eLearning Collaborative

Academic Challenges: Math & Science

Grade: K-12

Subject: Math and Science

Topic Ideas: Difficult math and science problems or brainteasers for any grade level.

Time frame: You will need at least one period prior to the connection to practice the format and a 45-60 minute videoconference.

Preparation: A teacher or coordinator prepares the problems ahead of time. A PowerPoint presentation with the problems will make it easiest for students to understand the problem. Students may practice ahead of time with similar problems.

Agenda: 50 minutes
5 min. Welcome and introductions. Each class shares their location and brief information about their school. The lead teacher gives instructions & reminders.
2-3 min. A problem is presented visually and orally.
3-5 min. Both sites mute and students attempt to solve the problem.
3-5 min. Both classes present their solutions and wait for confirmation from the lead teacher.
3-5 min. Classes share a math or science joke.

Repeat this process until you run out of time. If time and interest allows, students may enjoy asking each other questions about their respective locations.

This format is based on the following two projects:
Math Marvels: http://www.lcisd.org/Administration/Technology/DistanceLearning/KatyISDsMathMarvels/

Science Seeker:
http://www.lcisd.org/Administration/Technology/DistanceLearning/ScienceSeekers/

Contact: Janine Lim

References

Grade Level: K-12

Subject: ELA

Description:

Topic: Student-led discussion of a novel.

Time frame: Four to eight weeks to read the book; weekly videoconferences for the literature circle.

Preparation: Decide on a book and negotiate with your partner teacher which jobs will be taken by each class. You might trade off each week. Each week the student leaders may need to communicate via web or email ahead of time in preparation of the videoconference.

Agenda: 35-50 minutes
5 min. Welcome and introductions. In the first session, take some time to get to know the other class and share about your location. In subsequent sessions, you may wish to have a brief weather report or other introduction.
25-40 min. Discussion. Using the Literature Circle format, students lead a discussion of the book..
5 min. Debrief and Conclusion. After the discussion, teachers may wish to debrief and comment on the process and discussion. Students may wish to debrief on use of the videoconference technology as well.

Follow-up: Students may also enjoy creating and sharing a final project response to the book.

Inspiration for this template:
Through the Wardrobe: The Magic of Reading: http://litcircle.notlong.com

Additional Resources:
http://litsite.alaska.edu/workbooks/circlereading.html

http://www.litcircles.org/

Contact:Janine Lim

References

Videoconferencing and Web 2.0 Projects

Grade: K-12

Subject: All subjects

Any of the preceding templates can be enhanced and extended with Web 2.0 tools such as blogs, wikis, collaborative document sharing tools, and podcasts.

Blogs

• Students write responses to their reading on a shared blog and give feedback to each other via the comments. The culminating videoconference connects students together to discuss the book or with an author or specialist related to the book.
  See http://stovall.notlong.com for an example.
• Students collaboratively write a story using a blog or discussion tool for writing or sharing ideas before writing. The videoconference culminates in the presentation of the story. See http://blogvc.notlong.com for an example.

Collaborative Document Creation &Wikis
Collaborative document creation tools can be used to have students work in groups across sites to develop solutions, poetry, graphs, presentations, essays and more. The videoconference is used to set the stage for the collaborative work and to culminate when the task is completed.

• Thumbstacks.com (presentations)
• Docs.google.com (word processing and spreadsheets)
• Gliffy.com (brainstorming)
• PBWiki.com (word processing plus web pages)
• Wikispaces  (word processing plus web pages)

Podcast

• Classes exchange podcasts on a topic and then videoconference to discuss.
• Or classes create podcasts reporting on their VC.

Contact:Janine Lim

References

Astronaut Colonol Pam Melroy

Grade: K-12

Subject: Local Interest, Social Studies

Fee: Free

Astronaut Colonol Pam Melroy, commander of the last Discovery Space Shuttle Mission last October will be speaking to students in the Honeoye Central School District on Monday February 25 from 10:45- 11:50 and then again from 12:50-1:55.  She will be speaking to grades K-5 students in the first session and to grades 6-8  in the second session. We will be video conferencing passively (this means watching only) with their school district.  So your classes will be able to observe the presentations.  There is room for 4 connections to the 10:45 session and 4 connections to the 12:50 session.  Sign up is first come, first serve.  I apologize for the last minute invitation.  I only learned of this opportunity yesterday.   

    Please contact Holly Sharp at 383-6608 or holly_sharp@boces.monroe.edu if you are interested in participating.  If you have any questions, contact me at 330-2852 or steve_orcutt@boces.monroe.edu.

References

Grade: K-12

Subject: All

Topic: Poetry, advertising, essays. Any topic where students create something could be a competition. Poetry slams are popular. Ads on current issues such as the environment, internet safety are also possibilities.

Time frame: Preparation time for the student created work and the videoconference.

Preparation: Students create work and practice presenting.

Agenda: After introductions, students present and the audience rates each performance.

This videoconference works with both classes presenting or just one class presenting with one or more classes as a rating audience.

Contact: Janine Lim

References

Mock Trials

Grade: 5-12

Subject: History, Law, and ELA

Topic: Mock trials work well for high school law classes, middle school and high school history classes, and even elementary literature classes studying fairy tales (i.e. the trial of The Big Bad Wolf).

Time frame: You will need a few class periods prior to the connection to prepare your presentation and a 45-60 minute videoconference.

Preparation: The lead teacher should decide ahead of time if the participating class will be jury only or more involved. For example, one class may be the prosecution and the other class the defense. The trial arguments and statements should be prepared ahead of time.

Agenda: 45-60 minutes (Time can be adjusted based on grade levels and class period requirements.)
~5 min. Welcome and introductions. Each class shares their location and brief information about their school.
~Visuals: Use document camera or PowerPoint to share a few pictures of local interest.
~30 min. Mock trial. Teachers should agree on the exact format ahead of time.
~5 min. Debrief and Conclusion. After the mock trial, teachers may wish to debrief and comment on the process and content/curriculum discussed. If time is available, students may enjoy asking each other questions about their respective locations and schools.

Inspiration from this WebQuest:

http://projects.edtech.sandi.net/hoover/amistad/

Contact: Janine Lim

References

References

Class-to-Class Initiatives - Class to class initiatives are often called point-to-point connections. These interactions can be programs where teachers and students can connect with another site for multiple programs on topics decided by both groups. These interactions benefit all students involved because teachers from both sites plan interactions for the best learning experiences to meet their students’ needs. Class to class initiatives can be a series of several interactions for a specific topic. (Celebrate China –a 3 part Elementary Program and our upper level French from ITIN University in France Program). On occasion, class to class initiatives can be one time only videoconference interactions with pre and post interactions student to student.

GOAL: To connect students of one class to another class(es) in order to incorporate resources, both human and object-oriented that would normally not be available in the classroom.

Class to Class Initiatives

Class-to-Class Initiatives - Class to class initiatives are often called point-to-point connections. These interactions can be programs where teachers and students can connect with another site for multiple programs on topics decided by both groups. These interactions benefit all students involved because teachers from both sites plan interactions for the best learning experiences to meet their students’ needs. Class to class initiatives can be a series of several interactions for a specific topic. (Celebrate China –a 3 part Elementary Program and our upper level French from ITIN University in France Program). On occasion, class to class initiatives can be one time only videoconference interactions with pre and post interactions student to student.

GOAL: To connect students of one class to another class(es) in order to incorporate resources, both human and object-oriented that would normally not be available in the classroom.

It is import to keep in mind the content aims of a particular unit or lesson.

ACTIONS STEPS For Partner Class:

Teachers who are interested

• Be sure to consider the location of your other site. For instance, if the lesson is about weather, you will probably want to connect to a school in a different type of environmental area.
• Offer your idea for a class to class initiative and send to colleagues or BOCES to search for teachers interested in working on a project with your content aims.

Design Process

• Jot down all ideas about a possible project
• Please remember the lesson should be planned to be a mutually valuable experience and communication with the other teacher.
• Both teachers should decide if you are going to have engaging pre and post-conference lessons.
• Use interactive strategies that foster student construction and knowledge.
• Plan on hand outs or other items that can be sent to sites.
• Work together to be sure both classes are going to benefit from this initiative.

Flow Process

• Work on the specifics of your goal(s) for your partner class interaction (ie what are you interested in doing- small projects, full year, one time only, etc)
• Complete the online form for partner request

• Holly would then look to find a partner class by:

• Request partner class (within 1-2 days of receiving request)

• We are looking for a response of interest within the next 10 days.

• Advertise to local list serv
• Post it to the wiki
• Send to national list serv
• Send to the NYSDLC List serv
• Post to International DB's

• AT&T

• CILC
• And others

• Holly Sharp receives back responses and puts them in our Database

• Sends to the original teacher all the responses to select person(s) wants to interact with
• For those responses that spur another potential project idea/class to class…start process again at step 1

• After finding another teacher and class, discuss ways to connect before the project is finalized.

• Videoconferences to meet and discuss the program
• E-pals – where students and teachers can e-mail through a “ private “ network set up and work in teams or get to know each other before the videoconference.
• E-mail ideas and make decisions on the project’s flow

• Prepare students for their distance learning experience.

• Talk to them about the program as well as the etiquette between interactive sites.
• Let them experience the distance learning room, the cameras and the interactivity possible before the event

References

References

References

http://elearning.monroe.edu/wiki/mocktrials

http://www.webquest.org/index.php 

References

Civil War
Region 14 Education Service Center in Abilene, Texas is hosting an interactive video project called "Civil War: Our States Contribution and the Effect Upon Our State". The project will include 2 Northern States and 2 Southern States. Confirmed sites to date in...
Status: Seeking Partners
Audience: Education: Grade(s): 8

Holocaust Videoconference
On Friday, May 16, 2008, from 1:00-2:15pm EST, the Eastchester Union Free School District and the Westchester Holocaust Education Center will host a multi-point videoconference on the Holocaust for teachers and students at the middle school level.
The confe...
Status: Seeking Partners
Audience: Education: Grade(s): 6, 7, 8

Internet Safety Presentation
Four high school freshmen would like to offer an interactive presentation for grade school students (grades 5-8) on Internet Safety. Topics will include cyberbullying, music downloading, communication online, etc. Teacher partner will receive preliminary inf...
Status: Seeking Partners
Audience: Education: Grade(s): 5, 6, 7, 8

Middle School History ./ International
I am a 7th/8th grade U.S. History teacher at a school in Greenwich, CT. I have done a lot of videoconferencing in the past, but my school has just installed the equipment.

I am anxious to get started and open to most things related to geography, U.S. hist...
Status: Seeking Partners
Audience: Education: Grade(s): 7, 8, 9

2nd grade buddies for all content areas
We are a mostly rural school in SE Ohio interested in having a partner class to share writing, have book talks, show science projects, be pen pals, etc. We would prefer an urban school that could bring new viewpoints.
Status: Seeking Partners
Audience: Education: Grade(s): 2

IF YOU HAVE INTEREST IN ANY OF THE COLLABORATIVES ABOVE,  PLEASE FILL OUT THE FORM AT THIS WEB ADDRESS AND HIT SUBMIT.   IT WILL COME TO ME AND I CAN HELP YOU SET IT UP.

DL Request for an existing Program:
http://www.monroe.edu/forms.cfm?myForm=41

References

Design Projects

Grade: K-12

Subject: All subjects

Topic: Do you already have your students build something in your science classes (i.e. a bridge, a rocket, a pinewood derby vehicle, a musical instrument, an invention, an egg drop cage, or a kite.)? Instead of creating alone, build the project in tandem with another class and compare results.

Time frame: A 45-60 minute videoconference to meet your partner class, introduce the concept, and establish guidelines for building.

~A few weeks or more to create your invention/project and document the process using a digital camcorder or still camera.
~A few class periods to prepare your process presentation.
~A 45-60 minute culminating videoconference to present your building process and the final product to each other.
~Q&A is important in this session as students will enjoy comparing their building process adventures.

Preparation: Before the first connection: Decide on the project and guidelines. Decide how to introduce the concept. Your students could present, you could present it, or you could team teach with your partner teacher.

For the building process: Arrange for use of your school’s digital camera or camcorder to record the process. Collect all materials necessary. Communicate with your partner teacher on the process.

For the presentation: Decide on visuals and the best way to show the process and final product. Assign tasks and involve as many of your students as possible. Prepare your presentation. Prepare questions for your partner class.

Session 1 Agenda: 45-60 minutes
5-10 min. Welcome and introductions. Each class shares their location and brief information about their school and respective classes.

Visuals: Use the document camera or PowerPoint to share a few pictures of local interest.
30 min.   

Project overview. Classes could present related scientific concepts to each other. Teachers could team teach. Show sample products. Share the guidelines of the process.

Visuals: Demonstration, document camera, etc.

5-10 min. Question and answer. Students could ask questions about the process or product. They may have questions for each other related to the content or process. If time they may have questions for each other about their respective locations.

Session 2 Agenda: 45-60 minutes
5 min.      Welcome and introductions.

30 min.    Presentations. Each class shares a 15 minute presentation of their process and final product. 
Visuals: iMovie or PowerPoint or the process or other creative multimedia presentation; live or taped demonstration of final product.

15 min.    Question and answer. Each class has prepared questions for each other on the content and generates questions while/after listening to the presentation. After content questions, if time, students may enjoy asking each other questions about their respective locations and schools.

See also http://avonoh-ivc.blogspot.com/2007/03/are-cookies-done-yet.html and www.webquest.org for additional ideas.

References

References

This project was a year long interaction encompassing, pen pals, emails, videoconferencing and online file sharing. The two classroom teachers connected with one another and then planned a series of ongoing and single time projects. One of the teachers describes the project below:

Sheila - first met in October – Had a chance to meet her second graders and observe them for the day. Then, students were paired up from the two classes and wrote back and forth, asking questions, etc. Finally, on our "virtual field trip" their school presented a powerpoint of info about the area and the school, and then students introduced themselves, named their pen pal (to put a name to a face), and told something about themselves. Finally we went back and forth asking questions of each other and answering them. It was great for students in terms of motivating them to want to write more, learn more about others in another school, geography lesson, listening and speaking skills and just plain fun!

We met in early Spring and my class shared poems and songs we had memorized (both group and individual) with their class. April is National Poetry Month. Her class performed Readers Theatre skits for my class. It was great for both groups to have a peer audience and receive positive feedback from them. We continued to write letters back and forth, and on our last day of school, June 20th we will be sharing Social Studies projects on symbols of our country with them. They will be performing a skit on the same topic for us. We will also share summer plans and say our final goodbyes. It has been so motivating and rewarding for all of the children. Thanks for your support!

Submitted by: Sheila Cocilova (Fairport CSD)

References

ePals

Grade: K-12

Subject: ELA, Social Studies

ePals is the world's largest K-12 connected learning community.  Monroe #1 BOCES had partnered with ePals to form the first State-wide portal for ePals. ePals is the leading provider of school-safe collaborative learning products for K-12 across 200 countries and territories.  They also have an extensive database of other teachers and schools willing to participate on projects with your students.

Some exciting events are happening at ePals from live class-to-class collaborations, projects such as the Chinese-English Language & Learning Portal and ePals Book Club.

SchoolM@il - ePals is making SchoolM@il available at no cost to schools, districts, and learners globally. This is not a trial or limited functionality version of our trusted and award-winning service. We are providing SchoolM@il at no cost because we want to partner with the education community to speed the delivery of safe and collaborative learning around the world.

School Blog - ePals is now making SchoolBlog available at no cost to schools, districts, and learners globally. This is not a trial or limited functionality version of our trusted and award-winning service. We want to partner with the education community to speed the rate of safe and collaborative learning around the world.

In2Books is an evidence product of ePals, Inc. The In2Books Curricula fosters reading, writing, and thinking skills across the curriculum.  Created by Nina Zolt and developed with leading literacy experts, it has been shown to significantly improve students' literacy skills and love of learning. Through the pairing of learners with mentor pen pals, In2Books produces real dialogue and real learning.

Click this link to see how other teachers are using ePals in their classrooms.

References

Grade: 3-12

Subject: ELA, Social Studies, Science

Topic: Choose a topic related to public policy or current events. Set up a scenario for your students where they are representing a company or are a legislator giving a press conference on a new product, new policy, or a response to a current issue. The partner class plays the role of the press.

Time frame: You will need a few class periods prior to the connection to prepare and a 45-60 minute videoconference.

Preparation: The presenting class should prepare a press conference announcement and anticipate questions they may receive. The class playing the role of the press should research the topic and prepare as many interesting questions as possible. For question examples, click here. Assign tasks and involve as many of your students as possible.

Agenda: 50 minutes (adjustable based on class periods of participating classes)
5 min. Welcome and introductions. Each class shares their location and brief information about their school. Share a few pictures of local interest. Lead teacher introduces the activity.
10-15 min. Press Conference Announcement. The presenting class shares their announcement. Visuals: Illustrations will enhance the presentation.
10-15 min. Questions. The press class asks their questions. The presenting class fields and answers the questions.
10 min. Debrief and Conclusion. After press conference simulation, teachers & students should debrief the experience together.

Inspiration from Persuasion Tasks:
http://webquest.sdsu.edu/taskonomy.html

Contact:Janine Lim

References

This week is Geography Awareness Week in the United States. ePals is bringing this important subject to light, so that all of our Global Community members can celebrate and better understand the people, places and events that make up our world.

ePals is hosting a new group called Geography Central, dedicated to providing essential geography resources, as well as preparation materials for students and teachers participating in the National Geographic Bee. The yearlong competition is open to U.S. schools, grades 4-8. The deadline for schools to register is December 12, 2008.

At Geography Central members can:
Meet past Bee winners
Collaborate and share study tips
Get maps, interactives, videos, quizzes and more
Check out these four Geography Central topics to become geography experts!

References