Share your examples of Lucid in the classroom

Hi, Everyone! 

I teach programming, so Lucid is indispensable both for flowcharting (working in teams or alone, managing student submissions, etc) and web app design (sitemaps and wireframes).  Here’s an example of two of those:

• Multiplication Flowcharts  (where we move from storing in strings to storing in arrays)
• Web Wireframe (moving the above pop-up program into the DOM, with student designs)

If any of you teach with Code.org’s Computer Science Discoveries, I have flowcharts for the “Apps with Processing” activity where students have to identify the kinds of processing for different apps like “Is it my birthday?”

-Bram from Westfield, MA

@bram.moreinis That is such a cool and unique example! Thank you for sharing!

We are working on an animal unit with my 2nd graders where students need to ‘adopt’ an animal.  I created images of the animals they could pick and then created a box for them to drag and drop their chosen animal (In class, their names are added to to the box ‘name’ spot to avoid any issues… but not here for privacy).  When an animal is picked, students can see which animals are still available and which have been taken.  This can be used for other activities where students need to pick something, the images just need to be changed out.

I love this!  You could use it in so many different ways in the classroom!  book report selections, group project topics, arranging school giving trees, jigsaw research projects, picking seats in class, so many options.  Thank you for sharing!!!!

I finally got around to doing something with Edward de Bono’s Thinking Hats.  My students will be using the breakout room fuction and they will be introduced to how the thinking hats work one ‘hat’ at a time.  We’ll do one problem together on the main board (How can we reward our class for completed tasks?)- I’ll add sticky notes to each part of the table with different thoughts and ideas. 

Then the students will be broken into groups with their own table and they can work together on a topic (I work with elementary kids, so I’ll give them a list to topics they can pick from).  Each person in the group can add their own sticky notes so all student voices will be represented. 

This introduction will be helpful so when we start working on real topics in class, the students will know how the thinking hats work (and how breakout boards work too!).

https://lucid.app/lucidspark/e2bff9a7-ea46-47f6-a35b-a23dd66e9cd5/view

Edward DeBono is awesome.  I often use his PMI (Plus Minus Interesting) framework.  The way I do is: Students select elements (I may say, “comment on 3”) to comment on (in my case, a flowchart shape or arrow), add a comment, and then begin the comment with +, -, ? or ! (it’s really PMQI).   The author of the flowchart then replies to the comments if they wish. 

I like that!  I haven’t looked at that part before - and now it’s into next week’s lesson ;) 

I learned about dynamic tables today!   

We have a group activity coming up regarding character arcs.  Students will work collaboratively to identify different story characters who undergo a transformation.  Students can use the sticky note bank to drag a sticky to the column which shows how their character has changed through the story.  Example - Max from Where the Wild Things Are underwent a transformation which was internal (based on his behavior). 

The student can pull the sticky note out, add it to “Characters and themselves” and write Max on it. 

But, with the dynamic table, when another student adds to that column, the column will automatically resize so another sticky can fit - all without having to resize the sticky or the column!

Example of how the dynamic table changes in size with more sticky notes.

My 3rd graders are studying point of view and we are reading the story The Tale of Two Beast, by Fiona Roberton.  We will be using a fishbone to compare their stories.  I created a force copy of my template so everyone will get their own copy.