Wall of Intolerance- What if….

During my visit this past January to the Graded School, in São Paulo, Brazil, I met Jamie Tuttle  Middle School Guidance Counselor. He told me about an incident at their International School and the response as a community:

We found our world map defaced with several derogatory and racist remarks. The following words and statements were written on the map:

It shocked our international school and we knew that something needed to be done. An 8th grade student brought up the idea of working together as a school to create a new world map. As the conversations about this idea grew, we felt that we needed to confront the issue of bullying and how racist and derogatory words can be very damaging to an individual and a community. We decided to confront these issues by creating a Wall of Intolerance.

Jamie also shared with me their idea of documenting and sharing the occurrence and the process of “doing something about it” in order to not let a problem being hushed up.  The Graded community produced a documentary and I am thrilled to be able to share it with Langwitches’ readers.

In addition, Jeff Lippman, the Middle School principal of the Graded School also created a flipped lesson on Ted Ed for the Wall of Intolerance documentary.

This documentary shows the process that our Middle School went through when we discovered that our world map had been defaced with racist, xenophobic and classist graffiti. In a truly collaborative effort between students, teachers and administration, we confronted issues of discrimination and bullying and moved forward together as a community by tearing down hatred and building a new world map

I am wondering how other schools could benefit beyond just taking the idea of the “Wall of Intolerance” as a resource or model for their own schools?  I am thinking… what if….

• What if… we create a collaborative Wall of Intolerance?
• What if … we connect students across geography and tear down their Wall of Intolerance  (via Skype or Google Hangout)?
• What if … we crowdsourced testimonials/how to guides on how to grow from being a (passive) bystander to a(n) (active) ally.
• What if… we create a meme, a chain that is being passed on to other schools to add their perspectives, stories, solutions, actions, thoughts.

Making the Connection: Pioneers of the “New World” and “Digital World”

Fifth grade students are getting ready to read the book “Jamestown” by Gail Garwoski.

A stirring story of survival set against the backdrop of the founding of the first permanent English settlement in the New World.
In 1606, King James I granted a charter to a group of London businessmen known as the Virginia Company to establish an English settlement in North America. In 1607, 104 men set sail aboard three tiny ships on a voyage to a new land. What they found became the first permanent English settlement in the New World-Jamestown.
Among the brave adventurers who made the journey was a young boy named Samuel Collier, the page of famed Captain John Smith.

How could we move away from assigning the traditional reading of the book (chapter by chapter), then writing a book report and possibly give an oral presentation in front of the class? How could we tie the lessons, delivery, supported skills and objectives NOT only to curriculum, but also to our Learning Target (based on and adapted from www.galileo.org )

We are looking to move towards competency in five categories:

• Learning Environment
  • Learning is engaging
  • Students are self-directed
  • physical environment conducive to learning
  • resources meet learning needs
  • learning is social and interconnected
• Assessment
  • comprehensive
  • using a variety of techniques and resources
  • authentic learning experience designed, developed and evaluated
  • criteria are established for assessment
• Role of Teacher
  • teacher as a learner
  • teachers as a cognitive coach and guide
  • teacher has strong instructional repertoire
• Amplification
  • classroom is open & public
  • Teacher actively connects to larger global audience
• Task
  • authentic
  • produces deep meaning

With that in mind, we had a brainstorming session with our 10 year olds. What did they know about the early settlers? What did they want to know?

What do we know?

We started with the traditional KWL concept and upgraded to KWHLAQ.

Could we compare pioneers and explorers who came to the Americas, the “New World” (with respect to the population who called these lands home and “their world” for thousands of years before the European came to “discover” it) and the “Digital World”. What were dangers for the early settlers? What are dangers for cyber citizens? Were there double standards for the old and new world? Are there double standards for the analog vs digital world?

By now, students are pretty independent in creating collaborative Google Docs to share with teachers and  their classmates to take notes. The concept of the Official Scribe from Alan November’s Digital Learning Farm is embedded and works naturally for our students.

Below is the screenshot of the initial brainstorming session.

In our shared Google Doc, we gave students a prompt to expressed their initial thoughts about being an explorer in the Digital World and how it compared to being one in 1600s in Jamestown.

We were not sure, if all student understood. 5th grade teacher, Shelly Zavon, wrote a reflection after our first meeting with the students. I especially like her blunt honesty,  that NOT EVERYTHING, not every class or lesson goes as planned nor well. We had to go back to the drawing board, we need to keep meeting every week to debrief after a lesson and tweak for future ones

I am hoping that the Jamestown project will come together soon. The idea is good; I just need to find a way to help the students dig deeper and start thinking on a higher level. For some reason, the students don’t like to be challenged to go to the next level. They want to do everything quickly and get to the fun part, which hopefully in this case will result in a music video.
With both of these projects, the students have had to move to a more advanced level of critical thinking (and accountability). I know this has been good for them, but is has been a grueling process for us teachers. I keep thinking, “learning is messy” and as Dory said in Finding Nemo, “Keep on swimming, swimming, swimming.”

How can we make the learning about Jamestown authentic? How do we connect the learning of the past and make it relevant to their present and future?

It just happened that Google Glass shared a new video with the request for applications to becoming a GOOGLE EXPLORER!

Two ideas came to mind:

1. What if we were to ask our students to create a video with the same requirements as above (minus the last three points) to apply to become an Explorer , not for Google Glass, but for Jamestown. What would you do to become an explorer and leave for Jamestown?
2. What if we were to ask our students to time travel with a device like Google Glass and take a video or pictures and they narrate/document what they are witnessing.

It really is about imagination. Can we crowdsource imagination? Did this topic spark an idea for you? How could we help our students dig deeper? How do we make it authentic for them? Please take a moment to not only read this post, but to contribute to all of our learning. Thank you in advance.

Further Amplification… Other Languages…

“Amplification” in education is a concept, I am deeply committed to. In a recent post, Upgrade & Amplification Exercise and Checklist, I try to break down the process of amplification and make it more transparent for educators. What I did not explicitly include  was the component of another language to amplify one’s work, learning opportunities, reach, voice and ability to reach a global audience.

Last October, I published the post Sharing- Creative Commons- Collaboration- Amplification, which in turn refers to

 It’s All About Sharing and Collaborating, a post I wrote about a Russian educator who had translated material from Langwitches into his language in order to SHARE the content with his colleagues who spoke no English.  Alec Couros, told the Amazing Story of Openness and his diagram of the Networked Teacher as it has been translated into many languages now.

It am tremendously honored, when my work gets AMPLIFIED into other languages, reaching educators, I would not have reached otherwise. Dico Krommenhoek  contacted me a few days ago via Twitter. I was thrilled to give permission, without hesitation, when he asked to translate the iPad App Evaluation checklist into Dutch. It gives me a sense of COLLABORATION across time, space and language, when I can “teach” via my work and materials without ever speaking the same language or meeting these teachers face to face.

This is a beauty of CREATIVE COMMONS and an amazing story of openness (as Alec Couros puts it).

Since then I have received several requests and permission  to amplify into other languages. I would like to share the work of the educators who took the time to amplify into their language.  This is how collaboration and amplification looks like

Marlon offered to translate the  iPad App Evaluation for the Classroom into Chinese (pdf)

Carrie Antoniazzi, as a conseillère pédagogique” with a french school board in British Colombia, Canada, translated and adapted the Are u Ready 4 Twitter into French  (pdf) for her teachers.