Top 10 Lists- Course 1 Final Project

Project Background

Some rights reserved by Sam Churchill

I’m excited to launch a new writing unit this week in my Grade 4 classroom. Top 10 lists, or list articles, are topical, relevant and ‘cool’ so I know my students are going to have a lot of fun reading, analyzing and creating top 10 lists. It also brims with opportunities for ‘real’ digital connections- reading top 10 lists from the Internet, creating lists with digital tools such as images, audio, video and text, and sharing the list articles with peers locally and globally. The unit has so much potential and I’m excited to see how it might hook students, particularly reluctant writers.

I was also inspired by Angela Maiers and her list of 12 Things Kids Want from their Teachers. I’m enjoying ‘dabbling’ with technology and finding fun lists and websites to share with my students. I’m anticipating a lot of fun, laughter and totally engaged students!


While I’ll be using a variety of mentor texts during this unit to demonstrate the features of list articles (Top 10 lists), I will also be sharing a number of websites with my students. I’m considering the best way to give students access to websites to explore list articles and research their own lists. As this is a writing unit, the focus should not be research, however I believe that students should have the opportunity to explore a number of websites to help add authenticity to the unit. I will discuss the best way to do this with our Technology Coach, Chrissy Hellyer, later this week. At present, I’m thinking that sharing the list of websites I’ve personally screened with the students on a Google doc. This will provide an opportunity for exploration and an element of choice, with a fair amount safety and security.

Due to the nature of the Internet, however, I feel I will have to brief students on the possibility of coming across inappropriate content or images, and what they should do should this happen. Of course, these kinds of discussions, and exploration such as this is necessary to prepare students for using digital media in the modern world. As Jeff Utecht states, “digital literacy is the ability to locate, organize, understand, evaluate and create information using digital technology” (Reach: Jeff Utecht). Exploring websites to better understand top 10 lists will help students become literate in the digital world.

As I mentioned in a previous blog post: Connect, Create, Collaborate, Utecht also believes that teachers need to understand and become prosumers. In order to prepare our students for today’s connected digital world, teachers need to be familiar with the tools students will need to survive. Throughout this course and in preparation for this unit, I have explored websites and continued to upskill in order to help students gain success in locating and organizing information and creating their own products. As we work through the project I hope to gain more insight into how to successfully navigate websites with students and facilitate learning. We will all be learners and prosumers together.

Bloom’s Digital Taxonomy Wheel

Julie Lindsay‘s latest post on technology tools included a fabulous link to Blooms Digital Taxonomy Wheel and Knowledge Dimension. The wheel helps us to better understand Bloom’s digital taxonomy and understand how it can be applied in the classroom.

Bloom’s Digital Taxonomy Wheel

Metacognition and Bloom's Taxonomy


Dabbling might be the first step of Mark Prensky’s process of Shaping Tech for the Classroom, but it is critical for teachers to explore and discover digital tools. As we gain confidence, we can implement these tools more successfully in the classroom, hopefully leaping more quickly into creating new things in new ways.

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I am constantly dabbling with technology in the classroom, and more recently I have felt more ‘techie’, exploring new tools in my own time. With an updated RSS Reader, I am now following my student blogs more easily. Though I’ve had two different RSS readers over the last two years, I have recently been motivated to explore new blogs and add new URLs to my Google Reader. I am now often quickly checking in on my student blogs and their blog posts. It has been easy to give feedback to students, validating posts and making them aware that I am reading and keeping up with blogs. An issue still arises time and time again, however. Making the time to comment and read blogs carefully is always hanging over my head, and it’s difficult to make the necessary time to comment on blog posts.

My colleagues constantly inspire me, as was the case when my class created ‘What Rings My Bell?’ slideshows using Photo Peach. I find Photo Peach an ultra-easy digital tool to use in the classroom to create products easily and demonstrate learning in a visual and inspiring way. Plus, it’s accessible to all students because it’s so user-friendly.

I am now continually thinking about Bloom’s Digital Taxonomy and how it relates to learning in the classroom. I’ve realized that students in my class are constantly creating, evaluating, analyzing and collaborating, although I can always improve my teaching techniques, use different digital tools and empower students in different ways.

Some rights reserved by Mike Licht,

Currently, I am working on improving our student blogs, making effective blog posts, reflecting on learning and creating social networks through commenting on others’ blogs. My students are becoming more skilled in selecting and inserting images, making attributions, embedding YouTube videos and Photo Peach slideshows, and inserting audio files. As always, there are some students who become the ‘experts’ in the class but, in my opinion, this is the only way to successfully use technology without the teacher going mad! Over the next few weeks, my students will focus on making clear descriptions and blog posts, explaining their learning and making effective comments, with the help of our tech coach, Chrissy Hellyer.

Recently, as part of an author study unit in reading, my students were asked to perform a collaborative task using VoiceThread. Each group was comfortable working together, having videoed several discussion groups together during the unit. They had refined their discussion skills using a rubric and set goals for improving their contributions. The students are now skilled at using i-movie and uploading to YouTube independently and are gaining skills in reflecting on their performance when viewing videos of their learning. Listening to their discussions, their learning was evident when they referred to author’s craft, made references to passages in books and made connections between books. My main issue, however, was watching all the discussion group videos. At an average of ten minutes long, with five discussion groups and several discussions each, I am still devising the most effective way to evaluate the discussions. Sitting in on discussions for a few minutes is possible, and usually the most manageable way to deal with so many videos, but technical hitches often get in the way.

As the culminating project for the author study, each group created a VoiceThread slideshow to recommend authors to others. This provided a perfect opportunity to create social networks and learning communities. Now my aim is to find others who will collaborate- hopefully friends teaching Grade 4 around world, but firstly our Grade 4 team and colleagues at International School of Bangkok who are participating in COETAIL. From previous experience, I need to find partners who are motivated to create learning communities and who are willing to put in the time.

This week has also been an inspiring week for technology in my classroom. In the elementary school at International School Bangkok, we’ve been celebrating International Week. I was blown away by the quality of my students’ country presentations, which displayed  a great deal of thought, effort and quality of design. Students used a wide variety of tools to create their projects- in particular posters, PhotoPeach, i-movie and PowerPoint. Time after time, I gasped at the creativity of students and their skill at inserting images, and embedding links and YouTube videos. Many times their skills surpassed mine, as they weaved images and words incredibly effectively on slides.

The activities this week were also a reminder that students can still create incredible learning with simple pen and paper. In fact, a student wrote on her blog, “In Pakistan we use Arabic numbers so i made a activity with Arabic numbers and Aleenish numbers. Aleenish numbers were created by me!” Such a basic reminder that with pen and paper it is still possible to create amazing products, but then we can step up the learning even further and blog about it!

Embracing Collaborative Projects

Collaboration, on a global scale, is a key component of 21st Century Learning. So how can we embrace globally collaborative projects in our schools and classrooms? There are numerous wikis and collaborative projects out there, but which are truly educational and worthwhile?

Over the last two years, I’ve been involved in a few collaborative projects. Some have been grand pie-in-the-sky dreams that never amounted to the projects I had imagined, like Classroom Bridges.

Creating Classroom Bridges

As I mentioned in the blog post: Connect, Create, Collaborate, this project was a dismal flop. It snowballed into a collaboration of 7 classes over 6 continents, but I struggled to get other teachers to commit the time and energy to guarantee the success of the project. From being truly excited about the possibilities of networking across all six of the habitable continents, the wind was knocked out of my sails and all year I battled with trying to get others to share and collaborate. Again and again, I keep finding examples of Jeff Utecht‘s phrase (Reach (2010)) that teachers often become overwhelmed and find it hard to remain active. Or even get a project off the ground in some cases!

Currently, my class is involved in two projects, the Postcard Project and a sharing of our Top 10 books with classes in Taipei, Brussels and Tunisia. Again, I am wondering about the value or effort involved in these projects. While they appear fun, exciting or valuable on the surface, I am constantly asking myself if sending postcards between classes across the world is really valuable. We often receive postcards from younger classes containing basic information, and writing on a postcard seems so limited. While we reply to the cards, it is often a struggle to complete our replies in a timely matter. I’ve decided to view the project as a fun activity which we’ll continue as a very basic example of social networking.

I am now endeavoring to share our class’s Top 10 books with other classes around the world. Again, I have encountered problems with commitment, and though one class has shared information with us, making time to follow-up on the activity is also a stumbling block. I’m hoping that our Top 10 books can be integrated into our upcoming ‘List articles’ writing unit.  This unit lends itself to sharing top 10 lists with other classes via our blogs. While sharing with other Grade 4 and 5 classes in our school (International School of Bangkok) is guaranteed, sharing with other classes around the world, such as Taipei, Brussels and Tunisia would be much more rewarding for both myself and my students.

PictureFrom exploring wikis which feature collaborative projects, I was inspired by the Flat Classroom Project. One project, ‘A Week in the Life’, caught my eye on the wiki, in particular because it is so similar to my aims for the Classroom Bridges project. It also connects remarkably well to a Social Studies unit in Grade 4 focusing on influence. While I still hope to be able to relaunch the Classroom Bridges project, after consultation with our Technology Coach and refinements to make the project more feasible, ‘A Week in the Life’ would be a perfect collaborative project for our Grade 4 team.

Through my Google Reader, I was also made aware of a collaborative project on the Langwitches blog. Currently, a Grade 5 colleague and COETAIL online member, Stacie Melhorn, is involved in an action research project on “Quality Writing through Blogging”. This ‘quadblogging’ project seems exciting yet achievable, connecting just four classrooms and making the tasks manageable.

It appears that, for my own collaborative projects to be successful, I need to scale them down and make them more manageable. I am reluctant to make teachers sign up and jump through numerous hoops to participate in a project, but there does need to be some form of accountability. I’m still grappling with how that should look, but I’m hoping that with the assistance of our knowledgeable coach, Chrissy Hellyer aka Teaching Sagittarian, I will finally experience greater success in connecting global classrooms.

The Power of Social Networks

This week, the power of social networks was never more evident than with the Kony 2012 video. With over 32 million views, this video has demonstrated the power of Facebook and social networks the world over. Even over dinner tonight, a friend started discussing the Kony video and just how incredible it is to see how fast the message has spread via Facebook.

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There has been some backlash over the video, with some saying Kony 2012 is a shady nonprofit that is ”misleading,” “naive,” and “dangerous”. There are always two sides to a story, and we have to be careful to consider the implications of social networking. Whatever the real story, I believe that it’s important for the world to remember what is happening in Africa and the atrocities that occur there every day out of the public eye. Many human rights abuses happen in the far corners of the world, and Africa has more than it’s fair share. Whether or not you believe in the Kony 2012 cause, at least this video has raised the profile of human rights abuses taking place in Uganda and around Africa. That is the power of social networking.

Blocking the Flow of Technology

Many of us value the role that technology can play in the classroom. Promoting metacognition, encouraging high-level thinking skills, such as in Bloom’s Digital Taxonomy, and motivating students are key reasons why digital tools enhance learning. But there are many barriers to integrating technology and using it effectively.

As Jeff Utecht, states in his book, Reach,  teachers become overwhelmed and find it hard to remain active. There are so many digital tools, and technology is changing so fast, it’s hard to keep up. As the video ‘When I become a teacher’ indicates, many of us get ‘stuck’ in teaching and are not willing to explore, create or take risks.

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Mark Prensky, in his article Adopt and Adapt: Shaping Tech for the Classroom, states that new technology still faces a great deal of resistance. As Prensky says, many schools lock down computers and refuse to allow students to access a number of educational tools and technologies. In many classrooms and schools there is a fear of what students could do with technology, as indicated by the article: Blocking tech in classrooms impedes learning: Teachers.

Prensky points out that schools famously resist change. The pressure to avoid disruption is stronger than the pressure for change, therefore change hasn’t happened. We have a clash between the “digital natives,” those students born into digital technology, and their teachers and administrators, the “digital immigrants.”

So, how do we close the gap? Dabbling is only the first step in the process that Prensky believes leads to Edutopia. Many schools are still doing old things in old ways. Others still are simply doing old things in new ways. Doing new things in new ways is the only way to reach full immersion into the digital world.

The key to success? One-to-One. As Prensky states, “Any ratio that involves sharing computers – even two kids to a computer – will delay the technology revolution from happening. The only way to move forward effectively is to combine what students know about technology with what we know and require about education.”

As Prensky so eloquently puts it, “Let’s not just adopt technology into our schools. Let’s adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we’ve done our very best.” Maybe then we can feel we’ve effectively used technology and all of the digital tools at our fingertips. And maybe we can even reach Edutopia.

Bloom’s Digital Taxonomy

Bloom's Revised Taxonomy: Lorin Anderson 2001

Bloom’s revised taxonomy illustrates much of the learning that occurs in modern-day classrooms.  These Wordles help us to understand more clearly how each tier of the pyramid could be incorporated into our teaching.

Creating: A Wordle by Gabriela Grosseck

Evaluating: A Wordle by Gabriela Grosseck

Analysing: A Wordle by Gabriela Grosseck

Applying: A Wordle by Gabriela Grosseck

Understanding: A Wordle by Gabriela Grosseck

Remembering: A Wordle by Gabriela Grosseck

Creating Masterpieces

Strategies and high level thinking are part and parcel of our daily teaching routines. I’m continually trying to push my students’ thinking, so Bloom’s revised taxonomy (Bloom’s Taxonomy Blooms Digitally: Andrew Churches) is a breath of fresh air.

Bloom's Revised Taxonomy: Lorin Anderson 2001

If digital literacy is the ability to locate, organize, understand, evaluate and create information using digital technology (Reach: Jeff Utecht), then this highlights the theory that technology can in fact push students’ thinking and extend their thinking skills. In fact, linked with the learning pyramid (Darren Kuropatwa), this emphasizes that fact that creating products which teach others could be an effective way to interweave thinking skills with learning.

While I agree with the idea that creation is the most compelling means of challenging students to apply their understanding to new products, I also feel that creating doesn’t stand alone at the top of the pyramid. In fact, I believe that the top three tiers of the pyramid are closely  interlinked and should not take place in isolation. What good is creating a product if it is not then analyzed, evaluated and improved? Of course blogs give creators the opportunity for others to read their posts and comment upon them. But the creators themselves must also be given the chance to reflect on their products and evaluate their effectiveness. Peer feedback, whether through comments or other means, is also vital.

Learning pyramid twin triangles with Bloom's new taxonomy by Darren Kuropatwa

Making products for others to see, whether it be podcasts, videos, blog posts or slideshows, is a great way to not only focus on higher level thinking, but also to teach or inform others. As the learning pyramid shows, practicing by doing and teaching others helps students to retain information, therefore digital tools can provide a powerful way to increase understanding.

Bloom's digital taxonomy map: Lorin Anderson 2001, revised by Andrew Churches 2008


Constructivism is a key part of learning today, and the revised taxonomy emphasizes the role creation should have in our classrooms. Through the inquiry process, students are able to explore their own questions and construct their own learning with facilitation by the teacher. Now Bloom’s Digital Taxonomy shows the part connectivism can play in constructing understanding. Digital literacy has a key part to play in the future of education and it is now up to us, the teachers, to give our students access to digital tools and empower them to use them.

Connect, Create, Collaborate

Communication. Collaboration. It looks different in the modern, digital world. From day one, I’ve believed in collaboration. It was how I was trained. It’s what I believe in. In the New Zealand education system, group work was paramount. Now within the international school system, and with U.S. based programs such as Writers’ Workshop, FOSS Science and Math Investigations in place, partner and group work is part and parcel of the program. I’ve explored many different online tools, computer programs, and platforms. I’ve even tried forming global connections. My learning curve has been steep but I’ve enjoyed the challenge. The big question is, how do you form lasting global connections?

Jeff Utecht, in his book, Reach, talks of the value and power of building learning communities and networks. Learners should be prosumers, rather than consumers, Utecht states. I’ve been a believer in sharing experiences and the excitement of learning with others for as long as I’ve been a teacher. As time has gone on, this has morphed into building communities within the classroom and then between classrooms. Finally, I’ve even tried to create global communities.

This video, featured on a colleague’s blog (Chrissy Hellyer: Life We Got), inspired me and reminded me of my recent goal in connecting classrooms .

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The fantastic thing about this project was that it connected classes across six continents. Whether it be music or academics, connecting people from so many places around the world is an amazing accomplishment. Last year, I tried to implement a similar project, Classroom Bridges, with the ambitious aim of connecting classes across six continents.

But it was a failure. Try as I might, I couldn’t get others to really commit to the project. I scoped all my networks around the world, carefully selected committed educators, and was even approached by others who seemed truly keen in the project. The result: Complete FAILURE! Commitment to the project was the biggest issue, as was finding like-minded peer groups.

While global connections are important, our students are still fairly egocentric and real connections that they can see and value seem to be fundamental stepping stones. It seems that making connections within our own school is a first step toward finding peers with similar interests. At least that way my students can at least relate to what they are blogging about. With help from colleagues at the International School of Bangkok, Grade 4 colleague Mike Jessee and Grade 5 teacher, Stacey Melhorn, as blogging mentors, I hope that I can fully inspire my students to blog.

Creating personal learning networks (PLN) for the students in my class so they can gather feedback is a vital component to the success of our blogging. It was also the key component to the failure of the Classroom Bridges project. When others don’t respond to your questions or posts, it doesn’t motivate you to keep writing. We all need feedback, and the more connections we can make, the more we’re inspired.

As Utecht states, teachers become overwhelmed and find it hard to remain active in the digital world. We all have busy lives and so much to teach already. There are so many tools, and technology is changing so fast. It’s hard to keep up. But, Utecht writes, we teachers need to understand and become prosumers ourselves. In order to prepare our students for today’s connected digital world, we need to be familiar with the tools they will need to survive. It’s not only students who need greater skills in digital literacy, it’s us, the teachers, who need to upskill too. So, busy as we are, I hope that I can find others to connect with, on both a local and global scale, so I can provide my class with the means to build up their own personal learning networks.







The Age of Collaboration

My thoughts after reading World Without Walls: Learning Well with Others by Will Richardson and the first chapter of Reach by Jeff Utecht.

We’re now living in the ‘Collaboration Age’. As Richardson writes, teachers must now reconsider their roles in students’ lives. Global collaboration and building learning communities are essential to the digital age and a world full of social networking. So what does that mean to me and my fellow educators? A shift of thinking, that’s for sure, and perhaps a whole new perspective of technology and the role of the teacher in the classroom.

As Richardson states so succinctly, ‘We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.’ (World Without Walls: Learning Well with Others, Will Richardson)

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The teacher now has a multi-faceted role: as facilitator, mentor and modeller. We must help students to think critically and evaluate the overwhelming amount of information at their fingertips. We should help them sift through this barrage of material, modelling strategies for dealing with the deluge. As Richardson states, explicit modelling is essential to helping students navigate the net. Reflecting with students on our own successes and failures, thinking aloud as we locate information and weigh up its relevance, and sharing our thinking is the role of teachers in the modern digital world.

So how is this possible in our busy classrooms where we’re continually crunched for time? The International School of Bangkok‘s motto of ‘Inspired Students, Inspired Teachers, Inspired Learners’ can only be enhanced by the use of technology and the powerful learning that can come of it. But how is it even possible to integrate technology to a point where we model and reflect with students when our programs and curriculum demand so much of us and are so labor intensive? This is a struggle that all teachers are faced with: How do we balance all that we are expected to do in our curriculum with the implementation of digital tools which take time to learn, appreciate and understand.

As in most schools, the definition of learning at ISB is logical, well thought out and in tune with current educational thinking. The statement: ‘We value meaningful learning where students construct enduring understanding by developing and applying knowledge, skills, and attitudes.‘ (Definition of Learning: International School of Bangkok) ties in perfectly to the use of digital tools, but the big question remains: How can we retain consistency between team members and grade levels and integrate technology when teachers are at so many different comfort levels and have such varied technical knowledge?

Despite a great deal of money being poured into technology, 1:1 schools, laptop carts, technology coaches and leaders, it takes a different mindset to launch wholeheartedly into using digital tools in the classroom. Often the creation of digital projects are labor intensive, riddled with technological hitches and set the teaching schedule behind those of the grade level team. As teachers we must be prepared to justify our approach with parents and administrators should the question ever be raised “Why are you behind your colleagues?”

As an educator, however, I believe that it takes considerably more time to delve deeper into a subject and understand it at a high level. By simply glossing over subjects and remaining content driven, we are unable to help students gain a thorough knowledge of an area and prepare for the real world. Most schools have a Definition of Learning similar to that of the International School of Bangkok, yet this demands a depth of understanding our curriculum does not allow us time to explore. This is an issue I continue to struggle with, finding the right balance between content and understanding, as well as providing students adequate opportunities for metacognition and application of ideas.

I am hoping that, as I delve deeper into these issues through the COETAIL course, my vision of using technology to aid metacognition and apply ideas will become clearer. The value that technology can play in education cannot be underplayed, but must be molded to be both sustainable and feasible in the classroom.