I was recently introduced to the joys of Poll Everywhere. It was used in a presentation by Matt Brash, a technology consultant from the Ottawa Catholic Schools as a tool to engage learners in any setting. Naturally, as I started to investigate, I got more excited about the possibilities.
Essentially, it enables the user to solicit information from a crowd without specialized tools or counting hands for “yays”/”nays.” Audience members can text their ideas to a free number or use the online platform to fill out forms online.
Once you set up your polls (and you can do this anonymously & without signing up) you can present them on a projected screen (or not!). If you’re using Powerpoint for your presentation, PollEverywhere will even provide downloadable slides of each question or “Poll.”
Students use their PEDs during Draft Day to maximize their picks.
My Grade 12 students tend to zone out in early May with their case of “Senior-itis.” Once conversations of Prom and post-secondary acceptances begin, it becomes more challenging to motivate. Earlier in the spring, I came across a link to Eric Nelson’s Fantasy Geopolitics (Kickstarter campaign). This would be my solution to May disengagement.
Fantasy Geopolitics is essentially mimics a sports fantasy draft. Instead of players, students draft countries which then earn them points depending on how many times the country is mentioned in the New York Times. Nelson’s online app for Fantasy Geopolitics automates the draft, scoring and links to the NYT. It’s a management tool to make this sort of activity very easy. His newest verison also makes links to the UN Millennium Development Goals.
Nelson says,
We’re not just trying to gamify learning. We’re going after the “learnification” of gaming. We encourage students and teachers to get curious about the world in which they live and then become fans of global competence, all the while playing, reading, and learning!
Three days before our Draft Day, I introduced my HSB4U Challenge and Change students to the program. In teams of two, they went off to research what countries might provide them the greatest end score. We would be playing for 3 weeks and students could swap their picks later if they wanted using the FG App.
Draft day was intense. Students were forced to make last minute decisions when their top picks were selected by others. We ate potato chips. We chirped each other’s choices. It was a hoot. It also only took about 40 minutes.
The “Scores” tab in the Fantasy Geopolitics App
As the game progressed, students got down to business and used the “Scores” tab to help predict “up and coming” countries.
I planned to award prizes for 1st, 2nd, 5th and second last. That way, even the students who ended up with the countries least interesting to Western eyes, could still be engaged. (I also found this helpful to lead a discussion about why countries like Malawi or Laos rarely make North American news).
screen shot of game play.
Each subsequent class, we’d analyze who was winning, which countries had gained points over the last 24 hours and why. Students realized France was more than its Cannes Film Festival (while we played, the country was making headlines for a shift away from its a role in the European Union and for problems between citizens and refugees).
Students came to class with stories about the countries they had selected. Others were excited about a potential point coup because they had traded Vietnam for Thailand – “Ms! They just issued Martial Law! It’s gonna get crazy!” Each new idea was a great win for global awareness and global connections.
2014 ChaCha Fantasy Geopolitics Winners
Other lessons started with “Africa is not a Country” themes. We would conclude with Countries of Africa (or other continents) on the smartboard.
We discussed what limitations the New York Times had in teaching us about world issues. We sought out alternative news sources like Al Jazeera and New Internationalist, and discussed the differences between coverage of events in the BBC and CBC.
After 3 weeks and Post-Prom, we had our winners. Nelson had been following our game on Twitter and sent us t-shirts for our winners.
Short surveys indicated my students really enjoyed the game. Eighty percent said they spent more time reading about international issues. Sixty percent said thought more about global issues and media coverage. All students said it helped them stay interested in the course over an otherwise challenging period.
I would use this program with grade 7 – 12. It’s got clear links to the 2013 Geography- History- Civics curriculum. Strand A2 focuses on Transferable Skills developed through investigations. The grade 9 Geography program asks studetns to analyse selected national and global population issues and their implications for Canada as part of Strand D. I would also use it in Civics to “assess ways in which people express their perspectives on issues of civic importance (C2).”
One of the suggestions I got from a student was that each person choose the rank he/she would want to meet. For Example, Nic and Matt want to end up 6th. Jill & Carrie want to end up in 4th position rather than all students aiming for 1st. That way, they would have to be more strategic to select more media-heavey countries or those less in the spotlight. This helps to reduce disengagement when one country seems to have a lot more points than anyone else.
What might you do or try with this program? Let me know in the comments or drop Eric Nelson a line!
Nelson and his team are seeking small donations to keep the site up and running. This allows you to commission as many leagues as you want for a year. It’s worth it. Pay the guy.
It’s true. Sure, just like everything else touched by humanity, the internet has awesome places and very, very dark places. Here are my picks for the best places for personal or educational growth.
I can’t get enough of this fantastic podcast. When I first started listening, my knowledge of economics was shakey at best. After listening for 4 years, I can understand conversations about quantitative easing, discuss the global impact of cotton subsidies and can identify the “new” ways to hit the top of the pop music charts. The bite-size 20 minute segments twice a week make listening manageable.
This year I asked my grade 12 Challenge and Change students to use analyze an episode and apply a socio-/psycho-/anthro- logical lens. They ate it up like candy. Many have become obsessive listeners. (assignment here: Plant Money podcast analysis.)
This show from NPR is representative of all that is good in public radio. Clever reporting, heartbreaking and heartwarming storytelling and the delightful charm of Ira Glass makes this the best hour on radio ever week. Don’t let the name of this show turn you off, Canadians. These stories are stories of humanity, not just Americans.
bonus: sometimes they have David Sedaris read his stories. *squee!*
The Story Globe is an awesome resource for a geographer like myself. I use it for my Challenge and Change class.
Here are two of my favourite episodes.
#1: Nummi (Episode 403) – if someone had said, “Here’s a really great podcast about a car manufacturing plant, it’s awesome!” I would have laughed in their face. I believe I did (sorry, @gduncanclark). This episode is a testament to the outstanding journalism and storytelling I’ve come to know and love with This American Life. It is a fascinating (and awesome) episode.
I can’t say enough about my favourite website, Sociological Images. This site is curated by Lisa Wade, a professor at Occidental College in Los Angeles. Numerous other academics contribute to the ever-growing bank of social scientific reflections on the world around us.
#4: Heightism Most of us know about racism, ageism and sexism. @SocImages does a fantastic series of posts about Heightism – when people are judged as a result of their height.
Youtube for Learning
My favourite channels:
1) Crash Course: The Brothers Green have outdone themselves with this fantastic series of videos covering World History, world religions, American History, Science, Psychology and Literature.
2) PBS Idea Channel Check out “Bronies Redefining masculinity” and “There’s no Such thing as offline”
I didn’t know I like astronomy. I have @Failedprotostar to remind me daily that space is cool.
Love Ottawa? Love Local History? Love Art? Love local Ottawa artist and amateur historian, Andrew King.
Education:
Russell Tarr @russelltarr – This British Ex-Pat in Toulouse, France exemplifies the marriage of History and Technology in the classroom. He loves “sharing creative ideas on Twitter & offending Mr. Gove [British British Conservative Party politician, the Secretary of State for Education].” He can also be found on Tweets as @activehistory and @classtools.
Megan Valois, @msvalois, is a local Ottawa teacher extraordinaire. She considers herself a “21st century teacher/learner.” Check out her Twitter feed or her website at meganvalois.com for great ideas for History and English as well as differentiated instruction, assessment for learning & #edtech!
The Good Doctors:
I’m pretty lucky to know some very intelligent people who have the degrees (and peer reviewed journals) to prove it! Beyond their talents in their respective fields, these Drs are also fascinating and humourous folk. Check out @thejennye (Canadian History, Women and Sport), @postWarHist (Canadian Cold War Military History) and @mittenstrings (Canadian Literature) for musings and links to amazing places and discussion about historical and contemporary issues.
I’m always looking for new and interesting ways to display things in my classroom. I was inspired by the following image (from @adambellow). This lead me to think about infographics and the online tool, Piktochart.
Piktochart allows creators to visualize data through the use of colour, symbols and graphs.
Infographics allow the viewer to “experience” the information on a variety of levels. In our 21st century world, we are accustomed to receiving information in small bytes. Infographics allow us to absorb information in this manner.
There are a lot of applications for our students to use this type of tools. I’m hoping to have students use something similar for a Challenge and Change analysis of demographics. It would make a great option to display results for a stats class or geography.
Once students have researched statistical information on a particular subject, they can then determine an attractive way to display it. This will touch on their ability to understand numbers and data as well as to choose essential information over additional.
The Learning Blog from the New York Times has some cool ideas.
Here are a few games you can use in your classroom. I believe all can be adapted and modified to fit many elements of the history, civics or social science curriculums.
10 Out
Object: be the last person in the game.
Sit on the desk. – on desk = in the game, in chair = out of the game.
Count numerically from 1 – 10.
Each player says up to 3 numbers sequentially. (ex, 1 or 1-2, or 1-2-3…)
move around the group in the same order.
you are trying to force others to say 10. If they do, they sit back in their chair and lose.
Start again at 1
repeat until you only have one person on their desk. They are the winner
The Tower
Have students work together to build a tower from paper.
Create a set of cards with “communist” vs. “non-communist” McCarthy-like assumptions. Students have to categorize who is arrest and who is not.
Create a set of cards with qualities possessed by different immigrant families or individuals. Students then determine who can come to Canada and who cannot. This may be done for immigration policies for 1900 as well as current practice. Perhaps students can determine the best criteria.
Here’s a similar game where students have to determine what items should be taken from a crash site.
Scategories
Instructions for this game can be found on one of my older posts.
The Ball Toss
Object: Say 5 topics within a given category before the other players pass an object around the room
Students sit in a circle.
One student is “it.”
The Game Master selects a category in which “it” must list 5 terms. He/she must do this before the rest of the class passes the ball around the circle.
“It” wins if she/he lists their words quickly and correctly. The class wins if they pass the ball effectively.
Purpose: The game is played to demonstrate Karl Marx’s view of capitalism, exploitation of the working class, the control of the means of production & the difference between the bourgeoisie & proletariat.
Rules:
Each player is given two paper clips (units of money).
One paper clip is the minimum necessary for your survival. Any more than one paper clip allows you to do with what you will.
Everyone has the same opportunity to earn more money by challenging others to a game of rock, paper, and scissors.
You may accept or refuse a challenge to play, except from a player with more units of money, in that case you must accept the challenge.
You may go at it alone, pool resources, divide winnings or create alliances.
The winner of each challenge takes one unit from the loser.
Once a player has not units and loses a match, they become the employee of the winner of said match.
As an employee, the individual must challenge others on behalf of their boss. Once two units are earned for the boss, the employee keeps one unit, gives one to the boss and gains their independence.
If an employee with nothing loses to another, he becomes the employee of the new winner, unless the new winner is also an employee. Then both work for the original employer. (The employee plays with his labor, not the units of the employer. If your employee loses, you lose your employee to the person who won, and he works for the new employer.)
Employees may not challenge their boss.
Discussion
What was it like to be an employee?
Why did you become an employee?
Was it easy to gain your independence?
Was it easy to become a boss?
Was it easy to stay a boss?
Got any more ideas or links to new strategies? Please tell me in the comments!
Ontario Secondary School Diploma graduates must earn a 0.5 credit in Civics. This course is often taught by teachers who see it as a chore and it becomes repetitive lessons in memorizing party leaders, riding statistics and municipal responsibilities.
Does any of this help us to produce more active, engaged global citizens? Probably not. Also, Social media does not voters make.
The Toronto Sun addressed this in a recent article, concluding the youngest voters are Spectators. According to the author, “They don’t believe in status buying. Or consuming for the sake of consuming. They also don’t believe in many of the touchstones of Canadian society — like democracy. And Parliament.”
Thanks, Tom Conklin, for reminding me this course deserves more study.
Here’s Hans Rosling, creator of Gapminder, using statistics to demonstrate some clear changes in regional wealth, health and life expectancy over the last 200 years.
In this post by Ewan McIntosh at @NoTosh, teachers and students are challenged to determine low and high order questions. The latter than becomes the focus for the duration of the lesson.
Why? McIntosh states:
Every topic, every bit of learning has content that can be Googled, and we don’t want teachers wasting precious enquiry time lecturing that content. We want students, instead, to be using class time to collaborate and debate around the questions that are Not Googleable, the rich higher order thinking to which neither the textbook nor the teacher know the answers.
We’re all familiar with the red flower which adorns the breast of Canadians, Americans and Brits as they pay tribute to veterans of these countries’ wars. The movement emerged in the 1920s as part of Armistice Day as people gathered to commemorate those lives lost during The Great War.
The White Poppy Campaign also emerged around the same time. In 1926, Pacificts created these white flowers as part of the No More War Movement.
Veterans Affairs Minister Julian Fantino thinks the White Poppy needlessly politicizes Remembrance Day. He said, “Remembrance Day is about paying tribute to the valour and courage of those who set the very foundation of the freedoms that makes our country great (White Poppy Under Fire).” Isn’t remembering their sacrifices for the FREEDOM without WAR part of that?
Australians wear sprigs of rosemary as part of ANZAC Day. This plant leaves a potent scent on the fingers and was believed to improve memory. Rosemary also grows wild in Gallipoli, the site of ANZAC’s heart-wrenching defeat by the Turkish forces in April of 1915. Like the Red and White Poppies, this adornment suggests “remember” as opposed to “be political.”
Teaching a Culture of Peace
I try to use Remembrance Day as a day to “Cultivate Peace.” I remind students that The Great War was also called the “War to End all Wars.”
Here are some fantastic resources to do this in your own classroom.
1) Read Sadako and the Paper Cranes and fold peace cranes from origami. Hang them in the classroom as a reminder of Peace.
2) There is an entire month’s worth of lessons at the website, Cultivating Peace.
The program allows people to log on anonymously or through an account. The Wall-owner can include images on the wall – perhaps an opportunity to annotate? You can also print out the contents of the wall for sharing in hard copy.
You can also add images from your computer or using a laptop camera.
Ways you could use this in your classroom
1) Collect information during student inquiry
2) use “layout modification” to force entries to be ranked in order of posting, and use as a debate
3) use as a Graffiti wall or as part of a jigsaw activity
4) Share links and ideas on a topic
5) Ask students to contribute personal connections to a historical theme – example: How is your life at home different in 2013 than when you were 5 years old?
A colleague introduced me to a neat tool called Today’s Meet. It allows students to ask questions, make comments and get clarification from a presentation. The beauty of the site? It doesn’t require someone to log into the site and the shared link is memorable. The wall owner can set the duration of time the link is “live” to prevent access to the wall after an activity.
Students can debate with each other using this venue and thus becomes an alternative to Twitter.
The transcript option allows the presenter to save the Room after a discussion. It saves in chronological order and there’s an easy copy & paste function.
Steph Pearson 