the world. In fact, it is the only thing that ever has.” ~ Margaret Mead

 

What a powerful image.

When I’m writing a new blog post, the biggest struggle is always to have the idea to get started at first. Of course many aspects of the content become immediately accessible within my mind, but I find it extremely difficult to actually start without a previously determined idea. Usually that focal point comes from one or two sources of an image which I choose to be my header; or I write a title, which then gives the editorial slant I intend to take about a topic. However this time, after watching an inspirational TED Talk about student action Extracurricular empowerment by Scott McLeod; two songs leapt into my mind. A mini battle of the bands ensued for the right to title this post. Since we are talking about  empowerment of students using technology; the word power floated upwards, like the cream to the top of milk. Rage Against the Machine’s 1991 song Take the Power Back not only has power in it’s title, but also contains strong verses about making the content of the curriculum relevant to learners and shaking up archaic educational structures. In the other corner,  Fight the Power, a 1990 track from Public Enemy makes a similarly strong statement about making change and advancing progress. As you can see from the title of my post, remixed title of these songs was the winner. Of course, as I wrote my first paragraph, many other songs containing the word “power” have bubbled to the surface of my consciousness including The Power by Snap! and Powerslave by Iron Maiden. Feel free to add your contributions or suggestions of great “power” songs in the comments below.

Now that the title and beginning of my post has been taken care of; the discussion of  technological empowerment in an education, has one key component to it: how educators can empower students and how students can empower themselves. I am lucky in that my classroom has a variety of technology at the students’ disposal. They have access to visualizers, digital cameras, iPads, Chromebooks and Smartboards and as a result, students are proficient with their application within the classroom. As a teacher, I post information on our class website and Home Learning tasks on our Google Classroom. Students have the ability to self-monitor and direct their own learning once they understand the established protocols. Before fully switching over to a digitized classroom, homework was previously posted on the board and copied into student agendas. Time consuming and apt to important details being missed. Once students had access to technology, often in the form of personal telephones, a quick picture of this list a

The French philosopher Rousseau's du Contrat Social inspired European political reform.

The French philosopher Rousseau’s du Contrat Social caused widespread European political reform.

nd out the door they walked. Now, with my curriculum so digitized, students are already accessing content related to their learning on their commute home. Students are adept at using technology collaboratively for learning purposes.  As students mature, they often choose to be involved in clubs and activities which make a difference in the lives of others. There is a deep engagement in Round Square, Student Council, Model United Nations and Global Issues clubs. Youth are naturally forming their opinions on issues related to their local community, school or personal life.  Students join groups which are often used for discussion and sharing of content whether it be for educational or personal use.  Jean-Jacques Rousseau posed that “Man was basically good”  and from the desire to be good, a social conscience is formed.

In our How We Organize Ourselves inquiry on Fair Play we discover which individuals and organisations have promoted human rights. They look at the actions taken by others to address problems and want to contribute. The outstanding TED Talk by McKenna Pope Want to be an activist? Start with your toys is an excellent example of how youth can leverage positive change. Students connect with local experts and sometimes leaders in their field. One student  pursuing his inquiry had the opportunity to interview the CEO of the National Civil War Museum and have a personalized tour via Hangout. Our Primary Round Square Club uses Google Docs to plan the logistics surrounding the school dance. The Primary Student Representative Council uses To collect feedback about school initiatives  and communicate developments throughout the year. As part of their exhibition action the students participated in a JR Action showing how they can make a difference in their own personal lives. Their final product was filmed with multiple iPads and the final movie edited and published across the school platforms by the students.

McLeod posits that “we must get out of the way and allow them to be amazing”. As an educator we want to create the structures and opportunities to allow our constituents to Achieve your Potential, Pursue your Passion & Fulfil your Responsibility as our School Mission states. Natural curiosity, fused with an interest in action; arises in a collaborative environment. Students want to develop their leadership capabilities and we as Educators always encourage the active pursuit of their goals and dreams.

Border crossing

Universal Borderless Patrol

Border crossing

Border crossing: South Tyrol – Switzerland. 2295m above sea level by Gerhard Haindl

Wouldn’t that be an interesting occupation? Flipping the concept of independent nations on its head; the Universal Borderless Patrol would have the fortuity to interact with all nations, races and peoples that inhabit our planet. The role would extend beyond our planet, through our Solar System and out into the expanse of the Universe. The idea matches the scope of our access to content and information; the edges of our technological universe. The internet is oblivious to the limitations of physical borders. Our globe is literally banded together, regardless of the location or distance. Communities are now closer than ever, with the invaluable ability to make connections with like-minded people or access shared content from your pocket instantly. Physical space has been eliminated by the technological revolution and barriers between individuals, information and media no longer exist. In rare, but high-profile cases, access to information is restricted or denied; however, I have not yet had the opportunity to visit, teach or live in these countries. Most countries in Europe and North America, where I have lived; all subscribe to their own, as well as international copyright law. Regulations, penalties and acceptable use guidelines may slightly differ, but the core principles are the same. Youth is the key. Educate the youth. They will be in positions of power one day.  

Privatgrund

Digital Citizenship should help to eliminate the need to keep content restricted by helping the user cite their sources properly. Image by Unci Narynin

As educators, our obligation is to promote the ideals and guidelines of digital citizenship; protecting the rights of creators while balancing the needs of users. Teaching these responsibilities is easy, as students are keen and there are many excellent digital citizenship programs available.  We use both Common Sense Media and the ISTE Standards at our school. We also have a Scope and Sequence of Skills created in conjunction with the International Baccalaureate, which forms the backbone of our technological education as a school. We have a strong digital citizenship policy, which is communicated through school wide planning and sequential learning objectives, activities and resources targeting different grade levels.  The programme culminates in our Computer Code of Conduct, which is included in the package of information sent to all Parents and Students at the beginning of the year. Both parties sign the agreement and the notarized copy goes into the Student’s Portfolio. The Computer Code of Conduct is further posted in classrooms and included in the Student’s agendas.

No Borders

The internet is bounded by no geographical barriers as evidenced in the photo “No Borders” by Michael Q Todd

The School Librarian is a key cog, discussing the theory behind digital citizenship and reinforcing appropriate searching, referencing and citation skills. From Grade 5 onwards, our students are expected to have accurate bibliographies in all assignments.  Our Primary Technology Integrationist works closely with each grade level at the beginning of the year to help students understand the purpose and importance Digital Citizenship. She works in collaboration with the Students to create essential agreements within the classroom.  Our Director of eLearning leads in-depth sessions for all members of our community, providing leadership needed to address a variety of aspects of the online world. The Communications Department publishes our technology philosophy on the website and in the school promotional publications. It is a tapestry, interwoven with many people sharing a consistent message to create the full picture.

The front line in establishing the respect for copyright, is always the educational leadership that a class teacher demonstrates everyday. Modeling good practice and stressing the importance of proper use is essential at all levels. Instilling good habits and nurturing development year-on-year builds confidence, competence and understanding within the user. We must always be cognizant that we are building future generations who need to be well versed in the international expectations of copyright, communications and media.

Fossilized in the Digital Domain

Our actions online are as indelible as fossilized footprints of dinosaurs which once roamed the Earth. Cairichnium leonardii dinosaur track (Dakota Sandstone; Lower Cretaceous; eastern side of Dinosaur Ridge,  west of Denver, north-central Colorado, USA) James St. John via Compfight cc

Cairichnium leonardii dinosaur track (Dakota Sandstone; Lower Cretaceous; eastern side of Dinosaur Ridge, west of Denver, north-central Colorado, USA)
James St. John via Compfight cc

Footprints can be a tricky thing. Most of the world that we live it can prove difficult for us to leave a mark behind. I work in a classroom which has polished wooden floors and a school with tiled hallways. I walk to and from my campus on manicured pathways and at the end of my workday I return to live in a house which is not a mud hut. Shoes create a safety barrier between the ground and the interloper. Often, only my own recreational time or playtime with my children are opportunities arise to go barefoot.This type of interaction is completely different, stone floors are still immune from our marks, but forest floors, rocky beaches and backyard grass that tickles between the toes, gives a deeper connection between two entities. Splashing in muddy puddles and burying your feet in the sand, give more permanence to our movements. We can backtrack through time and follow our movements around before the tide washes away our existence.

Actions online can have a longer lasting impact than the Dinosaur footprints at Dinosaur Ridge, Colorado.

Actions online can have a longer lasting impact than the Dinosaur footprints at Dinosaur Ridge, Colorado.

Photo Credit: rynoceras via Compfight cc

Digitally it is an entirely different story. All of our movements are recorded for posterity, intentionally or not. By now, most of us understand the basics of good digital citizenship and are able to keep in consideration their digital footprint. It is only when we can start to consider that almost all of our life is digitized that your footprint begins to have a gravitas of its own. Contexts, contacts, moods and emotions take us through the realities of everyday life. The teacher’s professional profile tends to be kept as just that. As an educator, I know my audience and generally interact in a pretty safe environment, as educational discussions and research rarely lead to trouble. Of course, the appropriate use of resources and material have their own pitfalls and eliminating plagiarism is always a lesson learning outcome. It is once we start to make Imprints across multiple platforms of our true self, our so-called private or personal self is when the balance becomes trickier. Nothing is really private anymore.

Stages of your life and the spheres of your experience intersect an increasingly complex ways. New media and technology platforms which are created to diversify our online presence and perform specific tasks have their own nuances. The use of social media immediately springs to mind and divisions can become blurred when using programs such as Instagram and Twitter. Communications between friends or for personal reasons contain correspondence in known contexts, It is the collapsed contexts which often create the tension. Danah Boyd, author of It’s Complicated a book about the online lives of students; postulates that a context collapse occurs when “people are forced to grapple simultaneously with otherwise unrelated social context that are rooted in different norms and seemingly demand different social responses” (p. 31). “Navigating collapsed contexts while considering multiple potential audiences can require significant social monitoring and social negotiation for teens compelling a more nuanced approach to self-presentation online.” In other words, inside jokes, strange interests or bad behaviour can quickly spread across your many personas and give insight, positive or negative to groups of people not necessarily considered for in the communication.

Digital citizenship courses can aid understanding these days almost all students participate some form of online protection course and fill in acceptable use policy agreement. The current generation has grown up in this world and generally have a far greater understanding than those of an older vintage. It is becoming more widely accepted that digital citizenship is not just for students but also for the entire School community inclusive of parents and School personnel. An effective program will expose the participants to the realities and benefits of our connectedness. Modeling a positive digital footprint is key while having a continued and open discussion while evolving practices present new challenges. Today’s learners are well aware that they are creating their own actuality of an altered Id in cyberspace.

Monterosa, Vanessa. “Review: Chapter 1 – “It’s Complicated: The Social Lives of Networked Teens” by danah boyd.” hastac. 15 June 2014. Web. 14 Apr. 2016. https://www.hastac.org/blogs/edtechftw/2014/06/15/review-chapter-1-its-complicated-social-lives-networked-teens-danah-boyd.