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Case Study #1
Background
Case Study#1: 3rd Grade STEM: Learning Geography Through "Mystery Skype"
https://www.pd360.com/#resources/videos/9911
Details: STEM. Third-graders video-conference with out-of-state students and work collaboratively to determine in which state they are located.
This teacher uses Skype in the Classroom to do Mystery Skype's with other teacher's classrooms around the United States. Each student has a task: Tweeter, StoryBook (Crafting B-M-E of the call), Kid Blogger, Expert Researcher (to ask more identifying questions), and a Think Tank group to ask more rigorous/different questions. The teacher has assigned each student to one of these groups, which builds in accountability, and collaboration into their task.
How do I know students are Learning?
Students were actively engaged, and each had a task. They all need each other to make the geography mystery lesson successful. The teacher referenced the true learning mastery came when they went to other classrooms to teach their students how to participate in this process. Teaching other students brought this to a deeper application level.
What elements did I learn from observing the lesson?
I love this mystery idea, and I think would be a great thing you could set-up using support staff, possibly a librarian or other to support. I learned about the Skype use in the classroom, the Kid Blog she uses, and using Twitter to tweet out updates. It is powerful to see the variety of tools she uses, and the accountability she uses in the roles/tasks they have.
How could I use this lesson?
This is something I could see using with even the minimal ipads we have at primary grades. The teacher may need to guide more of this, but the tools like the Kid Blog, and Skype in the Classroom can be used in a variety of different ways.
_______
Case Study #2:
Background
Case Study#2: Singapore's 21st-Century Teaching Strategies (Education Everywhere Series)
http://www.edutopia.org/education-everywhere-international-singapore-video
Nature of the Case
This video resonated with me because it hits directly on the shift that needs to happen in teaching. The shift from teacher as supplier of knowledge to faciliator of knowledge. Different forms of technology represented the idea that students are participatory and engaged in their own learning.
How do I know students are Learning?
Students were engaged with not just consuming knowledge, but producing knowledge. The power of the tools they were using allows for students to craft their own learning, Through Wiki pages, Facebook and blogs they are participating in their understanding and collaborating with other students to further that knowledge.
What elements did I learn from observing the lesson?
Students were using several different pieces of technology during this overview piece. The one that resonated most with me was the IM tool. Allowing all students to ask questions at the same time. I have used this with a group of adults before, and it allows for some voice and choice in how we craft a discussion.
How could I use this lesson?
Todays Meet is the tool I have used before. It allows students to chime in during a Socratic seminar or structured discussion.
I also have used this list of tools before: http://evscicats.com/blog/web-tools-for-teachers-classroom-management/
________
Case Study #3
Background
Case Study#3: 4th Grade students using Garage Band to make Podcasts of Reader Theater
https://www.pd360.com/#resources/videos/3045
Nature of the Case
Students are utilizing Garage Band to create a podcast of the Reader's Theater they created. They include illustrations they had created and then voiced over the story. The technology allowed them to move through the tasks without missing pieces.
How do I know students are Learning?
Students were engaged, working together in their groups to create a final product. There was clearly organized, trusting groups who worked together to take their scanned illustrations and recording their story to produce the podcasts.
What elements did I learn from observing the lesson?
The teacher had set expectations as to how to use the technology with a model ahead of time. Then students brought their story to life. One group had forgotten to include an illustration, so they had to work through those edits. The adaptability of the technology was key to students creating a final piece, and also allowed for great engagement.
How could I use this lesson?
I could see using this with smaller groups of kids, and then working WITH the students to create podcasts. I also see being able to share these podcasts with other classrooms, that way students can build in the presentation element that is very needed.
Background
Case Study#1: 3rd Grade STEM: Learning Geography Through "Mystery Skype"
https://www.pd360.com/#resources/videos/9911
Details: STEM. Third-graders video-conference with out-of-state students and work collaboratively to determine in which state they are located.
- ELA Writing 3.W.5.10: Standards Focus: The children use technology in collaborative writing activities for audiences outside of the classroom. (1:01) Standards Focus: The students use online resources in problem-solving activities. (1:33)
This teacher uses Skype in the Classroom to do Mystery Skype's with other teacher's classrooms around the United States. Each student has a task: Tweeter, StoryBook (Crafting B-M-E of the call), Kid Blogger, Expert Researcher (to ask more identifying questions), and a Think Tank group to ask more rigorous/different questions. The teacher has assigned each student to one of these groups, which builds in accountability, and collaboration into their task.
How do I know students are Learning?
Students were actively engaged, and each had a task. They all need each other to make the geography mystery lesson successful. The teacher referenced the true learning mastery came when they went to other classrooms to teach their students how to participate in this process. Teaching other students brought this to a deeper application level.
What elements did I learn from observing the lesson?
I love this mystery idea, and I think would be a great thing you could set-up using support staff, possibly a librarian or other to support. I learned about the Skype use in the classroom, the Kid Blog she uses, and using Twitter to tweet out updates. It is powerful to see the variety of tools she uses, and the accountability she uses in the roles/tasks they have.
How could I use this lesson?
This is something I could see using with even the minimal ipads we have at primary grades. The teacher may need to guide more of this, but the tools like the Kid Blog, and Skype in the Classroom can be used in a variety of different ways.
_______
Case Study #2:
Background
Case Study#2: Singapore's 21st-Century Teaching Strategies (Education Everywhere Series)
http://www.edutopia.org/education-everywhere-international-singapore-video
Nature of the Case
This video resonated with me because it hits directly on the shift that needs to happen in teaching. The shift from teacher as supplier of knowledge to faciliator of knowledge. Different forms of technology represented the idea that students are participatory and engaged in their own learning.
How do I know students are Learning?
Students were engaged with not just consuming knowledge, but producing knowledge. The power of the tools they were using allows for students to craft their own learning, Through Wiki pages, Facebook and blogs they are participating in their understanding and collaborating with other students to further that knowledge.
What elements did I learn from observing the lesson?
Students were using several different pieces of technology during this overview piece. The one that resonated most with me was the IM tool. Allowing all students to ask questions at the same time. I have used this with a group of adults before, and it allows for some voice and choice in how we craft a discussion.
How could I use this lesson?
Todays Meet is the tool I have used before. It allows students to chime in during a Socratic seminar or structured discussion.
I also have used this list of tools before: http://evscicats.com/blog/web-tools-for-teachers-classroom-management/
________
Case Study #3
Background
Case Study#3: 4th Grade students using Garage Band to make Podcasts of Reader Theater
https://www.pd360.com/#resources/videos/3045
Nature of the Case
Students are utilizing Garage Band to create a podcast of the Reader's Theater they created. They include illustrations they had created and then voiced over the story. The technology allowed them to move through the tasks without missing pieces.
How do I know students are Learning?
Students were engaged, working together in their groups to create a final product. There was clearly organized, trusting groups who worked together to take their scanned illustrations and recording their story to produce the podcasts.
What elements did I learn from observing the lesson?
The teacher had set expectations as to how to use the technology with a model ahead of time. Then students brought their story to life. One group had forgotten to include an illustration, so they had to work through those edits. The adaptability of the technology was key to students creating a final piece, and also allowed for great engagement.
How could I use this lesson?
I could see using this with smaller groups of kids, and then working WITH the students to create podcasts. I also see being able to share these podcasts with other classrooms, that way students can build in the presentation element that is very needed.
