Lift off!!

Chris Stegall
Implementation Paper

The concepts of tinkering and making have intrigued me over the years since I started my educational career as a constructivist early childhood educator implementing elements of the Reggio-Emilio school of thought. I’ve been trying to find ways of bringing that to my library since I work with all students and staff since I find it an incredibly powerful and engaging tool. I’ve been reading and studying Makerspace for well over a year and and the incredible synchronicity of taking Nicole’s class at the ASTE conference this year and following up with the Kodiak conference. I have been implementing projects and alloting time for making in my library and this is the year in my personal timeline to make the jump into having a makerspace be a full time occupation. This conference and class has really been instrumental in refining my vision and motivation for bringing this idea into the real world. It is my time to step this up for students and staff and I’m looking forward to it!

Over the last two years I have been slowly moving to makerspace and project based learning in the library so my purchases have been geared toward that. My goals for this first year are to choose themes for students based on items and books I already have so that my budget can be devoted to expanding what I have and I can focus on getting kids to make the most out of their time in MakerSpace. Eventually, much of the choice and makerspace themes and items will be student determined, moving my role to that of facilitator rather than director. This year, I will develop a student survey to get feedback on what worked, what didn’t and preferences for future themes. Possible Makerspace Themes for 2016-2017 include the following:
storytelling, fiber arts, coding, gardening, papercraft, construction, blocks,

July 23- Aug 1
· Gather materials for 1st semester MakerSpace
· Put up bulletin boards to generate enthusiasm and response
o July 28 Library bulletin board
o July 31 Large and small Library bulletin boards
· Make sure I have enough cell phone vibrating motors and coin cell batteries for staff development project. Purchase if necessary.
· Purchase books for MakerSpace library checkout. See attached bibliography.
Aug 5-8
· Make project bags for Staff Professional Development
o Cut copper tape
o Copy templates
o Assemble 25 bags for staff development
Aug. 10 Staff Development
Present Maker thinking to staff
o 3 minutes to discuss Kodiak conference experience with Ron
o Overview of paper circuit lesson to staff with curriculum connections to grade level expectations
o 25 minutes for staff to create either origami bug or simple circuit card
o Present materials that are available in the library for teachers to use with classes
o Pass out sheet with classroom maker ideas that align with Core Curriculum and can be done in the room for early finishers, differentiation, centers, etc.

Aug. 15-17 Rotation 1
· Introduce students to maker thinking, behavior expectations for materials and library, icebreaker group-build project with blocks. Showcase new books in the library that relate to MakerSpace.
· Internet Safety/Digital Citizenship lessons

Aug. 18-22 Rotation 2
· Review previous lesson on maker thinking and expectations. Introduce how to use iPad and flipcameras to document block projects. Introduce block schematics and rubrics for students to use during book checkout time. Review book checkout procedures.
· Password Less Digital Citizenship lessons
· Meet with each grade level to determine in what order science and social studies units will be taught so I can align the first Minecraft group projects to their timelines.

Aug 23- Sep 12 (4 Rotations)
· Wood block and Lego maker time. Digital Citizenship/internet safety. Rotation 4 Assessment for internet safety and passwords. Students turn in rubrics for MakerSpace

Sep. 13- Oct. 13 (9 Rotations) This may get moved depending on testing schedule.
· Into the Computer Lab for Guided Minecraft Maker time. Introduction to MinecraftEdu virtual classroom behavior expectations and rubric for class project. 4th and 5th grades will be collaborative group builds. 3rd grade will have individual projects to work on. I’ll choose which project to start with based on the curriculum map each grade level chooses to work with for Science and Social Studies goals
· The goal of this project will be to familiarize students with MinecraftEdu tools and to practice and refine digital citizenship skills in a collaborative setting.
o 3rd grade projects-Redstone Rollercoasters, Water Cycle, Inventors and Inventing
o 4th grade projects- create an Alaska Native village, Rock Cycle, Landforms and Biomes-Animal Adaptation Project
o 5th grade projects- Colonial village build, Solar System Build, Build a Cell.

Oct. 14-Oct. 26
Duct Tape Space

Oct 26- Nov. 9
· Book Fair in the Library
· Back to the Lab for Introduction to Coding
o code. org learn algorithm
o scratch students choose from tutorial and create a project-assess with rubric
Nov. 10- Dec. 22
Papercraft-students will have explicit instruction in paper circuits and origami before going into the space.

Brief Bibliography for purchases to support student and teacher use of the Space.

Inspirational Books
What Do You Do With an Idea? Yamada, Kobi
What Do You Do With a Problem? Yamada, Kobi
The Dot, Reynolds, Peter
Going Places Reynolds, Peter
Rosie Revere, Engineer, Beaty, Andrea
The Most Magnificent Thing, Spires, Ashley
Art of Tinkering, Wilkerson, Karen and Patrick, Mike

Lego Books
Lego Idea Book, Lipkowitz, Daniel
Lego Awesome Ideas, Lipkowitz, Daniel
Lego Play Book, Lipkowitz, Daniel
Lego Adventure Books 1 & 2 Klang, Joachim and Bishoff, Tim
Lego Tips and Tricks, Klang, Joachim and Bishoff, Tim
Lego Technic Idea Book: Simple Machines, Isogawa, Yoshihito
Lego Technic Idea Book: Fantastic Contraptions, Isogawa, Yoshihito
Lego Mindstorms Idea Book, Isogawa, Yoshihito
Klutz, Lego Chain Reactions Craft Book, Murphy, Pat

Minecraft Books
Minecraft Building Handbook, Craft, Drake
Minecraft Creations Handbook, Kid, Gold
Minecraft Secrets, Minecrafter Kid
Minecraft Creative Handbook, Builder, Steve
Top Minecraft Seeds, Ardan, Chris
Minecraft Book of House Design, Minecraft Books
Minecraft Potions Handbooks, Hart, Brian
Minecraft: Christmas Construction, Hart, Brian
Blocky Builds, Builds, Steve

Coding Books
Python for Kids, Briggs, Jason R.
Ruby Wizardry, Weinstein, Eric
Super Scratch Programming Adventure, No Starch Press
Coding Games
Sylvia’s Super Awesome Project Book: Super Simple Arduino, Todd Sylvia

Paper Craft
Flight School Levels 1-4, Harbo, Christopher
Art for Kids: Comic Strips, Roche, Art
Art Lab for Kids, Schwake, Susan
Tape It and Make It: 101 Duct Tape Activities, Morgan, Richela F.
Paper Automata, Ives, Robert
Karakuri, Saka, Keisuke
Maker Cookbook, Wall Cindy
Repurposed Library, Occhipinti, Lisa
Pop-Up Book
Mini Weapons of Mass Destruction, Austin, John
Kid’s Guide to Duct-Tape Projects, Rehwoldt, Sheri
Washi Tape: 101+ Ideas, Cerruti, Cindy
Ductigami, Wilson, Joe
Making Things Move, Roberts, Durstyn

Fiber Arts
Community Contacts: Amy Campbell, Heather Bauman
Finger Knitting Fun, Howell, Vicki
Loom Knits for Your Doll, St.Clair, Sherralyn
Susan B. Anderson’s Kids’ Knitting Workshop, Anderson, Susan B.
Kids Weaving: Projects for All Ages, Swett, Sarah
Friendship Bracelets 101, McNeill, Suzanne
Parachute Cord Craft, Pepperell Co.
Crochet for Beginners, Besline, Annie
Weaving with Children, Fischer, Ute

Make Writing, Stockman, Andrea
Digital Storytelling, Ohler, Jason

Community Contacts: Denise Bowlan, University Extension Service Palmer
Gardening Projects for Kids, Hendy, Jenny
Oh Say Can You Seed? Worth, Bonny
Gardening Lab for Kids, Brown, Renata F
All New Square Foot Gardening with Kids, Bartholomew, Mel
The Book of Gardening Projects for Kids, Cohen, Whitney



This really isn’t a fair question for me to answer because I’ve been following the Maker Movement for a year or two now as well as a dyed-in-the-wool Reggio Emilia loving, constructivist at heart for at least 16 years. Now if you don’t know what Reggio Emilia is, your probably not an early childhood educator geek, but you should know that the Reggio Emilia movement is how the the folks of the Reggio-Emiliana area of Italy do Makerspaces AND they start in preschool.  It is worth your time to take a look at the Reggio Emilia philosophy or maybe just some of the images of the learning4

atelier-makerspace- that the philosophy is centered on. reggioEmilia(1)8347_Rosensteel_150716

So after careful research and consideration of social media, funding issues, cost of implementation for creating a Makerspace, I’ve come to the conclusion that the most important resource I can cultivate our relationships, good old-fashioned human relationships.  Sustainable comes with people, with friends, with parents, with students, with principals and a deep belief in our selves.  Of all the tools we’ve talked about this summer social media has been my best tool.  If I’ve learned one thing in the last 17 years of teaching, it’s this: People make things happen. People make things happen with or without money, with or without resources, with or without skills, with or without time. If I want to be successful at this and not look like I’m participating in a passing fad, I have to share this idea with others who are willing to travel down the wormhole with me.  I have to convince, cajole and cultivate trusting relationships with people willing to invest in me and believe that what I’m asking for is worthy. I have to make “me” a “we” or  go find a “we” that will incorporate me. It has always taken a village to do anything worthy for children. Let’s not be tourists in this village but stay awhile and encourage others to join us.





Scrounging or Kickstarting?

I’ve been flirting with MakerSpace and the Maker movement for the last couple of years and I can’t decide if I want my Makerspace to be a cheap date or something a little more upscale.  I’m not naturally a maker myself,  as witnessed by the hundreds of unfinished craft projects I am responsible for but I as a constructivist, I am deeply committed to the philosophy. Man, oh man, do I admire people who are makers and I can see the enormous power of how making something deeply embeds theory and application in a learner.  Academic learning is to two dimensions as Making is to three dimensions. Isn’t that where we want to direct our students, life in the real world, or confined to the ideas on a page or screen?  The article from EdSurge summed it up best with Pestalozzi’s thoughts on “minds, heart and hands”.  (Vanderweff, Aaron, 2014) Don’t get me wrong, I love reading and thinking as much as the next guy but I want my abilities to translate into application too.  I’ve read 6 books on chicken coops and what chickens need. I understand the concept but I still need to build that dang coop just like my students need to synthesize their learning into the third dimension too.

This is journey into three dimensions is not cheap. Electricity and Magnetism is a third grade science topic where students are expected to learn about circuits, conductors, resistors, switches and connections. It’s a pain to teach with breadboards, wires, 9-volt batteries and voltimeters. Not to mention, that it’s a pain to store for a classroom of thirty!  Enter CircuitScribe! You’ll understand the beauty of this gem after you’ve watched the video.

Perfect huh?  Now see how cool it is coupled with Chibitronics!

You get it, right? No storage,  no wires and no advanced understanding of electronics, required and amazing results instantly. Kids can see immediately how they boinked up their circuit and see fundamentally how one works. But the CircuitScribe pen is $20 per pen. They last a reasonable amount of time but that’s still a sizable chunk of change for a classroom for equipment that doesn’t come with the curriculum the District buys. They are an incredible, and I think, indispensable thing for a makerspace to have, but my makerspace is a library and not a classroom. I’m committed to buying at least double sets of things because I don’t serve 30 third graders, I will serve 120 and that’s not including the fourth and fifth graders I serve!

One of the issues with scrounging materials for your makerspace is that you have a deep understanding of the making you’re doing so you have the right stuff. Scrounging requires a few more brain connections than just making a supply list. Scrounging means you know what you need and you know what you can substitute if you don’t have what you need.  It also means that I can identify people to ask because I know they are a maker in that area, likely with their own stash that’s ripe for scrounging. If you don’t have a handle on the content of the making you’re doing, finding a project with a supply list is simple. I have a bit to contribute to scrounge

I had never heard of before today so I am super intrigued.  I do know teachers who have crowdfunded and kickstarted before  but this is new to me.  I spent the day looking at projects teachers posted for their rooms. The range was huge which made me a little bit more comfortable putting out a project that was not scroungeable from mine or my friends’ stashes. My deepest belief in the Maker Movement is that you do what it takes to make the makerspace work, scrounged or crowdfunded.  I’m committed to trying new things. Besides, I serve too many kids to rely solely on scrounging! Thanks, for this great resource!!

Vanderweff, Aaron. “Makers in the Classroom: A How To Guide (EdSurge News).” EdSurge. N.p., 14 May 2014. Web. 29 June 2016.


It doesn’t matter if you scream…..

I was fooling around looking for Garrett Morris videos for “Baseball has been very, very good to me” clips to use for my title when I found the Chevy Chase quote from SNL, a long time ago in a galaxy far, far, away.  It seemed like an appropriate quote from my generation to describe how social media can look from the outside looking in for anyone born prior to 1980 I understand why teachers are fearful of using it and how irrelevant it might appear to elementary school teachers. Classroom gaming’s like that too, but you’ll be missing the boat if you’re not harnessing the power of these tools! Here’s a great article to get

As a librarian, I know real fear about needing to know innovative ways of making my job be relevant to administrators, parents and students too.  Social media instantly empowers me to look for trends, find innovators and get feedback about how things really work  at the implementation stage in a classroom.  Libraries are some of the first homes of Maker spaces and I got to discover that on social media as well as how to implement Maker ideas on a larger  scale than just a classroom size. I have saved a kabillion dollars in conference fees and air fare by using social media and PLC’s to improve my game AND I have instant access to the creators. I was shiny peny proud when I tweeted something about my pedagogical approach with administrators and Dave Burgess of Teach Like a Pirate fame responded about how much he liked my approach-easier to get forgiveness than permission if anyone’s asking.  Talk about empowering! This wasn’t some distant star author asking me my name to sign my book, but an expert welcoming me into a conversation and affirming my contribution. We gotta bring this stuff to kids!  Needless to say I follow Dave and #TLAP for insights on how to engage kids and I even get to ask him where he buys his lighting and props for some things I’d like to try.

I still haven’t figured out how to bring social media to the elementary set, but I’m pretty determined to do so.  Connecting hands-on problem solving, books, literature and a big ol’ ol’, diverse learning community is totally my thing.  In the meantime, I’m learning Google Classroom, Moodle and Edmodo to start giving them the skills so they can hit the ground running as ethical, proficient users of a powerful set of tools that they will undoubtedly use outside of elementary school.

Here are some folks I follow:

For All Things Google:  Alice Keeler and Catlin Tucker

For Things Pedagogical: Dave Burgess Vicki Davis, Lee Graham, Wes Fryer, Joyce Valenza MindShift, Edutopia

For Beautiful Thoughts-Neil Gaiman

and, no, I don’t sit in front of Twitter all day waiting for a kernel to drop. I have a life.


“5 Pros and Cons of Social Media in the Classroom for Educational Use.” School Is Easy Tutoring. School Is Easy Tutoring, 2014. Web. 24 June 2016.
“Chevy Chase Show S01E08 09-16-1993 Part 4 News Update Garrett Morris,.” Saturday Night Live. NBC. New York, New York, 16 Sept. 1993. Television.
“Things Every Teacher Should Know About Digital Citizenship @coolcatteacher.” Cool Cat Teacher Blog. N.p., 2016. Web. 24 June 2016.

#etlead Adaptation to Change “The Table I Serve From…”


“The only way that we can live, is if we grow. The only way that we can grow is if we change. The only way that we can change is if we learn. The only way we can learn is if we are exposed. And the only way that we can become exposed is if we throw ourselves out into the open. Do it. Throw yourself.” 
― C. JoyBell C.

How better to describe the rate of change in technology and how teachers feel about it than letting Indiana Jones demonstrate his understanding of the rate of change in his environment? Those twenty-nine seconds of film convey more about change and how many of us feel how we are responding to it, than I could in ten thousand words of text-excluding expletives!  I watch my own young children play with technology and use it to solve their problems, I watch my students experience their curriculum and I watch with wonder what kinds of technological advances are being made out in the world and I feel that overwhelming urge to run! In the other direction! As fast as I can!  How can I keep up with this rate, much less prepare children to step into that current? Except that I’ve noticed, those children are already in the current and I’ve eddied out, watching and waiting.  This is the segue where I become aware that I need to throw myself in, uncomfortable and counter intuitive as that may seem and join in!

How do I adapt? Well, frankly, it’s not pretty.  But, it doesn’t have to be pretty, it just has to get done. Done it shall be too because while I’m sitting in the shallows watching younger people get connected, I can’t resist the urge to join in what looks like a great deal of fun!  I may have started this class as a 21st century technoplegic, but I am not ending it that way. What I learned about adapting to technology was more about connecting with people and collaborating than it was learning the intricacies of any one program, software, website, guru…….I realized that my paradigm for learning technology was “Oh Lord, here’s one MORE thing I  have to learn to be a good technology teacher! Geez! don’t I do enough already??”  When really, the paradigm is not one more thing my overstimulated brain has to learn, it’s one more way I can connect with people who know something about what I’m looking for.  I don’t have to master things, I have to communicate, share, show up, participate, ask, try, ask some more, experiment, fail, ask again.  I can never cope with responding to the enormous rate of change that occurs in our world daily by trying to learn and master all the things that make up that change.  But what I can do is jump in and communicate.  This is my adaptation!

This takes the pressure off me to be a mistress of things and discrete bits of knowledge.  It gives me the space to be a learner, to model learning, to model wondering, experimenting, being open to possibilities.  I get to model thinking and problem-solving on my feet, which, by the way, is EXACTLY what I want my students to be able to do when we’re done sharing time together.  I want them to be able to think.  I’ve always felt that the quality of my life has to do with the quality of questions I ask of Life, and I’ve discovered that to be true for the most part.  Now through sharing, experimenting, collaborating and asking instead of mastering, I can make that available to my students.  Being a mistress of bits of information does not make one a good thinker, but good communication, curiosity and passion do make for great thinkers.  This can only improve my goal of helping the people around me be better thinkers.

With all this change going on, how does one support an administrator who is uncomfortable bringing new technology into a building or institution? Well, we’re back to that communication bit.  Part of my job as Librarian is to help integrate all information technology and media for students and staff and communicate it so that people want what I’m offering. By the way, nothing sells like success.  Over the years, what I’ve found what works for even the most reticent administrators and staff is to communicate that technology is not one more plate on the table, one more thing educators have to master. Technology is the table that we serve from.  Modeling that, communicating that, experimenting with that and sharing successes all invite people, administrators to students, to your table.

In the meantime, get out, share the bounty at your table, invite others in, ask questions, collaborate, make a thinking meal for all minds. Yours, ours, theirs!

The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.”

― Albert Einstein



Leaping image found on:


#etlead Week 13 Whew!!!!

We did it!!  The cats are all safely on the other side of the river and the cowboys can go on home now!  I had an understanding of my own learning and place in this project during a conversation with a colleague.  Not unlike being a bell that has been picked up and rung!  Every conversation, every keystroke, every nanosecond spent staring at a computer screen.  Maybe I’m just a ding-dong….. but I think I’m on to something! So hear’s the conversation, abbreviated and I’m wondering who else has had this experience in this class?

Ahaa!!  You just provoked an epiphany for me!!!   This is what I’ve been trying to put my finger on all term for both classes.  It was nice to learn what I can do!  I haven’t been stretched academically or creatively like this since I was a kid! I loved playing with this stuff. I loved using this stuff to satisfy a creative vision.  I loved experimenting with new things.  The joy was working with people who get it and who challenged me to go way outside my zone and pony up some new skills. The headache I’ve had for the last week is a new brain size!  It is nice to be valued for the things we all bring to the table.  I’m copying this into my blog but your last email brought that into sharp focus! Thank you!
This is a copy of an email I responded to a colleague who mentioned  “Always nice to know that the kind of people that I want to work with see value in what I can do :)”   

That’s what’s been lurking under the surface of my thoughts on this semester’s classes!  It’s been amazing to be connected consciously with what I can do with technologically and to be surrounded by people of the same tribe who challenge me and allow me to challenge them!  This has what I’ve been struggling to get to all semester!
I really believe this is the core of all great learning experiences for everyone.  This is what we work to bring to our classrooms!  It’s about the skill and art of learning.

After lurking around on blogs this week, even though I’ve been really poor about commenting, is that it seems like everyone else arrived in that space where when called to rise, all ascended.  Everyone stretched in directions and ways that were unexpected and gratifying!

We all did it!!!

#etlead Week 12 Homestretch


Well, we’re at zero hour and the suspense is killing me.  Colin is putting finishing touches on trailer.  The presentation for Vicki’s class is done.  All the bios are in the document.  I’ve spent 10 hours sitting in front of my computer line editing all the documents, fooling around with some next quest ideas, trying to get caught up in this class and EDMA 693 before the semester ends and reflecting on this process. Of course my Blog is late-AGAIN, but at this point it’s been late often enough for no one to notice!  Maybe I should have made a movie poster for the fine folks who create Adderall!

 Words still defy me on this project and I’ve been going to my group’s blogs, lurking to see if and how people have articulated the process. Still boggled really!  I’m also not going to waste a lot of time and digital space trying to say what others have said much more elegantly than I could anyway. I’m not a natural writer and felt that I’ve been blogging at gunpoint for a grade 15 feet from the finish line of getting my Master’s degree. To heck with it! Tonight, I’m going to enjoy seeing what other groups have done. and surf blogs to comment.  What a blast to see the great things other groups have done!

In the meantime, in a world made of blocks, I ‘m just waiting patiently to see how the whole thing ends!  Here’s a wordle of the programs I’ve used this semester!

Screenshot 2014-04-13 18.07.03

#etlead Week 11 Still Going…..

You Never Forget 2  This process continues to amaze me!  I really have a up close and personal understanding of why having a real world audience instead of a theoretical one improves student performance.  Everyone on our team has put heart and soul into this project! Without a single piece of information or feedback this project would be less.  While this project had strong leadership, every contribution was necessary and improved the project.  I could really wax poetic here but experiencing this was process as a learner magnifies to me what I want my students, each and every one of them, to get out of a lesson.

Working asynchronously was a new experience as well as working with a group on a project this long and detailed.  Our group met twice on Hangouts to determine what needed to be done next to bring the trailer and presentation together.  We divided work, assigned deadlines and figured out collaboration needs.  Then everyone got busy and executed their tasks.  We made meeting dates for the next round of final draft project.  Colin has done a great job of orchestrating all the players and documents. Nicole as set the stage for a grand presentation and everyone has just pulled their weight, dumping ideas and pieces into all the documents to be put in place.

My biggest challenge this week was learning all the new software and tech skills I would need to do my part.  Instead of listing three articles this week that contribute to my learning, here are three new sites I’ve learned to play with:

Comic Life 3, ThingLinks and Prezi.  Prezi is not my favorite.

Week 10 #etlead Flashmob Serious Game!


This is a tangle to talk about because the Minecraft group had some tangible advantages.  Our group had the luxury of having a particular game  platform to work with that helped define the parameters of what we could create as a group, that I’m not sure other groups had.  We also all have experience with the game that motivated us to explore it in depth to see where we could take it. We were also luckky enough to have a member with a solid sense of expertise, not only in playing this game but in programming and creating in it.

Essentially we were given the launch pad and chief engineer to get this project off the ground.  Knowing what game format we would be working with allowed the other members of our group to spend time learning the game and it’s limitations to more effectively tailor a narrative to the setting.  We were able to start with a focus which eliminated any time that might have been spent spinning wheels or looking for definition.  I think it’s important to be forthright about our advantages because I believe they made this project enjoyable. I know that I would be aware of such a resource differential and it would have affected my attitude about the assignment.

All that being said this was an enormously fun project to work on and extremely gratifying to watch this project grow from discussions about how useful beginner’s Minecraft manuals would be to novice players in the group to how to pull together myriad elements in a multi-layer presentation delivered asynchronously from all of us.  How to describe that in less than a million words? I’m not sure that I can do justice to this process because it was a melding of skill and creativity. Exploration, practice, wandering, encouraging, researching are all words that spring to mind but a coherent description?

As we started to flesh out what was possible on Minecraft, members of our group took turns guiding the vision as it became clear to them.  Each part was essential.  As the vision of the game became clear we were able to focus on and choose the right tools to execute the vision.

I think this video really sums up how the process worked for us and I hope our audience enjoys it as well.

Colin Osterhout appears as both the bassist and the conductor in our flashmob Minecraft Game. 🙂


How I contributed to others’ learning this week week 9 #etlead

  • Face to Face meeting with Bonnie on week 9 assignment
  • created wiki pages for Minecraft group to discuss game mechanics and basics of Minecraft navigation and progamming
  • tweeted #etlead to get the conversational ball rolling
  • Commented on Bonnie’s, Tomas’s, Sara L’s, Thomas’s and Tiffany’s blogs
  • responded to comments left on my blog
  • added comments to Colin’s google.doc for Minecraft
  • emailed Tomas to create a pool of students for proto-Minecraft Club
  • emailed Leslie to see what she’s accomplished on her school’s Minecraft Club
  • researched and blogged for this week’s essential question.
  • reviewed games for our wiki project with comments to further understanding of the site
  • Helped Bonnie use her wordpress browse her revisions to find a blogpost that she posted that was missing material she had put in previous revision.  She thought her good thoughts were lost forever but they were just resting in a previous revision!
  • Multiple Google hangouts with the Minecraft crew to start bringing the Hunger Games to life