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Which method (Twitter Hashtag Chat or Google+ Hangout) did you choose and why? How actively did you participate?
I chose Google + Hangout simply because it was one of the choices. I chose Edu On Air and I watched an archived video entitled Google Art Project a Hangout with Tom Diener. I was simply part of the viewing audience in this chat room.
What did you learn, if anything? Would you participate again? Why or why not
Apparently ,the implications for classroom use are to foster communication and allow the students to collaborate in curating pieces of art from around the world. Facilitators introduce students to visual thinking strategies by asking them what they think is going on in a particular piece of art and then allow the students to make their own meaning. There are no right or wrong answers but the students must provide evidence for their answers based on what they see. The the facilitator endeavors to connect all of the students’ answers and collections of art pieces.
Would you participate again? Why or why not?
I will definitely continue seeking out chat rooms in the future that are discussing current educational topics that are of interest to me. Unfortunately, I was not impressed with this particular presentation in that the gentleman leading the discussion was a novice. He was unable to let the viewing audience see what he was talking about on his computer screen. It took him quite awhile to get on topic. In this Hangout we were supposed to take a virtual tour of museums around the world set up by Google Art Projects. I do not feel quite ready to actively participate in a chat room, yet. Maybe in the future if it is a topic that I am passionate about.
(Widespread Collaboration Focus) If you were to create an on-going public Hashtag Chat or a Google+ Hangout, what would the focus be? Who would you try to get included as active participants?
It probably already exists but I would like to create a Google+ Hangout with kindergarten and 1st grade teachers that are successfully implementing Universal Learning Design (UDL) and Project Based Learning (PBL) to address the CCSS and the ISTE Standards for students and teachers.
Justify and explain your plan to get others to collaborate with you and how you would get people excited about your Chat / Hangout.
Based on what I am learning in this class, people are already communicating and collaborating in conversations around these topics. I am the idealistic new comer and I am so excited about utilizing UDL and PBL pedagogical approaches but I do not want to reinvent the wheel.
I need to be brought back down to reality to see how this all plays out with districts that fully implement and share this vision for 21st century teaching and learning. I can justify and get people excited about collaborating and communicating best practices about these topics because clearly I am not the only one who endeavors to provide a quality education for all of their students.
(Local Collaboration Focus) What kind of collaborative space could you create for your school or district? Or, if you already have a collaborative space, like Edmodo or Schoology that is used actively, how do you (or could you) promote the use of this collaborative space?
I am part of a KPLC in our district and we have utilized Edmodo to post lesson plans around narrative, informative and opinion writing to prepare for district writing assessments. There are profound implications for using Edmodo or some other means to communicate and collaborate around how to effectively become 21st century digital educators.
Lesson Title
Peanut Butter and Jelly (Pair Share/Turn and Talk)
Topic
Communication & Collaboration
Grade Level
Kindergarten
Subject
Oral Language: Speaking and Listening
Established Goals
Derived from Common Core or Next Generation Science
(If you do not use either, please indicate and link what standards you reference here:_______________)
CCSS.ELA-Literacy SL.K.1, CCSS.ELA-Literacy SL.K.A, CCSS.ELA-Literacy SL.K.B,
Essential Questions
How do you turn and talk? How do we work together?
Understandings
Students will understand that...
Effective communication requires using conversation procedures such as listening actively, looking at your partner, one person speaks at a time, and using proper body language.
Students will know that…
Collaboration requires taking turns and working together.
Students will be able to…
use conversation procedures while collaborating on a task.
Assessment Evidence
Performance Tasks: Students will communicate with their pair share partner by using communication procedures.
- Sit eyes-to-eyes, knees to knees with hands in their laps.
- Take turns speaking in clear audible voices.
- Listen with ears while looking at their partner.
Students will be collaborate to complete a digital matching game and will evaluate their performance using a self-assessment tool.
Self Assessments:
Students will rate themselves on how they performed on the task using a rubric.
Very good
Good
Can do better
Other Evidence:
Learning Plan
Inquiry Hook: Ask if anyone knows what it means to collaborate. Explain that it means to work together to complete a job/tasks. Ask if anyone knows what it means to communicate. Explain that it means to talk to a person while actively listening and speaking. Explain that sometimes it is easier to complete a job if you work together with a friend or in a group of friends/classmates.
Activity Procedure:
- Introduce students to “Peanut Butter and Jelly” anchor chart with the procedures listed above. Choose a student to model the correct methods of following these procedures by taking turns explaining what the turn and talk procedures are.
- Demonstrate how to give proper eye contact, how to face your partner, how to speak in a clear audible voice and how to take turns explaining the conversation procedures.
- Inform students that they will be practicing these procedures by talking with their partners.
- Students sit on a rug with their legs in a crisscross manner in four rows.
- Explain that row 1 and row 3 are the peanut butter rows and that rows 2 and 4 are the jelly rows.
- Ask the kids who are in the peanut butter rows to raise their hands to check for understanding, and ask the kids who are in the jelly rows to raise their hands to ensure that they understand.
- Tell them that they are going to take turns telling their partners the procedures for turn and talk.
- Tell the peanut butter rows to turn around to face the jelly rows.
- Tell them to make sure that they are sitting eyes-to-eyes, knees-to-knees, and hands in their laps.
- Explain that the children who are in the peanut butter rows will tell their partners the rules first while the children in the jelly rows actively listen and then tell them that you will ring a bell and then they will switch roles.
- The kids in the jelly rows explain the rules while the kids in the peanut butter roles listen.
- After practicing the procedures for proper communication tell the students that they will be working on an electronic matching game where they will have time practicing these skills. http://www.mrcpl.org/literacy/lessons/sight/index.html (model taking turns,communicating collaborating while playing the high frequency matching game).
- Demonstrate where they can find the website using the interactive whiteboard and how they should properly communicate and collaborate to take turns to complete the task. Choose a few simple matching games to use with students’ guidance.
- Each pair will be given a laptop with the sight word game already set up using my Symbaloo mix http://www.symbaloo.com/home/mix/13ePBdid7F
- After students have completed the matching game, offer each student a rubric and pencil to evaluate how they communicated with each other while solving the matching game. Use a projector to read the questions to support children in filling out the rubric. (Questions are read to students one by one because most kindergarten students do not possess the ability to read the questions independently).
Reflection Methods:
See last step in procedures.
Materials
Facilities:
Classroom
Equipment (non-tech):
Pair-Share Rubric
Pencils
Equipment (tech):
Teacher laptop
Laptops per pairs
Symbaloo website
http://www.symbaloo.com/home/mix/13ePBdid7F
matching game website http://www.mrcpl.org/literacy/lessons/sight/index.html
interactive whiteboard
projector.
Student Sample
Insert link to, or image(s) of, student samples below.
Here is my student sample.
Module 6 reflection
1. How do your interactions with students, teachers, supervisors or parents make use of Communications & Collaboration?
I communicate with my kindergarten students face-to-face since they are too young to use email, social media, or receive phone calls. I have collaborated with them digitally to create Make Beliefs Comix, a Symbaloo Math Mix, and an Infogram Bar Graph as a result of participation in this class.
Communication with most of the parents in my class is through verbal and written translation. A majority of the parents in my class only speak Spanish, and there are a few that only speak Vietnamese, Chinese and Tagalog. When I have spoken with my English speaking parents it has been face-to-face, by phone or email. In terms of collaborating with my parents this usually involves face-to-face interactions because they are helping me with a project in my class.
My school site usually uses email, phone calls, face-to-face communication, or I have a few colleagues that I text. The principal of my school sends us a weekly newsletter through our email with upcoming dates or events. She will often post paper notices in the copy room or use the PA system for current up to date information. Everyone on my school site is signed up for Google Docs but it is not used for collaborative purposes. We store recurring documents that we use on a regular basis like resources for our 100 Book Challenge program and Road Runner bucks for our behavioral incentive program. In terms of collaborating with colleagues this usually involves email or face-to-face collaboration.
What is most surprising to you in these interactions?
It is surprising that more of my colleagues do not use more forms of 21st century communication and collaboration tools and strategies.
2. Which modalities, strategies and tools do you use most often? Which modalities could you use more often?:
- Anytime (asynchronous) communications-I need to improve in this area.
- Real-time (synchronous) communications-most often
- Anytime (asynchronous) collaborations-I need to improve in this area
- Real-time (synchronous) collaborations-most often
3. How could you improve your communications and collaborations?
I can improve my communication and collaboration skills by using the tools that I have become aware of and studied in this class. Further, I can share with my administrator different 21st century asynchronous tools and strategies that are available to support more effective and efficient communication and collaboration for our team.
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