"Frustration"

"Frustration" is the subject line in my inbox.  The email from my student has only this screenshot:

Frustration was definitely the right sentiment.  Monday, we were in the computer lab to set up everyone's blog and all but a couple students kept getting this message.  Trying with different browsers yielded the same result.  Even students who used their phones had the same result.

Unfortunately that meant setting up the blog had to be homework, and everyone had to kind of improvise a little bit.  Thankfully we had the great handout from 20timeineducation.com, and most people just worked on this to brainstorm what they wanted their blog to look like.

After following up on the invalid message.  It appears to be something that happens a lot when multiple blogs are being set up within a short amount of time from the same IP address. Since we were all using the same one (even those on their phones via wifi), Google perceived it as multiple requests from the same computer and treated it as though we were some auto-bot and blocked us all.  It doesn't sound like there's much that can be done about it from our end.  So, next year I'll require that part for homework I guess and we'll spend class time tweaking the settings and starting the first blog post. The take home message: if you're going to set up blogs with blogger, you likely won't be able to have the whole class set it up at the same time at school.


Permission for blogging
Monday I also passed out a permission slip for parents and guardians to sign regarding creation of,  and posting on, blogs online for all to access.  I know that some educators choose to keep blogs restricted, especially for elementary aged children.  Blog services, like Kid Blog, give teachers a lot of great control over privacy settings.  But I feel since I teach juniors and seniors, they're close enough to adulthood that the training wheels can come off.  We've gone over digital citizenship earlier this year, and again with the permission slip, and they generally have a good handle on what it means to be posting online.

Here's the permission slip that I used, which was modified from one I found on Joy Kirr's plethora of resources on Genius Hour.  I'm so thankful for all the great resources out there from teachers trying this already.  It's nice to build on what's been vetted already and tailor to my needs.

Where we are now, and where we're going: 
Most all students have set up the blogs by now.  Here's the handout I gave them (again, manipulating one I found from another 20 Time teacher).  Now they're expected to make their first post, which they requested will be due the Tuesday night following our 20 Time day.  I plan to make blog posts due every other week, and have them comment on 3 of each others' post in the weeks between.  I'm excited to see their first posts next week.  I'll be sharing their links as they begin posting!

Shark Tank Update

An Update
Thursday's Shark Tank was a big success.  I was really impressed with the ideas and vision that they're creating.  Many students clearly have a passion that is feeding their ideas and many showed some real excitement when proposing their ideas.

I invited a colleague one period and my administrator (who was actually formally observing me at the same time) the other period.  Both gave great feedback to the students that, coupled with student feedback, I think really gave students some good ideas moving forward.

I had initially hoped to have a larger class discussion after the presentations, and then have students write some reflections on the process for me to read over the break, but we ran out of time.  Questions and conversations that followed each pitch ate up a lot of time, so we didn't have the time for the class discussion that I had hoped we would have.

Next Year
In the future I think I would actually split the class in half, and have them pitch to smaller groups and have someone record each pitch.  This would allow us to get through all of them faster, and have time for a class discussion after.  I would then have them post those video pitches into our LMS, Canvas, and create an online discussion on the videos.  Then that night for homework I'd have each student watch and make comments on a couple pitches that they didn't watch in class.  This would give additional feedback to each student, and make for more refined ideas.

Student Proposed Topics
Below is my rough description of the different topics proposed Thursday.  These will certainly evolve over time, and I'll maybe showcase these these periodically the next few months.  I've highlighted in blue, the ones that are science related.  

• Volunteering in a retirement home and creating an oral history of those who live there.
• Creating a fitness plan to test the benefits of low, moderate, and high intensity workouts.
• Designing a lighter high top basketball shoe.  
• Creating a documentary about distracted driving.
• Raising awareness of organ donation and promoting a way of increasing the number of donors.
• Comparing and contrasting different approaches to autism therapy and raising awareness and money for treatment.
• Creating a choice novel centered on emotional intelligence and brain science.
• Getting solar power established at SHS.
• Creating a visual portfolio of styles through the 20th century
• Creating a human body board game (like Clue) where players have to determine the system, and disease, afflicting a patient.
• Writing a business plan.
• Creating, preparing, and discussing the nutritional benefits of various meals and then creating a cookbook based on their blog.
• Creating a removable device that will address damage to clothes caused by autistic kids who chew on their clothing.
• Designing a method for increasing bone density.
• Creating a plan to help those who are diagnosed as pre-diabetic with changes in diet and lifestyle.
• Create an app that helps people choose where they should travel based on various criteria.
• Creating a targeted meal plan for sport specific athletes.
• Creating a light that utilizes salt water.
• Designing a genetically modified algae to help produce oxygen.
• Creating an app for cancer patients to help manage schedules, medications, and biometrics as well as create a social network for those with similar conditions.
• Studying and understanding online behavior when given anonymity compared to real identity.
• Creating video series highlighting pillars of health and how to promote a healthy lifestyle.
• Create a book on California native plants that highlight natural history, potential health benefits, and how to use them in home landscaping.

Reflection and Thoughts Moving Forward

As I had anticipated in my start with why post, those with an interest in science would pick related topics.  More than half are science based, or build off specific topics we discussed last semester.  Our unit on health that covered the effects of nutrition, sleep, exercise, stress, and social interactions on our bodies had a pretty large impact on the class and you can see that several are now applying what they learned in various and creative ways.

There's certainly some topics that I have some real questions about feasibility, or that they've taken on too big of an undertaking.  Some might be too technical or too time consuming to have an actual product or solution at the end, but I think it's important to let students set their own goals and discover for themselves through their research and planning if they've bitten off more than they can chew.  This is the way life is, and appropriate goal setting is a skill that needs to be developed.  

What's really important here is the process, not the product.

We're on vacation for this next week. When we return, we will begin the blogging process and students will begin their projects.  

Shark Tank

New ideas pass through three periods:
• It can't be done.
• It probably can be done, but it's not worth doing.
• I knew it was a good idea all along !

-(Arthur C. Clarke, British Science Fiction Author & Futurist)

We're making the transition this week from idea to plan.  Monday is the last class time for students to refine their ideas for the project before pitching it to the class.  I'm excited for this next step.  I know students are putting serious thought into their project ideas. I've seen students in the library outside of class time collaborating with peers and researching.  

• Describe the purpose of their project.

• What they will be doing?

• What they will need to learn along the way?

• What obstacles they anticipate experiencing?

• Questions they have for their audience.  

Since introducing the project, I’ve helped them develop their ideas, but I’ve also given them space and autonomy to explore it on their own. The next step is their “Shark Tank” (borrowed from the popular show), where they will need to pitch their idea to the class.  Here's what they need to do:

Much like the “sharks” on Shark Tank ask questions to get at the root of the businesses, and help direct the business owners in the right direction, I’m trying to create a collaborative (and hopefully less intimidating) environment where the class can help each other refine their ideas and help resolve any issues they might have.  In some cases, as in the TV show, they may find their project will be too difficult, and may need to be reworked entirely.  Hopefully this will not be the case, and they will have a solid idea already. 

The basic format will have students come up to the front of the room, give their pitch in ~5 minutes, and then the class will ask questions and give feedback for an additional few more minutes, or as much time as is needed.  I will also be scoring them according to a rubric, which is based on the Common Core State Standards (see below).  

20 Time Shark Tank Rubric

Name:

Requirement	Score (0= absent, 10= excellent)
Student comes prepared, having read and researched material under study; explicitly draws on that preparation by referring to evidence from their research on the topic.
Has set clear purpose and goals for project.
Identifies what additional information or research is required to deepen the investigation or complete the task.
Responds thoughtfully to diverse perspectives of the class during Q&A.
Total

Once all pitches have been made, we will open the activity to a broader class discussion and reflection.  I will also have them write down a brief reflection on the experience and ask them to tell me about their next steps, given what they learned today.

After this phase of the project, the plan is for them to go home over the break thinking about their project, and when they come back from the break, begin moving forward on their plan.  At that point we will also begin the blog phase of the project.

Stay tuned for updates on Thursday's Shark Tank!

Common Core Standards tied with this lesson alone:

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.