​I created a one class period introduction to databases for freshman in World History classes. I started by creating hyperslides, but then realized that the learning experience would be better with added  direct instruction and whole class discussion and so decided to utilize Pear Deck. 

Issues...Opportunities

• It took more than one class period for students to complete. 
• Requires additional sharing and discussion regarding student database findings.
• Prior to students using databases, students need a lesson regarding search term creation. (The better Google gets at natural language searching, the less students are capable of creating effective search terms!)

Thinking... part of me sees the need for a progression when it comes to info literacy instruction, although I realize that ACRL's framework is no longer written in that manner. ​

This week I created a scavenger hunt using Goosechase EDU to introduce freshmen to the library's physical space, and how they can use it. I think it well; the teacher and student reactions were certainly positive. You can see the actual scavenger hunt hyperlinked, and my thinking about the why's for students follow. 

• Sphero Maze: to experience coding and robots available.
• What's Happening at YOUR Library: to see what's going on, with the hopes of them joining in!
• We Trust You: to review library expectations.
• Turangawaewae: to know that they are supported and recognized.
• Weeded Book Button Making: to experience one makerspace tool/opportunity, hopefully encouraging them to try more!
• Banned Books Video: to consider book banning and to learn to how to use the Doink green screen app, the video production space and equipment.
• Mock Unit Lunch Sign In: to know that they can visit the library during Unit Lunch and how it happens.

Goosechase: You are allowed to have 5 teams for one game using a free educator account. We had 4-5 students per team which was OK, however I would have preferred 3 students per team.  I didn't realize that you have to record video or take pics for evidence directly from the Goosechase App; you can't upload files. This caused a problem with both the Sphero and Banned Books Video "missions". I have six ipads in the library, but the wifi didn't connect for one of them. I had asked to borrow additional ipads, however I didn't get them in time. Next time, I would like to have one additional ipad set up for each Sphero station and for use with the green screens. My directions would ask students to record the coded Sphero and themselves while creating the banned book video and then upload these recordings to Goosechase.  Also, it's important to know that students can only add one submission per question and videos are limited to 15 seconds...this something they need to update! In the future, I may pass on Goosechase and create something of my own using Flipgrid.
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Supplies: We ran out of mylar button/pin covers the last class that met!  We have a lot more of the other pin making parts  but I can't seem to find a way to just order the thin plastic mylar covers!

Spheros:  Some groups were having difficulty connecting the Sphero; for some reason it wasn't showing up in bluetooth settings on the ipad. The Good news: my English teacher colleague is thinking about using them for a project related to The Odyssey!

Missed Learning Opportunity: I really wanted to include something with VR, AR or MR, but I couldn't get it together in time. We do have access to a few Oculus Go's, Merge cubes and about 20 VR Headsets with Samsung phones, (although the phones can't be updated and the headsets don't have clickers!). Also, I might have included reflective questions for students to answer in the videos they submitted. along with their submissions.

Brochure...

I'm going on my third year in my current district, and asked if I could present at the new teacher orientation. I offered "Resources for Teaching and Learning" as my topic. Using AASL Standard's foundations as my guide, I gave an overview of what it is that teacher-librarians do and what we have to offer. I began with Collaborate and the slogan "Your librarian is your new best friend!" and ended with Curate to move on to the main topic for the session. I also handed out AASL's One Pager for Educators.

It went pretty well, but as always is my issue, there's never enough time! Thinking because I'm a big picture thinker, I always feel the need to share the BIG picture. The problem is that then there's never enough time for the focus. In retrospect, I should have chosen one or the other.  I also wish I had created a board in Dotstorming, or had new teachers physically vote with  garage sale price stickers, to choose which foundations they felt were most valuable, followed by discussion defending their choices. Thinking their participation would work well for a quick review/formative assessment strategy.

A group of us from various districts were invited to teach at a two week summer camp held at XinKing International School, in Shaanxi Province, China.  Before we left, we knew the following in regards to or teaching assignments:

• The title of the class we'd be teaching, which included: Leadership, English, Robotics, Drama and Makerspace. 
• Approximately 24 middle school aged students per class.
• The school has a computer lab.
• We'd each be teaching for ten days total, six, fifty minute classes per day. 
• The school will provide requested supplies.
• Our US connect shared a digital lms which teachers could utilize for teaching English.
• At first, we were told that curricula would be provided, however, teachers ended up needing to create our own curricula.

I was told I would be teaching "Makerspace", which made sense since I've created a makerspace in our library. That being said, Makerspace as a class, especially without a makerspace, is a bit of a conundrum! Yes I was told I could order supplies, but surely not the kind of supplies available for use in our makerspace. 

Since Maker Ed encompasses a variety of systems, (such as hydroponics, electronics, textiles etc), I thought video creation would offer a great learning experience. However, my suggestion was denied, do to the fact that needed equipment would be difficult to acquire.

The theory behind Maker Ed is for students to have time to tynker with tools in order to consider...imagine their possibilities. Students then work through ta design thinking process to solve problems, create and innovate. Without the tools, I thought I'd start with design sprints, where students practice the design process, and then have them choose from challenges to work through. (Purpose + creativity = Innovation).  We could offer "tools" such as pipe cleaners, cardboard, clay etc.,  which I ordered.  I also brought six Makey Makey's just in case, because they were small, and fairly inexpensive if lost.

The first day of class we participated in a getting to know you activity I found in the book Gamestorming, which I also brought with me...just in case! I found out that students play a lot of video games but they've never had the opportunity to create them. When I asked them if they'd like to learn, they were beyond excited.

I requested using the computer lab, but was told it may take a few days to get access. In also seeing their interest in drawing, I decided that during our next meeting students would create role playing games. I gave them variables they needed to create, thinking creative constraints. Including presentations and feedback, this took approximately three class periods, and the students flourished! 

I checked into Scratch, and found out it's available in numerous languages, including Chinese! With the extremely valued assistance of a student from the Mount Olive HS Robotics Team, who joined us on our trip, we realized that Scratch 3.0 required Windows 10.0, and the computers in the lab were still running 8.0. We ended up downloading a Chrome browser knock off, (Google products aren't available in China), to each computer each morning, until finally getting the password to download to all computers from a master terminal, midway into the second week.  I also created one outlook e-mail for students to use to create accounts.  

Most of the learning they did on their own, and my awesome student friend from Mt. Olive, who is a big time coder, stepped in when necessary. Not only did students get to create video games, they ended up using the Makey Makeys to create game controllers. 

So, here's the "what I learned in the process":

• Without knowing the experiences, interests, and learning abilities of learners ahead of time, it's best to be flexible!
• Although you don't need to know the ins and outs of coding or a learning to code program to teach coding, your skills do enhance the teaching and learning experience. The students and I would have benefitted if I could have been more hands on with what they were learning.
• When you're teaching in a facility you've never seen, don't expect anything, expect maybe chairs!
• If teaching in a country where you and your students don't speak a common language, make sure to have an interpreter, (which I did, and she was awesome!).
• Know that there will be issues with the technology!
• I wish I had more experience with Game Design. Creating role playing games vs. creating video games in Scratch, were like apple and orange experiences!  I thought students might be able to carry over their role playing work into the video realm, but that was not the case! 
• Although the students were engaged throughout, I should have created challenges of some kind, so that they were inspired to make more difficult games as they moved on in their learning.

All in all I'm glad I took the risk, and certainly feel better prepared for future "teaching in another country" experiences!