Minecraft as a tool for learning
The California Mission Project for fourth graders has stepped into the 21st century .
Students of California schools likely have memories of constructing a replica of a mission .
Students have long studied the 600-mile California Mission trail , which connects 21 missions from San Diego to Sonoma . A common assignment is to build a model of one of the missions using cardboard , sugar cubes , balsa wood or styrofoam .
In several Walnut Valley USD elementary schools , the project has now evolved to include the integration of technology .
Using MinecraftEdu , the education version of the popular Minecraft game , students have been creating interactive , threedimensional models of California missions . Working with partners , students conducted research and created a virtual representation in the computer-generated world .
Technology coach Wendy Cadima introduced the project to classes at Evergreen and Westhoff elementary schools .
“ The kids are so engaged when they ’ re doing Minecraft . It ’ s digital storytelling ,” Cadima said .
During a weekly lesson with teacher Sally Lee ’ s fourth grade class , the energy and excitement in the computer lab was palpable .
“ They told me that they love Minecraft ,” Lee said . “ A lot of my students have a background in it , so they knew how to build .”
Within the simulated walls , students created rooms that existed in the actual missions , including the church , kitchen , padre ’ s quarters , garden , fountain and graveyard .
Cadima provided the students with fact cards detailing the features and dimensions for the end-of-year projects .
She also taught them how to teleport to different missions within the Minecraft world , use QR codes , and view aerial images on Google maps .
“ We started with a blank world ,” said Sean Thorbjornsen , age 10 .
The young architects used the tool bar feature to choose the building blocks , colors and textures .
“ That ’ s how we built the entire mission ,” Thorbjornsen said .
The children put personal touches on their projects by adding people , equipment , furnishings , decorations , livestock , and even planting fruits and vegetables .
“ I never thought I ’ d be doing Minecraft at school ,” said Troy Pisigan , age 9 , who cleverly built an underground passage using the mechanical element redstone on his project .
“ You can open and close the gate with it ,” he said .
“ It ’ s fun to build things I think in my mind ,” said classmate Ryan Amoudi .
After the missions were complete , students recorded video walk-through tours of their projects .
“ We had to put on headphones and talk into a microphone ,” said Hana Bouidani , age 10 .
Ianna Lin showcased the workshop , candle , and soap-making rooms in the Mission
August 21 , 2017 EDCAL 5
Evergreen School fourth grade students are experiencing 21st century learning using MinecraftEdu to construct California Mission projects . Technology coach Wendy Cadima , right , assists a student .
San Jose that was established in 1797 . “ We put in a sink to test the soap ,” she said , during the voiceover .
Jacob Chen described the materials and build date during the tour of San Juan Bautista Mission located near San Francisco .
“ The church was 188 feet long , 72 feet high , and 40 feet wide , making it the largest of all the missions ,” Chen said .
Minecraftedu is sparking collaborative learning , critical thinking , problem solving , and creativity in the classroom .
“ It allows students to experience what they are learning ,” Cadima said . “ They ’ re thinking and designing . They ’ ll never forget it .”
Walnut Valley schools have been recognized by both the California State Department of Education and the United States Department of Education . Numerous sites are California Distinguished and National Blue Ribbon Schools .
More information on Walnut Valley USD can be found at https :// www . wvusd . k12 . ca . us .
EQUITY
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team and individual capacity for cultural proficiency and educational equity . The program is offered over five or eight days in locations throughout the state . It aims to build deep belief systems and understanding of the diverse needs in a school community , and to make proactive and responsive actions the norm .
“ The expectations in schools for who has to change tends to focus the conversation , and frankly the majority of the work , onto the people with the least power ,” said presenter Jeff Duncan-Andrade , co-founder of the Teaching Excellence Network and Community Responsive Education , both in Oakland . “ The people who have been asked to change the least have been leaders inside of school systems .”
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That ’ s why the ACSA Equity Institute goes beyond sit-and-get professional development to learning over time that really changes practice . Foundational skills will be explored , as well as higher order learning , including reflective practice , ethical decision making and action as illustrated in the California Professional Standards for Education Leaders . Instruction , collaboration , equity walks and school site visits are part of the institute experience , as are disrupting patterns of inequity and equity action plan development .
ACSA equity partners , who provide content expertise and facilitation for the institutes , include Generation Ready , Community Responsive Education , CLEAR , WestEd and Partners in School Innovation . In addition to Duncan- Andrade , presenters include Trudy Arriaga , Ken Magdaleno , Randall Lindsey , Reyes Quezada and Pedro Noguera .
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Team participation is encouraged to include attendance by site administrators , those responsible for LCAP implementation , parent leaders , school board members and county office personnel .
Institute learning can lead to effective “ training of trainers ,” where participants take back to their sites the capacity to share what they have learned with others . Continuous growth is the key .
“ That ’ s why we invite teams – to build capacity ,” said ACSA Diversity and Equal Access Executive Nicole Anderson . “ Institutes take place over the course of the year . As you are exposed to the tools of cultural proficiency and educational equity frameworks , you are building facilitation skills .”
In addition , follow-up is now incorporated in the training . The ACSA research team helps participants look at their specific equity plan challenges and asks , “ What do
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you need now ?”
The research team not only studies the effectiveness of the institute model and follow-up , but collects and provides research to support institute content . Institutes and follow-up are customized to leadership needs . “ Because the work is so difficult , they need support to sustain long-term success ,” Anderson said . “ Gaps don ’ t close overnight .”
Institutes begin Oct . 6-7 , with a session in Woodland at the Yolo County Office of Education . Other institute start dates include Oct . 6-7 in Fairfield at the Solano COE ; Oct . 7 at Roses in Concrete in Oakland ; Oct . 13 at the Santa Cruz COE ; Oct . 13-14 at San Bernardino COE ; Oct . 20-21 at the Riverside COE ; Oct . 27-28 at Bitwise in Fresno ; Dec . 1-2 at Ventura USD ; and Dec . 8-9 at Anaheim ESD . Complete information is available on ACSA Equity Institutes at www . acsa . org / trainings .
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professional development calendar www . acsa . org | 800.608 . ACSA
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Register at acsa . org / leadershipsummit FOR MORE INFORMATION ON ACSA ’ S PROFESSIONAL DEVELOPMENT PROGRAMS , CALL 800.608.2272 . ACSA ’ S PD CALENDAR IS AVAILABLE ONLINE AT WWW . ACSA . ORG / CALENDAR