always learning

Last weekend I was honored to present a session at the Bridging the Gap conference at Yokohama International School in Japan. YIS has hosted this community conference annually since 2001, and the topic for this year was “The Future of Education: Using Its Tools Today.” The three day conference included formal sessions led by teachers from YIS, other international schools and keynote presenter, Chris Toy, as well as a full day of BarCamp unconference sessions. It was a great opportunity to dialogue about the way schools may look in the near future with not only teachers and administrators, but also parents and students.

One interesting topic of discussion came up on Saturday: an administrator asked me if we should be expecting classroom teachers to teach technology, to be responsible for this additional subject along with their standard course material. Basically the question was about the value of technology as an integrated subject (with all teachers responsible for the instruction) versus a discrete course (with one or two specialists responsible for the instruction). Interestingly, I haven’t really had this conversation in a while, since ISB had adopted an integrated approach before I even arrived three years ago, but it certainly was a hot topic in both KL and Munich where I was part of the transition process from stand-alone IT courses to an integrated model.

Having developed and implemented an integrated technology program from scratch in two schools and expanded an existing program here at ISB, I firmly believe that technology is best taught within the context of the core curriculum. The natural use of authentic technology within the classroom setting, just like the way we use paper and pencil without any second thoughts, is always what I’m striving for.

A good analogy might be the way that over the past decade or two, classroom teachers have become more accustomed to the idea of differentiating for English language learners – especially in international schools, where often the majority of the class are not native English speakers. I have heard many administrators say “we are all ESL teachers,” with the expectation that no matter what subject we teach, we must ensure that all students are engaged with material that’s comprehensible to them. In all of the schools I’ve worked at, we’ve had extensive professional development in this area, and the consensus in education seems to be that if you’re a teacher in a linguistically diverse class, it is your responsibility to employ some of the professional strategies of an ESL teacher, even if you yourself are a Math, Social Studies, Science, etc teacher.  At this point, we’re all comfortable with the fact that we can’t simply give oral instructions, or that new vocabulary should be introduced in context, or that certain students might need more time to understand directions and perform certain tasks.

Maybe now it’s time to say “we are all technology teachers.”

I certainly understand that this is not a change that will happen overnight. Much like the move towards more ELL friendly instruction, teachers will need to learn appropriate skills, strategies and approaches to authentically and successfully embed technology within their core subject. Of course, this will take time, and during this transition, in my opinion, it’s the responsibility of the technology facilitator (or coordinator or integration specialist or whatever they may be called) to help their colleagues build their understanding of successful technology-rich teaching practices.

Often my colleague, Jeff, likes to say that his goal is to “work himself out of a job” by building teacher skill level to the point where they don’t need him anymore. Although I would agree that this is also my ultimate goal, I am conscious of the speed with which technology changes, and I’m not sure that we will ever get to the point where schools will no longer need some sort of pedagogical support in the technology field. After all, most schools still have ESL specialists, even though many of their practices are adopted by mainstream teachers.

Similarly, most ESL programs have a mix of in-class and pull-out support – blending the best of both approaches to ensure that all students are learning and understanding both the language and the curricular content. Although I firmly believe technology should be embedded within classroom practice, I also see a place for discrete technology classes – especially when they are designed with a curricular context that enhances the learning in core subjects, or when they emphasis the process of learning how to learn with technology, or when they offer a specialized skill for students that are highly interested (like graphic design or Flash animation).

The important thing to remember, is that even if there are seperate technology courses offered at a school, that doesn’t mean that those classes are the only place where students learn with technology. To continue to use the ESL anology one last time, a student who has a pull-out intensive ESL course isn’t excused from using the English language in all of their other classes simply because they attend a class that focuses on language. Students and teachers should expect that technology will naturally be a part of every class.

What do you think? Should all teachers be technology teachers?

One of my first tips for any teacher wishing to authentically embed technology into their classroom experience is always to start small. It’s easier to build on a simple, achievable idea, than it is to trim down an all-consuming tech monstrosity.

So, with that in mind, one of our amazing grade three teachers, Rebecca (who is also a member of our SUNY CoETaIL cohort), began a small, achievable project for the FOSS Science unit Structures of Life with her students in early April. Rebecca’s goals were to:

• have her students experience tracking and sharing their developing understanding about their hands-on science experiments in a way that would be easy to manage and very student focused.
• visually document the stages of growth in the life cycle of a seed.
• utilize student “class experts” to ensure that the project was completed as independently as possible by the students.

In order to meet these goals, and provide a very simple start, we decided to use VoiceThread. Because this was the first time Rebecca had done a project like this, she wanted to make sure that the technology portion of the project was manageable. So, we decided to create class experts who would be responsible for different aspects of the project, which would allow Rebecca to focus on the science, instead of the technology.

Here’s what we did:

• First, we selected a group of 4 (volunteer) student photographers to be responsible for documenting the daily changes in their seeds, over a period of 7 – 10 days (to capture the full life cycle). These students would take pictures of their own seeds, as well as help other students use the cameras to photograph their seeds. Once all of the pictures for the day were taken, the camera experts were responsible for uploading all of the pictures onto Rebecca’s computer.
• When all of the pictures were taken, Rebecca and I chose which ones to put on the class VoiceThread. When had all of the pictures in a VT, we then showed the class and had them choose which ones they wanted to describe in partners. They spent some time working with their partners to write a script for their selected picture.
• Once they were ready to record, I worked with 2 groups at a time to record their scripts. Each student had their own identity in Rebecca’s VoiceThread account with a hand-drawn self-portrait scanned and uploaded to VT as their avatar.
• After the students completed their recordings, I shared the completed VT with my PLN via Twitter to show the students how many people would be enjoying their work.
• Finally, we had a class discussion about what we’d done well and what could be improved. Among the things the students noticed were the need to speak loudly and clearly, to sound professional, and how drawing and labeling the photo really helped the viewer understand the topic. They were amazed and thrilled to see comments from so many other teachers around the world, thanks to you!

Here’s the completed VoiceThread:

After we reflected with the students, Rebecca and I realized that students learn best from seeing their own work (as opposed to samples) after having experienced the entire process from beginning to end. They are then able to focus on sharing their learning, instead of the ins and outs of the technology tools. So, we decided to repeat the basic process of the project with the next part of the unit, studying crayfish.

We also wanted to add more opportunity for student input, so this time around, we asked the class to choose which pictures to include in the VoiceThread, to select which picture they would describe and give it a title, and to agree on a title for the entire VT.

Here is our second completed VoiceThread:

As you can see, the students applied all of the ideas they generated during the first reflection: improved clarity and volume in their speaking, and increased use of the drawing tool to label the photographs.

Ideally, if we had more time in the school year, we would have repeated this process once more, this time with each student (or partnership) completing their very own VT from beginning to end.

Teacher Feedback

After the success of these two projects, I asked Rebecca to share her experiences in our SpeedGeeking faculty meeting. Here’s what she had to say to our 4 prompts:

What was the impact on student learning?

• The most valuable impact was the gain I saw in students’ use of specific language to describe their observations.
• Observing students’ initial attempts to tell what was happening in the picture was a formative assessment.
• When the words “stuff” and “thing” were banned and students had to generate the description using the scientific vocabulary taught in the FOSS investigation, it became clear where they were lacking understanding.  This gave me the opportunity to clarify or re-teach points.
• When students later wrote an assessment response about what was happening with a sprouting seed, I could see more exact language and explanations.
• Having to express themselves orally and fluently was also a learning experience for most students.

What was easy?

• Once Kim met with the classroom “photo experts” and taught them a few pointers about using the camera and how to download the pictures to iPhoto, the picture taking was easy.  Now the students are teaching each other and helping each other become better photographers.
• Kim orchestrated the recording for the voice thread, but this seemed easy since the students had worked out their scripts in advance.
• Uploading the photos and individual student identification portraits took time but was also easy to do.

What was challenging?

• Making detailed observations and clearly using the correct words in the descriptions was challenging for many students.
• Careful planning was needed to keep students on task on recording days.

Steps to complete the project:

1. Students viewed a sample of a voice thread.  (Kim)
2. Photo/Camera experts (4 students) were taught camera basics: photo tips and downloading pictures. (Kim)
3. Student online identity pictures (self-portraits from the beginning of the year) were scanned and uploaded to voice thread. (Khun Kob, Rebecca, Kim)
4. Students photographed the sprouting process while making their daily observations. (Students)
5. Photos were selected for this project.  (Rebecca)
6. Students picked a picture to describe and worked with a partner to write a script describing the picture.  (Students)
7. Students recorded scripts for their respective pictures.  (Students & Kim)
8. Students viewed and critiqued the final project.

Total classroom time: 4-5 class periods (not counting the picture taking during seed observations). While recording was being done outside the class with Kim (2 periods), other class work could continue in the classroom.

Final Thoughts

It would have been easy to develop a large-scale project using a variety of tools for this unit (I’m seeing a wiki, with the life cycle of a seed mapped out, VTs, pictures, and videos embedded on each page, links to external sources and global partners collaborating), but starting small enabled both Rebecca and her class to enjoy the project, see the potential of the technology, and build the confidence to try it again only a few weeks later. Establishing a successful and positive first experience with technology is a surefire way to encourage teachers, students and parents to keep building those skills and to continue using new tools to enhance learning.

All too often, teachers think that they should use a tool only once and then move on to something else. On the contrary, I have found that using the same tool a number of times not only helps deepen student understanding of both the power and limitations of that specific tool, but it also helps them focus on their learning instead of just the technology. The first time students use a tool, they are focused on all of the bells and whistles, the second time they’re more focused on sharing or presenting their learning using the new tools, the third time they’re “old pros” at the tool and can focus entirely on the information they’re sharing.

What do you think? What are the pro’s and con’s of using the same tool more than once (if it’s the right tool for the task)?

My wonderful new teaching partner, Tara, and I have had a number of conversations about a recent trend I’ve seen within my personal learning network to remove the word “technology” from our discussions about teaching and learning in a digital world (see, there! I just did it!).

We’ve developed all sorts of phrasing and terminology that seem to deliberately avoid using the word technology: 21st century, integration, eLearning, school 2.0, mLearning, digital literacy, etc. In fact, we seem to be coming up with words to describe what we’re doing with technology much faster than the general teaching population can catch on.

How many teachers in your school know what the term “21st century literacy” (or any of the above terms) means? I’m going to go out on a limb here and guess that it’s not too many people.

It seems that we’re developing this terminology for several reasons (in my opinion):

• We don’t want it to be all about the technology – of course, that’s the change we’re talking about, but it’s still all about the learning, right?
• We don’t want to scare teachers off – and we all know “technology” can be scary, so let’s just take it out of the conversation.
• We want to avoid the “oh I’m not responsible for teaching technology” phenomenon, we want to make it clear that teaching these skills are everyone’s responsibility. If you teach safety with scissors and safety with strangers, you should also be teaching safety online.

But here are the problems:

• We seem to go through these terms quicker than anyone else can catch up, coining phrases and dropping them, saying they are passe already. To the general teaching population, I’m not sure that’s true. We’re just making it harder and harder for teachers to stay current by moving faster and faster in our shared language about teaching and learning.
• If the terminology is too vague or not transparent enough, it’s easy to say “I’m already doing that” – even when you’re not doing it in the way that reflects new methods of learning. What teacher doesn’t work on communication or collaboration or creating in class?

I believe we are all technology teachers because of the very fact that technology is so tightly woven into the fabric of our society, but does everyone feel that way? And if they don’t, are we helping them build their understanding of that reality if we’re constantly removing the critical facet of the terms and then changing them so quickly? I think it’s great to have online discussions about terminology, but I’m wondering about the link between the philosophical debates educators might have among themselves, and then bringing something useful back to the institutions we work in.

And here’s the thing, in the end, what we’re asking teachers to do is different than what they’re already doing. Even though I believe digital/visual/media literacy is just literacy, and even though I would love if every teacher understood that shift, the reality is that is not the case. So, we do need a commonly understood label or a term or a name that will help teachers understand that we are asking for different teaching and learning experiences. We are expecting changes in the classroom that reflect the changes in society.

So, how can we ask them to make changes if we’re not describing that change in our everyday language? Is there a way we can find some terminology that both represents this constantly changing learning landscape, but also is meaningful for our colleagues that aren’t as involved in the world of educational technology?

What do you think?

Thanks to our wonderful and supportive Principal & Vice Principal, this past Tuesday, Tara, Jeff and I had the opportunity to present to the ES Faculty about the work that our ISB21 Team has been doing over the past few years. We were thrilled to be given the chance to present to the full staff (a total of around 70 classroom and specialist teachers) not only because we are so excited about what we’ve been doing, but also because we felt that a full-staff meeting is the best way to build excitement and ensure total transparency.

Considering our meetings are relatively short (45 minutes) we spent some time getting the planning and timing just right – not wasting anyone’s time and (attempting, at least) to keep it interesting. In order to model the use of essential web tools, we shared our agenda on a wiki and made sure to include lots of great links for staff.

We started our meeting off with a quick Think, Pair, Share focused on the question: How are students today different than when we were kids? This is always an interesting conversation starter, helping bring forward legitimate concerns about balance and social interaction, and also giving us a good picture of where the mindset of our ES faculty is on the topic. I also love the possibilities for facilitating a longer discussion on this topic, modeling open-mindedness and allowing all different perspectives to be heard. Of course, we only had about five minutes for this quick intro!

Next we watched a short video together, called A Vision of PK-12 Students Today by Barbara Nesbitt:

What a great discussion starter that video can be – for teachers and parents alike (we showed it at last month’s Parent Tech Coffee Morning and had a 45 minute discussion!) After watching the video, we asked the teachers to share their thoughts about the video at their table groupings, and then had a few share back to the group. It was interesting to see which parts of the conversation changed after watching the video and which areas were still a major concern (balance and social interaction again).

Once we had a basic common understanding of the needs of the 21st century learner, we shared our ISB21 vision along with a little bit of history about how we came to this understanding. It was fantastic to be able to say that we’ve shared this same vision with our leadership team as well as our board and that both have approved our work. This really helped give us a sense of legitimacy at the meeting, as well as enable us to emphasize that this type of learning is (will be, and should be) happening here at ISB.

The longest section of the meeting was spent showcasing teachers that have already implemented these values into their classroom. We had 10 different table groups, all with mixed groups of teachers from different grade levels and specialist departments. One teacher per table group was asked in advance to share some of the work they’re doing with their students. We had the following teachers lead a table discussion:

• Patty V: Ms. Patty’s Class Blog: How a Pre-K teacher uses her class blog to involve both the students and the parents in the learning experience.
  
• Sandy, Akiko & Heather: Kinder Kids Draw! How kindergarten uses VoiceThread and wikis to reflect on learning and collaborate globally.
  
• Erin & Jessica: Global eLearners: How grade 1 ESL uses VoiceThread and wikis to practice oral language fluency with global partners.
  
• Susan: Window to Our World, Bangkok Room With a View: How grade 2 uses a Ning and a wiki to connect and collaborate around classroom learning from intercultural understanding to weather.
  
• Sonja: Merrellzone Blog: How grade 4 uses a class blog to reflect on their learning and connect and collaborate with global partners.
  
• Mary: Bellone’s Learning Blog: How grade 4 uses Garage Band and iMovie to create digital storytelling based on Writer’s Workshop pieces.
  
• Louise: PantherNet: How grade 4 uses Moodle to increase school-home communication and go paperless.
• Chrissy: Room 202′s Blog: How grade 5 uses Skype, blogs, wikis, VoiceThread and other web 2.0 tools to engage and motivate students while connecting them to the world.
  
• Robin & Ali: Room 227, Room 229, Room 227: How grade 5 uses blogs and podcasts to share their learning about reading and writing with global partners.
  
• Diane: Grade 5 ESL Blog: How grade 5 ESL uses a blog to practice written language and connect with global partners.
  
• James: Student Portfolios: How grade 5 spanish uses a class blog as student ePortfolios.

After sharing all of these ideas at individual tables, Tara, Jeff and I explained our roles in the school and clarified how we can support our teachers based on differing expertise and passion (of course I also shared my Collaboration Cycle as the focus of my role).

Finally, we closed with a quick feedback form, asking teachers to respond to the following three questions:

What sparked your interest?

Overwhelmingly the feedback showed that teachers loved watching the video, that it gave them a new perspective on reaching our students. Many were inspired by the concept of enabling our students to make global connections, seeing this as a very powerful facet of learning in the 21st century. They also enjoyed being able to hear from practicing teachers exactly what this looks like in the classroom. Many responses also requested more time for showcasing current projects here at ISB.

What concerns do you have?

As we expected, concerns focused around time – time to learn, time to experiment and time to implement in the already rushed school day. Interestingly, another concern was that Tara, Jeff and I couldn’t possibly have enough time in the day to help all of our 70 ES teachers (so true!). There were mentions of balance, research to show how beneficial this kind of learning is, as well as questions about how developmentally appropriate it is for the primary years.

How can we best support you?

The biggest support needed is in the area of professional development, not only how to use new tools, but actual classroom support (modeling, and practical implementation). Teachers were also looking for project ideas already planned out that could be readily implemented in the classroom. Concerns were raised about whose responsibility it is to embed these new skills into the curriculum and the obvious need for continued training for our classroom Instructional Assistants.

Contact Me?

We also added a little note on the survey for teachers who would like to be contacted by us on a specific topic and actually had around 15 teachers leave their names! Considering we are already working closely with at least 15 other teachers, that was an excellent response!

And that was it! An overview and introduction to 21st century learning in 45 minutes! Judging from the feedback we heard, it went over pretty well. Personally, I feel so excited and energized by being able to share all the thinking that we’ve done as a team over the last few years. This feels like a crucial starting point for really beginning interesting conversations with teachers and for spreading new ideas throughout our division.

It was such a pleasure to be able to showcase all of the amazing work that so many of our teachers are doing, and I hope we have the opportunity to continue to do so over the course of the year. I love that taking a risk is seen in a positive light, and discomfort or failures along the way are merely steps in the learning process.

As a quick follow-up to our meeting, I sent out an e-mail with the recent MacArthur Foundation report,  Living and Learning with New Media. I’ve already had a few teachers asking me questions about the report and wanting to sit down and have a conversation about what they’ve learned (in addition to the teachers who left their name on the survey).

So, what do we do next? Does anyone have an advice about how to keep the ball rolling without overwhelming teachers? This really feels like the start of something powerful to me, and I want to make sure I keep up the pace juuust right!

Bowling 1250 by trimmer741

After spending a year getting to know elementary students and elementary teachers (it’s definitely quite a switch from middle school), I’m finally starting to feel like I know what kinds of projects are appropriate and achievable in the elementary classroom. All of the projects I completed with our amazing teachers last year really helped me focus and refine my goals for this year – keeping things simple is definitely the key.

For this year we’re looking at staying small and making consistent connections with global partners. Ideally, we would like to find classroom partners that are willing to connect with us on a regular basis over the course of the entire school year (Sept 08 – June 09).

We would like to develop personal learning networks for our students where we can deepen understanding of classroom curriculum while learning how to communicate authentically and appropriately online. We want to make sure that the use of web 2.0 tools deepens their understanding of classroom content and also helps them feel connected to the world around them. Sound interesting? Read on! And if you’d like to participate in one of these projects, please leave a comment!

Amazingly, I have a willing and enthusiastic teacher on almost every grade level ready to fully collaborate with me this year. We are planning to go deep with the students and to really focus on building 21st century literacy skills in a consistent and authentic approach.

Here’s what we’ve gotten started so far:

Grade 5: Students Teaching Students

The wonderful Chrissy Hellyer and her fellow new ISB teacher, Aly McAloon, will be kicking off the school with a classroom blogging project that will eventually include a regular podcast focused on the Lucy Caulkins Readers Workshop.

We’re starting simple with a whole class blog and students as contributing authors (like Betsy and I did last year in the Grade 3 BlogPals project). Once the students start feeling comfortable in their blogging as a class, we’re going to link Chrissy & Aly’s class to start making connections across the grade 5 quad, and eventually they will connect with other classes internationally (Jane Lowe’s class is already on board!).

Our next step will be rotating groups in each class podcasting about their reading strategies to help teach their younger classmates how to be good readers (Melanie Holtsman and her teachers are ready to connect with us, thankfully, since they are total experts in the world of Lucy Caulkins).

I love the idea of embedding multiple tools into one class project and developing a classroom routine where students are not only in charge of their own learning, but also sharing that learning with others.

We would love to connect with another grade 5 class (or two) that would be interested in becoming co-learners along with our students for the entire school year (Sept 08 – June 09)!

Grade 5: Student Portfolios in Spanish

Our Spanish teacher, James, has been experimenting with tons of fantastic web tools over the last school year and now that he’s on the report card committee, he’s looking to find alternate ways of assessing student learning. So, we’re piloting electronic portfolios (in the form of blogs, for now) with one of his grade 5 classes.

James has already been embedding multiple tools into the class blog he’s been running for a year now, and now he’s ready to let the students be the authors on some of those posts. The goal is to keep track of student learning throughout the school year by creating a category for each student. Each time the students have a piece of work for their portfolio, they will post it on the class blog (as contributing authors). By the end of the year, parents will be able to click on their child’s category and see the progression of their work over the course of the year.

Grade 5: Our Online ESL Classroom

Our wonderful grade 5 ESL teacher, Diane, began blogging and podcasting with her students last year. We saw such an amazing leap in their oral and written language as soon as they realized they had an authentic audience for their work that she wants to continue to provide that opportunity this year.

Although Diane only sees her students for short lessons every other day (we run a Sheltered Immersion ESL program), we have been able to organize specific collaboration projects that focus on issues ESL students are concerned about. We have set up a few open ended blog posts to get them writing and connected with other classes (including Anne Mirtschin’s) about moving on to sixth grade.

This will probably be a more infrequent collaboration, on a topic-by-topic basis, but it would be great for our ESL students to connect with other language learners (or native English speakers) on topics that are important to them.

Grade 4: BlogPals

My fantastic colleague Sonja Merrell, who participated in the 1001 Flat World Tales last year, is back for more 21st century learning this year! She has decided to start the school year off with a class blog, which she will use as a communication portal for her students and their parents. There are a few students in her class that participated in the BlogPals project with me last year, so they will make great student leaders as we venture further into blogging with Sonja’s class.

We’re going to start off the year using the blog as a discussion tool, to build the school-home connection and to get her students thinking about their learning in a more interactive way. Over time we will have each student as a contributing author to the blog, just like we did with BlogPals last year.

We are looking for one or two grade 4 classrooms that would like to participate in this type of year-long adventure with us!

Grade 2: A Window to Our World

Another amazing colleague, Susan, who took a huge leap with me last year when we had our grade 2 class connect to another grade 2 class in the US via a Ning, is back in action this year! She loved the idea of working with a Ning and found the  “walled garden” concept perfect for her second graders. It was amazing to see how quickly they took to this new learning environment – posting questions and answers, commenting on individual student pages, and sharing their learning as a class – all in second grade!

This year Susan would like to do something very similar, but preferably with another international school class, if we can find one. She wants to focus on intercultural understanding and connecting with class that would have a greater mix of nationalities (she’s not limited to an international school, but we thought we might have better luck at getting a very diverse class if we were able to find another international school interested). Last year she had 20 nationalities in her class of 23 students, so finding a class with a similar makeup would be ideal for her.

Grade 1: ESL Learners Speak English

Our enthusiastic grade 1 ESL teacher, Erin, started using VoiceThread in her classroom last year as a way for her begining ESL students to practice their English in an authentic environment. We had a great time connecting to another international school in Spain, thanks to Nancy von Wahlde, and we’re planning to re-connect again this year.

Erin maintains a class blog, mostly to communicate with the parents, where she posts her VoiceThreads that the students create based on their classroom units of inquiry. We’re planning to start out with an introduction to each student so that our partner class can really get to know each person as an individual. Over time the students share a bit about their lives in Thailand, the school, and other grade 1 favorites.

Ideally, we would love to connect with a classroom that is able to communicate with us on a regular basis – maybe once a month – and that would be willing to continue these conversations over the course of the year.

Kindergarten: Kids Draw!

We have one set of co-teachers in Kindergarten this year. Sandy and Akiko are team-teaching one class of 24 kindergarten students all year – and what a class they have! It’s amazing to see the way Sandy and Akiko build on each other’s streagnths as we begin working with these little students and technology.

We started out the year with a short unit on drawing, where the students were asked to draw a picture of themselves on paper (for a unit entitled “All About Me”) and then draw the same picture on the computer (using KidPix). We discussed what was the same and what was different about drawing on paper and drawing on the computer. Interestingly, although almost all of them though drawing on the computer was more difficult (we still need to work on those fine motor skills), most of them liked drawing on the computer better.

After this short unit, Sandy, Akiko and I realized we have lots of room to grow with drawing and technology. We’d like to revisit the concept of drawing on the computer over the course of the year and build in some thoughtful reflection, ideally with VoiceThread, where students can talk about the context of the picture, and the skills they learned while drawing.

It would be great to partner up with another kindergarten class that’s interested in sharing learning through drawing!

What do you think? Are you interested in collaborating with one of our classes?