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Jennifer Couch


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Smiths Falls, Canada

I Live Curious, and Go Beyond by promoting the use of collaboration tools as both a team leader and classroom teacher.


In an increasingly connected world, it is crucial for teachers and students to be able to work together on projects. Collaboration is essential for me as an educator and for my students as they journey through their academic life. I utilize a variety of Collaboration Tools to collaborate effectively with my colleagues and to encourage my students to come together and create.


Areas of expertise: LMS, Collaboration Tools

    Twitter Handle: @JenniferCouch3

              Website:


Project Based Learning in Science

posted May 18, 2016, 5:11 AM by Jennifer Couch

Shifting to Project Based Learning in Science and Socials Studies units has yielded great results for third grade students. In order for this model to be successful it is important  to provide students with an authentic purpose for partaking in the project, and sharing the final product with an authentic audience.


The final project for the the Space Unit has been an ongoing challenge for third grade teachers. In the past students were asked to create a planet that would be placed between two existing planets. They would use their research skills in order to incorporate “realistic” features into their created planet. Students made a model of the planet, and the information was shared using a podcast or iMovie.  While students enjoyed this project, it did not have an authentic purpose.

This year the third grade team was determined to find a way to make the project more authentic. With the input of many people, we were successful!


Students were asked to decide which existing planet humans will be relocating to. They were advised to choose wisely while keeping in mind the characteristics humans need to live. They then used their creativity to create and add elements to the existing planet so that life is possible. Students were also asked to create innovative ways to ensure sustainability on the planet.


This project also allowed us to expose our students to design thinking. Students were paired up with a grade six partner, and were asked to keep the needs of their partner in mind while redesigning the planet.  The initial contact was made via Google Docs or email. Third Graders asked their sixth graders partners questions about their likes, dislikes,hobbies, and environmental concerns. Students were asked to keep these things in mind while designing their planet. Midway through the project the third graders reached out to their partner for feedback, again this was done via Google Docs or email.


The final step of this initiative was a face to face meeting between the third grade planet designers, and the sixth grader.


I was really impressed with the final products that my students produced. What surprised me most was the fact that third graders were able to apply design thinking to their projects  with a great deal of success.


Reflection on TLC Tech Tuesday

posted May 17, 2016, 8:22 PM by Jennifer Couch   [ updated May 18, 2016, 5:08 AM ]

Third Grade teachers choose a tool in order to display their success, struggle, and next steps with Blended Learning.


The team wanted to be able to take photographs to answer these questions in a visual way. The photos were imported into a slideshow. In order to add an audio component to the presentation Screen- Cast- O -Matic was chosen in order to voice over the slides.


Here is what the team came up with:

Third Grade Strength, Struggle, and Next Steps with Blended Learning


Both tools were easy to use. The constraint with Screen- Cast- O -Matic is that the recording had to be done in one take, which left little room for error


Reflection on Google Expedition

posted May 17, 2016, 8:21 PM by Jennifer Couch   [ updated May 17, 2016, 8:23 PM ]

On April 27, 2016 students in 3H went to the projection room,in the comfort of their own school. This is a place that was familiar to them. But this would be no ordinary visit. During the span of a half an hour students traveled to the ocean floor,  the island of Borneo, the Arctic, and even the moon.

Students were highly engaged the entire time. 


As we moved from location to location the guide would draw our attention to certain features using arrows. He was also able to pause the expedition by sending messages to my students to put down their headsets and look to the front for instruction.


I look forward to being able to develop lessons that incorporate Google Expeditions. Last week I showed my students a Magic School Bus video about interdependence in the rainforest. In the future I may be able to take the role of Ms. Frizzle, and the Google Cardboard can be my magic school bus. I can take students to new and exciting places without leaving the building.  

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