CARP Jr: Design Principles REDEFINED (FINAL COETAIL PROJECT)

Children are growing up in an increasingly visual world, yet many still struggle to convey ideas and understanding in a comprehensive way. Design is everywhere and more than ever, students need to understand the principles of design to communicate effectively.

As the K-5 EdTech Coach, I noticed there was a lack of design thinking happening across all grade levels. Thanks to Keri-Lee Beasley’s Design Secrets Revealed eBook I was able to support upper primary teachers in their quest to address these design challenges in G3-G5. But I wondered if G3 was too late to be introducing the four main principles of Contrast, Alignment, Repetition and Proximity (C.A.R.P)? Children were creating and designing posters and eBooks right from Kindergarten. But are the C.A.R.P terms too advanced and complex for early readers? I immediately thought of young children’s fascination with dinosaurs, and recalled my younger brother (nearly 30 years ago) using their latin names like ‘Dilophosaurus’ before he could properly read. I figured, if young children can learn long complicated dinosaur names, the only thing stopping young children from learning the C.A.R.P principles was us, their teachers.

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Below is a copy of my Final UbD Project

Carp Jr:  Redifining Design Principles for KG-G2

Since this unit is designed for young children in KG-G2, I decided to use a variety of devices and tools to teach these concepts. The primary platform I used to design and deliver the lessons was Google Slides, because it allowed me to access Creative Commons Attribute Free images, and the collaborative feature allowed me to share the lessons easily with staff in the school, and beyond. Teachers who choose to use these resources can also make copies and modify them for their class.

Public Domain Logo: CC image from Wikipedia

 

What were your goals for your lesson/project?

To introduce the CARP design principles with students and create a collaborative eBook with students explaining the CARP principles for others to use. Below are examples of the 4 posters I created using Google Slides.

What tools did you use? Why did you choose these tools for this task?

I used Google Slides to share the presentations and activities across classes. I also used Google Docs to collaborate, plan and reflect on week-by-week activities. Below is an example of the collaborative planning document I used with the classroom teachers:

For planning, we also used Keri-Lee Beasley’s “Design Secrets Revealed” ebook to support and plan for the lessons, as well as several other websites & resources outlined in my UbD Unit Outline.

For the summative task, students had the opportunity to use the My Story or Chatterpix app to showcase their understanding of CARP. They created a visual text to be shared on the ePortfolio platform, SeeSaw.

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How did you go about introducing your lesson/project?

I first needed to propose this project to a teacher who would be willing to collaborate on it. In my role as EdTech Coach, I am responsible for planning with teachers on ways to integrate EdTech in the classroom. Two grade 1 teachers were happy to bring these new concepts (CARP) into their classroom as students were just beginning a unit on visual literacy.

How did the students react? 

Students were very engaged in the lessons as they were a mix of inquiry and hands-on practice. Many of the students are developing into confident readers so they enjoyed learning new vocabulary. Students were even able to apply their learning in a broader context. According to the classroom teacher, words like ‘Alignment’ were being used to describe how work books were organised; During math lessons when children were ‘aligning’ their work and answers. One student had commented that they didn’t know there were “real words for the way things looked”.

Outcome? Did you meet your goals?

While the lessons took longer than expected, the ultimate goal of exposing students to the CARP principles was met. As my final video (below) shows, several of the students adopted the terminology and were able to explain their visual texts using the language of Design Principles. Unfortunately, due to time constraints and extenuating circumstances, we were unable to create the culminating eBook. Instead, students produced a visual text using one of the iPad apps: Chatterpix, My Story or PicCollage. They implemented as many CARP principles as they could remember and then explained them orally.

Evidence of learning

My final video best documents the learning achieved by students over the course of the 6 week unit:

Here is a reflection from one of the G1 teachers:

I’ve been surprised that the students were able to grasp the principles.  This came from some trial and error with simplifying and scaffolding activities that would give them practice with identifying first and then replicating the different principles.  We worked mostly with Contrast and Alignment, not only because they’re the first, but also because they were a little more concrete for the students. Also, having posters with examples in the classroom to refer to often reminds them of the principles in different contexts/disciplines.

I’ll definitely teach and use CARP principles with my classes in the future. It really helps them to have experience seeing the difference between good design and poor design, even at this young age. It motivates and empowers them to improve the design in their own work!” ~ H.M Grade 1 Class Teacher

What would you do differently next time? What did you learn? 

Overall this experience was really successful and the teachers and students got a lot out of it. However, in future I would prefer to run this with my own classroom. As the EdTech Coach, there is only so much I can do between lessons, and often there were extenuating circumstances that arose and caused lesson time to be cut short or rescheduled. While the teachers I collaborated with were very accommodating and flexible, if we were unable to finish the lesson it was challenging to pick up where we last left off because too much time had passed. I think this unit is best adopted by a classroom teacher in KG-G2, as they can tweak the resources to suit their class needs, and also they can plan out and deliver the lessons in a more timely manner. Also, there were three teachers working with me, and each teacher had a slightly different approach to embedding the CARP design principles in their classroom routines. The more successful classes had a clear display board that was regularly referenced to when teachers were looking at other visual texts, or any designs where these 4 principles could be applied.

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I also learned the importance of flexibility and lesson ‘tweaking’, since ultimately we were unable to reach our goal of publishing a CARP Jr Design Principles eBook by week 6. However this is still something we hope to do in May/June. Instead, students had the opportunity to publish a visual text that showcased some or all of the CARP principles, and the teachers were satisfied with this as a reflection of student understanding. I do think a classroom teacher has the benefit of time to ensure the outcome of an eBook. Next year when I am back in grade 5 as classroom teacher at UWCSEA, I look forward to implementing a similar unit with my own students.

How do you plan to share this with your colleagues?

Everything I created has been shared through Google Drive and is stored in this folder. These resources are free for teacher use around the globe. I will embed these resources on a separate tab in my COETAIL blog. I will also promote this unit and the resources through the collaborative team meetings I attend each week, and through #coetailchat, #edtechchat, #1stchat on Twitter.

What was your greatest learning in this course?

The learning that was most influential for me during Course 5 was how concepts from the other courses intersected in this culminating final project. Creating the Carp Jr. unit on design also allowed me to rethink and redefine tasks using digital tools such as MyStory.

My growing PLN has been another great source of learning for me, and I am in awe of the numerous amazing projects and initiatives taking place by Coetail students and graduates. I also learnt that a paradigm shift is needed in education, and no one educator can make the shift happen on their own. We need to bond together as like-minded educators and work to change pedagogy. I look forward to continuing these relationships through Twitter and G+ communities after Coetail ends.

Did this implementation meet the definition of Redefinition?

This is my favourite visual of the SAMR model, created by Sylvia Duckworth:

SAMR

Redefinition is defined as allowing “for the creation of new tasks, previously inconceivable”. While many of the concepts learned throughout this CARP Jr unit were ‘analogue’, students did create a summative Visual Text about CARP principles using a digital tool (one of the apps on the iPad). The analogue tasks were also paired with a digital eBook (Keri-Lee Beasley) and the collaborative planning documents and Google Slides. This is an example of redefinition because students combined media from a variety of sources, such as drawings, photos and digital images, to create a final visual text that exhibited elements of CARP. The camera allowed them to document their ‘analogue’ work in a digital format, which is inconceivable without iPad or digital device. The iPad also allowed them to add their own narration to explain their thinking(My Story & Chatterpix).

Final Thoughts about the Final Project

Overall the experience of delivering this unit was very positive and full of challenges. I developed stronger relationships with the G1 teachers I worked with, and was able to tweak my resources as I went so that they could be more accessible and practical for other teachers to use.

Recently I had the privilege of attending and facilitating a cohort of teachers at Europe’s first Learning 2.0 Milan. There were so many important messages to take away but perhaps the one that resonates most with me and this final project is the importance of Failure in the learning journey. Jeff Utecht shared this during his final presentation: “FAIL = First Attempt In Learning”.

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Photo Credit: Me. Jeff Utecht @Learning2 Europe

 

At the start of this unit, I wasn’t sure if I would be successful implementing a six-week long Design Principles unit with 5-7 year olds. However, I realise I needed to implement this unit (through trial & error) to really understand how it can best be used in the classroom. The video shows that students learned and applied these concepts at an age-appropriate level, and with these tools they will be better prepared to tackle design in upper grades as well. I hope those who choose to use this unit in their own classroom can benefit from my experience, and my mistakes.

All Resources for CARP JR Design Unit can be found below:

GOOGLE DRIVE SHARED FOLDER

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SAMR = SMART

What is the best way to encourage teachers to extend themselves from task enhancement to task transformation using the SAMR model?

This is a question I ask myself every day in my role as EdTech Coach. I think the best way to encourage teachers to extend towards Redefining tasks with technology is to help them understand that certain literacy skills can only be taught through technology.

Recently I delivered a Digital Literacy PD session which addressed using the SAMR model to better deliver Digital Literacy skills in the classroom. The PD focused on breaking down Digital Literacy into Six Multi-Literacy Strands. I used MediaSmarts as a resource for defining these six strands further and created this visual to showcase the importance of preparing students for a networked, media-rich world:

MultiLiteracies of a DigitalAge
Created by Jocelyn Sutherland. Symbols from CC Google Image Search. Inspired by MediaSmarts.ca definition of Digital Literacy

 

I used the CommonSense Media video on the SAMR model which does a brilliant job of extending beyond the Substitution and Augmentation phase:

In my role, I am less concerned with my own implementation of SAMR and more concerned with how I can coach teachers to adopt this model of thinking in their own classrooms. In theory, SAMR makes sense, but in practice it takes a lot more planning and thinking outside the box. As part of the PD session I led, I developed this planning guide for teachers to use to transform a unit using the SAMR model (PDF here):

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I hoped that by making a link between the Multi-Literacies in a Digital Age and SAMR, teachers would see how important it is to teach these literacies using technological devices and platforms. For example, it’s necessary for students to be exposed to networking on social media in order to learn and practice social literacy. Furthermore, information literacy now encompasses the scope of researching on the internet, therefore students must have access to digital sources in order to decipher which sources are reliable. According to MediaSmarts, media literacy is defined as:

“… ‘text’ that includes images, audio and digital media, media literacy is closely associated with digital literacy. Media literacy reflects our ability to access, analyze, evaluate and produce media through understanding and appreciation of:

  • the art, meaning and messaging of various forms of media texts
  • the impact and influence of mass media and popular culture
  • how media texts are constructed and why they are produced
  • how media can be used to communicate our own ideas effectively”  MediaSmarts.ca

This definition further supports the need for students to produce media in order to understand it. Since most media is visual and multi-modal, technological devices such as iPads, laptops, or even cameras are necessary tools to redefine the task of producing media texts. I hope the above planning sheet helps teachers see the importance of making connections between Literacy, Digital Literacy and Technology Integration and that none are mutually exclusive anymore.

This statement by MediaSmarts further highlights the pedagogical shift that needs to happen in schools:

“Technology has shifted the traditional classroom paradigm that positions the teacher as the expert. This can be hard for many educators to accept, but it’s not necessarily a bad thing. In our quickly evolving technological world, we are all learners, and teachers who are willing to share responsibility with students are more likely to be comfortable – and effective – in a networked classroom.” MediaSmarts.ca

If I were to use the SAMR Model to define my coaching I would showcase it in the following way (my first attempt at Piktochart…lots to learn!):

SAMR EdTech Coach (1)

50% of my role is Redefinition: helping teachers and student rethink learning through iPads, laptops and online platforms. Connecting with other EdTech coaches through online PD like Coetail & Eduro. Showcasing learning using blogs and sharing & connecting on Twitter. Engaging teachers and classrooms in global eLearning through projects like Hour of CodeIf You Learned Here and the Travelling Teddybear Project.

30% of my role is Modification: working with teachers to enhance tasks using iPads; Introducing Blogs and ePortfolio platforms. Using Professional Development workshops to introduce and model ways to embed technology in the curriculum. Technology has modified my delivery of PD as I can have teachers learn apps by using them as part of the workshop. Using Infographics (like above) to summarise my role. Using QR codes on posters to encourage teachers to use their devices.

15% of my role is Augmentation: pushing in to classrooms and helping students and teachers become more technologically literate. This may involve workshop on logging in to GAFE environment and using collaborative GAFE tools, instead of desktop tools.

5% of my role is Substitution: working with teachers to better communicate over email; and substituting paper communication (posters, newsletters) with digital communication via email, GAFE or Schoology platform.