Conversations, Collaboration and Cookie Cutters

There is a lot going on in a school, finding time to sit with fellow educators and plan is not easy. Trying to meet sometimes feels like trying to make all the pieces in the game of Tetris fit. Finding time to co-plan lessons and collaborate with classroom teachers can be hard, but sometimes the quick conversations you have in the hallway or before a meeting starts can lead to a cool, connected project! These short conversations are a great opportunity to “[partner] with other educators to scaffold learning…” (School Library III.A.1). The conversation can spark ideas for a partnership, a collaborative project, or topic shared in the classroom and the library.

I was looking for something to do in the few short weeks before the winter break in December. It is always an awkward time because it is not enough time to do a deeper dive project but I still want the work the learners are doing to be meaningful and engaging. My second graders love to do projects and we had not done anything with 3D printing yet this year, so I was brainstorming some 3D printing project ideas. I was talking to a second grade teacher and she mentioned a cookie making project her students do with the chef in the cafeteria. Making connections with the math lessons, students would be measuring different amounts of ingredients and then baking cookies. This was a lightbulb, what if the students designed and 3D printed cookie cutters that they could use in their math lesson!

This project connected some of my school library curriculum goals to continue to advance learners’ design and 3D skills, connected to the math curriculum in the classroom and was a fun project for second graders to take home and share with their families.

I started the project by reading the very funny book “The Duckling Gets a Cookie!?” by Mo Willems. The pigeon books are favorites in my library and always lead to lots of laughter. I then shared a story of purchasing some cookies for a Thanksgiving dinner I was attending. I talked about how the cookies were shaped like turkeys, pumpkins, and pumpkin pie slices. Second graders shared different cookie cutter shapes they had seen. The whole class did a Google search to find images of different cookie shapes. I also brought a couple of cookie cutters to school for the students to look at and get ideas for different shapes and to explore the design of the cookie cutters.

The next step was planning and designing. Students drew pictures of the items they wanted to make into a cookie cutter, everything from snowmen, to soccer jerseys and flowers to pizza slices. Second graders added all the details to their pictures. I then had them take a black marker and just outline the outside of their drawing. With the outlining, students were able to see the shape of their cookie cutter.

During the next library class, I introduced the Morphi app. Morphi is a great 3D design app. I really like to use this with my younger students because the app is very user friendly and students are able to use the 2D to 3D feature. Second graders used the 2D to 3D feature to draw the outline of their cookie cutter design, then with the press of a button, the app converts their 2D drawings into 3D designs ready to be printed. The Morphi app was a new tool for my students, introducing the app was a way to “[lead] inquiry-based learning opportunities that enhance the information, media, visual and technical literacies of all members of the school community” (School Library III.A.2). Learners were introduced to a new technology tool, building on previous knowledge, and growing their skills with apps and technology.

Over the next couple days, we printed the cookie cutters using the library’s 3D Makerbot printers. The finished cookie cutters were passed out to each student to use in their math lesson and then students were able to take their projects home.

This was such a fun project! My second graders were so excited to design their own personal cookie cutters and learn a new 3D design skill. They were also thrilled to be able to use their cookie cutters in their math less and then take their cookie cutters home and share them with their families. I was happy to engage in a meaningful project that helped me reach some of my library curricular goals and find a way to collaborate with a fellow educator to help with a lesson in their math curriculum. All around the project was an awesome way to spend the couple of classes before the winter break!

Riding Freedom: Literacy & VR Make a Good Pair

A fellow educator stopped by the library to talk about her class’s book study. The fourth graders read the book “Riding Freedom” by Pam Munoz Ryan. She was looking for a project to do with her students that connected making or designing something that expressed their learning and understanding of the major events of the story. We talked about what she was thinking and some of the connections that could be made with the character’s journey in the book and some of the geography study that the students were doing. The library has been using virtual reality and have a subscription to CoSpaces, an online coding program, that allows students to design and build their own virtual reality worlds. This impromptu conversation lead to a collaborative project that connected literacy and new technologies. This quick on the fly conversation is another example of how school librarians can "[partner] with other educators to scaffold learning and organize learner groups to broaden and deepen understanding" (School Library III.A.1). Collaboration does not need to happen in pre-scheduled professional development or set planning times, sometimes a quick conversation sharing ideas and a couple of follow up emails is all that is needed.

The first step was introducing the project to the students. We talked about the setting, beginning, middle and end of the story. Then we talked about important events that happen for the main character Charlotte Parkhurst. Charlotte loses her parents at a young age and is sent to an orphanage, she later escapes the home, dresses as a boy, travels across the continent and ends up becoming a famous stagecoach driver. Students were put into collaborative pairs. They talked with their partners and brainstormed five to six major events in the story. Then they talked about what an important artifact would be for each event. Groups documented their ideas on their planning sheet, the sheet listed the major event, when it occurred in the book, the geographic location, the artifact idea and how the artifact illustrated the event. Learners were "actively contributing to group discussions" (Learner III.D.1) and "establishing connections with other learners to build on their own prior knowledge and create new knowledge" (Learner III.B.2) as they were sharing and planning their virtual worlds.

Next, we introduced CoSpaces. In CoSpaces, students are able to work in a shared space. They are able to upload images, video, 3D objects and use items from the CoSpaces library to create a 3D dimensional world. The objects from the CoSpaces library are codable. Students are able to use simple drag and drop coding to add movement and sound to the objects. Fourth graders were able to add text to explain their objects and the connections to the story. CoSpaces was a new tool students were learning to be able to share their understanding. This was a way to have learners "use a variety of communication tools and resources" (Learner III.B.1)

Then, students started creating. They all used the same map as the “floor” of their VR space. Each member of the group was able to be in the same space. Students talked to their group members and decided who would focus on what event. Then students started building. They looked for images that would fit with the different events, some used Tinkercad to design 3D objects to upload into CoSpaces. Some used the items in the CoSpaces library and added coding options to add motion to their objects. Students talked through challenges when they were not able to find the exact object they were looking for, struggled with coding or needed help with 3D design. They also used the library’s Oculus Go headsets to “step into” their VR world and see what viewers would experience and made changes and adjustments. (Note: VR headsets are not necessary to use CoSpaces, students can explore and view the world on the website).Students even had other groups check their worlds and give feedback on the experience and made changes based on that feedback. By engaging in this process, students were expanding their ability to "[solicit and respond] to feedback from others" (Learner III.C.1).

The final step was a whole class share out. Each group had their world on one of the Oculus Go headsets and students went to different stations to experience the worlds created by their classmates. There were lots of “oohs and aahs” as fourth graders put on the VR headsets and navigated around the worlds created by their classmates.

There were a lot of aspects of this project that I really loved! One, I loved that a 15 minute conversation lead to a collaborative project that integrated literacy, design and technology. Two, I really loved to see the students engage in creation with new materials. We have used virtual reality as a passive experience, to view material that someone else had already created. It was wonderful to find a way for students to be able to create in this new medium. Finally, I love when areas merge together to create an opportunity for students to be collaborative with each other and develop those skills and to work and support each other. I am excited to see how this technology evolves and new opportunities for students to be creators.

Bot+Boy+Preschoolers: Introducing Robots to Littles

Over the last couple of years in my library we  have started working with some of our codable robots with our preschool students. The idea came from a session I attended at the SXSWEDU Conference in Austin, TX. At one of the sessions that I attended featured Ann Gadzikowski, author of the book Robotics for Young Children. This session was really interesting! Gadzikowski discussed the importance of talking to young children about robots and the many roles that robotics plays in our daily lives. She states in the book “Children see and sometimes even use machines and computers, smartphones and robots, all around them every day. It would be silly to make them wait until they take computer science classes in high school or college to learn the basic concepts.” Gadzikowski also says, “We are building a foundation and creating a pathway for later learning.” (Gadzikowski pg. 4). These statements really made so much sense to me, it is important that we start to have conversations with our youngest students about the robots and computers that are a part of their lives so they better understand how machines work. By laying the foundation early, as students advance in their learning they will have background knowledge and understanding.

I collaborated with the technology education teacher to develop a program that incorporated the work we were doing with literacy in the preschool program and adding the element of coding robots. We started the conversation by talking and sharing the different codable robots that she had in the technology department and ones that I had in the library. This was a way of “publicizing to learners, staff, and community available services and resources” (AASL 2018, School Library III.C.3). We also talked about the connection with sequencing in coding and sequencing in storytelling. We designed a series of lessons that would combine storytelling and literacy with coding and robots.

Lesson 1: Ozobots

The first step was sharing the book Bot+Boy by Ame Dyckman. This is a great book to share with young children as they are beginning to talk about robots. In the story a young boy is playing with a robot he found. They are having a wonderful time when the power switch for the robot is accidentally switched to off. The boy thinks the robot is sick so he takes him home and tries to feed him soup and put the robot to bed. During the night, the robot’s switch is clicked back to the on position. The robot seeing the boy asleep in bed thinks that the boy needs to be repaired so the robot gives him more oil and tries to plug the boy in to get more power. The books is sweet and the illustrations are wonderful. The story also includes the starting point to talk about what is different about the boy and robot. Learners shared their connections with the story and the difference between machines and people. This was a way for learners to “[Develop] new understandings through engagement in a learning group” (Learner III.A.2). We then talked about different machines that we have in our lives. Students named the different machines that they encounter in their daily lives.

Then, I introduced the first robot that the students would be exploring Ozobots. Ozobots are small robots that have a camera on the bottom of the robot. Users can draw different lines and patterns using markers and the Ozobot will read the lines and follow the path. We talked about how this was a different robot then in the story or ones that students encounter in their lives. We also talked about how you need to program or tell some robots what to do, and the way that you program an Ozobot is by drawing different lines. Then we set students up with markers, paper and Ozobots to begin to explore coding these robots!

Lesson 2: Rotating groups with Dash, Root, Mouse and Cubetto Robots

The next step was introducing students to more robots that incorporate different coding applications. We broke the students up into small groups and paired them with a different robot, a teacher and a book. We used the books by Jan Thomas. I love to use these books because the stories are fun and engaging as well as having a clear and simple, beginning, middle, and end. I make photocopies of important events from the story. The students listen to the book, then they put the images from the book in order from beginning to end. This is a collaborative process, students talk to their classmates and agree on the correct order.

The final step is showing the students how the different robots work and then they code the robot to go to each of the photocopies of the illustrations from the book from beginning to end. This is a way of highlights the sequence of a story and making connections to the sequence of coding a robot. This a process and groups need to code and recode their robots to ensure that they follow the whole path of the story. Sometimes they do not give the robot enough commands to go forward to reach different pictures or they turn the robot in the wrong direction. Then the group needs to discuss what went wrong and how they are going to fix the code to complete the challenge. In this process learners are “actively contributing to group discussions” (Learner III.D.1).

The Dash and Root robots use drag and drop coding on an ipad app to connect to the robot. Cubetto robot using different colored tiles on a board to instruct the robot to move and the Mouse robot has directional buttons on the robot that code the robot to move. We do this project over several weeks so all the students have a chance to read different stories and gain experience with different robots and different types of coding.

We do this project in the fall to introduce students to the coding robots. In the spring we do some more connected building and making projects with the robots and storytelling. This set of lessons builds a great foundation for coding that we advance as the students more through the grades.

This is not only a collaborative project for learners it is also an example of collaboration between the school librarian and a fellow educator. The tech ed teacher and I recognized shared goals with this project and found an opportunity to “[partner] with other educators to scaffold learning and organize learner groups to broaden and deepen understanding” (School Library III.A.1).

Made By Maxine: First Grade Rapid Prototyping Challenge

The first graders do a big design and building project that starts early in the school year. This project is long and incorporates lots of parts including the students make a working art robot. This is a collaborative project with the library, technology and the classroom teachers. At the end of the project each year, all the teachers involved in the project get together and reflect on what worked and what did not work with the project and any ideas to change things for the following year. This is a way that I “partner with other educators to scaffold learning and organize learner groups to broaden and deepen understanding” (School Library III.A.1). One of the suggestions from the first grade team was the students do a short building project before the bigger design project. The idea was this would help remind students where materials are in the makerspace. It would also get students back into the mindset of using different materials, working to build with others and then cleaning up the makerspace. We wanted this one session build to get students thinking about building and collaboration. The great book “Made By Maxine” by Ruth Spiro and Illustrated by Holly Haatam was the inspiration for the project.

We started by reading the book. In the story Maxine is a maker. She makes new things out of old things, tinkers and builds. She meets Milton, the goldfish and he is the best pet in the world. Maxine builds him amazing fish tank with different spaces and rooms using different materials. She also makes Milton an automatic feeding machine and a musical sensor machine! When it is time for the school pet parade, Maxine is determined to invent a way for Milton to be able to take part. She tinkers and builds but nothing works. She is about to give up but realizes that Milton is her friend and she wants him to come to the parade, Maxine goes back to the drawing board and makes, tinkers, builds and rebuilds, designs and redesigns and she makes Milton an amazing mobile, musical fish tank float for the school parade.

After reading the book, students talked about what happened in the beginning, middle and end of the story. They also talked about challenges Maxine faced as she was trying to make a float for Milton to be in the parade. Students discussed how she failed several times before she was able to come up with a plan that worked for Milton.

The next step was for students to engage in a rapid prototype challenge inspired by the book. We set out a random set of materials; cardboard, foam, empty tape rolls, etc, for each group. Then we had a collection of tape, scissors, pipe cleaners, straws and streamers. Finally, each group had a small toy animal on their table. The challenge was for students to build only using the materials on their table and the items in the bins.

When students arrived for class, I explained the challenge. Just like Maxine made something for Milton, they would need to make something for their animal. This was a way to have students think about what they learned for the story and make and create something new. This “allowed learners to build on their prior knowledge and create new knowledge” (School Librarian III.B.2). Each group would work with only the materials at their table and the options in the bins. They would need to rapidly design and prototype something the would benefit their animal. The students had four minutes to look at their materials, talk with their partners and plan. This was a way that learners “actively contributed to group discussions” (Learner III.D.1). Then they had fifteen minutes to build. The last five minutes each group explained what they built and how it would benefit their animal.

Students were creative with their designs. They built spaces for the elephant to find shade and water on hot days, an obstacle course for the alligator so they would have things to do, small and large pools for the whale to swim around, and more. Students talked with each and designed together, including ideas from each member of the group and because of the time limit really worked together to complete the challenge. This was a way to help learners “recognize learning as a social responsibility” (Learner III.D.2).

The goal of this project was for students to start thinking about how to plan and design together and how to use different materials. We will be diving into the larger Dot Day project that will involve more research and planning, as well as many options for students to use to build their robots. This rapid prototype lesson was a way to help get them into the collaboration, tinkering and designing mindset.

What about Moose? Kindergarten, Collaboration & Making

When I am creating lessons and projects for learners the focus is on making connections with literature and research skills, developing a collaborative mindset, and building and making skills. For kindergarteners, there are so many amazing picture books to work with that inspire wonderful building projects. Some of my favorite books to use are by author Corey Rosen Schwartz. Her stories are humorous and engaging for students and the topics she presents in her stories make great connections to collaboration and design projects. “What about Moose?” is a great book that brings together literature, collaboration and making.

I started the project with reading the book. Students talked about the beginning, middle and end of the story, the setting, the problem and the solution. We documented all of their notes on the board. Then we talked about the characteristics and behavior of the main character Moose. Students shared words to describe Moose’s behavior and cited evidence in the book. Students then focused on the question “Was Moose a good teammate?” Students shared their thoughts and again found evidence in the book to support their ideas. Kindergarteners unanimously agreed that Moose was not a good team member. Moose was bossy, he didn’t listen to his friends, he did not help with the hard work and he criticized his friend’s work. Learners then shared what some characteristics of a good team member. They talked about sharing ideas, helping each other, listening and everyone working on a project together. Through this work learners were “Actively contributing to group discussions” (Learner III.D.1) and “developing new understandings through engagement in a learning group” (Learner III.A.2). Kindergarteners were making connections with other students, sharing their ideas, and making the connections with the story and the characters.

The next step was the building challenge inspired by the story. In the book Moose is not listening to his friends and is too busy bossing everyone around and he ends up stuck inside the treehouse. His friends come together and build a slide to get Moose out of the house. Kindergarteners challenge was to build a prototype of a house that Moose could get in and out. They would be working in groups, thinking about how they could be good team members. Kindergarteners could use any of the materials in our makerspace including cardboard, foam, bubble wrap, pool noodles, etc. Each group was given a cardboard Moose. They had to show that their cardboard Moose could fit in and out of their prototype treehouse.

Teams worked together to plan their design. Students talked to each other, explored different materials and then started building. They shared ideas, designed and then redesigned. Kindergarteners shared responsibilities and building jobs to complete their treehouse designs. Throughout the design and building process, learners “solicited and responded to feedback from others” (Learner III.C.1) as they worked with their teams to create their treehouses. They were also “actively contributing to group discussions” (Learner III.D.1), kindergarteners presented their ideas, planning, building and then redesigning together. As students presented their final projects with the whole class, kindergarteners shared the different contributions of each team member to the final product. They talked about team members coming up with the idea to use a certain material, or whose idea it was to attach a rope ladder. Through this project, learners were “recognizing learning as a social responsibility” (Learner III.D.2). Kindergarteners were developing the understanding that by working together, listening and building with others they were able to solve a problem and build some really cool treehouses for Moose.

Shared Foundations Collaborate: AASL National Standards

My goal for this blog is to document the work that I do in my school library. For the last couple years I have been sharing the different projects for students that integrate literacy, technology and maker empowerment. Last year, I was not as active in keeping up with my blogging as I wanted to, but for a good reason. I was approached by AASL, the American Association of School LIbrarians, to write a book on Collaboration. The book is one of six in a series AASL is publishing focusing on each of the Shared Foundations in the National Standards. I am so excited to share that the book is complete and is in the process of being published!

Collaborate looks at developing the mindset of collaboration in the three areas of school librarianship: the collaborative work of the school librarian with fellow educators, developing the collaborative mindset in learners and collaboration in the school library space. The book dives into the different domains of Think, Create, Grow and Share, outlines them within the standard of collaboration and offers examples of lessons, projects and professional development work, weaving all of the standards and domains together. The layout of the book is meant to be a comprehensive look at collaboration and the relationship with the school library and the larger goals and missions of the school, the layout and use of space and time in the school library, and the growth and trajectory of developing a collaborative mindset in learners.

The main goal of the book is to give readers a foundation for growing a culture of collaboration at their school and recognizing the role the school library can play as the driver of that culture. The book recognizes that collaboration in the three areas of school library, librarian and learner are all woven together and overlap in all areas is essential to a collaborative culture.

As the new school year kicks off this week, my goals for this school year are to get back to blogging and sharing projects, lessons and ideas and connecting those projects with the AASL National Standards. At the end of each of my blog posts, I will cite the AASL Foundation, Domain and Standard in the project. I hope as fellow librarians and educators connect with the blog and look for ways to incorporate the AASL National Standards, this site will become a helpful resource.

If you are interested in purchasing the book, it is available for presale on the ALA Publications website and will be available soon on Amazon.

Literature, Light, and Laser Cutting with Fifth Grade

Fifth graders read the book “The Midwife’s Apprentice” by Karen Cushman as part of their Medieval England study. The book is the story of a young homeless girl who overcomes failure to find hope and her place in the world. Students spent time talking about scenes in the book where the main character Alyce faces challenges and the moments where she overcomes difficulties in life. This became the inspiration for a maker project in the library, a shadow box picture.  A shadow box picture uses simple paper or cardboard cut scenes stacked together and backed with tissue paper to allow the light to shine through and highlight the figures.

The fifth grade teacher and I were inspired by pictures he had found of scenery from plays that used simple backgrounds and colors to express the different moments, emotions and moods that were happening in the play. Could students do the same thing with scenes from the book? Fifth graders would make connections with what was happening in the book during important scenes and make deeper connections with feelings and emotions the characters were going through. Then using simple drawings and different tissue paper colors they would express their understanding of the characters with the shadow frames.

Fifth graders picked an important scene from the book that highlighted overcoming a challenge or a difficult time for Alyce. After they identified a scene, they drew simple pictures. The pictures were outlines of characters or objects from the scene in the book, and connected by one continuous line. Fifth graders needed to be very thoughtful about what they were drawing and how they were illustration the events of the scene. The laser cutter scans the lines that are drawn and then cuts the lines out of different materials, in this case cardboard. Fifth graders needed to draw their scenes in one continuous line for this to work. They really had to think and plan out their illustrations and layers to ensure they were expressing the events of the book.

Students designed two - three layers of action for their picture for the shadow box they created. Then, fifth graders used the new laser cutter in the library to cut out their drawings. Using lots of cardboard from our cardboard closet, students also measured and cut out the frames and layers for their frames. The final step was picking the tissue paper colors that reflected the mood of the scene from the book. Some students used lighter colors to signify that Alyce overcoming a challenge, others chose darker colors to express that Alyce was dealing with a failure or sad time in her life. Fifth graders built their frames, layering their laser cut scenes with cardboard frames and tissue paper.

The final projects are beautiful, light catching shadow boxes that highlight the connections fifth graders made from reading the book. By using simple cardboard and tissue paper materials and the skills they learned using the laser cutter, they produced beautiful shadow boxes. All the shadow frames were displayed in the library hallway windows.

History, Community and Minecraft with 3rd grade

3rd grade: A year-long study

“What does it mean to be a community?”

My third grade students study the history of the City of Chicago throughout the school year as their central topic. In the library the last couple years, I have designed year long programs and projects that connect to the learning students are doing in the classroom. Last year the class made deeper connections with the city and different communities that lived in the area of history and how transportation was an essential part of the fabric of the city. This year, in collaboration with the third grade teachers and the Ed tech teacher, we decided to focus on the driving question “What does it mean to be a community?”

In the fall, students learned more about the Ojibwe Peoples and focused on learning more about the different jobs and roles members of the tribe had and how they worked together to benefit the whole community. Students collected research and then sorted different responsibilities to create a master list of jobs. Then working in small groups, students designed logos for one of the jobs. Each group needed to think of three aspects of the job and how they could represent the work on connected puzzle pieces. Next, we used the laser cutter we have to engrave the students designs on wood pieces and we displayed them on the windows in the library with written explanations with facts about the Ojibwe Peoples from each group. Each group created a write up about their logo design and included research and information about the Ojibwe Peoples to explain their designs. All of the student work was displayed in the hallway outside the library for the community to explore.

In the winter, the focus shifted to the growth of the City of Chicago and the influx of immigrants to the city. In the library we focused on Jane Addams and Hull House. Hull House was a settlement house founded by Jane Addams on the westside of the city to provide essential services to the immigrant population of the the growing neighborhood. This project included research, exploration of primary source documents, and books and online databases. First we read the book The House that Jane Built by Tanya Lee Stone. The book shares details about Jane’s life, the inspiration for the founding of Hull House, the services and her work to expand social services. We then talked about why Hull House would be important to the community. Students shared ideas and thoughts about supporting immigrant populations and supporting people in a community. We made deeper connections to our driving year long question “what does it mean to be a community?” After they read the book, students were given folders with pictures and drawings from Hull House that were shared from the Hull House museum archives and other sources. Students studied the pictures and drawings focusing on what the images showed them about programs and resources that Hull House provided, third graders collected notes in their field guides. Then students were given packets with facts and information about Hull House including Britannica online database articles and information collected from a variety of resources. Students took more notes about the services provided and why they were important for the neighborhood.

After the research and exploration part of the project, students were given a design challenge; Create a virtual Hull House museum in Minecraft. Students worked in group of threes to design and build replicas of Hull House focusing on highlighting what they learned about the organization and the services that Hull House provided to the community. First, groups brainstormed about the three areas they were going to focus on to build. Many students decided to design and build the library, nursery or kitchen. They also learned that Hull House had a theater where plays were put on and a music room where community members could learn how to play instruments and sing. Third graders also learned all about the playground that was the first public playground in Chicago and the gymnasium for exercise. They learned that very few of the houses had running water so Hull House provided a bath house for neighbors to come and shower to prevent the spread of illness. After the students decided on the rooms they were going to build, they worked with their partners to map out their Hull House ideas. Next, students moved into their Minecraft world. We set up servers so that student groups were all working in the same world to build. Students needed to talk to each other, negotiate and navigate their designs to make sure their rooms were connected and worked together. In their own rooms they focused on designing their rooms based on the research they did on Hull House, what would need to be each of the rooms to offer the programs that Hull House provided to the community. The final step was students recording audio tours of their Hull House museums to share with the community and educate the school about Hull House and the services it provided to the neighborhood.

This project was great for several reasons, it allowed students creativity in how they shared what they learned while still focusing on research skills and collecting information from print, digital and visual resources. The project focused on collaboration skills, students worked in small groups and designed and planned together to build their Hull House museums and write their scripts for their audio tours. For some students it was their first time building in Minecraft and for other students they are experts in Minecraft, this project allowed students to also be teachers, sharing their expertise in Minecraft with other students and being empowered to be teachers. Students were engaged and excited to learn more about Hull House and also to be able to create, design and share their ideas through Minecraft.

Next up Virtual Reality and Chicago Neighborhoods!