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.