"We Have to Get Kids Back in the Schools" - Wrong! (PART TWO)

I've been working on this for weeks and it's still "in progress."  So I decided to publish as is and update along the way. We are so overwhelmed with resources and information, that just a few things is good to get started anyway...

In part one of "We Have to Get Kids Back in the Schools" - Wrong, I shared my thoughts on what in-person learning might look like and what a challenge it will be to provide a quality education in a safe environment.

At this point, most school districts have made plans for how to start the school year. Some have already had to change their plan, and we still have so many unknowns for the future months. Whatever you think about the decisions being made about school, the fact is that this school year will not be the "back to normal" we were all hoping it would be. It is up to the adults to make the best of this situation so our children feel safe and cared for. We want to model for our children how a community can work together even when there are disagreements and worries. 

In my area, school begins in just a couple weeks. While the unknowns make it challenging to prepare for the school year, we are working together to get things in place so we can have a great start to the school year.

We know how to create learning environments that support our learners. We know how to design projects, lessons, and activities that engage, challenge, and excite our learners. We value collaboration with colleagues in our district and around the world. All these things are still true - we just have to get creative and transfer what we know to new or different settings. 

While we all long to be back in the classroom with all our students doing all the "normal" things we do, we will make this year work. My colleagues do not give up. They power through challenges so they can best meet the needs of their students.  I encourage everyone to also think about how you can make this unique situation a time to try something new and to find resources that will work with remote learning but that also could improve learning in a "typical" year. Embrace the opportunity to be creative, encourage student agency, and focus on community building, compassion, and equity, which is so desperately needed in our world.

Getting the Year Started

Just like in other years, it is so helpful to collaborate with colleagues!  Once we got the conversation going, we didn't stop. I think we have enough opening activities to last us five months.

Here is just one idea that many of us have used for years, and is still a great activity this year International Dot Day - "Celebrate creativity, courage, and collaboration" is the message of International Dot Day, based on the book The Dot by Peter H. Reynolds. Click on the link to connect to others and to find tons of ideas that will work virtual or in person. International Dot Day is September 15ish (any day works!)

Project Based Learning (PBL)

I often hear teachers say that they don't have time to engage in PBL or that they fear their students won't learn what they are supposed to if they working on projects. Neither are true. However, I understand that PBL is challenging. My suggestions is to start with a small project that students can do whether they are at home or in school or any combination. There are great resources to get you started if you are not sure where to begin. I have used PBL in grades 2-6, and I have seen the benefits in terms of student ownership of learning, skills and content growth, and, the biggest (and hardest) sell:  you wind up saving time because you will be working on more than one subject area at a time. We all know that it is absolutely impossible, even without a pandemic, to address all that is required for a grade level. Why not use this "pandemic time" to try something new - you certainly will not be doing things as you always do anyway. 

PBL Works

DefinedLearning 

Video Conferencing

A lot of schools are using Zoom, Google Meet, and other video conferencing tools, but video conferencing has been available for schools for decades! This is the perfect time to reach out to organizations that offer virtual connections and see if you can make it work with your class.

Skype a Scientist

CILC 

Smithsonian American Art Museum 

Reach out to alumni - college students have a lot to offer!

Family members - do your students have family members that can share their jobs or hobby? 

Have a great year, everyone! 

"We Have to Get Kids Back in the Schools" - Wrong! (PART ONE)

I don't know of a single person who doesn't want schools open - not teachers, not students, not parents, not elected officials, not medical and science experts, not the community. 

But just saying kids have to be back in school is not helpful and not a plan. Any type of return to school with the pandemic still raging involves a level of risk and requires changes to what we envision when we hear "back to school." That means we have to face the reality that "getting kids back into the schools" is not what our goal is. What we do need is plan for how we can educate all our children during this current crisis, with or without using our schools. 

Instead of saying that we have to get kids back in the schools, try saying this:

How can we redesign education during a dangerous pandemic so we can meet high safety standards, support the social/emotional needs of adults and children, and provide the best learning experience possible in a time of crisis?

Here's what we are looking at for many of our in-person classroom experiences at the elementary level:

• Less than full classes to meet safety guidelines - with some kids possibly connecting remotely and/or with kids coming to school every day or on alternate days. 
• Coordination of in-person along with the remote learners, which could look different on different days and throughout the year based on the degree of illness in the community.
• Distance - should be 6 feet but I am seeing some say 3 feet (makes me very nervous).
• Masks (hopefully masks and not just face shields) for part or all of the day.
• All students facing the same direction. No face-to-face interactions.
• No small group work (unless you can do it via computers as kids sit at their desks).
• No or limited hands-on experiences.
• No shared equipment. This could significantly impact science, math, art, music, and physical education experiences.
• More time devoted to hand washing, desk cleaning, mask breaks. Wash hands when you arrive and before and after eating (so that's lunch and snack). Do this while maintaining distance among all students and adults.
• Time outdoors (weather permitting) to stretch and this can also be a mask break - make sure kids stay apart though.
• Recess: keep distance, no shared equipment.
• Lunch - I have no idea - probably in the classrooms and not the cafeteria - at a distance, facing the same way, so no face-to-face socializing. Let's face it, how do you even socialize while eating all facing the same way at a distance of 3 feet or more?
• Transportation:  Buses with fewer kids each trip - so we might need two rounds through the community to get everyone? Will that mean a later start to the day? Longer time getting home?  I'm not sure. Maybe more kids will walk or get picked up. The transportation issue alone keeps me up at night, and I can only image how those who have to plan it out must be feeling!
• Possibility of no assemblies, live guest presenters or volunteers, field trips, few or no before/after and recess clubs simply because they won't meet safety guidelines.
• Increase in absences - adults and students. Plan for needing more substitute teachers. Plan to support students who might be sick or quarantined for long periods of time.
• Increased use of computers. Prepare for technical difficulties, fatigue, distractions.
• Challenges in hearing the teacher and students who are speaking through a mask. Challenges in reading facial cues. How does this impact those tuning in from home?
• Passing out papers - probably not. Convert to a paperless classroom if you don't already have this.
• Schools without air conditioning will likely need to start with virtual learning. There will be so many who fall ill if they are in a 90+ degree room with a mask on for hours. I know from experience in unconditioned classrooms how unproductive this can be, and that was without wearing a mask. 
• Less time devoted to curriculum. Plan for transitions to take longer and for the time it will take for a full class hand washing and room cleaning throughout the day. Plan for more review, troubleshooting, safety reminders, breaks. Many modifications will need to be made to adhere to safety guidelines which will limit some experiences.
• For many rooms, only desks and chairs will fit. Any flexible seating, comfy furniture, small group table, etc. will need to be removed; otherwise, the distancing won't work.

So when I hear some saying we have to get kids back to school, is this what they mean? Because this is what it will be. We need to be realistic if we are going to try to make this work. So back to my question:

How can we redesign education during a dangerous pandemic so we can meet high safety standards, support the social/emotional needs of adults and children, and provide the best learning experience possible in a time of crisis?

We need to work together to figure out if there IS an answer. Can we find tools, resources, strategies that will support in-person learning with current conditions? If the environment we are putting our children into is a terrible, stressful, dangerous, boring, learning environment, and we have no idea how to make it better, then we need a new plan. The last thing we want to do is make things worse. We aren't only thinking about the education of our children now, we are potentially going to have an impact on the physical and mental health of our school communities and their families. So if what we are offering for in-person learning is terrible, can we really say it is worth the risk? Do we really HAVE to get kids back into the schools if we can't ensure a good education and a safe and welcoming space for all?  

Continuing to think of in-person learning, can you fill in either of these answers to my question?

Yes, we can redesign education during a dangerous pandemic so we can meet high safety standards, support the social/emotional needs of adults and children, and provide the best learning experience possible in a time of crisis, and here is how we can do it.... 

After brainstorming and considering all possibilities, no, we can't redesign education during a dangerous pandemic so we can meet high safety standards, support the social/emotional needs of adults and children, and provide the best learning experience possible in a time of crisis and so we need to...

I don't have all the answers, but I do know we need to face this before we move forward. I have been discussing possibilities with colleagues, reading all I can from our health and science experts, trying not to follow toxic dialogue on social media, and doing all I can to help prevent the spread of the virus.

If we cannot plan an in-person scenario worth risking our health for, we need to spend the weeks we have left before school starts putting all our effort into designing a virtual experience that will answer the question I pose.

In my district, we have an amazing community, staff, administration, school board, and families. We have a lot of really, really smart people who have proven in the past that we can work together to do what is best for our community, and especially for our children. We are not all going to agree on what the best options are, but, if we commit to sticking with it, stay honest with our reality, agree to being respectful in our words and actions, and open our minds to some creative changes in how, what, and where children learn, we will surely find a plan that keeps us safe and inspires our children to learn and grow.

In "We Have to Get Kids Back in the Schools" - Wrong! PART TWO I will share some ideas I have for how to create meaningful learning experiences for students during the upcoming school year that will also bring us closer to a modern learning environment even after the pandemic has passed. (coming soon)

Continuing with Video Conferencing

In March, I posted information about how I've been using video conferencing with elementary children for probably about 15 years (see post here). From activities with other other classes around the world, to virtual field trips, to read alouds, and even to directing a dog sled team in Alaska, my students have had many fun and educational experiences. In these challenging times, we are trying to figure out how best to work with our students during the 20-21 school year, with the possibility of full distance learning, alternating days of in-person and at home learning, or even in-person but with major modifications. 

One suggestion I've seen is to do some sort of live streaming while there are some students live and some at home. I do have several concerns about a live stream of an elementary classroom all day, including kids having to watch a computer screen for long periods of time, the privacy issues, technical difficulties or just the lack of needed equipment, and providing the best support for those at home. But, if you can make it work for you and your students, I think there could be some great benefits of including video conferencing experiences for kids at the elementary level. Planning now for how to make live video experiences work will give teachers additional tools to use regardless of what our school year looks like.

Tips:

1. One suggestion if you plan to do live video is to have a PLAN B. There are many ways things can go wrong, and I think I've experienced most of them! From freezing video, no audio, lost connection, student misbehavior, it's going to happen. Plan ahead and you can handle it. 

• Make sure the kids know there could be problems and what they are expected to do if there are problems.
• Practice before an actual event. Once children see themselves on screen a few times, most are not as silly. Fortunately, many of our students have now had experiences with video connections and so this will help for future experiences. 
• Give kids paper and a pencil or crayons and have a couple of writing or drawing prompts ready in case there are delays in connection or technical difficulties.
• If possible, when you are connecting with another adult, exchange cell numbers and have your phone ready in case you need to call one another.
• If possible (harder with current physical distancing guidelines) have a spot outside of video view where children who are having a hard time focusing while on the screen can sit and "observe." Then follow up after the event to discuss how things can improve for next time.
• Know how to mute your mic! Whether one child is having a hard time or you need to redirect the class, a quick mute of the mic can help avoid broadcasting what you might want to keep private among those in person.
• Use a small wipe-off board or paper to get a quick message to those in person while not having the message viewed or heard on screen. It could be a prompt to speak louder, a reminder to focus on the speaker, a suggestion to raise hands and take turns talking, or a way to give positive feedback that doesn't interrupt the live discussion. You could also work with kids to come up with nonverbal cues you can use to guide them as well (think sign language). 

2. If possible, have a second adult or a responsible student volunteer who will monitor any type of chat if that is part of your connection. When my students engaged in Zoom calls this year, I had a really hard time following the chat, especially when I was sharing my screen. Students enjoyed the job of monitoring the chat during our calls. This is definitely easier with older children. For those who typically have parents or senior volunteers in your classroom, this could be a great way to include them during a time when they are not permitted in the building (if your school allows this).

3. I have always communicated with parents and my principal when I would be engaging in any type of video connections. My principal was always invited to join us, and parents always had the option to have their child excluded from video/audio. While this very rarely happened, some parents and children do not want to be part of a live event, even when it is not recorded. If so, we make a plan for them to participate out of view. 

4. A half hour is about it! I have found with kids from grades 2-6 that 30-45 minutes is about the amount of time kids will sustain focus on a video connection, depending on the amount of activity happening. If it is lecture and Q&A, plan for a shorter time. If there is some sort of collaboration, physical movement, or reflection time built in, they will hang on for longer. 

5.  Some children get very nervous with live video events. They might not feel comfortable talking or being the focus of the video view. So, you will likely have some children who do not participate in parts of the activity, such as asking questions. This was a major challenge with our live Zoom calls this spring. Consider some other ways for them to participate, such as writing questions on index cards that a student volunteer or teacher reads, a "thumbs up/down" to show agreement/disagreement, etc. At the same time, there might be some students who want to be in the spotlight the whole time. Recognize this is a strength for them but also be prepared to redirect that energy if necessary. Dedicating some time to reflection after the event might help both those who are reluctant to participate and those who want to be in the spotlight to think about how they will engage in future events.

6. I have found that most children use a quiet voice with live video. If your children are also wearing masks and if you cannot have children come close to the mic due to distancing guidelines and not sharing equipment, this could be an issue. I don't have a perfect answer, but you might consider having children practice using a "loud voice" ahead of time, you could be prepared to have to repeat what your children are saying, quick answers (like yes/no) could be written on wipe-off boards or paper, or you could make use of a chat feature. 

7. Remind students that sometimes with video connections there is a delay. They will have to talk slower, and they will have to be prepared for a pause before getting a response. With experience, the children (and adults) will have a better time with this issue.

Resources:

Here are some ways my students and I have connected via live video over the years. These are great experiences for your students in regular times as well as during the pandemic.

1. Skype in the Classroom, including Mystery Skype - Mystery Skype is a great way to connect with other schools. Each class has to ask yes/no questions to try to guess where the other class is located. Some modifications might be needed if physical distance guidelines are in place. There are other suggestions for how to use Skype to connect on the website, including guest speakers and virtual field trips. And you don't necessarily have to use the Skype tool to arrange some of these experiences.

2. Skype a Scientist - a great way to bring experts into your classroom! 

3. See my March post for other Skype/video conferencing suggestions. 

4. Performances - whether it is role playing or acting out a play, a performance is a great way to help kids feel comfortable during a video event and to allow kids to participate whether they are in person or at home. We had a great time performing the Sticky Burr webcomic during our time at home this spring. Check out the comic and accompanying resources. For children who don't want to have a part, they can participate by being the audience and providing positive feedback for the performers. Fun!

5. CILC - Check out these video conference experiences. Some have a cost but some are free.

6. Smithsonian American Art Museum (also posted in CILC) - connect art with history as staff at SAAM engage your students in an interactive event. They are very well organized, help you plan for any technical difficulties, and provide you with resources.

I hope you will take some time to think about how you can bring some creative, interactive video experiences to your students during the next school year. While it can feel risky to have kids involved in live interactions, there are some really great benefits for learners. As with other activities you do with your students, preparing them and yourself ahead of time, including preparing for challenges, will help the live events run smoothly.

I know there are other ideas for using video connections. If you want to share your suggestions or have questions, please add to the comments. 

~Maryann

Oldie but Goodie for Today's Learning

It's probably been about 15 years that I've been using video conferencing with elementary students. In 2011 I was teaching second graders (my last year in 2nd before moving to 5th), and was using Skype as a teaching and learning tool. Here's the content from when I presented at a poster session at ISTE 2011. If you are using video conferencing with kids now, you might find some helpful ideas here. There are so many possibilities! I was tempted to edit but in the end decided to leave it as is. 

 If you have questions, just let me know.

ISTE 2011- Skyping: The New Dress-Up Corner
Tuesday, 6/28/2011, 4:00pm–6:00pm
PAAC Broad Street Atrium, Table 4

Can you please explain?
Elementary classrooms don't have to do without some of the fun things we had years ago. We just need to give them a technology makeover! With a couple of computers and some creativity, you can bring the dress-up corner back to the classroom. Using Skype as a modern dress-up corner generates some great learning and some really enthusiastic learners!

Why would you use Skype within your classroom and school?
Children get excited to interact in this format, and this changes the learning environment dramatically. Children are more engaged in the activity taking place, they are more willing to participate, they are more invested in their learning and are therefore more prepared to share information or ask questions. It’s unfortunate that children don’t always get to use their imagination. But, when they are given the “OK” to be creative and do something different, it doesn’t take long for them to catch on. Children will soon be “flying to Florida” to their interior design office or “taking off” on a vacation to Yosemite National Park. Even though they are right in the hall, you would never know it!

Allowing children to pretend they are someone different or somewhere different helps them to share content knowledge, a story, or a project they have created in a completely different way. They are part of the action. They are the teachers and the learners. I have found that using Skype has been freeing. Some children have shown a different side to their personalities as they take on the life a different character. Some children who don’t normally participate are jumping up and down to ask questions to our new friends on the computer screen.

The children have developed their digital citizenship skills. These skills are crucial in today’s world. At the beginning of the year I definitely noticed a difference between children with whom we connected when they were first graders and those who were new to this process as second graders. Those with previous experience were shocked at some of the behaviors of their peers the first time we turned on Skype. How quickly they forgot their own first experiences!

How do you get started?
You will need access to computers with Skype. Make sure the computers have built-in cameras or that you can add cameras to them. You can use costumes and props to add to the fun. It’s a good idea to share your project ideas with your administrator, but especially if you are using videoconferencing equipment. It is also a good idea to share your project ideas with parents. You might even invite them to join you! Even though you might just connect within your own classroom, be sure to follow good citizenship rules. This is a great time to practice. Be prepared for children to make mistakes. It’s a normal part of the process. Review the procedures with your class often to help make your activities successful. Young children learn quickly.
A few important reminders: Don’t give out personal information, speak slowly and clearly, there could be a delay in response, you can ALWAYS be seen and heard, take turns talking unless otherwise indicated.

A Brainstorm of Ideas to Get You Started
*Be a guest reader * Be a guest author *Be a news reporter and share current events *Present your project from anywhere in the world *Be a career guest speaker *Problem solve from your office *Practice greeting other people *Practice other social skills *Demonstrate a skill (how-to) *Be a character from a book – take questions and comments from the readers

Emphasizing the SUPPORT in Gifted Support

This is my third year as a gifted support teacher, although, in actuality, I've been providing gifted support for over 30 years! As a parents of a now-adult child who is gifted, I have spent several decades providing enrichment and advice and countless hours researching best practices, searching for resources, and reflecting on "what I could have done differently." My experiences as a parent certainly have been of value to me as a teacher. I have also worked with children who are gifted in my general education homerooms in second and fifth grade. Through project-based learning, differentiation, and providing independent study, I aimed to support all learners of all abilities in my classrooms.

Now, as an "official" gifted support teacher, I have several jobs, which makes things interesting and keeps me quite busy! I provide academically challenging experiences for my students, whom I meet daily in what is sometimes called the "humanities class." I also review data about each student on my caseload and develop a plan for each child that recognizes their strengths and supports their development. I provide resources to enrich my students outside the classroom, provide out-of-school time programs, and push in to classrooms to provide enrichment opportunities. I collaborate with my colleagues to develop projects and experiences that excite and challenge our students.

The gifted label can be misleading. Those who are identified as gifted do not always have it easy. While they might be fast thinkers, creative writers, brilliant musicians, passionate speakers, and/or amazing problem solvers, they can also be highly distracted, disorganized, argumentative, and anxious. They sometimes think they need to know and understand everything and that they are failures if they are not perfect. They might feel burdened with the idea that they are responsible for solving world problems. They might have difficulty fitting in with their peers, and they can grow impatient with others who are not keeping up with their pace of thinking. Part of my job is to help our gifted population and those who work with them navigate these challenges so the children can be successful in school and in life.

And so I think it is important to emphasize and understand the value of SUPPORT when we talk about a gifted support program. Gifted support is not a class or a part of a day; it is not a subject or an "extra." Children with special needs, including those who are gifted, need a learning environment and supports that acknowledge their differences and that take into consideration that there is not just one way to meet the needs of those who learn differently. Children who are gifted, and their families, need help understanding the positive and negative aspects of being gifted and might need help finding resources.

My job as a gifted support parent and teacher can be difficult at times but well worth it. It has been personally rewarding to be able to work as a team with my students and their families and to support others on their journey. My hope is that our children grow into adults who are happy, healthy, and feel empowered to do great things.

Design Your Own Dot Day

When I was teaching fifth graders, we created party committees and subcommittees. Children who joined the committee would be in charge of planning our class holiday parties (Halloween, Winter, Valentine's Day, End of Year). The children planned for food, decorations, and games/activities. The parties were a big hit, and it was one of the highlights of the year for the kids to be able to plan their own parties. They also learned some valuable lessons about budgets, considering the needs of a diverse group, and time management.

As I thought about doing something new and fun this year for International Dot Day, I got the idea to NOT plan and to let my classes actually do the planning. What a way to weave creativity into this special day! We will discuss the purpose of International Dot Day and then I will ask the children to plan some events that they think would match the message of the day. I'm excited to hear their ideas! 

International Dot Day is an annual event, held every September 15ish. We plan to celebrate on September 16.

Here's a quote from The Dot author, Peter Reynolds:

Imagine the power and potential of millions of people around the world connecting, collaborating, creating and celebrating all that creativity inspires and invites. I hope you will join the growing global community of creativity champions using their talents, gifts and energy to move the world to a better place.

If you want to participate in International Dot Day, check out these great resources:

Dot Day Website

International Dot Day Connections

International Dot Day on Facebook

Twitter @DotClubConnect 

Adventures With Fourth Graders and Finches

This is my first year as a gifted support teacher. Previously, I've taught 2nd and 5th grades. Now I am working with students in grades 1, 4, 5, 6, and it's great! I was hired for my new job in August and had to begin adjusting some of my project plans that I had been working on during the summer. One thing I was able to keep in place, however, was my plan to participate in the Finch Robot Loan Program from BirdBrain Technologies.

My fourth graders were able to participate in a combination of the Finch Loan Program and the Global Read Aloud, a collaborative event where schools read the same book for six weeks in October-November. We decided to read The Wild Robot and to connect the Finches to the story.

As part of a graduate course I took the summer of 2016, I had created some lessons that linked The Wild Robot to a few STEM challenge activities designed to introduce elementary-level students to working with robots, engineering, and environmental awareness. When I became part of the Finch Robot Loan Program, I simply adjusted a robot-focused activity to allow students to use the Finches while still being able to connect to The Wild Robot. It was a great pairing!

The goals of the Finch Robot activities were to help students learn how the Finch operations, to learn some basic programming (we used Snap!), and to complete a challenging task collaboratively. Students could choose to join one of two projects: 1) Use Finch Robot to retell a portion of The Wild Robot story, or 2) Use Finch Robot to maneuver the geographic features found in the setting of The Wild Robot. Eleven students were participating in this challenge, and, fortunately, they were able to choose the project they wanted and have teams that were pretty even.

Students first learned how to use the Finch Robot and the block-based programming, Snap! They did some planning of their projects and then got to work creating the props they would need for their videos. As some students worked on props, others began planning the scripts for the video and started working on the programming that would allow the Finch to tell their stories. Deadlines had to be extended due to the amount of time needed to successfully complete each part of the projects as well as to accommodate for other activities, absences, etc., that took away time. By winter break, however, the students had recorded all the clips they needed to assemble, as best they could, a finished project. As of today, they have not had a chance to do the video editing, but they will very soon. I plan to share the videos as soon as they area ready - so stay tuned!

While our timeline was not quite what I had planned, I was thrilled with the learning that has taken place along the way.  Here are some thoughts about long-term projects and about using the Finch Robots in the classroom.

• While deadlines are important, when possible, give kids the time they need to try things, make mistakes, stall, rework their ideas. Also, reserve time at the end of the project for all to reflect on the process and think about how to improve how they work for future projects.
• When kids are given the chance to work with materials, such as the Finch Robot, you can see how excited they are about what they are doing. They commit to the task and have fun as they learn.
• The fourth graders had a hard time making their ideas work. That's OK. They got frustrated at times, and they were sometimes impatient with their teammates. As their teacher, I provided guidance on how to use the robot and Snap! as well as how to work together and to move forward when things were difficult. I'll admit that sometimes it was hard to resist jumping in and saving the day when things were a bit rough. By allowing the children to work through their problems, they learned valuable collaborative skills. 
• I enjoyed observing the children as they worked. From the planning, to designing props, to programming, to filming, they showed growth and perseverance. They all had a chance to share their ideas and to have their voices heard. They truly took ownership of their work.
• The students learned that it's OK to "mess up." Sometimes their ideas didn't quite work out. They had to keep returning to the drawing board to adjust their programming or their props, to re-record their narration and to re-re-record their narration. Once they got into the flow of the trial and error process, it was hard to get them to stop working. 
• I plan to continue to use the Finch Robot in my fourth grade class as well as in some of my other classes. It has definitely been a great addition to our school!  I am very thankful to the staff at BirdBrain Technologies for all their support and advice. What a great team to work with!

Here are some photos of the process. Remember to keep a look out for the finished videos. I know I can't wait!

The Robots Arrive - Each student got to name his or her own Finch. 

Planning Session

More Planning

Students were able to connect the Finch projects to something else: digital fabrication. Thanks to grants from the Council Rock Education Foundation and the National Education Association, as well as funds from the Fab@School Match Grant Program, our school is working to create digital fabrication stations that use Fab@School Maker Studio. These students needed wooden crates for their story - so they made them!

The Crate

More Crates

Trying Out a Ramp

A View From Above

Props for the Geography Tour

The scenes are coming along.

Almost Ready - Remember to stay tuned for the finished videos!