Haiku Deck visualize
Haiku Deck is a great iPad app for building academic vocabulary - and its free. It provides a student-friendly tool for teaching common core vocabulary standards with motivation and creativity. Good defining skills are rooted in collaborative negotiation of meaning rather than memorizing glossaries and testing via two-column matching questions. The genius behind Haiku Deck is its simplicity - just type in text and use its built in search tools for related terms and images. With minimal design choices, student can focus on visualizing vocabulary and sharing their thinking with peers.
Haiku Deck add text
I'm not going to offer a Haiku Deck tutorial. It's easy to learn, and has some thoughtful online help. Instead let's look at the steps a student might use to visualize the term "freedom."
- Create a new Haiku Deck.
- Type in the term or phrase.
- Tap the image icon and Haiku Deck displays a selection of high-quality and copyright-free images. Scroll down for more.
- Don't like the images? The "similar tags" column offers related terms. Tap on one and the image selection updates.
- Select an image and the student is offered a chance to "add some additional text." They could use that space to explain the association between the image and the term.
- Tap the + sign and create another slide following the same process.
Haiku deck search
I see so many options for using this app. Create decks of synonyms vs antonyms. Let students explore terms for a close reading, defend their choice of images, or contrast multiple meanings. Only have a few iPads? Let the students collaborate in a collective deck. Perhaps the first student picks the image and the next student curates the choice of image in the "additional text." Have a term that doesn't turn up any good image matches and you've created a chance to explore synonyms in the "similar tags." Still can't find relevant images for the term? Then you have a chance to speculate why the system isn't turning up usable images. BTW - don't worry about student using inappropriate words. Haiku Deck does a great job of screening those out.
There are lots of options for sharing student work. Completed Haiku decks can be saved to the web and viewed on any device. You can share decks via email or social networks. They can also be embedded in a blog or exported to PowerPoint or Keynote.
Common Core State Standards (CCSS) divide vocabulary among a variety of disciplines and grade levels. The standards focus on multiple meaning, context clues, figurative and connotative meanings and the impact of specific word choices on meaning and tone. Haiku Deck could be used to support all of these goals.
A step-by-step guide to student writing that demonstrates the power of student choice, authentic audience and self-reflection. Sixth graders are motivated by writing “Traveling Through the Human Body with ABCs” for a third grade audience. The project demonstrates how to help students master content and develop project management and teamwork skills. The power of publishing enables students to think like writers, to apply their learning strategies and to organize and express their learning. It exemplifies the best of the information revolution – students as creators of content rather than as passive audience.
One of this year’s resolutions was to begin offering webinars. (not that I don’t enjoy airports) I recently completed my first pilot (description below) and I’m looking for three school sites who would like to try a free pilot webinar and offer me some feedback.
I think professional development should model what we want to see in the classroom. So I’d like to start with an 45-minute experiential webinar called: “Higher-order thinking skills (HOTS) – What’s that look like in the classroom?” We’ll watch a few short video clips, do a few activities to model instruction at different levels of Blooms and then reflect on the experience.
Find out more and submit a request for free webinar. I will select from requests that demonstrate you’ll be easy to work with!
“Studio H: Design. Build. Transform” is a new exhibit that just opened at Portland’s Museum of Contemporary Craft. It offers visitors an opportunity to immerse themselves in the design process. Studio H embodies the key elements of project-based learning while inspiring and empowering student as change agents in their community. Studio H is a public high school “design/build” curriculum that sparks rural community development through real-world, built projects. By learning through a design sensibility, applied core subjects, and industry-relevant construction skills, students develop the creative capital, critical thinking, and citizenship necessary for their own success and for the future of their communities.
The MoCC’s Studio H exhibit re-imagines the gallery as a laboratory and teaching space. Visitors get see how students were taught a non-linear design process based on a more authentic learning environment that grows out of a dynamic interplay between research, ideation, development, prototyping and building. The exhibition asks viewers to reflect on how that process can teach the next generation of designers to transform the world for themselves. Artifacts from the studio classroom in rural Bertie County, North Carolina (where Emily Pilloton, and Project H partner Matthew Miller, teach design thinking to high-school students) are on display and illustrate how a socially engaged design process can result in significant and positive solutions.
Your students explore their world with an expectation of choice and control that redefines traditional notions of learning and literacy. Increasingly educators are discovering that they can motivate students with a PBL approach that engages their students with the opportunity to think like professionals while solving real-world problems. This workshop gives participants the why, what, and how (to get started) of PBL. Includes my resources and notes for my day-long workshop at SW Wisconsin Business and Education Summit.
Students explore their world with an expectation of choice and control that redefines traditional notions of learning and literacy. Educators are discovering that they can motivate students with a PBL approach that engages their students with the opportunity to behave like STEM professionals while solving real-world problems. I’m in the Wisconsin Dells to deliver a four-hour training session for CESA 6. It’s entitled “21st Century Skills in Action: Project Based Learning in the STEM Classroom.” We’ll be using a Turning Point ARS and lots of activities so that participants experience the why, what, and how of PBL in the STEM curriculum.
We’ll focus on three core skill areas central to the Common Core standards – defining, summarizing and comparing using my guide to “18 Strategies for Struggling Readers.” Plus I’ll introduce some great websites that they can use with the strategies – the new digital literacy meets the old text literacy.
“Look 4s for School Leaders.” It’s a succinct guide for principals, instructional leaders and can be used as reflective prompts by teachers. Put these in your toolkit and don’t forget they are all critical aspects to Common Core mastery.
Schools will need to become places that create engaging and relevant learning experiences, provoke student reflection, and help students apply the learning to life. Here’s nine reflective questions for school leaders to consider. They’re organized around three themes and a concluding recommendation.
The cost of information is rapidly approaching zero. Normally as price of a commodity drops, we consume more of it. But unlike all the other cheap stuff we buy, and then later discard, cheap information demands our attention. Despite all the claims of multi-tasking, we are stuck with a finite attention span. Thus the ability to selectively filter out unwanted information and stay focussed on a task is emerging as a new literacy.