Why Kinect?

Earlier this week I attended a presentation by the Colorado Department of Education supporting the transition to the new Colorado Academic Standards. The presenters outlined working toward "deep change" in education as we gradually achieve transformation, changing teaching and learning. The transformation will require new ways of thinking and acting. I was particularly interested in the definition given for mastery. To truly achieve mastery, students must be able to apply and transfer knowledge to new and different situations. Those are lofty and worthwhile goals for the state and I hope to teach long enough to see that transformation take place for our children. In the meantime I am exploring new ways for young children, in the first and second grade, to build knowledge and demonstrate mastery. One extremely engaging tool I am trying is Xbox 360 Kinect. At first glance it may appear that using the system in a classroom is simply playing games, but if you observe young children closely when playing, it becomes quickly apparent that the games often require children to think critically and use problem solving skills. Gaining mastery over their motor skills while making decisions and following directions is a complicated task for six and seven year olds. The games provide many excellent situations for the application and transfer of knowledge. Check out the lesson ideas at Kinect in Education for ideas and watch for many more activities to be posted soon. Simply learning and feeding back information will not be enough in the years ahead. Students will need to make connections and demonstrate the ability to apply what they learn in the real world. Little kids can venture into virtual worlds easily through the use of Kinect games providing delightful and safe environments to try out their learning and growing thinking skills. Even better, the games allow the children to experience collaboration as they work together to play the games and achieve success. Our world is changing at a rapid pace and keeping up with that change in a classroom is challenging. Kinect is an affordable and easily used tool to transform the learning experiences of children. Why Kinect? Why not?

How time changes everything...

Imagine being a teacher sitting at a table with five other passionate educators from around the globe that you have just met, some of whom do not speak English, and being given the task of developing a learning project for students about the global issue of water. That is an opportunity for collaboration and knowledge building at its best and exactly the situation I found myself in over the past week.
Two years ago I began this blog to reflect on the use of changing technology in the classroom. I was "sorting it all out" and looking for direction. Today as I reflect on the experiences of attending the Microsoft Partners In Learning Global Forum in Washington, DC, I realize that I have moved in a new direction entirely. Technology has found its place in my teaching, not as the focus and purpose for lessons, but as the tool set that enables learning not otherwise available to my students. My new focus is the need to provide my students with rich opportunities to build knowledge from student directed, globally connected, meaningful learning activities. Without technology, that would be nearly impossible, but at the center of such learning there will always be people.

Living in a rural area far from a big city, there are few chances for my students to meet face to face with people from other regions of the globe. Although they will likely never meet the educators I planned with last week, they will definitely meet their students online as they share learning that I cannot alone provide. I found myself in situations this week that opened my eyes to the power of allowing students to build knowledge from experiences and reflection rather than lecture and feedback of facts.

Yesterday I had a chance to reflect on the powerful information I had gathered in eventful days at the forum. I had a few hours to fill before my flight and could have gone to Arlington Cemetery to observe the Veteran's Day Ceremony, but instead I chose to walk across the National Mall to the Smithsonian National Museum of the American Indian. It was in that museum that all the pieces began to fall into place for me. As I listened to the peaceful flute

music playing in the exhibits and read the beautiful thought provoking quotes in the displays I suddenly found meaning in all that was pounding in my head.

The topic of water was intensely important to all of the people I was working with. We revealed vast differences, not in the way water is used by each of us in our regions of the earth, but in how it is obtained. The teachers from Brazil told of water from the Amazon River and an abundance of rain. In Taiwan we learned of rainwater collection. Our friend from Saudi Arabia told of great factories desalinating water from the sea as there are no rivers and little rain. In India we learned of a shortage of freshwater for drinking. I, of course, told of water from our river that we often take for granted. We heard about the growing concern for water shortages that may lead to war as a lack of clean water becomes life threatening.

It was on the flight home that I began to make sense of all that I heard and learned from my new friends. I was looking out the window at the darkness and lights dotting the land of my country below when I recalled the daytime visions from my flight to the forum days earlier. It had been one of those beautifully clear days with few clouds. For several hours I flew over land that looked like a patchwork quilt. Each block of the quilt belongs to someone. I thought of the land so long ago that was inhabited by our native people. Their words of honor, respect, and gratitude to the earth came back to me. It is my sense that long ago they did not think of owning the land, but rather considered themselves to be part of nature and understood their place in the great balance that kept them alive, providing for their needs as they shared with all living creatures. The earth today is visibly divided. Every inch belongs to someone. We have claimed our places and built our fences to protect what belongs to us. Our needs are no longer met by nature around us, but by goods and services that are brought to us from far away places. Rather than sharing the responsibility and recognizing the needs of all, it would seem to me that we are more concerned with making sure that we protect our property and that we get what we need from others. We have lost the reality of being part of nature and protecting the delicate balance. We have become so wrapped up in maintaining our fences that we lose sight of our responsibility to all the people and creatures of this great planet. Meeting them in person, however, made me realize that we all have the same hopes and dreams. I made friends that I am certain I will have for the rest of my life. I am missing them today. I listened to teachers from Europe tell of change in their nations as people from other regions are immigrating to make new homes in their countries. They talked of losing the sense of nation that once existed as they become more diverse in populations. We can all be friends and should be. We can share the land and resources once again.

Time has changed the earth, time has changed my understanding and teaching, and time will hopefully change our world for the better as we become a global nation of friends.

I have twenty small children in my classroom that deserve a chance to learn in the way I did this week. I could go back to class and simply tell them what I learned, but few would actually internalize and find meaning in that. I will instead use technology to connect them to children in faraway places so that they might also find friendship, respect, and understanding. I will pose questions to them and allow them time to find their own answers and build knowledge that will undoubtedly stick with them for life. I am so excited to begin the project planned with my new friends from around the world and I can't wait to share that excitement with my kids! We will truly become partners in learning!

Kinect Reflections After 30 Days

Tomorrow will be our 30th day of school. My first graders are engaged in learning and growing. One of the highlights so far has been the inclusion of Xbox 360 Kinect games in our lessons. The children loved that from the minute they saw it, but, for me, it has been a learning process for the teacher. Using new technology tools in the classroom involves extra time and thought during implementation. The payoffs, however, can be quite rewarding. That has been the case with using Kinect.

Equipped with the TV, Xbox360, Kinect sensor, and a wide selection of games, I began the year with many ideas and expectations for inspiring learning in my students. Two obstacles presented themselves right away. The first was, and always is in the classroom, time. The second was how to manage 21 students and one gaming system. Loving a challenge, I jumped in and began to experiment.

The time issue dissolved as I moved past the need to use the games just because they were there. When any technology tool becomes a natural part of the learning process (no different than using a pencil and paper), it becomes powerful and incorporated where it will do the most good. Rather than planning times for Kinect, I am now considering the wide variety of possibilities (check out the growing list of ideas from Kinect in Education) to enhance our lessons. As with all learning tools, you start with the learning objective, then select the methods, tools, and materials that best achieve the desired results. Used in that way, Xbox 360 Kinect, or any video gaming system can become a part of learning without creating a time problem.

Management is another common issue in the classroom. Engagement has never been a problem as my students are mesmerized by the Kinect games. I could tell right away that if I could direct their enthusiasm, we were sitting on a gold mine of learning possibilities. The difficulty was that only one student could actually "play" the game at a time. The other students were cheering and enjoying the process, but there was not enough active learning participation to suit me. The game Body and Brain Connections helped me solve the problem. That particular game is full of activities that reinforce math concepts I teach. We are working on addition to 10 and learning a variety of ways to make each number. One game is called Perfect Tens (facts for 10 are an important skill to master). The player has to use his or her hands to mark two numbers with a sum of 10 before the timer runs out. We discovered that the Kinect sensor focuses in on a narrow enough area, that while one student was actually controlling the game, all the other students could participate from behind and beside the player. The results were delightful and obviously productive:

I added to the lesson, recording sheets for each child to keep track of his or her score. The children can see their own growth and are motivated to improve their score as in any video game setting. They are learning the facts for 10 more quickly than I could have imagined and they think they are playing!! (The scores will soon become another lesson as we use arrow cards to learn about place value and how to read big numbers.)

Of course, learning the facts for 10 is just one of the many skills we will inspire with our gaming system. The possibilities are endless. Patience is the key. Rather than forcing the games into lessons, I will find the natural applications as they arise. Group participation is the next key as managing the use of the tool becomes no different than passing out paper for spelling practice.

The final advantage and payoff for using Kinect in the classroom is the addition of activity to stimulate both the body and the brain! The first brain rule (Brain Rules by John Medina) is that exercise boosts brain power. Children naturally want to move so why not channel that movement into the learning process! Everyone wins!

After just 30 days of learning with Xbox 360 Kinect, I am convinced that it holds tremendous potential for education. A little time spent working out the bugs and exploring the possibilities will reap great benefits for children!

Making Kinect-tions in the Classroom

I awoke to the most marvelous message on Facebook this morning. Two of my friends, one in Beirut, Lebanon, and the other in Kandy, Sri Lanka, (it is actually incredible that I even have friends in those faraway places) had connected as a result of a project I had invited each of them to join. Friendships are formed so easily and quickly thanks to social networking. The world is an amazingly different place than it was when I was a child, and I am determined to make sure my classroom is an amazingly different place than the classroom of my childhood.

A new addition to the tools in my first grade room this year is an Xbox 360 Kinect gaming system. That, in and of itself, is pretty remarkable as I would have argued not too long ago that kids spend way too much time playing video games and that they have no place in education. An open mind, however, and exploring shared links on Twitter, have resulted in a complete "360" degree change in my thinking. I can't wait to put the ideas to the test with my young students.

The first game we will use is called Kinectimals. The delightful virtual pet game will undoubtedly be engaging for children, but it can be so much more than that when incorporated into a classroom. We will use the game as a basis for exploring a wide variety of Colorado State Standards for first grade. The characters in the game include various feline cubs such as lions, tigers, leopards, and panthers. Those cubs will be the basis for first grade research and reasoning as the students use a variety of resources to locate information about each type of cat. As they research, they will explore first grade science standards including learning that offspring have characteristics that are similar to their parents' and that living things have physical characteristics to help them survive. Locating the geographical homes of each cub will be an engaging way to satisfy the social studies standard exploring maps and globes as they represent places. The game itself will present a number of opportunities for the kids to write as they describe the cubs and write about the experience. Deeper connections can be made if we explore the type of cat that would be included in the game for our geographical home and create new elements for the game based on their discoveries. Students can compare and contrast the habitats of the cubs in the game to the habitat of our local wild cats. Mathematics skills are easily reinforced using the game. First graders learn about the whole number system and place value relationships to 100 as well as how to solve addition and subtraction problems. The game offers frequent opportunities for students to play games that result in scores. The scores can be compared and graphed. While watching one student play, the rest of the class can reinforce the counting back strategy of subtraction while they count along with the countdown timer! The "kinect-tions" are endless and I am certain the engagement will be high.

I am just beginning my own learning in this area and I'm so excited to see where this takes the children in the coming year. There are many resources online to explore the possibilities. Check out this one: KinectEDucation. Of course, there are many ways to teach, but connecting the standards with physical movement and highly engaging fun seems to me to be a kinect-tion for made for success!

The Most Important Thing...

It is now just one week before school starts for the 2011-2012 school year and there is so much to do. A room to decorate, lessons to prepare, changes to implement, collaborations in which to engage, new technologies to try, and the names and faces of new little people to learn. All of this comes at the end of a summer filled with not only relaxing and spending time with family, but also of learning and preparing for teaching. I find as I go through life that often timing is everything, and once again that has happened in my life. Two summer experiences have overlapped this week that will influence my teaching in the coming days. The first is reading Brain Rules, by John Medina. The second is creating a Facebook group for people who grew up in the same small town where I spent my childhood. As my friends and I are all in our 50's and 60's it is interesting to read the memories that our brains recall from those long ago days in that small community. The first recollections posted were all about school. The best and the worst were on the list. Teachers and classroom experiences recalled were all so strikingly similar. That in itself is not so unusual as we all had the same teachers and spent so many years together in classrooms, but out of all those years only certain memories remain for all of us. The common thread to all the memories is emotion.

Beginning a new school year with a classroom full of small children is such a tremendous responsibility. My reading and active recollection of memories from my own childhood and those of my childhood friends just reinforce the importance of taking time in my preparation to realize that each child who enters my room will be an individual person worthy of the best experiences I can provide. Each individual child is the light of someone's life. They all deserve to be treated as such. No two are alike and no two have exactly the same needs. They all learn in different ways and at different rates, but each will grow to be an adult with memories of school. Will I create memories that will last for decades? Our world is changing at a rapid rate as technology evolves to change how we do things, but the needs of people remain the same.

So as I prepare to do my best in presenting curriculum, assessments, and classroom management, incorporating new 21st century methods and technologies, I will slow down and take time to reflect about each child and remember to keep those young lives at the top of the list in priority. They deserve the best and we will, hopefully, build memories to last a lifetime.

The wrong lesson learned the hard way...

A month ago, my class began the most wonderful lesson. We put special bands on 12 trees in our school arboretum to measure tree growth over the next few years. Children in schools all around the world are participating. The project is part of a world-wide program sponsored by Shout Learning and the Smithsonian Institute, to measure the effects of climate change on tree growth around the world. We had to wait a month from the banding to take the first measurement to send to the Smithsonian. A wonderful employee of the BLM helped us identify the trees and is returning tomorrow to teach the students more about each tree as they use the special tool sent by Shout to take the initial reading. What a marvelous opportunity... or so it seemed.

I returned to the arboretum today to take a few photos and make sure everything was ready to go smoothly for our lesson only to discover that most of the tree bands had been removed. Many were destroyed and found in pieces. Some were missing altogether. The arboretum is a fenced area attached to our playground. It is locked from the school side and has a gate on the other side that leads into the yard of a senior housing complex. One of the residents of the complex was walking this morning when I made my sad discovery. She said they frequently watch older kids in the arboretum breaking branches and destroying projects placed there by scout troops and students. They have called the police, but no has ever been caught.

Several years ago, my class participated in a project to place informational signs on a nature trail in a local park. The night before the kids were to take a field trip to enjoy their finished work, we took the signs to the trail. By morning, one was missing, one was in the river, and many others were smashed and broken. I swore never to try another project like that one again.

I am saddened, angry, and disappointed. My students will be devastated. We will still have our tree lesson, but instead of taking measurements with our dendrometer, we will talk about vandalism and respect. A sad day...

Why I Teach...

Today I read the story Miss Rumphius by Barbara Cooney to my second graders. The beautiful story encourages readers to find a way to make the world more beautiful. Miss Rumphius does so by planting lupines everywhere. As we finished the story, I told my students that I hope each of them will find a way in their own life to make the world more beautiful. "We've already started, Mrs. Arnett," stated one of my children. I asked what he meant. "We are helping the orangutans and helping make less trash in the lunchroom. All of our projects this year..." His comment gave me the shivers and I felt a lump in my throat as another child said, "You planted the seed."
I could have scooped them all up and hugged them at that moment. This is why I teach...