Check out this great little instructional video sung by Grade 1 for Kindergarten on how to export from Doodle Buddy App. Using a familiar tune, hand motions and visual cues Kindergarten students are soon able to independently export their work from a creative app into the iPad photo album.
In the Learning Commons, many students are reviewing how to export their digital creations so that we can share their work with the world. The school iPads are necessarily restricted and there is no email associated with the devices. Students are able to upload to their digital portfolio on FreshGrade and we often do this through a stand alone student comment and image. This allows students to reflect on their learning and is a fantastic opportunity. However, given prep period time constraints of a 20 to 40 minute class and the multitude of passwords and user names, this is not always possible with younger students, so we sometimes use DropBox to share our work.
The iPads stay signed in to my Dropbox account so students do not need to sign into the app. Primary students are able to export their work from a creative app, save to the camera roll and upload to Dropbox.
Before the class is over we can easily view everyone’s creations and discuss as a group what we learned and what we would do differently next time. I then download the images, import as a whole to iMovie to create a video, add titles and upload to Vanier on Video. This allows the link to be posted on Twitter, on the Learning Commons blog and in the school newsletter. It can also be added to the Freshgrade account of the class. We often will take a look at the video at the beginning of the next library period by way of review and celebration.
This was a quick and easy activity to practise the skill of creating, editing, saving, exporting and uploading.
A Buddha Board is calming way to paint and then watch your creation slowly disappear. The white board is mounted onto a black water tray and you use the brush to paint with the water. The brush strokes show up in black. As the water evaporates, the board becomes white again. We have been experimenting with our new Buddha Board in the Learning Commons and figuring out some ways it could be best utilized.
Our first use of the board in the classroom was as a calm down tool for students. The board worked in much the same way as Mind Up tools. Bubblers or glitter jars can be useful in helping students to self regulate and the board offers one more strategy for this calming activity. Students are able to create an image, for example, a representation of their frustration, and watch it slowly disappear as they practice their mindful breathing techniques. The image can take about 5 minutes to evaporate and the process repeated if necessary.
It was also handy for an impatient or anxious student to look at to help understand how long it would be before the next activity or recess. ‘ When the picture is gone’ was more concrete than ‘in 5 minutes’. The board was also helpful for a student who just needed a break from the current activity.
All of the students who tried the board liked the way the brush felt as they painted. They liked the idea that the creation would slowly disappear. Mistakes were not important and it didn’t matter if they felt themselves to be ‘good artists’ or not as there was no permanence to the painting.
We also video taped some Social Emotional Learning words as they disappeared, reversed the film and sped it up so the words seem to appear. As students create their own videos to show their learning we could imagine using this technique for adding titles, credits, thought balloons etc.
I am wondering about using the board as a ‘End of Day’ tool, i.e. ‘Let’s see if we can pick up all of the lego before the image disappears’. Overall, we are looking forward to experimenting with the board. It is great to be able to create with a brush without the problem of getting actual paint all over the library. We have the larger board but smaller ones are available. The larger one was about $35CAD at Chapters and Amazon .The smaller boards are about $16CAD but at just 5″ square, they looked a little too small to be useful.
I found a bag 10 of ‘nose and glasses’ from the Dollar store and used them to get some genuine, unposed smiles from students with their buddies for our Pink Shirt Day assembly. Students thought I was getting ready to take the picture but I actually filmed the students as they put the glasses on and saw each other for the first time, then snapped a quick photo and slowed the video down by 50% in iMovie.
We decorated cookies in the Learning Commons and 75 students participated. We discussed Random Acts of Kindness and the idea of how sharing a cookie can be a way to make a connection, start a friendship or show appreciation. The cookies were pre-made from kits bought on sale after Valentine’s Day so were easy to use. Each kit included 12 nut free cookies, icing and decorative candies. We set up a big bucket of hot soapy water for a hand washing station.
We began our project with a great ‘Tree of Life’ kit from Surrey Schools Aboriginal Dept. The kit includes CDs and DVDs as well as books and information on Cedar, Totem Poles and Northwest Native Art. An excellent resource, delivered right to your Surrey school. We also discussed A Journey into Time Immemorial: The Importance of Cedar.
The cigar boxes came from a Vancouver tobacconist, I paid $20 CAD (cash deal) for 30. Some of the boxes had lots of glossy labels that had to be scraped off before painting. We added Mod Podge to the top surface to seal the picture and add a slight gloss. Students are proud to display their work and excited to take them home. Each time they open the box there will be a little reminder of the importance of the cedar tree to the First Nations peoples.
This week every class K – 2 had a refresher lesson in the Learning Commons about health. Something about story time draws little ones to touch their faces. In an effort to remind students about hygiene we talked about germs, nose picking and hand washing. This is particularly important on the days we use the iPads, although we all share the books, door knobs, railings and table tops. We also took a look at some images of germs under a microscope.
We read ‘Sick Simon’ by Dan Krall which helps children visualize the germs and encourages them to understand how sickness can spread. We also sang along with a catchy little tune in a video called ‘ Picking Your Nose is Nasty’.
Other titles in the Vanier Library collection include:
I’m the practical librarian, not the sentimental archivist, but our collection has one decades old book that’s never checked out and that I will not discard. Our school will be celebrating it’s 50th anniversary in 2019 and this title was presented to the library in 1973. The inscription reads:
To Georges Vanier Elementary School Library
From their first librarian Dorothy Wells (Mrs. L)
Presented Dec. 20, 1973
Something about the note implies a fondness for the position and perhaps reluctance to leave. Librarians build on and shape the book choices that came before us. The library collection morphs to reflect the clients but it is also a mirror to the librarian that selected the books…so we’re keeping this one.
To celebrate Valentine’s Day we created Love Tokens on the 3D Printer and learned how to braid yarn. Click here for the stl file. A single print run for nine hearts was only a few minutes. I taped the wool strands to the desks ahead of time. We took a look at part of this video that shows the braiding clearly. Students did a great job and enjoyed the challenge.
In her book Sometimes I Feel Like a Fox, author Danielle Daniel explains the importance of totem animals in Anishinaabe culture and how they can act as animal guides for children seeking to understand themselves and others.
This little book is great resource for exploring SEL. We made connections using Coast Salish designs for our follow-up activity and students made the link between the animals, the text and identifying their own varying emotions, strengths and feelings.
After exploring Coast Salish mask art, students used their own creativity to complete the activity. We also took the opportunity to use ‘fancy frames’ to offer students a little recognition. Remaining masks were displayed in the hall.