5 Ways to Help At Risk Children Succeed

Basil Marin on episode 206 [A special encore episode] of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Today Basil Marin @basil_marin takes us on a journey to help at risk children with these five steps. From the inspiring books to the essential mindsets, Basil will help us reach at risk kids because he speaks from experience. We are counting the top episodes of 2017. This episode with Basil Marin is the #15 top episode of the year in terms of downloads. It was originally episode 130.

Today’s sponsor: Metaverse is a free simple augmented reality tool. Students can program. You can also use and create breakout educational experiences. See coolcatteacher.com/ar or download the Metaverse app today.

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Transcript for Episode 130

5 Ways to Help At Risk Children Succeed

Shownotes: www.coolcatteacher.com/e130

Transcribed by Kymberli Mulford

Download the PDF Transcript

1 – Believe in them

Vicki: Today we’re talking with Basil Marin @basil_marin about five ways to help at risk children succeed. What an important topic, Basil, and how do we start?

Basil: Right, so, thank you for having me here today. I think when we look at the five ways to help at risk kids – again, we must think about, “What is the best way to reach these kids?” These children grew up in different ways from you as a teacher, and they just need to know that you care. I love the quote, “Students don’t care how much you know until they know how much you care.” So, for me the five topics that I would like to cover today… first starting off with Belief. You know you have to believe in yourself, and also understand that other people are going to believe in you as well, and that will push you towards your destiny.

Vicki: We have a saying in our family, “You gotta believe to receive.” If you look at Hattie’s research, teacher expectations are right up there at the top of the list. Isn’t it hard, sometimes, though, to look at kids and adjust our belief about what we believe they can do? What are some things we should believe about them that can help us adjust that attitude?

Basil: Yes, absolutely. So, one of the first things is you have to understand that student’s interests. So sitting down and having a conversation with them about, you know, “What do you want to be when you grow up? What are some of your challenges? What are some of your areas that you’re really good at?” and just kind of learning the student first. You have to know where they are before you can take them to where they need to be. And so, just that belief, “I was also a struggling learner as well, we can work together.” That’s what really helped me in the classroom as a teacher, kind of bringing myself down from this pedestal, and saying, “Hey, I’m on the same level as you, and I just want to help you get to where you need to be successful.” So just having that belief and powerful, positive conversation.

2 – Build relationships

Vicki: What’s our second?

Basil: Alright. So the second is Relationships. Relationships are key, and again I think every educator should listen to the TED Talk by Rita Pierson. Relationships help form everything in the school, and then positive school culture and moving things forward.

Vicki: I say this all the time on the podcast, so all the listeners are probably tired of hearing it, but “You gotta relate before you can educate” don’t you?

Basil: There it is. That’s the main ingredient.

3 – Have a vision and set realistic goals

Vicki: OK, what’s our third?

Basil: Alright. So, the third is you must have a vision and set realistic goals. I think for me, you know, at a very young age I was always goal-oriented, and I knew where I wanted to go, and that just help me to propel through my career as an educator. We must then model that for our students and help them understand, “OK we want to get out of high school and then we want to graduate, and then are we going to go to a trade school or are we going to a college? What are your next steps?” But they also, the most important part is they have to be realistic.

Vicki: So, Basil, you know I’ve heard some educators say, “Well, THAT child, it’s not realistic for THAT child to go to college.” Now, is that what you mean by realistic, or what do you mean?”

Basil: When I say realistic, there’s kind of a different layer to it. We know if you’re a great teacher you will know your kids. So, for some kids we do understand that OK, them going to college might not be for them, so then that’s when you have to implore other ideas in terms of trade school, you know for our females they’re going to go to cosmetology school. You still have to give them a craft to be good at. And then some kids are your struggling learners like myself, to talk a little bit about my experience. I struggled in school, but I still had someone that believed in me. My goal was to go to college, I was a little hesitant, but they believed in me, and they helped me to get that extra cushion to get to college. So, you still have to go back to that first initial things I talked about, belief, and you have to believe in the kid and tell them, “You can do it, with the supports that are here, we can get you what you need.” So, it can go both ways, it can go both ways.

4- Grow as an educator through professional development

Vicki: OK, what’s our fourth?

Basil: The fourth one is professional development. I think it is very key to always be in a position of growth, always wanting to better yourself. You can do that by reading books, and I have three good books that I have read: From Good to Great from Jim Collins, Start With Why from Simon Sinek, and Mindset by Dr. Carol Dweck. Those books will help you as an educator to take yourself to the next level. Also going back to school, earning a higher degree, or listening to podcasts like this. This helps you to understand and to formulate your sense of what it takes to be a good educator.

Vicki: Yes, and you know, all professional development is personal. My strategy is innovate like a turtle. Two to three times a week I take 15 minutes and learn something new, and a lot of times it is through podcasting because I’m really, really busy. But we have to decide we’re going to do that. We can’t wait for somebody to schedule our PD for us.

Basil: (agrees)

5 – Find a solid mentor

Vicki: So, what’s the fifth?

Basil: The fifth one is find a solid mentor. I think this another one of those key things that really helped me to achieve my success at such a young age. You want to find someone that is where you want to be and just glean and take from them as much as you can. Just be around them, go to conferences with them, sit down and have personal conversation – either informal or formal – and just kind of pick their brain about how did they get to where they were. If they a great mentor, they want to teach you everything they can to help you to get to where you need to be.

Vicki: The old saying goes, “Don’t wait for somebody to take you under their wing. Find somebody amazing and climb up under it yourself,” (laughs)

Basil: There it is. (laughs) There it is.

Vicki: So, all of these things, you know, are about helping at risk kids, but what about the challenges emotionally on a teacher? Because you know, at risk kids – hurting people hurt people – and sometimes it can be emotionally challenging for a teacher to work with kids who are at risk.

Basil: So, again part of that goes back to that personal development, so listening to podcasts like this would give you certain strategies to help these at risk students. Again, I think it all comes back to — you have to start with your “Why” as an educator. Why did you get into education in the first place? And the things i, for our student achievement, student development. So, those students who are in the rougher places and have more turmoil or emotional things they have to go through, that just means you have to develop a stronger relationship with that student and get to know the deep crevices of who they are so that you can bring them up out of those situations to help them to reach the general curriculum and to be successful academically.

Sometimes it just means that you have to hear that student out and practice active listening when they come in the door. They might tell you about what happened at home or what happened over the weekend. You just being a listening ear and building that relationship will help you be successful as a teacher.

Understanding the kids, I believe is the first step. I think the second step is that you have to model for those kids what it means to be a good person. You might be the first positive person they’ve seen and they want to be like and they want to emulate, but you have to show them how to do that. And then I think again, that going back to that belief and saying, “This is where you started from, this is where your mom and dad have come from, but you can pull yourself out of that and change your trajectory, change your future.”

But as we talked about earlier in the podcast, (saying) “That’s up to you, and you have to want to be that agent of change for yourself. But I’m here to help you as your teacher and as an educator in this room.”

Vicki: OK Basil, as we finish up, you say something in your work, “Failure is not a dead end.” Give us a 30-second pep talk as teachers about how failure can’t be a dead end for us or our students.

Basil: Yeah, so I think failure is just an opportunity to look at the situation again and do it again more brilliantly. And so as educators we have to understand that it is our job to reach all of our students in the classroom. So if a student is not getting what you’re teaching, again, you need to think about a different way to reteach that lesson, a different way to get it to the student. I want you all to understand that I am a product of a great teacher understanding that I needed some extra support and help, and they were able to help me to understand that, you know, “We’ll get this a different way. You’re not slow. You’re not dumb. I just need to teach to where you are.” So I want all educators to understand that all students are reachable. It takes time, patience, and relationships. If you’re able to do that, you’ll be able to reach those at risk kids, and one day the at risk kid will come back to you and say, “Mr. So-and-so, or Ms. So-and-so, thank you so much for what you did for me. Now I am, you know, the vice president of this company, I’m in college, I’m doing certain things.” And I had the pleasure to do that with my teacher in ninth grade. I was able to call her up the last week and say, “I’m a new assistant principal.” That was a product of what she did for me way back in ninth grade.

Vicki: I love it that you went back and you thanked her. That is remarkable. I think we as teachers need to go back and thank our previous teachers. I was actually just mentioned in a Georgia Tech magazine talking about my favorite professor, who’s now in his nineties, and you know just having that relationship and going back and saying, “Thank you for what you did!” That’s the kind of currency that we need to pay each other as teachers, because we are transformed when we have amazing teachers. And we transform kids every day!

Basil: (Agrees.) And that’s what we do again. That should be our mission and vision. Again, students are going to come to you and say, “I can’t do this.” As an educator, it is your job to say, “Hey, let’s remove that apostrophe, let’s remove that “t”. Let’s make it “I can.” That’s what you do as an educator. You help the student see it in a different way and have belief in them and let them know that anything’s possible through hard work and determination.

Bio as submitted


Basil Marin earned his Bachelor of Science (B.S.) in Business Administration from Eastern Mennonite University and Master of Arts in Teaching (M.A.T.) in Special Education from Liberty University. He recently completed the Education Specialist (Ed.S.) degree in Educational Leadership from Old Dominion University before joining the Ph.D. Educational Leadership Cohort 3. He is pleased to announce that he will be transitioning into a high school assistant principal role within Portsmouth Public Schools for the 2017-2018 academic year.

Basil is a humble and down to earth individual who is passionate about creating opportunities for all students to succeed educationally. He has a strong desire to work with at-risk youth. He firmly believes these students are our future and he is willing to provide the necessary support to see all students succeed. These students are regular human beings just like anyone else; however, these students have lower academic skill sets or untamed frustrations that often disrupt their learning process. He feels that God has given him the passion to work with at-risk youth and to show them that through education anything is possible.

Blog:

Twitter:

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post 5 Ways to Help At Risk Children Succeed appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


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http://www.coolcatteacher.com/e206/

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5 Lies I Used to Believe About Teaching But I Don’t Anymore

Vicki Davis on episode 205 of the 10-Minute Teacher Podcast

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

When I first started teaching, I used to believe some things about the profession that I just don’t believe any more. In today’s final episode of season 2, I reflect on those lies and how I’ve grown in my practice. I hope it helps starts some conversation about what matters in the classroom. How about you? Do you have any lies about teaching you used to believe but don’t any more? Do you agree or disagree? Share in the comments or tweet me!

Today’s sponsor: Metaverse is a free simple augmented reality tool. Students can program. You can also use and create breakout educational experiences. See coolcatteacher.com/ar or download the Metaverse app today.

Listen Now

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Below is an enhanced transcript, modified for your reading pleasure. For guests and hyperlinks to resources, scroll down.

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Enhanced Transcript

5 Lies I used to Believe About Teaching But I don’t Anymore

Link to show: http://www.coolcatteacher.com/e205
Date: Friday, December 8, 2017

Lie #1: Tests Measure Learning

Well, the first one is that tests actually measure learning.

So I was always a pretty good test taker in high school and in college, although I never really “rememborized” very well.

But I really used to think that if I had a 250-question test, and the kids got all the right answers, then they actually knew the content.

That was until a week or two later, when I started asking questions about what we tested on, and realized that they did not have any deep learning. They were just memorizing the facts.

Well, we got rid of those big huge tests, mostly because my curriculum director said I had to, not because I really believed it.

And we went to Project Based Learning.

The first big project was the Flat Classroom Project, which went on to win ISTE’s award in 2006 for the best online learning project, that I co-created with Julie Lindsey, who at the time had been in Bangladesh.

That project was astounding. We did that for several years.

And now we do global projects every single year in my classroom, and have since 2006.

Well, I realized that the learning doesn’t really stop now. Students remember, much later, all the projects they did. They remember the movies they made. They remember the inventions that did.

It really cemented for me — when a student who graduated about 8 years ago. He’s now a dentist and doing very well. We sat down and had a conversation at our Fall Festival recently. We literally picked up the conversation where we had left off. It was very Socratic. It was asking questions back and forth.

He said that he had seen some new technology, and he wanted to know what I thought about it. It was literally technology that we had talked about when he was in my classroom. He and a friend of his had been messaging back and forth, and he said, “Oh! Ms. Vicki’s right again!” about a particular topic.

But also what he doesn’t remember is that I kind of led them that direction, so they came to those conclusions. But still, through projects, through invention, through creativity, through learning. That is true teaching.

When somebody comes back, and they’re 25 or 26 years old… and they’re still having conversations about the things that you did in class?

I mean, he literally told me about the day that I introduced Twitter and what he said. He had said not such nice things, that it would never amount to anything. In this case, he was wrong and I was right. I’m not always right.

But I think the point here is that with authentic projects, with making, with inventing, with creating — I really know that I’m teaching, much more than I ever did with those 250-question tests.

So, that’s the first thing. I just don’t think that those tests really did teach what I thought they taught.

Lie #2: “Don’t smile until Christmas.”

Well, I never was very good at this because I was the Georgia Peanut Princess and I liked smiling, but you know, it’s about relationship. It really is.

Those early years I struggled, because I did not have the relationship with my students that I have now. Part of it was that I was just so — I hate to say, ‘ a stick in the mud” — but I didn’t bring myself to school. I didn’t share things with my students at school.

In fact, it was kind of a little while before I started sharing a lot of the blogging and things that I was doing, and Twitter, and all of this adventure that I go on in my life outside.

And you know, we need to have that relationship. Part of that relationship is smiling — and not just smiling, but laughter and having a great time.

Lie #3: Kids learn just like I did.

See, this is a problem that many teachers have. When I was in the business world, one of the first rules of marketing was not to think that everybody is just like you, when you’re marketing to them. In marketing or advertising meetings, people would say, “Well, I wouldn’t be interested in that.” And you’d look at them and say, “Well, you’re not the the target market.”

Well, you’re not the target market, teachers.

The brains have literally changed now. They have shorter attention spans. They scan. There are so many things that you can read about brain research.

But kids don’t learn like we do.

In fact, I’m very visual. A lot of my students are auditory. SOme of them are learning “To be, or not to be,” for their English teacher. They will download that and let them listen to it on their phones as they learn it now. They learn differently. They don’t learn like we do.

We need to understand that we are not teaching ourselves. This is not a class full of mini-mes. This is a class full of unique individuals who learn differently. And not only do they learn differently, than we do, they’re part of a different generation than we are.

So we need to try to get in their minds to understand how they learn, so that we can teach to them.

Lie #4: I have to stay on task with content learning 100% of the time in class.

That’s a lie that I used to believe! I thought, you know, 52 minutes. And I still will talk to my kids about spending 52 minutes on task. That’s very important to me.

But there are times to have conversations. When tragedies strike, when difficult things happen, there are times when I will stop everything and we will go on to a different topic that I didn’t have in the lesson plan.

There are time that kids ask to talk about things.

For example, we’re doing Hour of Code this week, but I have a little bit of extra time, and a lot of students have been asking me about introverted versus extroverted. So I had a little tool to kind of help guide them through that and talk about the difference between introverts and extroverts.

This was a very important conversation, because one of the student took the test, and then she looked at her score, and then she thinks she is the “normal one.”

And I said, “No, no, no, no, no, no… HAH! Introverts and extroverts are both very important parts of the world, and we need each other. There is not one that’s better than another.”

We had a great conversation about introverted versus extroverted, the differences, and how we each have something different to bring to the world.

Well, that wasn’t originally on the lesson plan. But if I had stayed on task, if I had said, “OK, everything that is content in the curriculum — that’s what I need to cover,” then we would have missed that very valuable lesson.

I can name literally thousands of such lessons that we go on, because I am a teacher. Yes, I am going to cover the content. But do I have to do it 100% of the time?

Sometimes, those great relationships that I mentioned earlier are built when I say, “How did you do this weekend?” and “Oh, I’m so proud of because of what you did in the play!” or “Why are you not in the play?” or “How’s basketball going?”

Or a kid will come in and say, “Well, I want to quit basketball.” We have these conversations that are life changing.

And I know this, because now I’m going on 15 years, and the kids will come back and tell me.

So, if all you do is 100% of the time content, I would argue that you’re really missing out.

I think a lot of administrators who think that teachers should be 100% all the time on the content — are missing out on what that’s like.

If you think about it, if a highway is 100% full, 100% of the time… then you have gridlock. Nothing moves. Highways are really more efficient around 45-60% full. And then they start really slowing down.

So you want to have some room in there for being a human being and not just a human doing.

And I’m not saying, just sit back and prop your feet up and whatever. And I don’t watch a lot of movies with my students, but we do have purposeful learning and sometimes go off script.

Lie #5: Every child can make an A in every single class

The fifth one… and this was very hard for me, because I came in believing that every single child could make an “A”… in every single class.

You know, children are different. I have two kids of my own with learning differences. I have three children, and two of them have learning differences.

I used to think that it somebody wasn’t making an “A” then they just weren’t trying hard enough, or some other reason.

But you know what? I have something I say to kids a lot now. And that is, “OK. This is a hard subject for you. Let’s get the best that we can get for you. But I want you to understand something. You are an “A” as a person. You are important. Whether you make an “A” in this class or not — if you give every single thing you’ve got and the best you can get is a “B” or the best you can get is a “C” — then that has to be enough.

I know tons of successful kids who were all “C”s in high school. I’m not saying grades aren’t important, but you know there’s just so much more to life than just the grades you make in high school. I’m sorry. There just is. So I’ve kind of changed — I’ve definitely changed my view on that.

I’d be interested to know some of the lies that you might have used to believe about learning.

But you know, teaching is heard. Teaching is difficult. I know I talk about that a lot, but teaching is important. I wouldn’t trade it for anything.

Bonus Lie: The money’s not important. It’s a noble profession.

You know, if I was going to add a lie — not about learning, but about teaching, it would be that, “Oh, the money’s not important. It’s just a noble profession.”

And teaching is a very noble profession. But I’ll tell you this. I’ve had to work really, really hard since my kids went to college to make up for the fact that I chose to be a teacher. It didn’t really hit home until my son graduated from college, and his starting salary was higher than my salary as a teacher.

And you know, I just think back to when I was 24 and 25, I made about five or six times what I make now. Sometimes that’s hard to handle, especially when you’re teaching kids whose parents make a whole lot more than you do. And there are a lot of people that complain, “Oh, we don’t need to pay teachers anymore.” It’s just difficult.

So I do think that money is important, and I do think that adequately funding education is important. Paying teachers a wage that is deserving of who they are — is very important to me. And I think I’ve dismissed that in the past. I think that’s a sixth and bonus “lie,” if you will. And I know that some schools do pay well, but many do not.

But teachers, don’t be discouraged. Teaching is a great profession. It’s worth it. We make a difference every day.

I love my students so much. I love teaching them.

And I hope that you do, too.

And I appreciate all that you’ve done to listen to Season Two of the 10-Minute Teacher, which is now officially ending. This is Episode 205, so we are finished with Season Two.

Season Two is ending: Please leave a review on iTunes!

I would love it and really appreciate it if you would go over to iTunes and leave a review on the 10-Minute Teacher.

Encore: Top 15 Episodes of Season Two

Now for the next three weeks, we’re going to be counting down the Top 15 Episodes of 2017. That’s right.

So we’ve had two seasons, Season One and Season Two of the 10-Minute Teacher.

We’ll pick up Season Three early in January.

Thanks and appreciation!

I’m just really grateful for all of you out there who’ve been listening to the show, encouraging me and Kip and all of us involved. I do have to give a shout-out to Kip Davis, my husband, who is the producer for the show. He’s done an incredible job. I had no idea he would be so good at it. You know, we’ve learned a lot along the way. I’m sure some of you have noticed, who were faithful listeners. Sometimes we’ve had a few little glitches. But we’ve learned.

We’ve got Dr. Lisa Durff, who has gotten her doctorate. I got to see her graduate and be draped and everything this summer. I was so proud of her. She’s our research assistant. She finds all of these amazing people for the show and handles all of the bookings.

We have Kymberli Mulford, who does all the transcriptions.

And if you haven’t check out the Shownotes, they’re really looking awesome now. We have full extended Shownotes, which helps those who need it for accessibility reasons, but also those who want to quote it for their research papers and that sort of thing as well.

So, thank you all. And we’re also very grateful for all of the sponsors who help make this possible, and fund the show as well as helping us to keep things rolling around here.

Thank you all. Thank you for listening to Season Two of the 10-Minute Teacher.

I hope you enjoy all of these encore episodes that we’ll be airing.

My email is always open for you. Email me at vicki@coolcatteacher.com if you have any suggestions, ideas, or potential guests that you think we should interview.

Thanks for listening!

Transcribed by Kymberli Mulford

kymberlimulford@gmail.com

Disclosure of Material Connection: This is a “sponsored podcast episode.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.” This company has no impact on the editorial content of the show.

The post 5 Lies I Used to Believe About Teaching But I Don’t Anymore appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


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Metaverse for Augmented Reality: Program and Breakout in Augmented Reality

A sponsored review of a tool I’m using to teach programming

From the Cool Cat Teacher Blog by Vicki Davis

Follow @coolcatteacher on Twitter

Augmented reality is here. Finally! When Google Docs came out, I stopped everything and let all of my classes experience it. Also, I learned about Twitter, I did the same thing. Well, several weeks ago, I stopped everything and took all of my students into Metaverse. Augmented reality is going to be huge — I think it will be even bigger than virtual reality. Until now, however, we haven’t really had apps to help us see the possibilities of this technology. I think Metaverse will be an app to watch in this space. Today I’d like to explain augmented reality and how Metaverse works. I’ll also share how my students are using it to program.

In previous blog posts and shows, I’ve talked about augmented reality (AR) and virtual reality (VR). It’s important that we understand the difference.

Metaverse is the sponsor of this post. See their article, Create Magic in Your Classroom. All opinions are my own.

Virtual reality is where you put on some goggles and visually immerse yourself in an activity. You feel like you’re there. There are many exciting things about VR, but one of the drawbacks is that it’s really easy to forget where you are. There can be some inherent dangers in not knowing your actual location in the physical world.

How does Augmented Reality compare to Virtual Reality?

However, in some ways, augmented reality has far more potential than VR ever could. While we’ve all heard about (and maybe played) Pokemon Go, most of us don’t really understand what AR can do for us. So imagine this: Now you have the ability to overlay digital objects throughout the physical world, and your phone or tablet lets you peek into that “augmented world” and interact with these objects. Suddenly, there are an infinite number of ideas about the things you could interact with.

This gif shows what augmented reality looks like through the Metaverse browser.

So, for example, on a computer screen you can put objects in different places.  But it’s a 2D experience, so it’s flat. All you have is the screen.

But AR lets your physical world becomes the screen. Right now, we can look at and interact with these digital items through our cell phones. Eventually, our glasses or contact lenses will be AR-enabled, and we’ll be able to see these types of things without a handheld device, and they’ll just appear in front of us as if we were looking at a hologram.

What is augmented reality?

But the reality is that places will be augmented. The word “augmented” means “to add to something,” so we are adding another layer to reality. We are adding the digital world to our real, physical world.

Every experience has a barcode. When you download Metaverse onto your mobile device, click the “scan” button to launch the experience.

To me, this technology leap is similar to when Marc Andreessen programmed Mosaic, the very first web browser, and showed us how we could “browse the web.” All at once, we understood that we could see all of these things on the Internet — and we had graphical objects at our fingertips.

The same thing has happened with augmented reality.

Metaverse: The Augmented Reality Browser

Now there’s a battle to see which augmented reality browser our world will use. Metaverse might just be that AR browser.

I’ve been looking for others, but haven’t really found anything else that can do what Metaverse can do right now, although this is sure to be a hotly contested space.

Digital breakout boxes have a new form

You’ve heard of breakout rooms where people had to solve puzzles to get out of a locked room.

But in schools, you can’t lock students in a room, so people invented breakout boxes. Using their knowledge of history, science, or other subjects, students had to solve the combinations for the boxes to open them and receive the prize inside.

Well, now you can breakout in augmented reality. Here are five examples of simple breakouts, but you can find many more by downloading the Metaverse app and browsing them.

But even better, students can create their own breakout experiences.

Breakout Tutorial Playlist for Metaverse

Programming in augmented reality

Recently, while I was in Dubai, I had my students program in Metaverse. One group made an augmented reality tour of the school. Others made fun games and activities to teach about topics from pet care to comedy.

Metaverse has many different “triggers.” Like a regular video game or program, it can ask you to input a name that it will call you throughout the experience. Students can follow different paths through the experience based on your responses. They can take quizzes, answer questions, and earn points. Students can even “receive” virtual inventory items and “give” them to characters that you interact with on screen.

Here’s a sample of the first experience that a student and I created. She and I went into the app and had an experience up and being used in the Metaverse Augmented Reality browser in ten minutes.

Just look at the screen of your phone

All of this is done while you’re looking through the camera on your phone. The virtual objects display over your real world so that you can interact with them without losing track of where you are.

Think about it this way. Every single area of space around you could hold a virtual object. You could browse different objects based on the “experience” that you launched. So at one moment, you could be going inside the cells of a plant or animal. In the next experience, you might be walking through the planets.

One note: The location boxing feature is currently in development. This means that when you launch an item, it will appear right where you are. For example, if you wanted someone to open an experience and see a tour guide by the front office and another one standing by the computer lab, that capability isn’t quite there yet — but it’s coming. Instead, use the scavenger hunt feature and put QR codes in the locations where you want to launch the intelligent “tour guide” or character.

Metaverse is a fantastic way to teach programming and augmented reality. Launch it today and take a look.

Try Augmented Reality Scavenger Hunts

You can also make scavenger hunts with Metaverse. So, for example, you could take the QR code from different experiences and put them around your school or location. People launch them to get the clue or information. You can also add some programming to have them enter a code or number or solved puzzle in order to get the clue. So, these aren’t just augmented objects but they have intelligence.

You can also bundle experiences into groups to use in scavenger hunts as well.

https://www.youtube.com/watch?v=AEINxJTjX5Q&feature=youtu.be

How are teachers using Metaverse?

There’s a curated list of tutorial videos from teachers about how they are using this tool, but here are some of my favorite highlights.

Imagining an Augmented Future

This is much bigger than Pokemon Go. For example, imagine that you’re in a big city looking at ten restaurants across the street. You could look them up on Yelp to see what people say about them, or you could check current availability on OpenTable. However, that takes a lot of browsing time.

What if you could look through your glasses and immediately see the rating of each restaurant floating over the door? Or think about asking your glasses to tell you what kind of food each restaurant serves, and the answers would appear? Then you’d narrow your options and ask your device for the wait time. You could say, “I want a table for 8:00 at John’s Restaurant.” As you walk, everything is reserved.

The experience doesn’t have to end there. When you walk in, a digital representation of John appears and takes you to your table. He’s either a hologram, an overlay appearing on your glasses or contacts, or — at least with current technology — on your cell phone. When you get to your table, an AR waiter appears to take your order.

Eventually, of course, you’ll need a physical person to bring your iced tea or dessert. However, many of the initial interactions in a restaurant could easily take place with an AR object — one with a little bit of artificial intelligence, but it wouldn’t be that difficult to do.

Let your students imagine and augmented future

As we programmed in augmented reality, we also had possible discussions of our augmented future. You can have some amazing invention assignments as students envision and dream of a future with intelligent digital objects overlaying our physical world. Let’s augment our reality and learn!

Disclosure of Material Connection: This is a “sponsored blog post.” The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

The post Metaverse for Augmented Reality: Program and Breakout in Augmented Reality appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!


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