Phase 5
My project has been coming along quite well so far. My students are learning to be creative and step outside of their comfort zones. So far they have made stop-motion videos, "illuminated" the neuron using LEDs and batteries, created TV theme song parodies, designed motivational posters to display in the room, written daily journal reflections about class, acted out an action potential, played with Makey-Makey kits, designed PPT slides that incorporated Gifs and video clips for their assigned neurotransmitters, and presented a World of Wonder to their classmates. The energy and the vibe of this class is unlike anything I've ever experienced as an educator. They are invested and have so much fun while they're learning.
My really big project for the year centers around perception and the idea that the way you look at things changes what you see. One of the ways we we will learn about this is by making optical illusions in class and explaining them with neuroscience. I started to wonder how my students will be able to actually build these very intricate objects. Our school has a maker lab and I wondered if students might be able to design and create their projects in that space. I talked to Jeff Solin about this and found out about the capabilities and logistics of this idea.
Jeff has a team of about 8 students who are veterans students who have been trained to design and use the machines necessary to make various projects. By volunteering their time to train staff or outside students they are able to work on personal projects in the lab in their own time. This will be a great resource for my students when they are ready for it. We talked about the capabilities of the space: laser cutting, digital manufacturing, 3D wood carving, vinyl cutting among others. The lab is also equipped with power tools that students can use to put larger projects together. We also discussed the cost of operating each machine and the materials needed for it.
I was also thinking about displaying the projects in a creative way so I spoke with the assistant principal about using the art gallery to display the students' work and the science behind their creation. I have also had correspondence with other teachers about how they grade projects like this and they have agreed to share their rubrics with me. One teacher suggested using "rubrics for all" which is an online resource where you can pick and choose rubric boxes and it calculates the grades for you as well. Sounds awesome and I can't wait to check it out.
I also spoke with Nicholas Logalbo who teaches senior level English at Lane Tech. I was told by students several years ago that at the end of the year students went around the room and told their classmates what each of them meant to them. They spoke with so much love and admiration of Mr. Logalbo and told me many students cried that day from the emotion of the experience. I wondered how he was able to make such a deep connection with his students so I asked to watch one of his classes to try and figure out what he's doing to foster such a wonderful classroom climate.
First, he greets each student at the door with a handshake. Then he starts class by having students get out of their desks and shake each others hands. I have never seen anything like this before. There are also motivational quotes on the wall with hand drawn pictures to illuminate the idea in the quote. The day I observed we read an excerpt from Oedipus. I can see how this could be a really boring Greek mythology story but Mr. Logalbo really made it come alive. He had students write in a journal about their personal feelings about whether life is predetermined or if free will really exists. Having students connect this ancient story to their lives was powerful and I could see why students were so engaged with the class and each other.
My really big project for the year centers around perception and the idea that the way you look at things changes what you see. One of the ways we we will learn about this is by making optical illusions in class and explaining them with neuroscience. I started to wonder how my students will be able to actually build these very intricate objects. Our school has a maker lab and I wondered if students might be able to design and create their projects in that space. I talked to Jeff Solin about this and found out about the capabilities and logistics of this idea.
Jeff has a team of about 8 students who are veterans students who have been trained to design and use the machines necessary to make various projects. By volunteering their time to train staff or outside students they are able to work on personal projects in the lab in their own time. This will be a great resource for my students when they are ready for it. We talked about the capabilities of the space: laser cutting, digital manufacturing, 3D wood carving, vinyl cutting among others. The lab is also equipped with power tools that students can use to put larger projects together. We also discussed the cost of operating each machine and the materials needed for it.
I was also thinking about displaying the projects in a creative way so I spoke with the assistant principal about using the art gallery to display the students' work and the science behind their creation. I have also had correspondence with other teachers about how they grade projects like this and they have agreed to share their rubrics with me. One teacher suggested using "rubrics for all" which is an online resource where you can pick and choose rubric boxes and it calculates the grades for you as well. Sounds awesome and I can't wait to check it out.
I also spoke with Nicholas Logalbo who teaches senior level English at Lane Tech. I was told by students several years ago that at the end of the year students went around the room and told their classmates what each of them meant to them. They spoke with so much love and admiration of Mr. Logalbo and told me many students cried that day from the emotion of the experience. I wondered how he was able to make such a deep connection with his students so I asked to watch one of his classes to try and figure out what he's doing to foster such a wonderful classroom climate.
First, he greets each student at the door with a handshake. Then he starts class by having students get out of their desks and shake each others hands. I have never seen anything like this before. There are also motivational quotes on the wall with hand drawn pictures to illuminate the idea in the quote. The day I observed we read an excerpt from Oedipus. I can see how this could be a really boring Greek mythology story but Mr. Logalbo really made it come alive. He had students write in a journal about their personal feelings about whether life is predetermined or if free will really exists. Having students connect this ancient story to their lives was powerful and I could see why students were so engaged with the class and each other.
Phase 6
The next steps in my project include: having students pick an optical illusion they'd like to build, calculate cost based on materials, perhaps use Donors Choose or have a fundraiser to raise money for the projects, learn to use the software required to create the illusion and then line up time to actually create the projects in the Maker Lab. Students will use tinkercad.com for 3D modeling, Easel by Inventables for any milling projects, Adobe Illustrator or Inkscape for laser cutters and Silhouette Studio for vinyl cutting. In the next month I will take a day per week to hammer out project ideas in small groups and hone in on logistical and cost requirements needed for each one. Jeff Solin said that we should shoot for February to actually create the projects since the labs will not be in high demand for his classes during those times. I will also need to reserve space in the art gallery to display our projects at the end of February as well.
I also want there to be a "perspective shift" in the social realm as well. This part I am still working on and will ask students for their feedback in that process. I have contacted several university professors who can speak to the class about their research and their experiences but I would also like to have some kind of an outreach experience or class trip that opens their minds to something new as well. Maybe we could volunteer somewhere in the community or collect presents or food for the holidays or something.
I will also need to pick a rubric to go with the project so students will know what is expected of them.
I also want there to be a "perspective shift" in the social realm as well. This part I am still working on and will ask students for their feedback in that process. I have contacted several university professors who can speak to the class about their research and their experiences but I would also like to have some kind of an outreach experience or class trip that opens their minds to something new as well. Maybe we could volunteer somewhere in the community or collect presents or food for the holidays or something.
I will also need to pick a rubric to go with the project so students will know what is expected of them.