When the Internet brings us that which truly inspires, do we share with our students? When we do, our roles evolve from consumers to creators as we co-construct wonder with kids. Who knows how the story of the mom who built a house via YouTube videos, or the boy who invented a device to help kids trapped in hot cars, influence the paths our kids take?
Access to one another’s stories is perhaps the most defining feature this technological era. Let’s leverage those stories to inspire and embolden our kids to the ever-greater possibilities of our day.
This is part of a series of inquiry-based provocations for essential elements of the PYP & the Learner Profile. For more, click here.
Enthusiasm comes so naturally for so many kids (especially before they get old enough that it becomes uncool), it can be easy to overlook having a real discussion about it. But I’m pretty sure we could all use more of its rich, sunny, creative goodness in our lives. Enjoy this week’s provocation!
Resource #1: Me and My Cello – Happy Together Cello Cover by The Piano Guys
Another fun video from these guys packed with enthusiasm:
Resource #2: A Pep Talk from Kid President to You by Soul Pancake
Resource #3: Fancy Nancy by Jane O’Connor & Robin Preiss Glasser
What is the connection between enthusiasm and individualism?
What are some of the obstacles to enthusiasm? How can we overcome?
How does enthusiasm change over a person’s lifetime?
What is the connection between enthusiasm and creativity?
One of my earliest and most vivid memories is of puttering around my preschool’s trays of outdoor loose parts. I can still smell the paste and egg cartons; I can feel the fistfuls of pebbles; I can recall the sense of pride at my creations. Making is something that resonates with me right down to my core, and I love that maker mindsets and makerspaces continue to gain traction in schools today.
If you’re looking for a good way to introduce your makerspace this year, why not begin with a provocation to get students wondering?
With as much wonder as a new city provides, you can bet that an inquiry into the concept of cities would lead into a rich discussion about culture, change, growth, community, and more. Check out these resources for a broad concept-based provocation to stir up your students’ thinking!
The attention-grabbing headline pulled me in, but nothing seemed terribly unexpected as I scrolled through the article. I nodded through passages like, “hanging out alone in her room with her phone…” “dramatic shifts in behavior…” “proportion of Americans who owned a smartphone surpassed 50 percent…”
Until I got to one phrase that made me stop short.
“I call them iGen. Born between 1995 and 2012, members of this generation are growing up with smartphones.”
It was the identification of my own child, born in 2010, as a member of this iGen group.
In a brief episode of primal fear (after all, this article says the iGen are in mental health crisis), my mind flicked through every contact my child has ever made with a smartphone, like some kind of frenzied mental Rolodex.
But as I slowed, regrouped, took a few deep breaths, I remembered something: exposure is not the issue here. It’s connection.
This, of course, requires purpose, balance, and prudence on adults’ part. And with the very real and weighty issues presented in The Atlantic in mind, I would like to share 5 ways we can cultivate a sense of opportunity over fear as we teach our iGen kids digital citizenship.
#1: Recognize that their childhoods won’t mirror ours — and that’s ok.
As some neighborhood kids recently got together to play in our backyard, I noticed them huddled around a smartphone:
If I were to share such a photo without any background, people might jump to the same conclusions they did when the photo below was shared of kids in a museum (ie, “Kids these days!!” or “Look at them glued to those devices!!”)
But the context they’d be missing would be that this is what it looks like when digital citizenship becomes woven into the fabric of daily life. Right before I snapped the photo, these kids were darting around the yard creating a stop-motion movie of their make-believe play (and the context of the above tweet is that these kids were using an interactive museum tour app).
Of course, this can also be what zombie-land phone addiction looks like, but that’s why it’s so important to seek out and be aware of context.
#2: Model appropriate balanced use.
There are those who feel the need to altogether keep devices out of their young children’s physical sight-lines — and while this may be a temporary solution, it removes the opportunity for open dialogue with our children about how we use our devices. They need to hear not only what we do with our phones, but what strategies we employ to keep obsession at bay, especially in the face of social media.
#3: Make the good you do with your device louder than the bad they hear about.
Speaking of modeling, educators Edna Sackson and George Couros have inspired my thinking time and again about this concept:
Cyberbullying, white ribbon week, internet safety — these are all good and important concepts to cover with our children. But if they are exclusive, then we are missing a huge opportunity.
#4: Emphasize creation over consumption.
Videos like the one below help convey the incredible ways we can view, express, and share the world around us.
And resources like this might help them comprehend the sheer creative potential they hold in their hands (and to appreciate how far we’ve come in a short period of time):
Of course, consumption has its place and we should have honest conversations about our sources and habits there, too. But an important part of citizenship in general is that in a community, people need to both give and take.
#5: Emphasize the personally meaningful ways you are using tech to enhance relationships.
This “Dear Sophie” video inspired me so much back in 2011 that I decided to do the same with my own kids. This is a beautiful example of how we can leverage the technology to connect with our loved ones in historically unprecedented ways.
Our iGen kids are part of an exponentially shifting period of history — and of course, this is just the beginning. Our best bet for helping them navigate safely is to embark on the journey together.
The notion of home elicits powerfully personal responses from us all. So what do our students gain when we help them inquire into what that means for more than just themselves?
This week’s provocation can be easily applied for the IB PYP “Who We Are” unit of inquiry (see more provocations for units of inquiry here), but it can also apply to other units involving geography, economics, humanities, adaptation, and change.
This is part of a series of of IB PYP units of inquiry provocations. For more, click here.
The notion of what it means to be a citizen has a longstanding role in schools everywhere. For this reason, we must recognize it in all its modern variations. In addition to traditional community/national citizenship, digital and global citizenship have also taken on crucial significance in the 21st century.
In all its forms, citizenship comes down to helping everyone find a sense of belonging and contribution to the world. If we are to truly share the planet, we must do all we can to help our rising generation see themselves as local, national, global, and yes, even digital citizens.
Resource #1: “Lead India, The Tree” by Times of India
Resource #2: “I am Malala – UN Speech – Video Animation” by Juley Anthony