Today’s post was written by Wilj Dekkers, Year 5 teacher and e-learning coordinator St. Andrew’s College in New Zealand.
OneNote is central to the pedagogy in my classroom and school. When you walk through the building you can witness the everyday use of the application from Year 4 to Year 8. You will see Active Boards where teachers annotate writing samples in the Content Library for students to use as a reference for their own learning. Students are huddled around their laptops debating which sources of information are most relevant to include in a shared notebook, and staff are reviewing meeting notes shared through a Professional Learning Group’s OneNote.
St. Andrew’s College uses a custom designed Inquiry Pathway—the core of which is built around helping students develop a collaborative approach to learning. The approach is question-driven, encouraging students to find the answers themselves, coming to their own conclusions. As a teacher, this is exciting; we plan and facilitate but cannot predict the final outcome.
Having planned an inquiry around national identity in the 21st century, I had posed a problem to my class: The Christchurch earthquakes of 2011 had left a long lasting scar on both the economy and identity of the city. Tourism was dwindling, with visitors flying in and quickly moving on to other parts of New Zealand’s South Island. I challenged my students to answer the question, “What does it mean to be a Kiwi in the 21st century?” and also find a way to bring tourists back to our city.
Students formed collaborative groups and created their own shared notebooks. They planned, questioned and researched their Kiwi icons. They interviewed parents and discussed how families from a variety of cultural backgrounds celebrated being “Kiwis” and what being a New Zealander meant to them. All of which was documented in each group’s shared OneNote Notebook.
Students began asking if they could book laptops to work together in our shared learning spaces outside the physical space of the room. They loved having the flexibility to be able to work together around a PC or laptop and then continue collaborating using OneNote at home, completely away from the physical space of the school, in the evenings. Students were so enthralled with the inquiry unit and ability to work together in real-time through OneNote. Parents even began commenting on how they had never seen their students so excited to return from school and get started on their homework.
Part of the inquiry was looking at how we could bring tourists back to Christchurch. This was where Minecraft was introduced to the class. Students brought in devices running the pocket edition and connected to shared realms via the school’s Wi-Fi. As well as working as a team to answer the big inquiry question, members of each group had individually focused on an aspect of Kiwi culture. I asked the students if they could build a theme park with Kiwiana-themed rides that incorporated elements from their inquiries.
Before long, the class was a buzzing hub of self-directed learning. Students were writing presentation speeches from their inquiry notebooks while Minecraft experts built bigger and better Kiwiana rides to showcase their learning. In the evenings, groups continued developing and improving their learning in preparation for the big day.
By the end of the third term of 2014, OneNote became a standard classroom tool. Having seen the benefits, families had started purchasing laptops for their students to use in our class. This again caused a chain reaction. Students with access to their own devices were using OneNote more, which in turn meant that more students began arriving with laptops.
This had to be managed carefully, since having a laptop in Year 6 is not required. I was wary of technology being used as a substitution tool and made sure that in my planning any use of OneNote or any other tools we were using was in ways that enhanced or allowed learning to take place in a way that could not be done without a device.
It was around this time that Sam McNeill, head of ICT for the college, brought in six Surface Pro 3s to trial, and I was fortunate to be asked to use one in the prep school. Having always been a believer in the creative power of the pen, I was instantly won over by having the best of both worlds at my fingertips—a fully functional Windows tablet with a stylus that allowed me to write down ideas, thoughts and comments directly into my OneNote Notebooks. It did not take long for a few students to begin arriving with their own Surface tablets!
In the final term of the 2014 school year, we focused on our use of narrative; enhancing writing features and broadening our vocabulary. Using both OneNote and Minecraft seemed like a natural fit.
As a class, we read through “The Warlock of Firetop Mountain,” written by Steve Jackson and Ian Livingstone in 1982. This book was one of the first “single-player gamebooks” and was the first of what was to become a successful series of pick-a-path gamebooks called “Fighting Fantasy.”
The students loved it. We discussed modern game worlds, from Fable to World of Warcraft. How could we emulate those fantastic “Fighting Fantasy” stories using the technology at our disposal, and how could the technology enhance the quality of our writing? We wanted our readers to have the same sense of choice and adventure we had experienced reading “Warlock,” while being able to share our writing without needing to produce any form of print media.
“Minecraft brings out the creativity in me. I love remaking my story Minecraft and improving my writing.”
Through the insertion of hyperlinks connecting pages, students found an easy way to provide choices for the reader, and as notebooks stored on Onedrive could be easily shared, the audience for their writing expanded quickly. Students were sharing and collaborating on their adventure stories by allowing editing rights to certain classmates deemed to have the relevant skillsets to be seen as official class editors.
The inclusion of Minecraft was thanks to Tam Yuill-Proctor, a Year 10 English teacher in our college. Students in Tam’s creative writing class had used Minecraft and other 3-D authoring tools to create worlds for their stories.
“Using Minecraft made my imagination go wild with thoughts!”
Our Year 6 students took Tam’s idea and expanded upon it by using Minecraft to both plan and develop their writing, as well as to review and revise the content, descriptive phrases and vocabulary. As their Minecraft worlds grew, so did their stories, which were housed in OneNote. In some cases, we had 10-year-old boys who were not big fans of writing producing 5000-word interactive pick-a-path stories. We published a blog entry detailing the OneNote and Minecraft pick-a-path story.
“Minecraft was helpful because it made me notice all the little details in my narrative that were never in my original bubble plan.”
By 2015, most teachers in the prep school had embraced OneNote. The superb OneNote Class Notebook app creator was now an important element of Office 365, and students were appreciating the structure of the Collaboration Space, Content Library and their own personal sections.
Teachers were appreciating the organizational simplicity of adding resources and lessons into the Content Library for students to use in their own sections. Within my Year 6 class, multiple students arrived at the beginning of the year armed with Surface Pro 3s.
OneNote sections became collaborative planning spaces for groups designing games and interactive narratives; students naturally made use of the Collaboration Space to form group sections for our prosthetic hand designs for the 3-D printer.
This was also the first year that I started using Minecraft in Math. The students in my group weren’t huge fans of math. I knew they were capable of so much more, but their personal attitude towards the subject was that it was hard; comments at the start of the year were mostly, “I’m not good at math.” My focus was to change their attitudes to that of a growth mindset where they say, “I’m not good at math, yet!”
Minecraft enhanced the quality of their learning a number of times during the year. One unit that stood out was the learning of area, scale and proportion.
We began the unit by exploring real house plans from various companies around Christchurch and looking at the proportion of communal living versus sleeping areas. Plans were scanned and dropped on top of grid paper in the Content Library of our Class Notebook. Student’s copied the documents they wished to work with into their own sections with plans ranging in size and complexity to suit the differentiated levels within the group. We tried to work out if there was a pattern for the proportion of living areas that was common to most house designs, and then the students started planning their own houses.
Those with a Surface Pro worked directly in their sections, while other students worked on A3 grid paper, later to be scanned and added to their sections. Students dropped copies of their plans into the Collaboration Space and asked for advice and feedback from classmates on their progress.
Once the planning stage was complete, we began using Minecraft to build our houses. Students were left to develop their homes for one lesson before a review meeting with the “chief engineer” (me). At the meeting, we discussed what was going well and also any issues that had been noticed. Most students immediately commented on the scale being completely different to their plans. Everyone had of course built meter-thick walls in Minecraft that affected the overall size and layout of their designs.
This organically led into learning scale so the students’ houses could match the scale of their original plans. Wall thickness versus wall height helped us to decide the final scale required to build our Minecraft homes.
This year, we are revisiting the Kiwiana national identity inquiry project with student groups continuing make use of OneNote as a collaborative learning tool. In a few weeks, each group will present their learning to their parents who will take on the role of the “New Zealand Tourism Board.” Groups of students will sell their tourism concepts to the board while sharing their inquiry conclusion. I find that this current group of students is able to focus on the depth of learning; they are already OneNote natives, having learned the skills required in Year 5. The technology is now an everyday part of the learning process.
Their ideas for using Minecraft are in some ways more creative—groups are developing Kiwiana museums with interactive displays, Kiwiana theme parks with Red Stone controlled themed rides, and stunning galleries with Kiwiana Minecraft pixel art on the walls.
I still have a long way to go on this journey. I am by no means an expert, but I am driven by the enthusiasm of the students in my class and this exciting, ever-changing future they will one day help shape.