Breakout EDU

It's a Revolution!

Students in Mrs. Valzania's grade 5 social studies were recently called upon to bring together the 13 colonies, sign the Declaration of Independence and prepare for war with the British.Working together in teams students rose to the challenge!  But did they have what it took to find and interpret clues to open the locked box and save the day?Be sure to ask your revolutionary how they fared!

Successful Revolutionaries

Technology Essential Questions:
Why is exploration an important part of learning?
How can an "escape room" experience motivate students and inspire active participation?How can an "escape room" experience inspire critical thinking, collaboration, communication & creativity?

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Time to Breakout!

Students in Grades 4 & 5 UseGrowth Mindset Skills to BREAKOUT

Several fourth and fifth grade classes recently experienced BreakoutEDU with their classmates.  The challenge was to use clues, critical thinking, common sense and collaboration to solve puzzles and open a variety of locks on the BreakoutEDU boxes.  The theme was "growth mindset" and this competition against the clock sure put these young minds to work!Do you think you could BREAKOUT?

Technology Essential Questions:
Why is exploration an important part of learning?
How can an "escape room" experience motivate students and inspire active participation?How can an "escape room" experience inspire critical thinking, collaboration, communication & creativity?

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Moon Phases

Over the MoonMrs. Bouffard's Grade 5 Scientists Study Moon Phases

Last week in Mrs. Bouffard's science classes students went on a lunar mission.  Their task was to understand and identify the phases of the moon and how the Sun, Earth, and Moon interact with each other.  
Students were given a choice board of activities to further demonstrate their knowledge and understanding of the subject.

Then it was time for take off!Students went on a Google Expedition to the Moon with Apollo 11, Apollo 17 and Space X.What a thrill!

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

Are there technological solutions or enhancements to supplement what is being taught?

Why are exploration and creation an important part of learning?

How can we give students voice and choice in their learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.1; 3-5.CAS.c.3; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.b.2; 3-5.CS.a.1; 3-5.CS.b.2

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Our Very Own Podcast

Spread the Word!Spofford Pond School Launches a Podcast!

Spofford Pond School's podcast, "The Great Polar Bearier Riff",  has officially gone public with its first episodes.  Over time we plan to add episodes from more classrooms and grade levels covering subjects and topics pertinent to our learning community.Currently we are airing five episodes from the student created, "Colonial Chatterbox".  Created and produced by students in Mrs. Valzania's social studies classes, each episodes delves into the 17th century lives of colonists as they establish their communities in the New World.

Here is their first episode:For more episodes, follow this link to find our podcast directly at Anchoror you can search for and listen to our podcast at:

Pocketcasts, Breaker, RadioPublic and more!

Podcasting Essential Questions:

How can we infuse classroom curriculum with technology that is easily accessible

and simple to use?

How can we use this technology to delve deeper into subject matter?

How does this technology strengthen research, writing and collaboration skills?

How does this technology strengthen speaking and listening skills?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
3-5.CAS.a.3: 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.CAS.c.5; 3-5.DTC.a.3; 3-5.DTC.b; 3-5.DTC.c.4; 3-5.DTC.c.5; 3-5.CS.a

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November Technology Updates

So far, November has been a busy month of technology integration in all grade levels.  Teachers and students use a wide variety of devices in dynamic ways to foster student engagement in all subjects.Here are a few highlights:The Polar VorTechs video club created videos exploring ways to be mindful when using technology: Students in grade 5 social studies classes, in conjunction with their studies of the thirteen colonies, started the initial process of creating a podcast about their learning (be sure to watch for more to come on this!):

Classes in grades 4 & 6 used Skype and Google Hangouts for a mystery challenge with a class in Calgary, Canada & to hear from Astronaut Terry Virts through a National Geographic Live Speaker session:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

 

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.c.4; 3-5.DTC.b; 3-5.CS.b.2; 3-5.CS.b.3; 3-5.CS.d.1; 6-8.CAS.a.4; 6-8.CAS.c.4; 6-8.DTC.a

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Professional Development

Professional Development Workshop was Anything but Scary!

On Wednesday, Oct. 31, 2018, teachers from both Boxford schools spent the afternoon learning new ways to create, invigorate and curate curriculum.
During part of the afternoon we reviewed the many apps and tech tools available to staff and students (see Doc below).  We even played a quick game of Kahoot to test teacher knowledge of the capabilities of such tools.  It was informative and fun!

Teacher Technology Training

Google Doc of Resources:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

Are there technological solutions or enhancements to supplement what is being taught?

How can we use this software to create original and innovative projects?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

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Global Read Aloud: One Book To Connect the World

Global Read Aloud Sparks Mystery Skyping & Hanging Out
Classrooms around Spofford Pond School have been busy with the Global Read Aloud.  Using apps like Skype and Google Hangouts to place video calls, students are connecting with classrooms across the U.S. and other countries to discuss their read aloud books.

Grade 4 Mystery Skype:  Guess Where Our Classroom Is

Grade 3 Meeting a GRA classroom to discuss "A Boy Called Bat"

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can technology help us participate in the global community?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.c.4; 3-5.DTC.b; 3-5.CS.b.2; 3-5.CS.b.3; 3-5.CS.d.1

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Grade 4 Hyperdoc Genius Hour

Students "Bee"-come Honey Bee Experts

Students in Ms. Davis's 4th grade class recently read The Hive Detectives:  Chronicle of a Honey Bee Catastrophe by Loree Griffin Burns.  They worked in groups to complete the supplementary hyperdoc, "Truth Bee Told".Hyperdoc:Boxford BeeKeeper, Marty Jessel, visited the classroom and brought in an observation hive (complete with a Queen Bee!), a bee suit, a smoker, lots of books and information to add to their study of honey bees.

Marty Jessel wows the crowd.

Finally, students will work in groups to collect, organize and share all of their information about honey bees.  Small groups will produce a digital project about the importance of the honey bee and its role in the world as a whole.  Some project proposals include Green Screen/iMovie infomercials, Book Creator comic books of information and Newscast simulations.

Technology Essential Questions:

Are there technological solutions or enhancements to supplement what is being taught?

How can we leverage technology to address the different needs, learning styles, interests and abilities of students?

How can we use this software to create original, innovative works and ideas?

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Grade 4 State Fair

4th Grade presents:

Spofford Pond School State Fair

Students in grade 4 have been studying the U.S. States over the past several weeks.  In a culminating project, they create a presentation including everything they have learned about their State.  Families, teachers and other students are invited to the State Fair to see their discoveries.This year, the State Fair also included this fun Midway Game:Using Flipgrid, each student left a video recording that included two truths and a lie about their State.  Fair participants were encouraged to leave a video reply, trying to guess which statement was the lie.In this scenario, everyone was a winner!
Flipgrids:passcode:  B0xf0rd*State Fair Fun:

Students also created a sing-along to Renald Francoeur's "Tour the States".Check it out:

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Genius Hour

Ms. Davis's Grade 4 Daily Genius Hour

Over the past two weeks, students in Ms. Davis's class have been given the opportunity to spend one hour each day to research any topic.  These topics could be something the students were passionate about or just wanted to learn more about.
Students were required to convince teachers and interns that their chosen topic was worth researching.  Students were also tasked with coming up with a "mile-deep" question to answer based on the topic.
Students completed research using the internet, conducting surveys with Google Forms, organizing and recording interviews, asking questions via Twitter, Live Chats and in Google Hangouts (these last few with teacher help of course!)
Some examples included:Ben & Jerry's Ice Cream:  "Why should I buy Ben & Jerry's brand?"Matchbox & Hot Wheels Toy Cars:  "Why are they still popular today?"Celebrities:  "What is the difference between being famous and going viral?"Smart Phones & Computers:  "How has technology changed the way we live?"
Final projects were presented in many forms including Google Slides presentations, a mock newscast, a replica newspaper, tri-fold presentations and even ice cream samples.

students researching and presenting

Introduction of a daily Genius Hour in the classroom is part of the personalization of learning:

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we implement a Genius Hour to help students create original, innovative works and ideas?

How can a Genius Hour address the different needs, learning styles, interests and abilities of students?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

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Team Building Escape Room Style

BreakoutEDU
Thanks to the PTO's Teacher Wishes Program!
Over the past week, students in Mrs. Valzania's Social Studies classes have been participating in their first round of Breakout EDU's.  The topic of this Breakout EDU was map skills.
Breakout EDU is the immersive learning games platform. With Breakout EDU kits, you can turn your classroom into an academically-focused escape room and facilitate games where players use teamwork and critical thinking to solve a series of challenging puzzlesin order to open the locked box.

The fastest breakout clocked in at just 21 minutes!Congratulations to Mrs. Magee's Homeroom Team Green:

Mrs. Magee's Homeroom Breaking Out!

Do you have what it takes to BREAKOUT?

Students left feedback about their experience on this Flipgrid:

Technology Essential Questions:Why is exploration an important part of learning?
How can an "escape room" experience motivate students and inspire active participation?How can an "escape room" experience inspire critical thinking, collaboration, communication & creativity?How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?
MA Common Core Standards:Content Standards Social Studies: K.4.1; K.4.3; 1.2.3; 2.2.1

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Snow Day!

Spofford Pond StudentsLive Snow Day Weather Reports

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How does this digital tool share student voices and ignite discussions?

How can we use this digital tool to create original, innovative works and ideas?

How does this digital tool address the different needs, learning styles, interests and abilities of students?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.DTC.b

6-8.CAS.a.3; 6-8.CAS.a.4; 6-8.CAS.a.5; 6-8.CAS.b.4; 6-8.CAS.b.6; 6-8.CAS.c; 6-8.DTC.b;

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Grade 5

Grade 5 ScienceGoogle Slides Collaboration with Mrs. O'Brien's and Mrs. Wiles-Stasko's Students

This week in science, 5th grade students worked collaboratively on a Google Slides presentation to answer the question, "How does the hydrosphere affect the geosphere?"Students were asked to contribute a slide to the class presentation that both showed and explained their answer.
To complete this project, students used technical skills like keyboarding, inserting text boxes, inserting copyright-free images, arranging objects, executing online research, and troubleshooting to solve technical problems.
Students also used future-ready skills like collaborating in real time, communicating ideas digitally, exchanging information digitally,  creating unique digital projects and demonstrating responsible use of technology.
Check out a few of their slides:

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can this technology be used to enhance this science project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.2; 3-5.CAS.a.3; 3-5.CAS.b.1-4; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c

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Grade 4

Renewable Energy Infographics in Ms. Davis'sGrade 4 Science Classes

4th Grade scientists in Ms. Davis's classes used Google Drawing to create infographics about renewable energy sources.
Some students worked collaboratively in small groups to create an infographic as a team.  Other students worked independently.  In both cases everyone used their understanding of renewable energy sources, their research skills and their technical skills to create these masterpieces:

Way to go 4th graders!

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.1; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c.2; 3-5.DTC.c.3

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World Read Aloud Day 2018

Celebrate World Read Aloud Day 2018 with Spofford Pond School!
Today is World Read Aloud Day.  In celebration, students in several classes used Flipgrid to read one of their favorite storybooks aloud.
Click on the links below to enter the class Flipgrid.  Then click on the videos in the grid in order to hear the story.
We hope you enjoy our read alouds!
I Wanna Iguana by Karen Kaufman Orloff, as read by Mrs. Cronin's 3rd Grade

The Other Side by Jacqueline Woodson, as read by Ms. Davis's 4th Grade

Bully by Patricia Polacco, as read by Mrs. Medugno's 5th Grade

The Three Questions by Jon Muth, as read by 6th Grader Caroline Valzania

World Read Aloud 2018 has given us a case of #FlipgridFever!

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Collaborative Relationships

Daily Collaboration at Spofford Pond School

I can walk into any classroom at Spofford Pond School, at any time, and see students working together.  I also often see students working with teachers.  These collaborations are always in real time, either in the physical world or the digital one.  The G-Suite allows many opportunities for digital collaboration.  Sometimes these collaborations are synchronous.  For instance, when students are working on Google Slides presentation together.  Other times they are asynchronous.  For example, a student can turn in a Google Doc project, a teacher can offer comments and suggestions with in the document for editing, the student can revise it and turn it back in.  It is fantastic to see collaboration happening in every classroom!This week however I witnessed yet another kind of collaboration:  teachers working with teachers.  I know this happens all the time as teachers team teach with other colleagues and professionals in the building.  But this week I saw teachers across grade levels sharing knowledge in a Google Community, through Twitter, in the Google Classroom and in real time using the G-Suite.  I know collaboration is not new to Spofford and I am sure the things I saw this week have happened here many times before. However, coming off of a week that began with a Professional Development day that emphasized the importance of relationships, it was so great to walk the halls and witness the wonderful relationships of Spofford staff in practice.I am glad to work with these professional teachers who come to school everyday and give their best.  To me, they are all "TOP THIRD"!

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Teacher Workshop

Hyperdocs Tech Talk with Boxford Teachers

One of the many perks of my job is getting to work with classroom teachers on new ways to integrate technology into their classroom and their curriculum.  At a recent after school Tech Talk, I introduced Hyperdocs to classroom teachers.

We discussed how hyperdocs can transform lessons with a zap of technology, creativity and new ideas.  (For additional information regarding hyperdocs, read this article.).  We learned about hyperdocs and how to design, create, adapt and share them.

We also spent time brainstorming and creating the beginning stage of our very own hyperdocs.  Needless to say we got a lot done in a short amount of time.

So happy to work with a terrific group of lifelong learners and innovative teachers!

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

Are there technological solutions or enhancements to supplement what is being taught?

How can a hyperdoc encourage student-centered learning?

Why are exploration and creation an important part of learning?

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Thanksgiving Fun

Students at Spofford have had opportunities to use our technology for some fun Thanksgiving activities this week.

Students received a Google Slides assignment through Google Classroom where they watched a video reading of Turkey Trouble by Wendi Slivano.  Next, they used Google Slides to disguise a turkey and write their own story.

Here they are in action:

Click here to watch and hear the story.

Here is a sample from a student's slide presentation:

Students in Mrs. Cronin's class collaborated on illustrating and recording the poem "The Turkey Shot Out of the Oven" by Jack Prelutsky.  They combined their Explain Everything projects into iMovie to create the following:

Technology Essential Questions:

How can we use this software to create original, innovative works?

How can we use this software to address the different needs, learning styles,

interests and abilities of students?

Are there technological solutions or enhancements to supplement what is being taught?

Why are exploration and creation an important part of learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework

3-5.DTC.a; 3-5.DTC.b

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Technology Integration

Hyperdocs and Grade 4:  The Beginning of a Beautiful Friendship

This week students in Ms. Davis' 4th grade class had their first lesson in using a Hyperdoc to complete various activities for their monthly reading selection.  Ms. Davis was excited to transform her lesson with technology and the students were excited and engaged when completing the tasks.  I can tell there will be more Hyperdocs in their future!

What is a Hyperdoc?

 A hyperdoc is a Google Doc or Slides with interactive links that connect to classroom content, expand material, and inspire students to create, collaborate and communicate.  They are engaging multimedia lessons that allow students to build background knowledge, explore subjects, flip their learning, use collaborative online tools or create independent digital projects.

(resource:  Hyperdocs)

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How can we use this software to address the different needs, learning styles, interests and abilities of students?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework

3-5.CAS.b.1-3; 3-5.DTC.a; 3-5.DTC.b

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