Inventionland® Education (ILI): How long have you taught the Inventionland® Education Curriculum?

Barb Thornton (BT): We started using the Inventionland® Education Curriculum in our after-school program at the beginning of our Fall Session last September.

ILI: You are teaching this for an after-school program. How have students reacted to the curriculum?

BT: Members were excited about coming up with a product when we started the program.  We lost some momentum between the end of our Fall Session and the beginning of our Spring Session.  Our program does not have a mandatory attendance requirement so there are times when members miss due to other activities, appointments, or family obligations.

ILI: Why do you think after-school programs are so important to students and their families?

BT: After-school programs provide a safe environment for students to continue the learning process once the regular school day ends. In our program, we provide students with the opportunity to complete their homework each day prior to starting our STEAM activities for the afternoon. We also provide opportunities for them to interact with others they do not see throughout the day or who are in a different school grade. Positive relationships with peers and our staff members occur because of the environment/activities we are able to provide in our program.

ILI: What’s been the most challenging part of teaching the curriculum?

BT: The most challenging part of teaching in an after-school setting is that my part-time staff members end up supervising most of the time the members are working on their projects.  Another challenging aspect is that we do not see the same kids every day so the groups are all at different points in the process.

ILI: How do you handle teaching the curriculum when students are absent? How do you make sure no students fall behind?

BT: Each group is encouraged to stay on track based on the step they are ready to complete.  There is no way we can keep all of the groups on the same pace based on the fact we have members who are also involved in other after-school activities and do not attend our program every day we are in session.

ILI: Why do you think STEAM education is important for students?

BT: STEAM education is important because it gives members exposure to a wide variety of skills related to each specific topic.  Some members may not like one aspect of STEAM, but working through a program which focuses on all aspects gives them a chance to learn new skills.

ILI: What does 21st-Century Education mean to you?

BT: 21st-century education is about providing our members with the skills they need to survive in the workforce and in life after they have graduated from high school.

ILI: What inspired you to become an educator?

BT: I wanted to be a coach.  Prior to being hired as Project Director with Evergreen After School Club, I had the opportunity to serve as a substitute teacher for several local school districts and I coached high school volleyball for most of those years.

ILI: Any hobbies you’d like to share?

BT: I spend most of my free time serving on several volunteer teams at my church and I enjoy spending time outside.

ILI: Most memorable experience teaching the curriculum so far?

BT: I would say the most memorable part was the beginning of the program when the members were discussing ideas for different products.  Some of the groups had several good ideas and watching them decide which would be the best option to focus on was an interesting process.

The post Teacher Feature: Barbara Thornton, Evergreen After School Club appeared first on Inventionland Education.

Teaching a brand new curriculum can be challenging. No one at your school can give you any tips and sometimes you may feel like you’re navigating through it alone. But it’s also exciting…no one can give you any (unsolicited) advice and you get to navigate through it alone, figuring out what works and how to tweak it to best meet your students’ needs. The course truly becomes your own and you learn alongside the students.

But what if you were a co-teacher of a brand new curriculum? How would that affect the way the course is presented? Teachers Karen Garland and Ben English are doing just that: they are co-teaching the Inventionland® Education Curriculum and we are excited to feature them as our first ever Co-Teacher Feature.

Inventionland® Education (ILI): This is your first year with the ILI Curriculum. How’s it going to far?

Karen Garland (KG): It’s going great! Not only am I excited about it, but the district and the students are equally enthusiastic. As with any new curriculum, adjustments will be made to improve each time we go through the process.

Ben English (BE):  Extremely well. We just started with our second semester students.  We learned a lot from the first semester, good and bad and have made some adjustments to that.  We are excited about the possibilities for this semester.

ILI: How did the students react to the introduction of the curriculum? What do they like best? What’s been most challenging?

KG: Students were a little anxious when they learned they were moving from our traditional entrepreneurship class into a new program, but as soon as they learned about it, that stress disappeared. Students have two favorite parts: being free to think, explore, create and make their own decisions, and secondly, having hands-on building experience. The most challenging part for the students, especially since this is our first time going through the program, was time. They wanted more of it.

BE:  The students were extremely excited about the curriculum. We had the opportunity to work through one group of students last semester and it got the reaction we thought it would.

ILI: What has parent support been like?

KG: Parents in this district are extremely supportive. Our school board members can’t wait to judge again, and our community representative from General Electric has already placed us on his calendar to come back and wants to judge again, too. The local college has offered to collaborate with students regarding the marketing and business aspect. General Electric has offered to send their engineers to assist students where needed as well.

BE: Parental support has been good. The parents have been on board the whole way.  They have been making donations, wanting to participate, wanting to be on the panel of judges during the presentations.  We’ve had to turn some parents away because of the overwhelming response.

ILI: You just had your first school-level competition. How’d it go?

KG: The competition went better than I ever expected. Every student–and I mean every single one–showed up and stepped up. I was super proud of all of them.

BE: As good or better than expected. The students showed up. It has been a little bit of a struggle getting the students to understand the time commitment, due dates and what it takes to finish this project in time.  I was concerned the whole time about them not finishing but they pulled it off and I am so excited about what they came up with. Our judges were blown away as well.

Jesse from Inventionland, our school board president, and a lead engineer from our local GE plant were our judges for the competition. Our school board president is a college professor and wants to work alongside us and the representative from GE is going to allow his engineers and designers to come down and work alongside our students a few times during the process. Also, the winning group’s invention is spectacular and we are so excited to see them present at the regional competition. We couldn’t be happier with how it went the first time.

ILI: How do you handle teaching the curriculum when your school schedule changes?

KG: When planning our daily lessons, we do not plan for a full 90 days. We plan for about 85 days predicting events such as school delays, assemblies, PSSA’s, etc.  Plus, we see our students in the morning so early dismissals, including athletic ones, do not affect us either.

BE: I learned a long time ago you have to be flexible and be able to modify and adjust. on the spot.  All teachers do it and need to be able to do because things change.

ILI: What has it been like teaching as a team versus teaching a class on your own?

KG: This is my first experience with team teaching. Both of us want what is best for students. We just needed to decide which path or idea might work best. It is truly and give and take. We had to remember to honestly communicate and keep in mind that because this is our first time with the curriculum, changes will be needed. As we tell students, “fail forward.”

BE: I love it. There have been challenges along the way. Just like the students, working with another person can be difficult especially when you both have a vision for what it may look like but your visions don’t match.  You work through those challenges and it helps make us better for it. I have been a one-person department for my whole career so it’s nice to have another person to bounce ideas off of.

ILI: Why do you think STEAM education is important for students?

KG: STEAM education is important for students because it helps them connect subjects traditionally taught via textbooks to real-world application.  There are different ways to learn. Project-based learning works very well with middle-schoolers. It allows them to utilize and see their science and math skills. They feel it and work with these essential lessons to produce a tangible product.

BE: Having a STEAM education allows for the practical application of knowledge. It gives the students the opportunity to collaborate and work together and solve real-world problems. I have been working with a STEM curriculum since I started teaching in 2007. It helps develop a student in a holistic way, allowing for critical thinking, problem-solving, collaborating, and creativity.

ILI: What does 21st Century Education mean to you?

KG: When students walk into their very first day of school, ever, they have already become familiar if not comfortable with technology.  It is our responsibility as educators to meet students where they are and continue their growth within the technology arena. Twenty-first Century education employs technology but also includes emphasizing soft skills such as creativity, communication, teamwork, and solving problems. Inventionland® Education IS 21st Century education.

BE: Twenty-first Century education is a different approach to teaching. Students are different than we were when we were in school. We as teachers have to stay with the times and with the technology and keep the students engaged. The content and goals may not be different than it was but our approach in teaching needs to be different in order to engage the students.

ILI: What inspired you to become a teacher?

KG:  I am naturally curious and thrive to learn. I realized that when teaching others (anything about anything), and they “got it,” I felt a feeling of immense accomplishment.  When a person truly gains knowledge, it changes them. Being part of that type of metamorphosis is a feat that I absolutely cherish.

BE: My high school drafting teacher was the person who inspired me to become a teacher. I was not a student who enjoyed regular education classes. I wasn’t a bad student, I just didn’t enjoy a typical classroom setting. I needed something different to keep me engaged. I enjoyed the hands-on learning that I got in the Industrial Arts Department. I was able to work with my hands and problem solve. I thought that I would love to be able to do this for a career and maybe help other kids who were like me enjoy what they do every day.

ILI: Have you had to learn how to use any of the technology alongside the students? Was it challenging to learn new technology?

KG: No, I have not had to learn about technology alongside my students. My first job was with the corporate headquarters of an international computer consulting firm. I have been in the technical arena for many years and have continued to remain current. My teaching certification is in business, computers and information technology. I know technology, use it, predict fallbacks and create back-ups if needed. Technology is part of my world just as it is part of my students’.

BE: We are starting to use Google classroom for our classes which took a little bit of time to learn how to implement but it hasn’t been too difficult.

ILI: Any hobbies you’d like to share? Do you run any clubs/activities?

KG: My “hobby” is spending as much time as possible with my two wonderful children.  I also enjoy spending time with friends and traveling. In school, I started and advised a student-run store, chaperoned dances, organized a school-wide Ice Bucket Challenge, and sponsored Culture Club, Educational Computer Games Club, and Stock Market Club.

BE: Along with Inventionland® Education, I teach 6th and 7th-grade Technology and engineering classes. I coach cross country and indoor and outdoor track and field. I also run the morning news broadcast every morning at the middle school along with being the Yearbook adviser. I am an avid hunter and runner. I love spending time outdoors.

ILI: Most memorable experience teaching the curriculum so far?

KG: My most memorable Inventionland® Education experience so far was when a team of struggling students, ones who threatened to skip school to get out of presenting to the judges, not only all showed up for school that day, but they presented and did an incredible job. Seeing how proud my students were of themselves after they presented that day was an unforgettable moment.

BE: The judges’ reactions during the presentations was my most memorable experience so far. We had no idea what to expect when we started this curriculum. We didn’t have a chance to see it in action in any other schools so we were a little nervous about the expectations. When our administration told us of how great things went, it was a sigh of relief that we met and exceeded those expectations that we were unsure of.

The post Teacher Feature: Karen Garland and Ben English, Grove City Area School District appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first year using the ILI curriculum. Tell us about your experiences so far.

Adrienne Hoffman (AH): I absolutely love it!  To have students develop an idea about a product and take their idea through Inventionland’s nine-step process is something that has never been done before at the elementary level.  This curriculum requires students to problem solve, think creatively, collaborate with their peers, and then communicate effectively with others which at times is difficult, but it’s very rewarding as a teacher when I see a group’s plan comes together.

The challenges that accompany the nine steps are what drives my students each day.  It requires them to work together and work through failure as not one class has met a challenge on their first try!  I love how it pushes the students to think outside of the box, collaborate, and revise in order to complete the challenge and/or step.

ILI: How has parental involvement been with the curriculum? Are parents able to help their kids at home? How much do they know about the curriculum?

AH: We had a STEAM Night during Parent/Teacher Conferences where the parents were able to come into the lab with their child and complete an engineering challenge.  We wanted to give the parents a chance to step into the lab and ask questions about what the Inventionland®curriculum actually was. Many parents were able to come and see that night.

I sent home a letter with students at the beginning of the year explaining the new lab and what exactly would be taught while in the lab.  In addition, I listed some items that, if parents were willing, could be donated to the lab for use throughout the year. The number of supplies I received, and am still receiving, has been tremendous.  Inventionland®definitely would not work as well without the parents and their willingness to donate necessary items.

I have had many students come in and say that they have brainstormed with their parents over the weekend about their product.  I have heard from parents that all their child wants to do is invent items while at home. I have even had pictures of students emailed to me working on creating different things at home.  I encourage them to bring their inventions into school so they can present them to their Inventionland®class!

ILI: What is the biggest challenge to teaching STEAM to elementary students?

AH: The biggest challenge is having them collaborate with others in their group.  The primary grades are very young and are still learning what it means to work together whereas the intermediate grades want to do everything independently and not rely on someone else.   They have difficulty wanting to accept everyone’s opinions and input so getting them to collaborate effectively has been the biggest challenge.

ILI: What inspired you to become a teacher?

AH: My mother is a teacher so I grew up in her classroom and seeing her teach her students.  I knew that I enjoyed being around children and would always help in my mother’s classroom after my school day had ended.  My mother made such a positive impact on her students’ lives through her way of teaching that I knew I wanted to be just like her, only making my own positive impact on students that I would see and teach.  After I came to realize that, the rest of history!

ILI: How long are your class periods? How has that played a part in lesson planning for this curriculum?

AH: Inventionland®is part of our Encore this year where the students will come for a 45-minute block of time.  Lesson planning and scheduling is a work in progress. My older students are able to work at a faster pace but take more time with the discussion aspect whereas my younger students need introductions into the Chromebooks we use as well as learning how to research.  I like how this curriculum is very flexible so I am able to push back lessons until each class is ready to move on. Sometimes this takes two class periods and others, like Step 2, took four class periods to complete.

ILI: How familiar were you with the technology used in the ILI curriculum? What advice would you give teachers who are teaching a new curriculum or may have the opportunity to use new technologies in their classroom?

AH:  With my Gifted Facilitator role, I was able to incorporate various forms of technology into my lessons with those students.  So far, every piece of technology that has been used in the Inventionland®curriculum I have been very familiar with.

My advice to teachers and students (and the advice that I have told myself this year) is that implementing a new curriculum or technology is not an easy feat and you will probably have times where you fail. Just as we remind our students that failure is growth, we need to remind ourselves that this is a growing stage. Knowing that failure is okay and what you do to work through your failures, that process, is the key to success.  Also, do not be afraid or too proud to ask for help!

ILI: Most memorable experience about the ILI curriculum so far?

AH: At the very beginning of the curriculum, students were required to build the tallest structure out of sticky notes.  One of my third graders was working on the challenge when I heard him say to his group, “This is making my brain hurt!”  I laughed but that statement is evidence that they may just be building a tower with sticky notes, but their mind is in overdrive trying to problem solve how to complete the task.  Since then, I have heard others remark about their brain working extra and it is a nice reminder that this curriculum is, in fact, enhancing their ability to think critically and creatively to become excellent problem solvers.

ILI: Do you run any activities/clubs at your school?

AH: Currently I do not.  We have started a News Production Club this year and I am working to get that up and running.

ILI: Tell us a little about yourself. Where did you go to school? Any hobbies/fascinating facts you want to share?

AH:  I attended Penn State University where I received my bachelor’s in Elementary Education.  I then went to Marygrove College where I received my Master’s in Reading and Literacy Instruction.  From there, I became the Elementary Gifted Facilitator and this year, I was asked to take on the Inventionland®course.

Whenever I am not at school, I spend all my time with my family.  I have three small children so they keep me busy! They are STEAM driven, so I am able to try out a lot of creations that I would like to bring to the classroom.  They drive me to keep asking the question “Why.”  I enjoy baking and love that my children want to help me in the kitchen. I also enjoy reading and spending time outside.

ILI: What does 21st Century teaching mean to you?

AH: The goal of the 21st Century classroom is to prepare students to become productive members of the workplace. The 21st Century classroom is student-centered, not teacher-centered. Teachers no longer function as lecturers but as facilitators of learning. The students are learning by doing, and the teacher acts as a coach, helping students as they work on projects. Students learn to use the inquiry method, and to collaborate with others–a microcosm of the real world they will experience once they leave the classroom.

Teachers are entrusted with mastering the 21st Century skills as well as with modeling these skills in the classroom. The characteristics of the 21st Century classroom will be very different from those of in the classrooms of the past because the focus is on producing students who are highly productive, effective communicators, inventive thinkers, and masters of technology.

 

The post Teacher Feature: Adrienne Hoffman, Cambria Elementary School appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first year using the ILI curriculum. Tell us about your experience so far.

Kurt Mahan (KM): The curriculum is really great. The students really seem to respond and they love how interactive the course is.

ILI: What do your students find most interesting about the curriculum?

KM: They really get excited about doing the activities, but I also see their interest in designing and building something that they have created.

ILI: What inspired you to become a teacher?

KM: I really enjoy helping people and when I was in the business field I worked with people and had people work for me that never got the education they should have had for many reasons. I always thought about teaching, but when I was in high school we didn’t have a business department. When I realized that I could help students become more prepared for the business world I knew that was what I wanted to do.

ILI: December is sometimes a tough month to keep kids motivated because winter break is just around the corner. What do you do to make sure your students stay focused?

KM: It definitely is and to be honest sometimes it’s hard for teachers to stay motivated as well. I try to arrange my classes so the students are doing a lot of “hands-on” work during this time. This practical application tends to get students more involved and keeps them on track.

ILI: How familiar were you with the technology used in the ILI curriculum? What advice would you give teachers who are teaching a new curriculum or may have the opportunity to use new technologies in their classroom?

KM: As a business and information technology teacher, I use technology all the time so I am quite comfortable with it. The biggest advice I would give to teachers trying to use something new for the first time is the same thing I tell my students: Don’t be afraid to fail. If it only took one time to master something it probably wasn’t worth mastering. In the long run, learning something new pays off.

ILI: Most memorable experience about the ILI curriculum so far?

KM: When we were doing one of the activities, I was walking around checking on the different groups. I had one student stop me and say, “You know Mr. Mahan, this class is pretty cool.” This may not seem like a lot, but when you are dealing with teenagers all day any small compliment is a really big thing. It just shows how much the students enjoy the curriculum.

ILI: Do you run any activities/clubs at your school?

KM: I run the TV/Video Production club.

ILI: Tell us a little about yourself. Where did you go to school? Any hobbies/fascinating facts you want to share?

KM: I went to Indiana State University where I got my B.S. in Business Management. After graduating I worked for both large and small businesses and I think there are tremendous positives in both. I have been an Advertising Manager, a Project Manager, a Sales Manager, and an Account Executive to name a few. When I decided to go back to school I went to Robert Morris University where I received my Master’s Degree in Business Education. I love spending time with my three children and if I ever have any free time I like to golf.

ILI: What does 21st Century teaching mean to you?

KM: It means preparing students with the necessary hard AND soft skills that employers are looking for in order to better prepare them for college or career after graduating.

The post Teacher Feature: Kurt Mahan, Brownsville Area School District appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first time using the ILI curriculum, how’s it going so far?

Meghan Hull (MH): Yes, it is. My primary role is to facilitate the use of technology and help students and staff to feel comfortable using the makerspace equipment involved in the curriculum. I am also learning to use the technology as I go, so it has definitely been a learning and growth experience.

ILI: What do you find most interesting about the Inventionland® Education curriculum?

MH: I like that it is cross-curricular and that it focuses on students learning as they create their own products.

ILI: What inspired you to start teaching?

MH: Honestly, I was first inspired by my love of literature to become an English teacher and I also had a background in Journalism. As I became more comfortable as a teacher, I naturally fell into project-based learning with a focus on technology. My English classes did large multigenre research projects in which they created a variety of products and a presentation and my journalism students created a new issue of the school publication monthly. They created videos and skits, newscasts and multimedia projects and graphic novels. I’ve always been a creator at heart, albeit more on the artsy than the technology side.

ILI: We’re a few months into the school year, what do you do to keep in contact with parents?

MH: I do a bit less of that than a classroom teacher, however, I have a website and a Twitter feed. My journalism students use Remind and Classroom.

ILI: What’s the best advice you can give to teachers who are trying a new curriculum?

MH: Give yourself room to learn and fail. Do not be afraid to be a learner yourself.

ILI: Most memorable experience about the ILI curriculum so far?

MH: Watching kids get creative and excited about what they create.

ILI: Do you run any extracurricular activities or clubs?

MH: I am the Newspaper Advisor and Senior Shadow/Service Project Coordinator and I organize and lead the school trips to Europe.

ILI: Tell us about yourself: Where did you go to school? Any hobbies you’d like to share?

MH: I am an alumna of the high school at which I currently teach with a bachelors in English and a Masters in Literacy who jumped head first into technology by just trying it and then running with it. I do amateur graphic design for small businesses on the side and am busy raising two bright and lovely daughters who also go to this school. I love reading, writing, food, film, and travel.

ILI: What does 21st Century Education mean to you?

MH: 21st Century Education means that students are taught to think critically to solve problems, but that they are also taught to be collaborators who can communicate clearly and effectively and work effectively with diverse groups of people. They are encouraged to think creatively to be innovators and educated citizens of their global community.

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