Transformation & Technology: A New Way of Learning Classroom Scenarios Second Edition This program is funded by the Vermont Department of Education, Title IID: Enhancing Education Through Technology competitive grant program. Project Team Project Director Ed Barry, Milton Town School District Scenario Development Team Grade Cluster Patricia Aigner, Rutland City Public Schools 9-12 Lisa (Fernald) Barry, Essex Town Schools K-2 Kristen Courcelle, South Burlington School District 6-8 Dave Davidson, Chittenden Central Supervisory Union 6-8 Joanne Finnegan, Chittenden East Supervisory Union 6-8 Chrissy Frankenhoff, Chittenden Central Supervisory Union K-2 Lauren Kelley Parren, Addison Northeast Supervisory Union 9-12 Donna Sullivan-Macdonald, South Burlington School District K-2 Steve Webster, South Burlington School District 9-12 Charlie Wilson, Technology Consultant 3-5 Jane Wilson, Technology Consultant 3-5 Jessica Wilson, Chittenden South Supervisory Union 3-5 2 Table of Contents Introduction ................................................................................. 5-8 NETS-S 1 – Creativity & Innovation......................................... 9 K-2 Scenarios ................................................................... 10 Where’s MY House? ............................................ 11-12 “3, 2, 1, Action!” .................................................. 13-15 Butterflies and their Beauty ................................. 16-18 3-5 Scenarios .................................................................... 19 Picture Book Authors ........................................... 20-22 Wanted: Local Heroes and Heroines .................... 23-25 Making Our School Green .................................... 26-28 6-8 Scenarios .................................................................... 29 Life After Vermont Yankee ................................. 30-32 Let the Students Teach ......................................... 33-35 Choices and Challenges: Journey to America ...... 36-38 9-12 Scenarios .................................................................. 39 History Alive ........................................................ 40-42 Is It Getting Warm Here? ..................................... 43-45 The Jazz Age ........................................................ 46-48 NETS-S 2 – Communication & Collaboration ........................ 49 K-2 Scenarios ................................................................... 50 What’s the Weather Like Today? ......................... 51-52 A Walk Through Our Town ................................. 53-54 Square of Life ....................................................... 55-57 3-5 Scenarios .................................................................... 58 School Playgrounds Around the World ................ 59-62 Contributing to the Cloud ..................................... 63-65 Flying with the Monarchs...................................... 66-68 6-8 Scenarios ..................................................................... 69 Collaborative Geography: Creating an Interactive Map of Vermont .............. 70-72 Cultural Investigations .......................................... 73-74 Carry Me to the Park: Digital Field Guides for Mills Riverside Park......................................... 75-77 9-12 Scenarios ................................................................... 78 What’s Up with the Frogs? .................................... 79-81 Bonjour! Welcome to Vermont............................. 82-84 The Elizabethan Era................................................ 85-87 NETS-S 3 – Research & Information Fluency .......................... 88 K-2 Scenarios ..................................................................... 89 Score One for Oman ............................................... 90-92 Sky Gazers ............................................................. 93-95 Let It Snow, Let It Snow ........................................ 96-98 3-5 Scenarios ...................................................................... 99 The Vermont Virtual Zoo ...................................... 100-102 Lake Champlain by the Numbers ............................ 103-105 3 Fall into Color .......................................................... 106-108 6-8 Scenarios ........................................................................ 109 Even More Awesome Stories .................................. 110-112 Personal Learning Projects ...................................... 113-115 H1N1: Truth or Rumor? Get the Facts .................... 116-118 9-12 Scenarios...................................................................... 119 Can We Get There from Here? ................................ 120-122 Drugs: What’s the Deal? .......................................... 123-125 The Vietnam Conflict ............................................... 126-128 NETS-S 4 – Critical Thinking, Problem Solving, and Decision Making ..................................... 129 K-2 Scenarios ....................................................................... 130 Give Me Shelter... Please? ....................................... 131-133 Garbage to Gardens .................................................. 134-136 Smart Snacks and Furious Fitness ............................ 137-139 3-5 Scenarios ........................................................................ 140 Where Does All That Paper Go? .............................. 141-143 Outdoor Learning Spaces ......................................... 144-146 An Edible Schoolyard ............................................... 147-149 6-8 Scenarios ........................................................................ 150 Let’s Get Serious About Fitness ............................... 151-153 Saving Our Streams .................................................. 154-156 Cell Phones + Driving = Accidents?......................... 157-160 9-12 Scenarios ..................................................................... 161 Internet for All ......................................................... 162-165 Reap What You Know ............................................. 166-169 Green Tape ............................................................... 170-172 NETS-S 5 – Digital Citizenship ..................................................... 173 K-2 Scenarios ....................................................................... 174 City Citing ................................................................ 175-178 Signs of Appreciation ............................................... 179-180 Seasons: Always Changing....................................... 181-183 3-5 Scenarios ........................................................................ 184 Global Dreams and Goals ......................................... 185-188 New Kid on the Block .............................................. 189-191 Speak-Up to Space.................................................... 192-194 6-8 Scenarios ........................................................................ 195 Being 11 ................................................................... 196-199 Motion Movies ......................................................... 200-203 How Do We Help Victims of War? ......................... 204-207 9-12 Scenarios ..................................................................... 208 The End of the Landmine ......................................... 209-212 Pathways ................................................................... 213-216 Visual Art Stories ..................................................... 217-219 Glossary & Index............................................................................. 220-236 4 Transformation & Technology: A New Way of Learning – Classroom Scenarios Second Edition Introduction In the recently published “Opportunity to Learn: Defining Vermont Education for a New Generation of Learners,” which is the “Final Report of Policy Recommendations Education Transformation Policy Commission” submitted to the Vermont Board of Education in December 2009, the introduction states: “New and multiple ways of deep learning – Our children need interdisciplinary and collaborative educational environments that support them as they explore and inquire, draw critical interpretations from multiple information sources, and interact with local, national, and global experts as they build and apply knowledge and skill.” We believe that Vermont educators would benefit from seeing “pictures” of these new learning environments. Additionally, we feel that technology must play a strong role in supporting these environments. The National Education Technology Standards for Students (NETS-S) “refreshed” in 2007 provide us with guidance on how technology, when combined with effective pedagogy and strong content standards can get us to that desired end.... the transformed classroom. This document is intended to paint “verbal pictures” or scenarios of transformed classrooms supported through technology. Our goal in creating these scenarios is to provide Vermont educators with examples of “new and multiple ways of deep learning” throughout the K-12 continuum, while emphasizing how information and communication technologies, based on the refreshed NETS-S, could facilitate these learning environments. It is not the intention of this document to provide units or lessons for teachers to use, since these scenarios lack the level of specificity required for immediate implementation. We would suggest, however, that there are many ideas contained in them that may be ripe for “plucking.” Through the presentation of these scenarios, we offer a picture of sound pedagogical practices supported with effective technology integration. It is our hope that these “pictures” will assist interested educators in furthering discussion to transform their st own lessons and units, by incorporating technology to better meet the needs of 21 Century learners. 5 We recognize the problematic nature of identifying specific software tools and Internet sites in the scenarios... here today, gone tomorrow. Yet, we felt that in order to make them as relevant as we possibly could, it was necessary to include them in the scenarios. As the technology evolves, as it surely will, these scenarios can be adapted to meet new opportunities. School leaders will play a critical role in transforming education. We hope that they find these scenarios a useful tool in engaging educators in an extended conversation regarding the important links between content, pedagogy, technology and transformation. These scenarios represent both the imagination and creativity of the writers as well as ideas they received from fellow teachers throughout the state who have actually implemented, at least to some extent, the main ideas in these scenarios. We wish to acknowledge and thank all who contributed. The Layout This document is arranged into sections, first by the NETS standard and then by the Grade Cluster. There are six NETS-S technology standards. The sixth standard, which deals with technology operations and concepts, is embedded in the scenarios of the other five standards. Additionally, each standard has four performance indicators. Throughout the scenarios you will see references to both the standards and the performance indicators that are listed at the end of each scenario. For example – (6a, 3b) – indicates that that part of the scenario covers standard 6, performance indicator (a) and standard 3 performance indicator (b). Each of the five standards is divided into four sections designated by grade cluster (K-2, 3-5, 6-8, 9-12). For example: in NETS-S 1 there are three scenarios in grade cluster K-2, three in 3-5, three in 6-8 and three more in 9-12. The same pattern exists for the other standard areas. There are a total of sixty scenarios. You will notice that most of the scenarios address multiple NETS-S. In order to avoid confusion, we decided to only note the “targeted” standards in each scenario. At the end of each scenario there is a reference to the National Education Technology Standards for Teachers (NETS-T) that would be addressed by the teacher who implemented the scenario. The Glossary & Index It is possible that the scenarios contain terms and tools that some readers may not be familiar. Consequently, this document is followed by a Glossary. Each time you see an italicized word in one of the scenarios that word can be found in the Glossary. In addition, each item in the Glossary is indexed to the various pages where it appears in the scenarios. In this way, if someone is interested in seeing how an indexed item is used in multiple ways they could easily locate them in the scenarios. 6 The Importance of Pedagogy Throughout this document we refer to the importance of effective teaching practices and strategies. If there is one thing that we have learned over the past decade, as it relates to effective technology integration, is the importance of pedagogy. The Vermont Transformation focused on the concept of “student-centered learning.” We believe this idea is one of the key elements that unlock the door to effective technology integration. st What is student-centered learning in a 21 Century context? How does this concept, coupled with project/inquiry-based learning and differentiated instruction, allow for a true transformation of our schools? Investing in technology without critically examining our teaching practices could be a poor investment that produces little or no change. It is our hope that these scenarios represent a shift away from a more teacher-centered learning environment to one that is more student-centered. In these scenarios, we envision students engaged in authentic learning tasks that are relevant to their lives. Students collaborate with others beyond the walls of the classroom in their desire to create new knowledge. Student choice is evident as teachers strive to meet the individual learning style of each child. It is very important to note that these scenarios represent a range of transformative possibilities, from the “just starting” to “fully” transformed. Content Standards and Grade Expectations In this Second Edition of “Transformation & Technology: A New Way of Learning – Classroom Scenarios” we have added the appropriate Vermont Content Grade Expectations based on the Vermont Standards. The scenario writers have identified those content grade expectations that they would assess if they implemented this scenario. However, they acknowledge that it may be possible to assess several other content grade expectations from various other disciplines, as well. The scenarios are grouped by NETS-S standards. In each one we have identified those Performance Indicators addressed only for that particular standard, even though it would have been very possible in most scenarios to have identified performance indicators for several, if not all, of the NETS-S standards. We focused on only one standard at a time to minimize confusion while reading the scenarios. Likewise, we could have identified the concepts, knowledge and skills that comprise the various content grade expectations in order to introduce or practice them in the scenario. Once again, in order to avoid confusion by overwhelming the reader, we chose to only identify those content grade expectations that would be assessed. As we know, true learning doesn’t typically break into neat disciplines like science, math, or reading. It often incorporates all of these disciplines interacting with each other, sometimes in complex ways. Since we envision many “transformed classrooms” engaging students in real world problem solving, the scenarios are often interdisciplinary. We ask teachers, even specific content area teachers, to look at them through this lens. In many of them, there is (potentially) something for everyone. If you are a science teacher and you don’t see any science grade expectations identified, we urge you to look deeper. 7 The potential may well be there, but the scenario writer just may not have just not have focused in that area. Additionally, these scenarios are only “quick pictures.” If you like the ideas in any of them, revise them, add the content grade expectations you wish to address, and make them your own. Although possible, these scenarios are not intended for teachers use as they are written. The idea is to use the scenarios as “seeds for change;” to plant ideas to show teachers that on how using effective pedagogy, supported by technology, and connected to addressing strong content grade expectations, can transform their own classrooms using their own transformed curriculum and instruction. A Final Thought Twelve different educators developed these scenarios. Consequently, they are written in different styles and have varying levels of detail. Yet, each one tells a story. Some stories are based on units or projects that these or other educators have implemented. Others are creations of the mind… of what could be. Some may be tempted to dismiss them as unrealistic or undoable given their present circumstance. We urge you to look at the potential, not the limitations. We acknowledge that there may be hurdles in the way of implementing scenarios like these. Every journey starts with a dream. Dream… and ask yourself “why not?” There is a journey that must be taken; one that traverses the uncharted terrain between teacher-centered and student-centered learning, between “one size fits all” and true differentiation. The struggle that occurs along the path, the support of each other as we travel the road of doubt, and the gradual ascent up the ladder of understanding, will ultimately bring us to a true transformation. It will take time, patience, and a concerted effort. We will all need to support each other on this journey. There are no shortcuts. As you read the scenarios, imagine the excitement that exists in these “classrooms.” Imagine the student engagement in learning and student ownership of that learning. Would you want your own child in these classrooms? Do these scenarios reflect the “picture” of the classrooms in your school? If not, they could! 8 National Technology Standards for Students Standard 1 Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities 9 NETS-S – 1 Creativity & Innovation Grade Cluster K-2 10