Embedded Files
Elizabeth King and Courtney Treadwell
Elizabeth King and Courtney Treadwell
WHO WE ARE:
Provide a brief paragraph about the identity of the partners, including the role/position/job of each partner.
Elizabeth: I graduated from my undergrad in Spring 2020 with a degree in English and Secondary Education (grades 5-12). While I have not gotten a job yet, I am actively looking and hoping to help kids through technology to keep them engaged and inspire them to be life-long learners.
OUR PARTNERSHIP: All dyad partners check in regularly with each other during the week to offer collaborative feedback and support on your design studio project. However, you have choices in the goal of your collaborative work. How will you collaborate with your dyad partner this week? Choose one and delete the rest... Will you....
Option 1: Collaboratively brainstorm ideas to create and publish the same remote lesson
Option 2: Jointly follow a similar lesson format but use different content from own work context
Option 3: Develop separate lessons and be critical friends and thought partners
Our Learning Contexts:
Our Learning Contexts:
Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.
Elizabeth: I really enjoy working with middle schoolers. As kids age, they become more tech. savvy and want to incorporate technology into their lives as much as possible. I wanted to let them be creative with technology in the classroom.
Courtney:
ELIZABETH CONTEXT & LEARNERS:
Students in the classroom can be easily distracted or bored especially since they've been stuck at home and had access to immediate entertainment.
I created a lesson intended for middle schoolers that allows them to creatively show their understanding of literature through technology. The lesson offers multiple means of showing that understanding (sticky notes, questions, video, and other ways students might think of themselves during the lesson). Students will have freedom to be creative as well as use the technology they've been used to while in quarantine.
PARTNER 2 CONTEXT AND LEARNERS:
Inquiry Question:
Inquiry Question:
Elizabeth: How can I best use technology to better engage students who struggle in the classroom or are easily distracted while also allowing them to be as creative as possible?
THE PURPOSE OF OUR INQUIRY: Briefly explain the focus of your Design Studio work. Depending on the type of partnership, you might have more than one purpose or inquiry question that guides your work. Creatively adapt this section to reflect the process and products of your collaborative work.
Elizabeth: Some kids are easily distracted and others are just bored with traditional learning. SIDL 2020 introduced me to new, kid-friendly, and creative tools that are easy to incorporate into the classroom.
Lesson Summary: I created a lesson plan and lesson template intended for a middle school ELA based on my experiences in a 6th grade classroom.
Teaching Goals: Students will use Jamboard to share their ideas with peers and discuss in real-time what they've learned or gained from the literature they've read. Later, students will create videos to show they understand theme and share them on the Jamboard for their peers to view and watch at any time. The Jamboard will also function as a study tool of important quotes and scenes.
Learning Outcomes: Students will be expected to know important scenes and quotes from the whole-class reading assignment that they can use to help them create Jamboard sticky notes and theme videos. These resources will become study tools accessible to their entire class.
Tools: Students will use Jamboard and their choice of video production tool to create theme statements, theme videos, and interact with their peers in real-time and at any time.
Courtney:
LESSON SUMMARY: Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.
TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?
LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?
TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.
Design Studio Project Planning Guide(s):
Design Studio Project Planning Guide(s):
This Inquiry Plan Template documents our planning and learning this week.
[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]
Elizabeth
INSPIRE (Anytime: Analyzing literature and collaborating with peers
ENGAGE (Anytime): View examples and work together to learn how to use video creation tools and Jamboard
CONNECT (Real-time): Collaborate with peers when feeling stuck and borrow ideas from others in order to create the best product you can
CREATE (Anytime/Real-Time): Create Jamboard sticky notes and videos to share with peers that will eventually become a study and reflection tool
PARTNER 2
INSPIRE (Anytime):
ENGAGE (Anytime):
CONNECT (Real-time):
CREATE (Anytime/Real-Time):
Digital Product 1:
Digital Product 1:
Elizabeth: Students will have the opportunity to discuss and collaborate with their peers during class to create sticky notes and share their most important themes.
Artifact: I created a lesson plan that is accessible to any teacher that may want it and able to be adapted for most ELA classes. Students will also have access to a Jamboard template and help from their peers.
Digital Product 2:
Digital Product 2:
In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...
Learning Artifact: INSERT/EMBED/LINK HERE
Our Daily Flipgrid Reflections and Feedback
Our Daily Flipgrid Reflections and Feedback
Dyad Partner 1 Reflections
Dyad Partner 2 Reflections
Offer Feedback to this Dyad Here
Offer Feedback to this Dyad Here
Our Overview Reflection Video:
Our Overview Reflection Video:
Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.
Elizabeth: My SIDL 2020 Design Studio
Elizabeth: My SIDL 2020 Design Studio
Google Sites
Report abuse