I applied to be an Apple Distinguished Educator for the Class of 2017, and wanted to share my application with you. It was a lot of work, and it seems silly to only share this with the ADE judges.
Most of the ADE application was a two minute video–there’s a lot of stuff I wanted to share in that video that didn’t make the cut, particularly the songs I’ve recorded. So, here’s a bunch of EduAwesome stuff related to my application. But first, here’s my application video:
Here are some of my favorite videos I’ve created. My YouTube channel, with 4500 subscribers and 8.2 million views, is a place where I share my expertise in using technology.
Here are 15 of my favorite ed tech songs I’ve written and recorded. In an earlier draft of my application video, I featured several of these songs. I wanted to give the judges a feel for what I create, and music is a significant part of my identity. In the end, the video flowed much better with one original song under the entire video.
Some of these songs are originals, some are parodies, and some are songs I’ve written with an audience during a conference session using GarageBand. All songs are original recordings. All songs are recorded using GarageBand. Feel free to download and/or use for your own projects.
I’ve created a lot of content to promote powerful ideas for improving teaching and learning. Here are links to some of my favorite content:
Let’s connect. Here’s where to find me online. I share my ideas about improving teaching and learning the most (by far!) on Snapchat. If you’re on it, it’s time to jump on. I’m still on Twitter, and share amazing things there, but nearly all of the transformative conversations I’m having are on Snapchat:
Finally, here is the transcript from my ADE video:
Hi, I’m Bill Selak. I write songs. I make movies. I take photos, but most importantly, I reimagine learning experiences.
At Hillbrook School, our learning environment is our 14-acre campus, not just an indoor classroom. We build and launch rockets, and use iPads to capture slo-mo footage, and present the data in a Keynote slideshow.
We capture environmental changes over an entire school year through a sit spot study, deeply looking at small parts of our campus.
When we are in classrooms, we push the boundaries of traditional subjects. Students use Swift Playgrounds to learn to code, and develop computational thinking.
We have a week-long coding event each December where every student on campus spends two hours coding using apps like Swift Playgrounds.
Our photography elective at Hillbrook has evolved into an iPhoneography elective, where students shoot, edit, and publish their images… all on an iPod Touch.
We collaboratively create worlds in Minecraft, sharing globally through presentations at ISTE and our podcast.
In fact, our use of iPads is so transformative that educators from around the world are asking us for advice.
We host guests like the Ministry of Education in Singapore, and work with ed tech organizations to create things like the BOLD Classrooms conference, where we will take a deep dive into online lesson design.
We share our expertise beyond our campus through a school podcast on iTunes. Our school also presented at the NorCal Apple Distinguished School Showcase. On my personal podcast and blog, I talk about improving teaching and learning, and through my iTunes course I share best practices for teaching video in the classroom.
I share these practices at the higher ed level, teaching educators how moviemaking, music production, and universal accessibility can empower student voices.
I present at local and national conferences. In my favorite session, our group collaborated using Garageband to write, record, and publish a song… all in one hour!
The future is getting even brighter at my current school, where we are working on building a makerspace, podcast production studio, and moviemaking studio.
With Apple technologies, we can reimagine educational experiences, and I work to bring those experiences to life every day.
This year at Hillbrook, every student participated in the Hour of Code. Started by code.org to “demystify computer coding and show that anyone can learn the basics“, the goal is to get every student in the world to spend one hour coding during the second week of December.
We had several events to celebrate Hour of Code (aka Computer Science Education Week). In this post, I’ll walk you through what we did at Hillbrook, how you can recreate it, and why it matters.
Two years ago during Hour of Code, a few teachers spent one hour coding with their students. It was great. Our school hadn’t participated in Hour of Code officially before, and we did. #eduwin
Since then, several teachers at our school have integrated coding and/or robots into lessons. First graders worked with BeeBoots and blockly programming on iPads. Middle school students began to learn Javascipt in math class, and program Mindstorms to create robots in science class. Coding in classrooms was bubbling up. It was time to double down.
Last year, every student was going to spend at least one hour coding. Instead of simply visiting hourofcode.com, we decided to have a week-long celebration of coding. It was epic, and led to more coding embedded into traditional lesson. This year, we renamed it Everyone Can Code and continued the idea of having many stations/sessions for students to participate in.
Let me walk you through what we did with our students, from junior kindergarten through eighth grade.
Warning: this was a lot of work. Even if you take these ideas and run with them (and please, take these ideas and run with them!), there’s a lot of prep, and there’s a lot of purchases. Feel free to pick and choose ideas, lessons, and sessions from the veritable smörgåsbord of coding activities. I recommend doing something for Computer Science Education Week/Hour of Code, but December is a crazy time of year to pull of an event or two at this scale.
Here’s the rundown:
We created 12 stations/sessions. Over 95 minutes, middle school students will go to two stations.
Through this Google Form, students selected their top 3 choices. I manually created heterogenous groups, used Autocrat to email students their tickets, and used a Mac application Pages Data Merge to mail merge this fancy Pages document with a csv file of students and their assigned sessions.
Every single middle school student spent 95 coding at two of these sessions:
Here are the descriptions for each session:
Code Combat: Choose your hero and code your way through the ogre patrols, lava pits, and laser beams of Kithgard Dungeon. Level up, earn gems, and loot magic items to unlock new programming powers!
Sphero Maze: Create an intricate maze and program your Sphero to successfully navigate the most epic maze ever designed for a robot.
Programming music with MakeyMakey: Use the MakeyMakey to connect conductive material to control your computer. Create a game or instrument, and play or perform it with your MakeyMakey materials.
Make a Movie with Robot Actors, Dash and Dot: Write a movie script where the actors are robots. Using the app Tickle, program the actions of the robot(s). Use an iPod Touch to record your movie and add voiceover in real time to add the dialog.
Hillbrook Air Corps: Ready to try flying some drones? Do you have what it takes to earn your wings? Code drones to fly mini missions. By the end, you’ll be saying… “I feel the need…the need for speed.”
Sphero Art: Painting and programming using a robot? Yes, we are living in the future. With an introduction to action art by famous artists such as Jackson Pollock, work together to learn how to program Sphero using the Tickle app to create a collaborative art piece!
Paper coding: Learn the basics through games that use cards, string, and lots of running around.
Paper Circuitry: Make paper come to life! Build circuits onto a piece of paper using tape, batteries and paper.
Build a Computer with Piper: it’s physical computing on a Raspberry Pi!
Escape Room! Use the basics of coding to break into a box with multiple locks in a game called BreakoutEDU.
LittleBits and SAM Labs: Create your own prototype robot with magnetic circuits and Bluetooth modules
We recruited faculty and staff to run sessions, and created lesson plans called Ready, Set, Go with details on running each session.
Most of the planning for younger students is identical to middle school. There are enough differences, though, that it’s worth listing each step, particularly if you want to copy and paste this to share with an elementary teacher.
We created 11 stations/sessions. Over 70 minutes, lower school students will go to two stations.
Through this Google Form, students selected their top 3 choices. (Note: this form is rad. Each choice is a separate section. The “what do you want for session 1” questions is a multiple choice question; we added an image to each multiple question choice (a rad new feature in Forms!)). I manually created heterogenous groups, and used a Mac application Pages Data Merge to mail merge this fancy Pages document with a csv file of students and their assigned sessions.
Every single lower school student spent 70 coding at two of these sessions:
Instead of session descriptions (several are identical setups to the middle school version), I made a short YouTube video.
Just like with middle school, we recruited faculty and staff to run sessions, and created lesson plans called Ready, Set, Go with details on running each session.
Every single JK/K student spent time coding in a small group. We used BeeBots and a BeeBot map to introduce students to computational thinking.
There isn’t much to explain, but it should be duly notes that kindergarten students catch on to this quickly. Before long, most were able to write a complex path for the BeeBot to follow. It’s a good reminder that we often underestimate students’ abilities. One of my favorite things about a schoolwide initiative like this is that faculty and staff can see what students are capable of, and this can lead to significant transformations in how coding is integrated into the classroom.
Our school’s vision is to “inspire students to achieve their dreams and reach beyond themselves to make a difference in the world.” So the question is, “How can coders make a difference in the world?”
I arranged a field trip for eighth graders to Google to learn how coding makes a difference in the world. We heard from Googlers from a variety of departments: Google X, user interface design, software engineer, and marketing. A big takeaway is the huge amount of collaboration and interdependence between all these people with vastly different skill sets. It’s also an epic way to see coding in the wild, and not just on a website.
As we work to integrate coding into the school day more, there are two things we need to do more:
Continue to question, continue to reflect, continue to practice, continue to implement.