The goals and
objectives are determined by the district. The curriculum is written by the
K-12 staff using state and national standards.
Cooney, Timothy (2000). Scott Foresman Science Grade 3. Addison-Wesley Educational Publishers.
World Wide Web
Enchanted Learning. Available: http://www.EnchantedLearning.com
KidPix Deluxe. Broderbund.
Eyewitness Encyclopedia of Nature 2.0. DK
Interactive Learning. Available:
students became very “team” oriented.
Groups helped other groups get through problems they were having at
the computer, creating the model of the habitats, or finding information
about the animals or plants in the habitats.
Students brainstormed for other groups to come up with ideas on what
to wear, how to build their model, and how to summarize information when
recording for a slide. I
believe this project brought the students closer together.
It also helped me learn more about my students – their strengths
and weaknesses, interests, organizational skills, learning styles, and
The students are
using the computer skills they have learned at school to work on individual
projects at home. I am
surprised how fast some students learn a process on the computer. It seems
very natural to some. This
group learned very quickly how to copy and paste graphics and add to the
slide by drawing, typing, and recording voice. Many groups learned the hard
way to save their work and back it up.
The small group dynamics have changed throughout this project.
Some of the groups took off and worked well right from the beginning.
Some of the students have learned more about how to accept other
people’s ideas and to accept responsibility within a small group.
One of the groups had a very rough start. The members had trouble sharing ideas. They each had very strong opinions and were not willing to
accept the others’ ideas. They
have learned a lot about becoming a productive group.
I keep a journal to help me
reflect about my teaching. This helps me to evaluate what worked and what I
need to change or react in a different way to.
Parents help me understand how a child is feeling about the learning
process, too. I like to talk to
parents about what the child is saying at home about school.
students used 4 I-Books and 2 I-Macs that Jerry Gilliland, the media
specialist, gathered and borrowed from other teachers.
Class size: 24 14 girls 10 boys
My behavior significantly
affects the behavior of my students. I am positive, caring, encouraging, and
enthusiastic about my students and their learning. I am here to model high quality behavior and learning skills.
I practice what I preach. I also discuss mistakes I make and the ways
I try to learn from mistakes.
I am my students’ advocate.
I want what is best for my students. I teach my students the most
important thing they can learn their whole life is to love themselves. When
you love yourself, you make choices that make you feel good about yourself.
You can care about others when you feel good about yourself. I strive to
reinforce each good behavior I see my students do. My students feel empowered when they realize that I can trust
them and give them responsibilities. They begin to realize together they can
make a difference among the school and community by showing empathy and
citizenship to others. My
students also feel proud of their academic achievements and become confident
when sharing what they have learned with other classmates, classes, and
community groups. I often set
up situations where my students can relate what they have learned to others.
The slide show is one way my students are able to share with
classmates and others what they have learned about animals and plants in
science. They will be able to
teach others how to use the computer and software to do other projects in
school and outside of school.
I was a student and then a
facilitator for the STS-Science and Technology in Society program in the
late 1980’s. I believe that
what students learn must be based on their curiosity and their unique path
in finding the answers to their own questions. The path to learning is
complex based upon my students’ prior knowledge, their misconceptions, and
life experiences. Discussions
with students, parents, and other educators, acceptance of differences among
my students and their families, and the willingness to engage my students in
a variety of opportunities helps me to meet the needs of each of my
students. My part in this path
is to plan lessons that are meaningful to the students and that give them
the opportunity to be accountable for their own learning. This is the great
motivator. This is what builds knowledge and self-esteem.
This means that my lessons are flexible, yet stay within the
guidelines of the standards my school had set. This many times means that
students are not always given the same assignment, depending on each
child’s learning style, ability, and interest. Students are involved in
their learning by having choices when it comes to "showing what they
Technology as Facilitator of Quality Education Model Components
Highlighted in This Activity
Students at the Center of Their Own Learning
Students are learning self-management by evaluating the steps of the project and by group work, by finding the answers to their own questions using reference materials and other classmates. The red and blue cups I use allow students to ask questions of me but this sometimes gave the students time before I got there to "sort out" many of their problems without my help.
Principles of Learning – Compelling Situation, Interpretation, Communication, Evaluation
The students had the opportunity to utilize the knowledge they learned in science about habitats and animal characteristics and adaptations and the technology skills they had practiced when making other slides to create a new animal. Students have the opportunity to engage in critical thinking to determine the necessary characteristics of their new animal in its environment. The slide show is a tool students can utilize to communicate new knowledge. Students were involved continuously in evaluating their work and the work of the group. Students helped create and interpret an audience survey.
Tenets of Democracy- Tolerance, Critical
Thinking, Empowerment, Individual Responsibility
Students worked in groups to make decisions together. They practiced cooperative learning techniques, became decision-makers for their project, and were expected to “show their results” by the afternoon presentation.
EVOLUTION OF THE
I wanted the students to become more familiar with the
computer because I knew it would be motivating. I let students spend time
“playing” with the different tools on KidPix Deluxe. I then put the
science lesson on habitats together with the KidPix Deluxe tools to produce
a “loose” idea of this project. Students’
ideas and more time spent addressing the content standards by adding the Web
site to help students gain knowledge of the habitats and organisms living in
the habitat, helped me and my students create this project.