Pop-Up Playground: Innovation and Imagination

Have you ever wondered what would happen if you gave children heaps of cardboard, fabric, scissors, tape, freedom and time? The Pop-Up Playground has the answer.
Some of you may be wondering what, exactly is a Pop-Up Playground. When I first heard our camp was selected to attend, I was curious too.  This video posted by Pop-Up Adventure Play, does an excellent job at describing it.


Essentially, a Pop-Up Playground, is where children are given the opportunity to explore, play, and build, anything, and in anyway they desire. It sparks children's imagination, and innovation, while the adult takes a step back.

Pop-Up Playground At Work:

Having the opportunity to witness a Pop-Up Playground in action, I must say, I am very excited about them. The children at my camp range in ages from 5-12. The pop-up playground offered me an opportunity to see the way they work together, or individually to create and carry-out plans. Some worked with members from other camps, while others built and played with campers from our camp. Some worked individually, and others worked in groups of various sizes. They were able to create fortresses, homes, and whatever their imagination told them. They became problem-solvers, and engineers. They took on various roles. They cooperated. They communicated. Most importantly, they had fun. 
Some may see these materials as junk. But children see it as so much more. 
Hurray for unorganized play!

Makerspace

A few weekends ago, I attended a Makerspace event, and it was fabulous! Some of you may be wondering, what is makerspace? and why is it so great? If you were to ask me, I would tell you this:
Makerspace is a space designated to creating, problem-solving, collaborating, to try things out, to conceptualize, to fail, but to work through those failures, and to succeed. It provides the opportunity to learn-by-doing. It is a hands-on centre that can push people out of their comfort zone, to try new things, in a no (to low)-pressure environment. Makerspace is a place for innovation. It provides the opportunity to get creative.

Electricity

At this makerspace event, I had the opportunity to explore several different themed makerspace spaces. I joined one which was focused on electricity. This one interested me, as I am teaching a grade 6 electricity science unit this block, and I am curious about what can be built with circuits. At this station there were materials that allowed you to build a circuit which lights up a card when closed. So, I challenged myself to light-up an owls eyes. Below is my original wiring, and card.



















With my knowledge of electricity and circuits the first task was a breeze. So, I decided to further my design by creating a circuit to light up the moon too.This took a little trial-and-error, but I was able to get this circuit to work effectively. This type of activity allows the opportunity for an extension of learning. It does not set limits, and does not give instructions, which can be helpful to creating further understandings and new connections.

Technology

Of course, at this event, there was some very exciting technology to explore. From using robots, to 3D printing, to playing the piano using bananas, the possibilities are endless. Although incorporating technology is not always realistic, due to things such as access, if it is possible, I would encourage it. In  a technology-driven world, creating interest, and allowing people to explore the technology available can promote innovation, and provide students with the opportunity to explore technology them may not otherwise have a chance to use. This can also create a better understanding of how the things we use everyday work, which can prepare us to navigate the world more effectively. 

Back to "Basics"

Now, makerspace does not need to include cool technology, or anything fancy. It can include simple, and everyday items. For instance, some stations included: cardboard, paper, and duct tape. At the "paper" station, I was able to create two bird magnets, which also have clothespins attached to hang up notes. At first, I was stumped about whether I wanted them to be clothespin clips, or fridge magnets. However, one of the other people at the table suggested I could do both. This is where collaboration can come in. Makerspace is a place where ideas can be shared, and input can be given. As they say, "two heads are better than one." 

With a few materials, and a little interest driven time, it is amazing what people can make!

The Final Stitches

I headed home for the first half of March break, and with me, I took my homework, which included my knitting. Without having places I needed to be, and actually having time to really sit down and work, my dishcloth came together in no time!

The Nearly-Done Dishcloth

I felt my experience with following an actual pattern, to create a project was the one which I feel I gained the most skill/knowledge about knitting. By following the pattern, I was able to pick-up the differences between the way knits and purls look on the needle. Catching onto this was helpful, as it made it easier to tell which stitch I needed to do next without recounting every previous stitch. It also allowed me to notice if I was doing the pattern wrong early, thus cutting back on the number of stitches I had to take out, to redo. That being said, there were still several instances where I had to back track.

Knitting the dishcloth did not often bring a lot of struggle, or frustration. I enjoyed seeing my project progress with every new row. Having finished my dishcloth, I am excited to start something new. I hope to continue my knitting, picking up new skills, such as being able to switch yarn, so I can use multiple colors in one project. Below you will see my final product!

Finished Dishcloth

If you are interested in making this dishcloth follow this link for the pattern: http://bit.ly/2n1Rrrk

Canva, a Visual Creation Tool

During our technology class, we had a blending jigsaw activity where we explored several different tools. We were split up into colour groups, and number groups. With our colour groups, we explored online tools, which we discussed using an online chat tool called TodaysMeet. This tool only requires the teacher (or leader) to have an account, in which they can open a chat, choose how long it is open, and share the link, where others can join. After exploring and discussing our colour group tools, we met in person with our number groups. In our number groups, we discussed the tools we explored, what we liked, and what we didn't like. This allowed us to get a snapshot at a bunch of different tools, in a small time frame. The blended learning aspect was unique as we were provided the opportunity to meet in both person and online. This helps open some opportunities with learning. For instance, the online component could be done at home. Another bonus with the blended learning jigsaw is that it also reduced "travel time" where students would have to meet in their groups, then switch to their new groups. It also works well for a school computer lab, where students would not have to sit with their group members in order to discuss.

Canva is an easy to use tool, which can be used to create a wide variety of visually appealing projects. This tool offers several customizable templates students can use to display information. Some project templates include: posters, advertisements, cards, brochures, magazine covers, infographics, and photo collages. Students can choose from free photos, backgrounds, text fonts, and clip-art, or they can choose to upload some of their own.

Below is a poster I created using Canva.  

Stitched by Skye Ford

Stitching Things Together

It has been a while since I have given any updates on my genius hour project. As intended, I have learned the long-tail cast-on. This type of cast-on was very easy to pick up! It also made knitting the first row a breeze. Below you will see a video I took showing the long-tail cast-on.



While exploring different types of stitched, I figured out what I was doing that caused me to increase the number of stitches in my rows. When switching between knitting, and purling, I would have my working yarn on the wrong side. Below, I have posted photos with the proper working yarn positioning.

When knitting, working yarn should be behind the needle.

I caught this error while experimenting with two new stitch patterns. This first stitch I tried out was the seed stitch. This stitch requires you to knit one, the purl one until the end of the row to complete the first row. It then requires to you purl one, then knit one until the end of the row. This stitch was good practice to teach me to remember to ensure the yarn is on its proper side.
The second stitch I experimented with was the moss stitch. With this stitch, you do two rows of knit one, purl one, then switch to two rows of purl one, knit one. Although I did not try it, you can also create a double moss stitch by increasing the number of knits and purls to two. If you would like to see what these patterns look like check out http://www.simple-knitting.com/seed-stitch.html !

When purling, working yarn should be in front of the need

                                                                      Another thing I accomplished was successfully binding off! After the last attempts frustrations, I feel very relieved to have been able to do this successfully.

 I think I have found a dishcloth pattern I would like to try! But first, I will need to head back to the store for smaller sized needles!

Move to Learn

Growing up, I was often told to sit down in class. I even had a teacher who was concerned because even when I was sitting, I was not sitting still. Of course, neither myself or my parents saw the problem, because I was doing well in school. My parents also understood that I was very active, and did not like being still. I learned best by doing. Some of the lessons I still remember to this day required my getting up, and being a part of the learning. Reading Why Kids Need to Move, Touch and Experience to Learn by Katrina Schwartz (2015) really resonated with me. I never understood why students are expected to sit in a desk to learn, especially, when, by nature, we learn by playing. This article highlights the benefits of making learning a physical experience.

Trading Cards

Throughout this course,we have been given the opportunity to explore several different online tools that can be used within the classroom. One that I have explored, and through was really cool is an online trading card creator. This tool has some pre-set templates with theme specific data, or allows you to make your own. The trading cards are double-sided, so there is plenty of room for information. Each section does have word limit, so it teaches students to be concise, much like trading cards they may collect. You are able to input your own information, and upload a picture to go along with your trading card. You may even save your work for later so you can add to them. 

There are several ways this can be used in the classroom. For starters, it could be used in Language, as a way to record information about characters in a novel study, or help build characters for a story the students will write. Students may also build cards which are factual. This may be used in science or social studies to describe an event, concept, person, or object. They could even be used in math class! Students can take a formula (a²+ b² = c²) or definition (translation), and create a card describing what it is used for, and write an example of how to use it. They could even use it to describe the properties of shapes they learn about! Here is an example of what they trading cards my look like: 

Trading Cards about sharks created using http://bit.ly/1f2A5Pe. 

Needless to say, this tool has many possibilities. I can't wait to try it out in my classroom!

Genius Hour

So far, my Genius Hour experience has presented me with a few challenges. These challenges are one of the things I love about Genius Hour. They push me to find a way to work through them. They have also taught me a little something about myself. Personally, knitting has, at times, tested my patience. For some people it is a release. However, for me, it causes me some frustrations. This being said, I feel as I improve, and it becomes more natural, my frustrations will decrease. Knitting, thus far has been a real learning curve, but I am still excited about where I can go with it. 

Genius Hour is something that I one day would like to incorporate into my own classroom. I love that Genius Hour is student driven, allowing the students to work on something that they are interested in. Of course, it is important to tie the Genius Hour into the curriculum. With this, I would have tasks the students have to complete with their Genius Hour. For instance, they may have to write a blog, or reflections on their feelings and/or progress with their projects. I feel it is also important to have check-in points with the students, to ensure they are progressing through their project. One method I would use is having student-teacher conferences. This allows me to ensure the students are using their time appropriately, and it helps me understand challenges they are having, allowing us to work through them together if needed. I would also set a timeline as to when students should begin to wrap up their Genius Hour projects and begin planning presenting what they have done thus far (some may wish to continue). 

It is important prior to beginning Genius Hour that students are properly prepared for each step in their journey. The first step would include what Genius Hour is, and how to pick an appropriate, realistic project. It is also vital students are taught how to research, and record information as they begin. When it comes to presenting what they have done, the students should be equipped with the skills needed to put together a presentation in a medium of their choice. One thing I feel is important for Genius Hour, especially when it comes to younger students, is creating guidelines, and equipping them with the tools they need to stay organized throughout the process. This may include journal entries, logs, planning outline, goal setting, and recording achievements. 

Stitching On

Learning to purl was easy. What I did not realize was that purling every row would look the same as knitting every row. Initially I thought I was doing something wrong. It turns out, when every row is knitted (or purled) it creates what is called a Garter Stitch. What I also noticed, was that the row I switched from a knit row to a purl row, a nice "v" was created. The alternating knit and purl creates what is called a Stockinette Stitch. The stockinette stitch creates a flat side with a repeated 'v'-pattern, while the reverse side looks like a garter stitch. This occurs as the Right Side is all knit stitches, while the Wrong Side is all purl stitches. The photos below show what the right side and the wrong side look like.

Breibeest (July 24, 2007). Stockinette stitch. Retrieved from http://bit.ly/2kCwhQ6

Breibeest (July 24, 2007). Reverse Stockinette. Retrieved from http://bit.ly/2kCsXUW

While knitting, I found the number of stitches kept increasing. As it turns out, I was accidentally adding an extra stitch every time. Upon some research, I found this is a common error, which occurs when turning the work. Suggestions on how to prevent this include:  slowing down, and ensuring the working yarn is in the right place, and having a knit counter (There's an app for that!). These things I will keep in mind moving forward. I felt with all these extra stitches, it would be a good place to learn how to bind-off. Turns out, this is a tricky task, that I was unsuccessful at.

Going into next week week I plan on learning the long-tail cast-on, and will explore different ribbing patterns. I have decided that, for my first real project, I will be making a dishcloth, as they have been known to be an "easy" beginners project. I will start this once I feel more comfortable, and when I am able to keep consistent stitch counts. 

Quiz

For our Tech class, we learned how to make online Quizzes using Google Forms. Below is the quiz I created about Catching the Moon by Crystal Hubbard.

The First Stitches

Starting Out
Prior to beginning my very first stitches, I embarked in some research. The very first thing I learned was that you cannot simply pick any yarn, and any set of needles. There are several different sizes and types (talk about overwhelming). Luckily for me, I found Simple-knitting, which, quite frankly has been a lifesaver. Without which, I would have never known that you must match yarn size, needle size, and project. For example, a medium-sized yarn can be used with sizes 6, 7, or 8, depending on the project you are doing. 
Despite knowing this, I still managed to get overwhelmed at the craft store. I picked out 10" size 8 needles. Due to cost, I chose aluminum, and though I do not have anything to compare them to, I feel they are easy to work with. Needles were the easy part, it was the walls and walls of yarn I got lost in. I knew I wanted a medium-sized yarn, however, I was not sure where to start. There was cotton, wool, acrylic, mixes, baby yarn, the list goes on! On my first try at the store, I found a good deal, found a material I though felt nice, and the size I needed. The last task was picking a colour. Well, when it came to picking a colour, I moved over too far, selecting a yarn that was "fine-sized". This went unnoticed until I was about to get started, and had to do a double look. Long story short read the labels!!!

The "look for" on the label

Slip Knot
Finally, I had my materials, and was ready to begin. The first thing I needed to learn? A slip knot. This part was easy. The photos below show the step-by-step process of creating a slip knot. 

 Step 1: Create a loop 

Step 2:Fold the front behind  

                                      

      Step 3: Use your needle to pull the back through

 Step 4: Pull tight

Voila!

Casting On

The next step was to cast on. Turns out there are several ways to do this, so, I plan to try each one out to see what I like the most. The first one I have done is the single cast on. This one was very simple to do, however, it made it more challenging to start my first knit row. To perform the single cast one, you simply have to hold the needle point up in your right hand, and take the working yarn (the end attached to the ball) in your left, wrap it around your thumb, then slip it onto the needle. Below is a video by Krista Steel-Varsakis demonstrating how to cast on.

Third Times the Charm

As I mentioned, the first row of knit stitches were challenging. It took me a few tries to get the hang of it, and even when I did, the single cast on posed a bit of a challenge for the first row. After the first row, it got a lot easier! Here is what I currently have:

I will need a little more practice, but my next step is to try a different stitch called the purl stitch.

Links:

Simple-Knitting http://www.simple-knitting.com/

Cast On video: https://www.youtube.com/watch?v=4JD-Gt1vRB0&spfreload=10

Virtual Field Trips, Genius Hour

Today we explored Virtual Field Trips! Yes, you read that right, a virtual field trip. You can transport your students out of the classroom, without actually leaving the school. These field trips can consist of pictures, videos, and audio segments. These field trips provide opportunities for students to explore places or things they otherwise would not get to experience. Virtual field trips can be a fun, engaging way for students to learn. So take your students to on a journey through space (http://nineplanets.org), to the Easter Islands (http://www.pbs.org/wgbh/nova/easter/) , to the arctic (http://www.polarhusky.com/), or where ever your teachings may take you.

Genius Hour

Another topic we explored was Genius Hour. Genius hour in the classroom provides students to explore their passions, find answers to challenging problems, and work towards a goal. Genius Hour provides an opportunity for students to explore their passions, and learn new things. It is a student-driven initiative. Picking a genius hour project was no easy task. I decided I would finally take this time to learn how to knit! 

Interested in starting a Genius Hour in your classroom? Follow this link to find out more information on how you can incorporate Genius Hour into your classroom.

Welcome!

Welcome to my blog! I will be creating posts as I learn how to better navigate technology. As a teacher candidate, I hope to bring my technological knowledge, both new and old, into the classroom.

If you are interested in a snapshot about me, follow this link to my All About Me Pinterest Board! Feel free to give me a follow, I often post lesson and classroom ideas for all ages!

This is my passion heart map, which depicts some of my passions.

For a little Monday motivation, you will find an awesome video brought to you by Kid President below. A young kid, with big ideas. It goes to show we have a lot to learn from people of all ages:

Copyright Protocol

Have you ever came up with a magnificent idea, and told someone about it? Let’s say that person decided to take your idea, and put it into action, without your permission. Your idea works and people love it. However, your pride quickly fades when you realize no one knows it was your original idea. The other person got all the recognition and praise, not once giving you credit. You probably are not feeling too warm and fuzzy towards the person using your idea without giving you any credit right about now. What if we switched the situation up a bit; they asked you for permission to use your idea, and gave you credit where it was due. How does that change the way you feel?

San José Library. (August 9, 2008). Kids using the computers.
 [Photograph]. Retrieved from http://bit.ly/2jlRz3U

               When you, or others create work, copyright automatically comes into play, which means only the creator of that work has the right to use it (Figg, 2013). However, work can be given a Creative Commons Licence (CC), which can allow others to distribute or use your work (Figg, 2013). Essentially, copyright, and CC can determine who has permission to use a piece of work, and how they can use it. As a teacher, understanding this, and teaching this to your students is beneficial, and helps ensure peoples’ desires in relation to their work are being met.

               Not every piece of work you create/use has to be original. If it is within the person’s copyright/CC Licence, or you have direct permission to use the work for your desired purposes, it is okay to use. However, it is important to give credit to whom the work belongs, when required. You can do this by citing your work. It is important to understand, and to teach your students how and when to cite, why we cite.

Buie, J. (August 4. 2016). Repurposed license plates. [Photograph]
 Retrieved from https://www.flickr.com/photos/bumeister/28369964203

Reference:
Figg, C. (2013). Copyright for tech enhanced teaching. Handy4class. Retrieved from http://www.handy4class.com/tpack-teacher-game/wp-content/uploads/2013/08/Copyright-2013c1.pdf