HSE21, Historically Speaking

February 18, 2015July 15, 2015 / HSE_21

It’s hard to believe that it’s already been over three years since HSE21 first got off the ground. It was the fall of 2011 when a small group of HSE educators and administrators met to research new possibilities for teaching and learning–possibilities in which classrooms would no longer be bound by four walls and static textbooks. Digital technologies and the World Wide Web were leading to major instructional shifts around the nation. Clearly, the world was moving from print to digital, from local to global, and from an industrial economy to a knowledge economy.

The original HSE21 Pilot Team in 2012.

Fast forward a year, and a pilot team composed of dynamic HSE teachers was selected to roll out classroom innovations. These twenty educators represented each school level (K-4, 5-6, 7-8, and 9-12) and a variety of subject areas. Their charge was two-fold. First, these teachers were to begin to shift their instruction from the traditional (teacher-centered, lecture-reading-homework-test model of instruction) to a 21st century best practice learning model (student-centered, inquiry-driven and problem-based). Second, they were to incorporate digital tools for learning into their daily classroom practice. Each teacher received a cart of thirty iPads with instructions to use this technology to deepen and extend learning.

The HSE21 Pilot Team reconvened recently to reconnect and share experiences. It was a time to reflect and to look forward.

Over two more years have passed. Our pilot teachers are in their third year of teaching forward–that is, preparing our students for the world they will soon inherit. Many other faculty have joined suit. This year, our fifth and sixth graders use iPads every day. Our 7th through 12th graders will add digital devices for learning next year as well. The most important thing to remember is that these devices are not an end in themselves. They are learning tools that provide for up-to-date information access, teacher-student collaboration, communication, global connections and creativity. Taking advantage of our 21st century advantages. The pilot team led the way. They have much of which to be proud.

BYOD Countdown: Learning From Other Schools

February 13, 2015July 15, 2015 / HSE_21

In a few short months, both district high schools, Hamilton Southeastern HS and Fishers HS, will begin a new adventure. It’s called BYOD–that’s short for Bring Your Own Device. When school begins in August of this year (2015), each student in grades 9-12 will bring a tablet or laptop to school on a daily basis. The access and connection made possible through one-to-one digital tools will allow teachers to deepen and extend learning beyond classroom walls. Schools throughout the state and nation have made this move from print to digital, understanding the power that digital access gives students–through the world wide web, our children have the opportunity to connect with experts around the globe, help tackle real-world problems, and much more. Learning becomes authentic.

HSE’s August 2015 BYOD roll out is the culmination of several years of research, strategic planning, and practical preparation. For our school district, part of this preparation has included visiting other schools and districts throughout Indiana, especially those that have gone before us in this major curricular shift. The image here is of a recent visit to Brebeuf, a nearby high school already in its third year of a BYOD program. The group of HSE and Brebeuf teachers and educators spent half a day relating experiences, discussing concerns, and learning from one another. Just as collaboration among students deepens learning, so it is with teachers. Our teachers hope to continue the relationships that have begun with Brebeuf’s educators, and with today’s digital tools, continuing conversations are just a mouse click away.

The Music of HSE21, Part 1

February 12, 2015July 15, 2015 / HSE_21

If you are an elementary music teacher in Hamilton Southeastern Schools, your ‘class’ is literally the entire school! You have the privilege of teaching every first through fourth grade student in the building; yet, compared to a classroom teacher, you don’t see your students very often. Elementary students rotate through music class only one or two times per week. In the past, this hasn’t left much time to practice new instrumental skills, or vocal selections for school programs.

Enter the 21st century! With a strong desire to deepen and enrich their music programs, several elementary music teachers recently put their creative problem-solving skills (HSE21!) to work, looking for ways to provide their students with content beyond their one or two music classes each week. In the next several days, HSE21 Shorts will highlight several of these dynamic music teachers.

Suleman Hussain, o Screen Shot 2015-02-12 at 12.00.46 PM f Cumberland Road Elementary, has developed several online spaces through which he highlights student learning, shares lessons with parents, and gives students information to practice musical skills and pieces. Mr. Hussain keeps lessons up-to-date on Google Drive in grade level folders, accessible to parents and students 24-7. Through his YouTube channel within HSE’s domain, parents now have a window into music class–they can see and hear what their children are singing and playing–who knows, children may even be teaching their parents a song or two! Mr. Hussain also uses YouTube to post tutorials, a breakdown of the newest xylophone song, for example.

Through digital tools for learning, music teachers like Suleman have found creative ways to extend the classroom, reaching students–and parents–with music class content, musical skills, and engaging musical activities for families to enjoy. #HSE21

Design Thinking, Science and Cardboard

February 9, 2015July 15, 2015 / HSE_21

What do you get when you cross lots of cardboard with creative fifth graders studying the engineering process? First of all, you temporarily get a slightly messy classroom, but, in the end, you’re left with lots of learning, many proud students, and some amazing cardboard chairs. Some chairs sturdy enough to even hold up a stocky science teacher!

Create a chair (with a back) out of nothing but cardboard (no tape or fasteners).

This was the challenge that teacher Alex King gave to his Sand Creek Intermediate fifth graders as they began their engineering unit. Oh, and one more requirement–the created chair would have to hold up Mr. King!

Through the chair-engineering process, the students mirrored a process that engineers use every day. Teams defined their problem and asked questions. They put creative problem-solving skills to work, brainstorming options and designing. They planned, built, tested, and improved their creations until the day of truth–when Mr. King donned a helmet and tested the cardboard chairs himself!

Regardless of whether chairs withstood or caved, Mr. King declared the project a huge success for all. His goal for the students was to experience the process–to use design thinking in the scientific realm, and to develop a frame of reference with which to consider the engineering principles they will be studying in the coming weeks.

Inquiry-based learning. #HSE_21

Modeling Positive Social Media Use With Twitter

February 8, 2015July 15, 2015 / HSE_21

In yesterday’s post, HSE21 Shorts highlighted ways elementary teachers are using Twitter to share classroom happenings with parents ‘in the moment’. Today we turn to high school, to see how teachers of our district’s teens are using this digital communication platform to their advantage as well. The biggest difference–instead of a target audience of parents, high school teachers’ tweets are often aimed at the students themselves! With 59% of U.S. teens on Twitter (possibly more in the Fishers community), the social media mega-site is an excellent way for teachers to get their messages out.

What types of messages do teachers communicate through Twitter?

Some tweets contain study tips:

Some have links to assignment details:

And many are just downright encouraging!

In an era in which oversharing and meanness can be rampant online, high school teachers are finding ways to model respectable and worthwhile social media use.

#digitalcitizenship #rolemodels

Twitter in the Classroom?!

February 8, 2015July 15, 2015 / HSE_21

When my children were young, reading class newsletters was always a highlight. These newsletters were my window into the learning activities my children had been experiencing throughout a given week. Weekly newsletters prompted great interaction at home, because I then had ideas of questions to ask my children about their learning! But I had to wait until Friday.

Today’s digital tools, however, have changed the communication game. Through social media, communication happens simply and quickly–even ‘in the moment’. Some of HSE’s elementary teachers are making the most of new digital communication venues to give parents glimpses into their children’s learning in nearly real-time.

Twitter has become the preferred venue for real-time classroom communication. With a quick camera click, a short typed phrase, and an ‘upload’, a teacher can give his/her students’ families a window into learning that day. Instead of dinner conversation like this:

Mom: “What did you do in school today, Jimmy?”

Jimmy: “I dunno. Stuff. It was fun.”

Conversation suddenly becomes much richer:

Mom: Jimmy! I heard that your class Skyped with a third-grade class in Alaska today. Was that fun?”

Jimmy: “Yeah! Their class had 28 people and they get to wear snow shoes to school sometimes and once they had a moose on their playground and…”

You get the idea. Using digital tools to deepen the home-school connection. Another aspect of HSE21.

Power Rankings and More!

February 3, 2015July 15, 2015 / HSE_21

On Day 36, HSE21 Shorts introduced you to FHS English teacher Kyle Goodwin, who encourages his students to investigate their passions through a project known as Genius Hour. HSE21 Shorts just returned to one of Mr. Goodwin’s classes to check in on the students–to see how their individual projects were shaping up. What we found was no less than stunning! Here is just one example of what can happen when students are enabled to learn through the disciplined pursuit of their individual interests and passions:

Matthew loves sports. When Mr. Goodwin let students select a project topic, something sports-related was Matthew’s natural choice. He ultimately decided to build a blog that would aggregate rankings of major sports teams into one site. Within the space of one semester, this blog, PowerRankingsAndMore, has become a go-to place for sports fans. Matthew explored various site-building platforms, created a domain, designed, and launched!

Visit Matthew’s site: http://www.powerrankingsandmore.com!

Matthew admits that to build and now maintain the site has been lots of work–both during Genius Hour blocks at school and in his own time. But the experience has been rewarding. Matthew now has web design skills, experience in writing for web publication, and an understanding of time management and workflow…not to mention the plethora of up-to-date sports knowledge this amazing sophomore holds! Recently, a local ESPN radio station even featured Matthew’s blog – interviewing him in a live radio spot.

PowerRankingsAndMore is an example of HSE21 tenets in action: personalized, passion- and inquiry-driven learning, in which students master content area standards in ways that are relevant and engaging. Love sports? Visit www.powerrankingsandmore.com!

iPads as Creation Tools

January 29, 2015July 15, 2015 / HSE_21

Meaningful technology integration deepens and enriches learning. Today’s post exemplifies this transformation, showing how this year’s fifth and sixth grade iPad roll out has enabled students to learn in active and inquiry-driven ways. As you read, notice that iPads are not used as expensive worksheets, but as creation tools.

Students in Stephanie Alig’s and MaryLynn Moore’s social studies classes at Riverside Intermediate learned about the Roman Empire this month through through a creative and interactive project. The students gathered in small groups to research an aspect of ancient Rome: clothing, government, war, games, architecture, religion, tools/weapons, or the fall of Rome. The groups then wrote news skits, dressed in costume and acted out their interviews/skits. Skits were recorded using the camera on an iPad, and an app called Green Screen enabled the students to insert authentic Roman backgrounds into their new casts. Then skits were dropped into iMovie where each television news cast came together. Through this active learning process, historical Rome became real for the students, and understanding deepened. As a bonus, conversation was fostered at home, since it was easy for students to share their newscasts with their families.

Bear Bonanza

January 26, 2015July 15, 2015 / HSE_21

Thanks to media specialist Amy Michael of Fall Creek Elementary for today’s post!

One of my passions as media specialist at Fall Creek Elementary is to promote excitement for reading. Motivating kids to read is one my favorite aspects of my job. When the new Paddington Bear movie hit theaters I realized that my students probably didn’t know that Paddington was originally a book character! I wanted the kids to know more about him and all of the other famous bears in literature. So FCE had a week long “BEAR BONANZA.”

The week started with Paddington Bear posters around the school telling the kids to get ready for a bear hunt. It sparked their excitement and got them wanting more. The following week they found trivia questions posted in the hallways with QR codes. The kids had a great time scanning the codes and finding the answers to the questions. Some of the questions were geared towards the higher grades. This meant they had to do research to find the information. Another good skill for them to embrace!

The library contained a non-fiction section for them as well. The students were encouraged to find facts about the bears and write them down for others to read. I knew that the first grade teachers were getting ready to kickoff a thematic unit on polar bears, so this was the perfect tie in. It was also a great opportunity for me to teach the kindergarteners how to compare and contrast the characteristics of fiction and non-fiction bears.

Many fun read alouds were done with the numerous bear books. Students learned the history of Paddington, the Berenstain Bears, Winnie-the-Pooh, and many others.

The week wrapped up with the kids bringing their favorite teddy bear to school! The children read to their bears, fourth graders read to the kindergarteners; the students wrote bare books with their bears, and took their bears to the library to snuggle up with a good book!

Twitter Glimpses, Part 2

January 25, 2015July 15, 2015 / HSE_21

Yesterday’s post highlighted the Twitter accounts of Hamilton Southeastern’s elementary buildings. As with elementary, HSE’s secondary schools make use of Twitter as a 21st century communication tool–these accounts highlight important announcements and happenings from specific buildings, and are one quick way to keep informed. Here are our intermediate, junior high, and high school building-specific Twitter accounts: