Assignment 2: Evolving and Collaborating
I have two different
situations collaborating with two different teachers and classes. Both teachers are great, but are at different
stages in their journey of collaboration and use of technology. In both cases I
collaborated doing genius hour/inquiry projects.
Situation #1
I was working with a grade
4/5 class and their teacher, Mr. Blue . We were doing an inquiry project with his
students. Mr Blue had never done an inquiry project (genius hours) with his
students and was really excited to try it with me. However, was a little
uncomfortable with it, and the technology required to have students be
successful at it. I took more the of
lead on our time, as Mr. Blue as time was unsure where to start. We talked
together about what the time would look like and what we wanted students to
learn.
We started with
questioning, talking about different types of questions and which make “good”
inquiry questions for research. Mr. Blue watched and supported the lessons.
Then came the research time. Students had access to the ipads and computers but
limit experience using the ipad and the sites.
During library time I would introduce new sites to help students with
their projects. Mr. Blue was at the orientation stage in using technology with
his class so lots of our collab time taken up over developing routines around
ipad use. At first this irritated me a bit, because we had an opportunity with
two educators to be working with the students. However as reading the stages, I
understand this was key part in development for Mr. Blue. Any aps or online
reference resources I would show at pro-d days would certainly not be used or
tried in the classroom if there was confidence developed with the students
using the devices. It takes time to use the ipads with a class, pulling them
out, troubleshooting, closing them down, putting them away and getting the cart
back. So we continued to work together and support the students using devices
and books for their research.
A couple months later as
some students were getting ready to present, I would show them a few options on
ways to present their information. I showed one student Kahoot. This was the
first time for the class to use Kahoot (once one student learned to use it,
other would want to and more “experts” on kahoot would develop in the class). Mr. Blue was amazed at how
engaged the students were doing the Kahoot quiz after the presentation. He said
that he could see the advantage of using this in class. He asked me if it was
hard to sign up, I quickly explained how and now for next term he is planning
on using it in his class. A great example of Augmentation from the SAMRS model.
A common task such as reviewing a unit, could become more engaging. Watching
his own students use the site was a lot more effective than showing the site at
pro-d, and tMr. Blue thinking ..oh now I have to set up ipad routines on my
own, figure out how to use Kahoot and make sure the students know as well. Now
when he used Kahoot on his own it was easy the students were familiar andexcited
about it.
So what now? I can
continue to suggest other options using the ipad that might be of interest to
him. Perhaps in a subject area Mr. Blue might be more inclined to have student
show their understanding in a multimedia format. We discussed when we get the
opportunity to work together again how the students pre having some skills
around ipad use and expectations, could give us more time to work one on one
with them doing their research skills. I want to give Mr. Blue time to get
comfortable using technology independently with his students and causally check
in on how it is going and continue to look for those moments when I can lead
him to the Modification Stage in the SMARS model.
Situation #2
I have experience
working with another teacher Ms. Grey and she was very confident with
technology and used it on a regular basis with her students. Ms. Grey use to be
a librarian and was very good at it. This year she was teaching a grade 2/3
class and similar to Mr. Blue wanted to do an inquiry/passion project with her
students. I had to think what am I able
offer this teacher that is so familiar with technology and our online reference
collection. This teacher according to
the SMARS model mainly swam between modification and redefinition.
Plan:
As we began talking
together we realized the students although familiar with the ipads and some of
the aps, such as book creator were not familiar with our reference collection
online, such as natgeo for kids, infotopia, world book, ect. Because of being
in grade 2/3 we didn’t want to just rely on google for searching. So we decided
to teach them how to use some of the sites our district subscribes too. We made
scavenger hunts and activities to help the students gain familiarity. We split
the class into two, and taught research skills and library skills, how to use
the library search books, ect. Something I did not have a lot of time to do in
our short exchange block. By having two teachers, we were able to offer more
one on one support to students. Together we were working through the SMARS
stage of redefinition….. with out the use of the online reference materials and
two teachers to teach the students how to use them, it would have been very
challenging to do an open inquiry project, almost impossible. With the ability to use the technology students
were able to ask any question they wanted, and with two teachers we were better
able to conference with them and direct their learning. Instead of directing
them to animals, or countries, they had choice and choice on how to show their
learning to their classmates.
Future:
I want to continuing
working with Ms. Grey at the renew stage of the concerns based adoption model. Together
we need to continue to revaluate and come up with ways to make the reference
materials an effective avenue for students to do their research and develop
their inquiry skills. This means
reflecting on our students learning together, learning new stuff ourselves an
encouraging each other to keep trying new things and keep going. Inquiry with
2/3 can get messy and be hectic at times, so having good communication and
being able to laugh and share ideas with the person your collaborating with is
key in marinating at the renewal stage of development.
Overall I applauded both
teachers for doing inquiry with their classes. Mr. Blue took on a task he was
unfamiliar with but had been hearing a lot about it, and Ms. Grey having a
grade 2/3 class decided they are capable at that age of researching any
question their minds came up with.
References:
"Levels of
Use - Concerns-Based Adoption Model." Google Sites. N.p., n.d. Web.
05 Mar. 2017.
Russell, Brian.
"Try Something New." Underfold Comics. N.p., 28 Oct. 2015.
Web. 05 Mar. 2017.
"SAMR Model
& Starbucks." YouTube. YouTube, 28 Mar. 2014. Web. 05 Mar.
2017.
"SAMR Model
- Technology Is Learning." Google Sites. N.p., n.d. Web. 05 Mar.
2017.
Our geographical resources are dated at our school. The newest Atlas we have is from 2003; two from 2000 and remaining are from 1996 and older. They do not have barcodes to be checked out and located in a dark corner of the library up high on a shelf. The books are very heavy, some looking fairly old with a brown plain covers and others looking slightly better yet with outdated information. I have purchased a globe for the library, which have been quite popular. 
