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.