Category: school

autism · behavior · brain · children · education · environment · learning · play · robotics · school

Beyond BB-8: How the Sphero is helping students with autism learn

Beth Kelley

So often we hear about technology disrupting play and stunting or being less effective than “traditional” types of education. Rarely do we see technology blending in with education and children’s play and really supporting child development and learning.

This is one exception.

A school in Australia that works with autistic kids has adopted several Sphero robots (like BB8 from Star Wars), and has incorporated Sphero into both indoor and outdoor play.

Not only is it robust enough to be taken outside and played with alongside building blocks, it can also be used to teach coding away from a basic screen. “For kids with autism … around 90% of the information processed is what they can see. They’re very visual learners,” he said.

It can also help kids feel more comfortable in the school environment. Smith explained how some young students, around six and seven years old, often find it stressful to leave their classroom and travel to other parts of the school.”Early on, we found that if we let them guide Sphero: ‘Let’s take Sphero for a little adventure around the school,’ they would actually, with no trouble, go into the assembly or sport hall if they had Sphero with them,” he said. “It’s almost like they were brave and overcame their anxieties for the sake of showing Sphero.”

Sphero is robust enough that it can be used for paint projects, or just exploring in the dirt.

Just like Christopher Robin and his Winnie the Pooh, being able to use a proxy like Sphero to help explore the world can be very powerful and enabling for kids of all abilities, but especially kids on the autism spectrum.

More at: Beyond BB-8: How the Sphero is helping students with autism learn

behavior · children · community · environment · health · learning · Nature · school

Playing in the garden: Kids learn about gardening, bugs and flowers at WSU Extension

Beth Kelley

This is a great example of how even “country kids” – all of these kids come from communities surrounded by farmland and agriculture – enjoy and appreciate hands-on experiences and learning about gardening and the natural environment.

Kids learn about gardening, bugs and flowers at WSU Extension | All Access | goskagit.com

About 70 classmates participated Thursday in the Washington State University Skagit County Extension Master Gardener’s “Discovery In Gardening — Is Terrific” (DIG-IT) youth education program.

“It introduces kids to how the garden works, from the growth of the plants to how it arrives in your kitchen and what to do with the scraps,” said Master Gardener Chuck Howell.

The program was started in 2002 by two teachers, Master Gardener Gail Messett said.

The format of the program has changed over the years, Messett said, but the goal has remained the same: Get kids outside and into the garden.

“They’re learning respect for insects and bees and flowers,” Messet said. “I think they go home pretty awestruck, actually.”

more via Kids learn about gardening, bugs and flowers at WSU Extension | All Access | goskagit.com.

children · learning · play · school · technology

This Throwable Computer Teaches Kids How To Code | Co.Design

Beth Kelley

Learning is fun. Or at least it should be fun. Little kids are always exploring, experimenting, asking “why, why, where, when, why?!” (can you tell I have a toddler at home?). This is a great example of trying to keep learning fun.

This Throwable Computer Teaches Kids How To Code | Co.Design | business + design

Coding is a great skill for kids to learn but it can be a lonely, sedentary endeavor. Hackaball, a new toy created from a partnership between the design agencies MAP and Made By Many, promises to get kids off their butts and playing outside—all while teaching basic coding skills and empowering kids to invent their own kind of play.

It’s a lot to ask from one product which is why Hackaball had to be meticulously designed. The ball is bigger than a baseball but smaller than a soccer ball, and it comes with several simple parts that can be put together using basic instructions, so kids understand what’s inside, and get the chance to start creating from the get-go. Once it’s put together, the toy can glow different colors, make noises, and even vibrate. As for how to use it? The kids get to decide.

Using a space-themed app, kids write if-then rules, learning the syntax of basic coding. An example: if you drop a ball, then it turns red. Or if the ball hits something, then it will make a noise. These games can be as complicated or as simple as kids want.

read more at This Throwable Computer Teaches Kids How To Code | Co.Design | business + design.

The Hackaball is currently seeking funding on Kickstarter, where you can pre-order one for $69.

architecture · children · community · design · environment · health · mental health · play · school

Changing Skyline: Redesigning playgrounds to promote ‘loose play’ – think pop-up play spaces

Beth Kelley

Great article about the evolution of the playground, as well as the next generation of playgrounds emerging in cities:

After World War II, European architects turned out custom playgrounds that challenged kids both physically and intellectually. Inspired by their work, a few American architects, including Philadelphia’s Louis Kahn, tried their hands at the form. But the movement didn’t get very far. Playgrounds were a casualty of the breakdown of American cities in the ’60s and ’70s. As maintenance was deferred, they fell into ruin. By the time cities began to recover in the ’90s, Solomon says, all that local officials wanted was equipment that was indestructible and vetted for safety.

Moore, a professor at North Carolina State University who has been studying children’s play for 50 years, sees a connection between those designs and the increase in such childhood ailments as obesity, anxiety, and attention-deficit disorder. In the simple act of scrambling up the branches of a tree, a kid learns to monitor risk and deal with fear. But on most playgrounds, the climbing frames are lower than ever.

The concern about such controlled environments has sparked any number of popular books advocating less programming: Free Range Kids, 50 Dangerous Things (you should let your children do), Last Child in the Woods. All see our culture’s fear of risk as worse than the occasional scraped knee or broken bone.

So what’s the alternative to standard-issue playgrounds? Solomon envisions multipurpose, multigenerational urban parks that incorporate spaces where kids can take charge of their own play. Instead of a fixed bridge in a plastic fort, they would have to use their imagination to decide which objects could be converted to play equipment. Such a challenging play space also would include nooks where kids could temporarily escape the nervous gaze of their caregivers. There would be no fences, plenty of trees and bushes, and good seating.

read more of their ideas for better playgrounds via Changing Skyline: Redesigning playgrounds to promote ‘loose play’ – think pop-up play spaces.

My favorite playground growing up was made of mostly huge sewer pipe pieces, a monkey cage, and random cement shapes. What was your favorite playground as a kid? Or now? Describe it in the comments below.

anthropology · behavior · children · health · learning · play · school

How schools ruined recess — and four things needed to fix it – The Washington Post

Beth Kelley

I am aghast at how much structure and lack of free play is out there for kids, “for their safety.”

What if we let children fully move their bodies during recess time, let them get dirty, and even test out new theories? What would recess look like then?

The closest I found to doing just that was the Swanson School in Auckland, New Zealand. I had heard of its nonconventional, yet successful approach to recess through social media and was instantly intrigued. Since I was already going to be in New Zealand for TimberNook, I decided to meet Swanson’s principal, Bruce McLachlan, in person.

We spent a good hour talking over coffee about his now-famous recess. His recess has gotten international attention, because he did something radical: he got rid of the rules. And guess what? When the rules left, so did their “behavior issues.” He saw more independence, improved creativity, healthy risk-taking, less falling, better coordination, and improved attention in the classroom.

There were four main ways he changed his recess in order to see these improvements. Four things that I happen to successfully use in my program as well to enhance child development and inspire creativity. Think of them as a recipe.

Read the 4 things at How schools ruined recess — and four things needed to fix it – The Washington Post.

I’ll wait…

Ok, so now that you’ve read them (and hopefully the full article later), I totally agree and feel like all of those are missing, but especially space and time. Creating playful spaces and allowing that boredom and downtime is crucial.

 

children · culture · education · environment · learning · Nature · school

Students Go Whole Hog with Farm-to-Cafeteria Cooking | Civil Eats

Beth Kelley

A few schools are adopting a more hands-on way of teaching about food, animal care, and science, which is actually an older technique: farm animals.

Most recently, slow roasting pork tenderloin was part of a homework assignment for a Bend, OR, high school culinary class. And the source of their pork? Mountain View High School, less than a mile away, where FFA formerly known as Future Farmers of America students are raising pigs.

These classes are complementary components of an integrated farm to school program at Bend-LaPine School District, where 29 schools serve more than 16,000 students. Bend-LaPine has students raising animals, butchering animals, and feeding a school meal program. Neatly wrapped packages of pork move from classroom to school kitchen, where they are cooked into succulent carnitas for all 29 school cafeterias.

The program breaks the normal bounds of food in school and has created a whole new arena for students to learn. “It’s a full circle agriculture education experience,” says Katrina Wiest, the manager for the Bend farmers’ market and wellness specialist for the school district.

“Agriculture is a big part of my life,” says Wiest, who was raised on a wheat farm and is married to a farmer. “I feel it’s important that kids know where their food comes from.”

For close to ten years, Wiest has been pioneering the farm to school movement in the high desert of central Oregon: sourcing local food for schools and providing agriculture, health, and nutrition education opportunities in the cafeteria, classroom, and community.

more via Students Go Whole Hog with Farm-to-Cafeteria Cooking | Civil Eats.

I think this is an awesome idea! It’s a great hands-on learning opportunity for kids. A lot of schools have shied away from having animals on or near campus, or having kids even deal with animals, due to safety and health concerns. But how else and where else are kids going to learn about being safe around animals, or safety and caring for the animals themselves, unless they get somewhat structured guidance like this? Most kids don’t have a friendly farmer they can go visit and mess with their livestock on a regular basis.

But more importantly, it is a very hands-on, real-time way of letting kids work on something and seeing the results of their labor, whether it’s a happy pig or a delicious plate of carnitas, while also letting them experience delayed gratification (it takes hard work and a long time to grow a pig). It teaches kids how food is made, which is important when making food decisions. Plus, it can be very therapeutic to pet a pig.

Where I grew up was fairly rural, and yet the 4H/FFA program was still seen as a weird club that involved a lot of horse-showing. I am glad to see it getting integrated more into school programs.

behavior · creativity · education · health · music · play · school

Remembering to play even as the sun goes away

Beth Kelley

Happy Friday!

Now that we’re officially into fall, with the weather getting colder and wetter by the day, and all back to school or indoors,it’s important to remind ourselves of opportunities to get out and play.

Idea is Free Museum and Park Day tomorrow; September 28: over 1500 museums, and national and state parks, are opening up their doors to the public for free!

For some more structured play, there are great art, dance, and play-based programs for little and big kids. One just opened up in Colorado, and definitely understands the value of play:

dance

The Curious About Art program is just one of many preschool arts education programs the South Suburban Parks and Recreation District offers throughout the year. It’s not so much about the final product the kids create, but the journey and experiencing sensory exploration with their parents.

“It will probably look like something you expect an 18-month-old to make, something unrecognizable but still pretty wonderful,” said Vickie Willis, culture and enrichment supervisor for South Suburban.

“Everyone needs to play,” Willis said. “It makes us feel good, it unleashes possibilities in our brain, it makes us think better.”

Aside from encouraging play, the purpose of the classes is to prepare kids for a school environment by getting them socialized to being around other children, as well as developing motor skills.

“It’s to develop the motor skills, and the little ones just want to explore their world so music and art is a good way of doing that,” said Janice Schindler, the culture and enrichment coordinator at Goodson Recreation Center

more via Arts education programs in Centennial open possibilities – The Denver Post.

Seattle has a newly-minted hip-hop program for little kids that also focuses on the value of play and silliness in education:

Mini BREAKS is the original hip-hop dance class (breakin’ or “break dance”) for toddlers and preschoolers.

In this unique class, young students will have fun while they exercise, express themselves, think creatively, build self-esteem, practice respect, learn discipline and make new friends!

Outside of a dance studio, hip-hop culture (including breakin’) is not taught through choreography or 8-counts but more intuitively through interactive demonstration. Mini BREAKS focuses on encouraging young children to be creative and courageous – to come up with their own ideas and be able to express themselves by sharing those ideas with others. All children are artists – Mini BREAKS helps them remain artists as they grow up!

more via: Seattle’s Massive Monkees Open Hip-Hop Dance Studio

So remember to play and wiggle even as the weather gets cold and dark.

Related articles
brain · children · creativity · education · learning · play · school

Games Without Frontiers: Games, simulations, and the new school year.

Beth Kelley
Tic tac toe. Español: Ta te ti Polski: Kółko i...
Tic tac toe. (Photo credit: Wikipedia)

For teachers, it’s time to start thinking about Back-to-School planning. Thankfully this teacher’s got an awesome plan to teach world politics:

Ask any student the following question; would you prefer to start the year with a lecture or playing a game? I’d wager the that nearly all learners would choose to spend their time with the game. As a younger student, I recall only being able to play in class once all of the curriculum was “done”, usually at the end of the school year. Of course, we know that learners of all stripes acquire, apply, synthesize, and communicate knowledge through participation in games and simulations. As a result, there’s a strong case to be made to embed complex critical thinking simulations and games right from the outset of the school year.

I’m currently putting the final touches on all of my lesson plans for the first term of both years of IB Global Politics. Here’s a partial list of the games and simulations the students and I will be playing in the first thirteen weeks:

Against All Odds; Fish Forever; Half the Sky; Malaria in Wanzuzu; Model United Nations; Pandemic; Prisoner’s Dilemma; Rock-Paper-Scissors-Lizard-Spock; Rushing River Cleanup; Survival; Tic-Tac-Toe; The Walking Dead

To say that I’m completely nerded out by all of this is an understatement; I can’t (hardly) wait for school to start on the 26th!

via Games Without Frontiers: Games, simulations, and the new school year.

I’m looking forward to seeing how the year unfolds for this class! If the teacher is excited, that’s definitely a good sign.

autism · behavior · brain · children · learning · mental health · Nature · play · school

Outdoor Play Helps Improve Autistic Symptoms

Beth Kelley

Reposting this from a fantastic blog Free Range Kids, run by Lenore Skenazy, a huge advocate for letting children be children and just playing, especially outdoors:

Readers — In our desperation to create “smarter” kids, we have practically pinned them to their desks. Now educators are realizing this may be just the opposite of what is best for kids — including those with special needs, as Andrea Gordon writes in Toronto’s TheStar.com (a paper run by my favorite editor-in-chief from back when he and I were at the NY Daily News, Michael Cooke). – L.

It was a crisp March day outside Blaydon Public School when teachers discovered that 4-year-old Alex Wong could spell his name.There were no pencils or paper in sight. Everyone was bundled in winter jackets. Alex, who has autism, was in the outdoor classroom where his special-needs class played and explored for at least an hour every day, alongside 25 kids from the mainstream kindergarten class.

Teacher Sue Cooper noticed Alex march over to a pile of wood, put three sticks in a small wheelbarrow and push it to a spot on the pavement. One by one, he placed the sticks on the ground, forming the letter A. He made three more trips and came back with sticks to make three more letters, which he placed in a row: L, E and X.

Cooper’s jaw dropped. The teachers ran for a camera.

Alex is non-verbal and for a long time, his only interactions had been to throw things or hit. But in the fresh air, day after day, something started to change. Over several months Alex had watched the other children making structures. And that March morning, he was ready to take his turn.

The teachers say his is one example of how daily outdoor time is changing the way their young students — including those autism and other special needs — learn and behave.

Full post.

Obviously more research needs to be done, but there has been strong correlations drawn between outdoor time and decreasing of ADD and dementia symptoms, so it makes sense that putting humans in our natural surroundings would also help other mental disabilities and ailments.

There are a growing number of outdoor preschools, and I’d argue that there should be more outdoor elementary and even middle schools.

Related articles
brain · children · community · education · play · school

The New Exploratorium Opens in San Francisco – NYTimes.com

Beth Kelley
Exploratorium
Exploratorium (Photo credit: rvr)

Yippee! I loved the old Exploratorium, and it sounds like I’ll love the new one!

The new home, with all of those characteristics (and a 200-seat cabaret), is opening on Wednesday, and while it doesn’t deserve unalloyed acclaim, the achievement is remarkable. Under its executive director, Dennis Bartels, the Exploratorium has preserved and expanded what it was when the physicist Frank Oppenheimer created it. It remains the most important science museum to have opened since the mid-20th century because of the nature of its exhibits, its wide-ranging influence and its sophisticated teacher training program.

Yet the new Exploratorium remains eccentrically original. Technology is scarce. There are few video screens. There are fewer computers. There are circuits but no evident circuit boards. Woodworking and metalworking take place on the museum floor. There are more than 600 exhibits, but the emphasis remains on the laws of physics and motion, elementary principles of perception, and elegantly designed machines that conceal nothing.

You can still play with pendulums that were designed for the museum’s original opening. You can spin disks atop a whirling wheel; you can try to get a bicycle’s pedals to move using a sequence of buttons; you can gaze at the physicality of inverted reflections created by a finely polished parabolic mirror; you can position toy robots to create spinning animations.

more via The New Exploratorium Opens in San Francisco – NYTimes.com.

via The New Exploratorium Opens in San Francisco – NYTimes.com.

Related articles