Social Media Isn’t a New ‘Problem’

An AISQ8 student approached us to contribute articles for his teenage handbook. It wasn’t until later that I put 2 & 2 together to realize that he was an MYP 5 student and this handbook was part of his MYP Personal Project. I love it when their projects are unique an relevant.

Scanned from a Xerox Multifunction Printer

At first I wasn’t sure what to write and waited until the last minute to start writing. His questions helped guide me and I ended up enjoying reflecting and writing.

Please answer the following questions:

  • What are your personal experiences with bullying during your upbringing/coming of age?
  • Do you find technology a “great escape” to relieve yourself from anxiety and stress?
  • How can information technology cause teenage issues?
  • How can information technology alleviate teenage issues?
  • What is the impact of integrating information technology in school subjects?
  • Should technology be used as a source of education despite its harms?

I was in 7th grade when AIM (AOL Instant Messenger) was released. Social media was basically invented during my teenage years. But no one quite understood its power or how it might affect our well-being. It hadn’t been around long enough for teachers or parents to know that it added a new dynamic to our already complicated teenage lives. Creating fake accounts was easy. Bullying a former friend anonymously wasn’t difficult. And, while I think we knew it was wrong, cyber-bullying wasn’t a topic that was discussed yet. I was not always a nice teenager. And sometimes technology gave me an anonymous alter-ego who struggled to be principled and caring.

I’m not sure the scenario has changed much in the last 20 years. Maybe now people are less concerned with being anonymous and their alter-egos have been replaced by their egos. We have to acknowledge that technology has an important role in our lives. And, it’s not going away anytime soon. We are all on a learning journey to harness the power of technology to make principled contributions to our global society. In order to do this, we need to be able to learn and live with technology. Technology has the potential to enhance teaching and learning and inspire open-mindedness and collaboration. However, this must be taught and practiced and re-enforced. Everything can be harmful if you have too much of it, even water. We must be purposefully balanced with technology in order to support our well-being. Parents and educators are the key to supporting children and teenagers in learning how to be balanced, principled and caring. If we don’t talk about and use technology at home or at school, how will the adults of the future (you!) be able to make principled contributions to our global society?

Technology helps us connect to other people around the world, both local and global. Technology does not tell us how to act; it simply gives us the platform to act. We, the users, are the problem. Not technology. Technology causes issues when we choose to use it to inflict harm on others. Technology alleviates issues when we choose to use it to find like-minded people to support us during our life journey. When we choose to use technology to disconnect from our lives and numb our feelings, it can actually increase our anxiety and stress. When we choose to use technology to support our productivity, enhance our learning, communicate and collaborate with others, and stay in touch with family and friends, it can help us experience life deeper.  

Technology is powerful. What type of power it has in our lives is up to us. What choices will you make to positively impact the world? How might your IB education support you when learning and living with technology? What choices will you make to bring others up, instead of taking them down?

 

Entering the #MYPscience Classroom – Seeking Connections

Some facts:

  • My undergrad major was Chemistry. I graduated 10 years ago.
  • I worked in a raw materials pharmaceutical lab. That was 9 years ago.
  • I am certified to teach Chemistry. I passed the PRAXIS 5 years ago
  • I’ve tutored a few students in science during the last 5 years.
  • I’ve never taught a science class.
  • I will be teaching an MYP 5 science class for the remainder of the 2016-17 school year.

So there’s all that. My biggest fear is that I won’t be able to find the balance to be both a good teacher and a good instructional coach (without going insane). Oh…and I’m currently coaching track & field too. My biggest hopes are that I will make meaningful connections with students and positively impact student learning. Weighing it all, this is a great opportunity to get back into the classroom and experience teaching science with a supportive & collaborative 10th grade teaching team.

As I start to tune in to both the content and the pedagogy of teaching science, I’m looking to connect with anyone who:

  • has successfully transitioned from 1 teacher to another during a school year.
  • teaches MYP 4 or 5 science (I’m especially interested in integrating ATL skills, the IB Learner Profile, concepts, global contexts & statements of inquiry in everything we do).
  • uses protocols with (HS) students.
  • uses visible thinking routines to help (HS/MYP) students better understand science.
  • integrates technology in the teaching & learning of (MYP) science.
  • balances the responsibilities of leadership & classroom teacher.

#AISQ8 has some amazing educators and I’m excited to collaborate with the department. However I’d love to expand my PLN as I take some risks this year. Say hi, suggest educators I should connect with or whatever you see fit. Sending lots of gratitude into the universe!

#AISQ8chat – an #IBOLP series

Sometimes I’m really dedicated to blogging. Sometimes I’m not. If I’m absent for an extended period of time it’s because I’m just too dang busy living life to sit and write about it. In order to prompt me to actually sit down and blog, I need to be so excited about something that I just can’t help myself. After 5 months, today is the day!

Thanks to the efforts and excitement of a lot of my colleagues, #AISQ8 has grown from 4 or 5 people to over 30 in the last year! If that isn’t something to get excited about, I don’t know what is. Besides sharing the great things happening in our school (we were inspired by #sisrocks), I have enjoyed engaging in discussion on a weekly basis ever since Christina and I started #AISQ8chat in February. Browse our 2014-15 topics, 2015-16 topics and all the archives.

Since its beginnings, I’ve wanted to do a multi-week series. Part of my motivation was that Christina and I never seemed to have enough topics to chat about and many times we were still coming up with questions on Monday evenings. But most of it was that I wanted to go further with my colleagues about how (and why) we actually live and teach the IB Learner Profile. Thanks to Heidi and Christina, today this became a reality! [Insert giddy squeal here]

Here are the details & vocab you need to know to participate in the #AISQ8chat Learner Profile series:

  • Everyone is welcome!
  • Starts Tuesday, 10/27, and will continue for the next 14 Tuesdays (except December 22 & 29).
  • View the IB Learner Profile
  • We made up some new hashtags:
    • #IBOLP = International Baccalaureate Organization Learner Profile
    • #IBOLPT = IBO Learner Profile Traits
  • IBOLPT Continuum: ⌧ checking the box <——————————————–> way of life
  • We will be releasing the questions each Sunday (although they will be the same each week, just with a different #IBOLPT).
  • In week 1 we will explore why and how we, as stakeholders in the school community, live the #IBOLPT.
  • We will spend 1 week on each of the IBOLPT starting with Risk-Takers next week.
  • After exploring 6 traits, the week before (12/15) and after (1/5) winter break we will take time to reflect and make some conclusions.
  • Our last chat (2/9) will focus on hiring staff who live (professionally & personally) the IBOLP.

Here are a few tips & tricks I shared with #AISQ8:

  • During our Tuesday slow chats we usually release Q1 by 8am, Q2 at 11am and Q3 by 2pm (just in time for our faculty meetings!). However you are welcome to reply to any question at any point throughout the day.
  • When you have time on Sunday and Monday, start formulating your As to the weekly Qs. Then use Hootsuite to schedule them for Tuesday so that you don’t have to take time away from teaching. [Don’t worry, you can still edit pending Tweets if you change your mind.]
  • When you do have a couple free minutes on Tuesday, browse #AISQ8chat and engage in the conversation. Ask the community clarifying or probing questions. Twitter is your Personal Learning Community – you will get out what you put in 🙂
  • Christina will be Storifying #AISQ8chat every Wednesday morning. Didn’t have a chance to engage in the conversation on Tuesday? We still want to hear from you! Feel free to answer any of the previous week’s Qs from Wednesday to Monday. Please just remember to include #AISQ8chat. You can also add #AISQ8unchat if you’d like.

#AISQ8chat banner 10.27.15

Keeping Design Alive

We have a dilemma at AIS Kuwait. We weren’t able to find a high school Design teacher on the recruiting trail. Because of this, our two K-12 technology integration coaches may have to each teach 2 classes next year. To be clear, I think coaches teaching can be a great idea in some situations. However in our case we have 2 educational technology positions for a student body of 2000 students and over 200 staff.  I am eager to see both Design and educational technology thrive at AIS.

There’s still hope…but only if we can find and hire the right candidate. Please spread the word to anyone still looking for international teaching jobs for next year. Jeff or I would be happy to answer any questions you have. And Dave Botbyl is eagerly awaiting your application.

Need a little more information about IB MYP Design? Read on…

From the IB MYP Design Guide (2014):

Nature of Design
Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

  • Designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions.
  • A designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore, their ethics and morals can and should be questioned regularly.
  • A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system.
  • Good communication is a key trait of any good designer through visual and oral presentation.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.

Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.

A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking.

The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

Aims of Design:
The aims of MYP design are to encourage and enable students to:

  • enjoy the design process, develop an appreciation of its elegance and power
  • develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
  • use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
  • develop an appreciation of the impact of design innovations for life, global society and environments
  • appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
  • develop respect for others’ viewpoints and appreciate alternative solutions to problems
  • act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

The MYP Design Cycle:

Every designer may approach a problem in a different way. Depending on their specialism, designers tend to have their own methodology, but some general activities are common to all designers. The design cycle model underpins the design process.

The design cycle model (Figure 3) represents the MYP design methodology of how designers develop products. The process is divided into four stages: inquiring and analysing; developing ideas; creating the solution; evaluating. This incremental process allows the designer to go from identifying a design opportunity to the testing and evaluation of a solution. This process leads to the creation of solutions that solve a problem.

It is important to note that, while the design cycle includes several successive stages, the design cycle is an iterative and cyclical process. When using the design cycle, students will often need to revisit a previous stage before they can complete the stage they are currently working on. Solving design problems is not always a linear process.

Course 5 update – I’m a #coetail grad!

[This will probably be one of my last posts on this blog. Head over to my other blog for more regular posting!]

Since I posted my course 5 video, we finished up our unit, I completed IB MYP Next Chapter category 2 training in Design, had an amazing summer in the US and now I’m back in Kuwait tech-coaching it up and working on my UKSTL MEd. Let’s just say this update is long overdue! [Actually at the moment I’m writing this from Addis Ababa where I’m attending Learning 2.014 and connecting with lots of people I’ve only known virtually!]

A quick refresher: We integrated the Design Cycle into a 7th grade visual arts class (unit planner). Students chose to either increase tourism to or decrease littering in Kuwait by creating a social media campaign using photography. Students used Tumblr as their Design Folder. I provided them with information and modeled their Design Folder using my own Tumblr. We found that TO-DO lists were essential for the students in order to help them create their own Folder. For some of the students, it was the first time they were really diving into Design so we tried to scaffold it for them. [All my course 5 posts.]

Although I followed all of the students, it was difficult to keep track of all of their posts. So I created a checklist (from a form) that I could fill out as I read them. We also printed these out periodically and shared them (individually) with the students. I used conditional formatting to automatically change the colors of the boxes based on what I entered. It worked really well for keeping track of and sharing their progress.

Final reflection: We had to RUSH at the end. We could have gone a couple more weeks. I think some of the students were a little overwhelmed at times – we asked a lot of them in such a short period of time. But I hope that the idea of creating a positive digital footprint and using social media & photography for good will stick with them. Probably my favorite part of the entire unit was connecting with Photohoku.

We would love to see what this unit could be a) if we had more time and b) if we did it in a higher grade level. I would be very interested to see what 9th or 10th graders could do with a unit similar to this! During my MYP Design training in May, I had the opportunity to spend time creating the Next Chapter Unit Planner for this unit. I chose to write it for MYP year 5 students.

Check out their final products –

https://aiskleyang.tumblr.com
https://aisklayantm.tumblr.com/
aiskahmedm.tumblr.com
https://aiskmubarakm.tumblr.com/
https://aiskkhaledm.tumblr.com/
https://aiskhaneenalm.tumblr.com/
https://www.tumblr.com/blog/aiskmonac
https://www.tumblr.com/blog/aiskreinak
https://aiskdanah.tumblr.com/
https://aisk-lamaj.tumblr.com
https://aiskahmadj.tumblr.com/
https://aiskaishaz.tumblr.com/
https://aiskreinez.tumblr.com

#COETAIL…never quite over!

Well…my video is done! But the Art/Design unit isn’t quite finished. We’ll be finishing up in about 2 weeks so stay tuned for more from me!

It really hit me yesterday that 1.5 years, 15 credits and a graduate certificate are over. WOW how time has flown! What I love about COETAIL is that it’s never truly over. I’ve learned a lot and ‘met’ a lot of new people…neither of which I will forget. I’m excited for the next part of the COETAIL journey! See you around 😉

a #coetail story: falling in love with teaching (all over again)

My COETAIL course 5 final project made remember why I love teaching today (a much needed reminder!). My final project is an IB MYP Art & Design unit involving photography & social media. Check out more info here. I’m reposting the post below from my COETAIL blog cause it was just that awesome of a day. 🙂

Today. Was. Awesome. Seriously today’s Art/Design class was cool. Brian & Yuko from Photohoku ‘hung out’ with us…Lindsay and I weren’t sure how the students would respond but they were awesome. While I was setting up the Hangout a few of the students were whispering “I see Brian!” The students actually did their homework! They were pretty excited and a little in awe. It was one of those classes that was way too short and everyone probably would have skipped their next class to continue the conversation. I loved it.

Since we got cut a little short and the students didn’t get to ask all their questions, I created a post where students can ask questions in the comments. Brian and Yuko have kindly agreed to answer them when they have time.

What a great way to end the week…on a super high note!