I have written a number of posts this quarter chronicling the planning, design and execution of my Global Collaborative Project (GCP). Today, I take a moment to reflect on the project and how I was able to address the five ISTE Teacher Standards through the completion of this project.
When the GCP was first introduced by the professors, there were a great deal of questions because the nature of the project is so open-ended. As I look back on the last several weeks, I realize the freedom to pursue a project based on my own interests and curiosities helped me to stretch and grow so much as an educator. As the librarian of a dual-curriculum school, I am always looking for opportunities to connect students with the world and other students of bilingual schools. When I stumbled across Mystery Skype, I knew it had the potential to be a great learning experience, but my school had ever done anything quite like it in the past. With little idea of what I hoped to accomplish, I jumped in with both feet and my fifth graders happily followed. They were thrilled to be participating in a new endeavor, they seemed to … Read More
In my last post, I shared my plans to conduct a Mystery Skype session with my students, as part of a Global Collaborative Project. After several failed attempts and a great deal of research and planning, the students successfully participated in their first session. Check out the highlights, challenges, and their (very honest) feedback:
This quarter we are exploring the ISTE Teacher Standards and in order to take that learning to the next level, in knowledge and practice, we are planning and facilitating Global Collaborative Projects (GCP). I introduce the project and give an overview of my plans in a previous post, check it out here. In this post, I outline my design for the project and review the 6 A’s of project design:
6 A’s of Project Design
|My students attend a small non-secular school where they participate in a Hebrew immersion program for half of their school day. I was talking to a student recently and they mentioned that it was hard to do their Hebrew homework because they didn’t have anyone at home that spoke the language and could offer assistance. This lead me to realize that my students are part of a very small community and it would be a great opportunity for them to see that there are other students from around the world, that they have things in common with.
By connecting my students to another Jewish day school, they can learn about another school, while noting the various similarities and differences. This can help them
This week I explore the fourth ISTE Teacher Standard: Promote and Model Digital Citizenship and Responsibility through the Digital Education Leadership program at Seattle Pacific University and I examine how I can implement the following question into my own practice: “How can teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices?”
My school recently revisited our Acceptable Use Policy (AUP) after not having revised it in over two years. We found several discrepancies and have noted that several parents, while they signed the document, still had an array of questions about the one-to-one laptop program and what the laptops should (and shouldn’t) be used for both on and off campus. With this in mind, the school’s Tech Task Force debated the idea of requiring students and parents to attend an orientation in addition to just signing the AUP. I reviewed the policies and procedures of several other schools in an effort to find what works best for the majority. It seems, there is no majority. All schools approach this issue differently, with varying levels of success. What works for one school, doesn’t work for the … Read More
I shared in a recent post that this quarter in the Digital Education Leadership program through Seattle Pacific University, I have been exploring the ASSURE Model, an instructional model used to design lessons that effectively incorporate the use of technology to enhance student learning. This model identifies six steps in the planning process and those steps form the acronym, ASSURE:
How Was This Model Used?
Using the ASSURE Model, I designed a student-created book trailer project, where students share their excitement of a favorite book in an effort to increase circulation rates and encourage reading for pleasure. Here you will find my plans for the project, following the ASSURE Model:
Reflection on the Process
I have started this project with my third grade class and it has been a huge success. The students are coming to library excited, ready to work and eager to move through the steps of the process. The students are still in the initial planning phases, but based on their work thus far, I anticipate the success will continue. One of the most exciting, unforeseen benefits of the introduction of this project has … Read More
This quarter in the Digital Education Leadership program through Seattle Pacific University, I have been working together with my classmates to explore the ASSURE Model, an instructional model used to design lessons that effectively incorporate the use of technology to enhance student learning. This model identifies six steps in the planning process and those steps form the acronym, ASSURE:
What Does This Look Like?
My classmates and I created a face-to-face session for educators who are interested in incorporating technology into their classroom but are looking for basic management techniques to help them be comfortable and successful. The design of this lesson took place over an entire quarter, working on one of four phases and then seeking feedback from the professors before moving forward. This format allowed us to gain outside perspective, make revisions to the lesson plan and then use that feedback as we transitioned into the following steps of the ASSURE Model.
Here you will find our plans for the project, including the handouts that will be provided to session participants:
Reflection on the Process
What worked well?
I really enjoyed being able to meet … Read More
This week’s readings collided with real life in a very tangible way, leaving me with a great deal to grapple with and a lot to consider. I recently decided to take a break from Facebook, a decision that I knew would disconnect me from a network of people I have come to rely upon for support. After much deliberation, I took a hiatus from Facebook for the following reasons:
- Is the image I am portraying on the site a true reflection of who I am and what is happening in my life? If it is not, I need to take some time to understand why and how I am putting forth a different representation of the person I am in the real world.
- If I step away from Facebook, will I still have a network of people that care? Are the relationships I am cultivating online authentic? Would I feel comfortable having a conversation with the people that I communicate with online? Society is great at posting the good things that happen in life but what happens when life is hard? Where is our network then? If and when we do post the challenges we face, do others take the