This week we have another split class. One component will be our Lesson Study II where students will have 5 mins to pitch a lesson idea for peer feedback. Unlike our first lesson study, no written write up is required. Visual aides are optional.
Then we will turn our attention to emerging ideas of digital literacy. We will revisit an earlier reading Snapshot of a Modern Learner and it’s implication for the classroom. I will offer a brief lecture detailing aspects of the “new digital literacy.”
Find, decode and critically evaluate information.
Curate, store and responsibly share it.
Effectively filter information flow and stay focussed.
Students will have an opportunity to view GapMinder World – a website that exemplifies redefined learning in the digital era. Students will get to use two additional transformative web-based research tools –NGram Viewer and NY Times Chronicle – to develop and test hypotheses.
Books Ngram Viewer and NY Times Chronicle have many interesting applications in the classroom. For example, they can both be used to introduce the research method – form a hypothesis, gather and analyze data, revise hypothesis (as needed), draw conclusions, assess research methods. Working in teams students can easily pose research questions, run the data, revise and assess their research strategy. Students can quickly make and test predictions. They can then present and defend their conclusions to other classroom groups. All skills called for by the new Common Core standards. Ideas for classroom use Books Ngram Viewer and NY Times Chronicle. For more advanced searches using NGram Viewer click here.
Students will continue work on the their document-based lesson design. Students will begin to layout their document-based lesson using a Google Site. With one webpage to correspond to each page of the lesson.
This step has two goals – (1) to further clarify your lesson (2) to get some experience taking content from one medium – Google Slides to another – Google sites. It will require you to have your images files for importing into Google site (same workflow as importing into iBooks Author)
Google site start page that describes:
Intro to the lesson – Grade, course, etc and a broad description of “what are the kids going to do?” Essential question. One document as illustration.
Blog post on edMethods You should then take that content from the start page and use it as the basis of a blog post on our edMethods blog that shares the intent of your lesson. Please include a sample document (image) and a link from edMethods post to your Google site start page.
Due by 11/14
Finish your Google site version of document-based lesson with multiple pages, each page should be designed as one page of your final book with:
At least one suitable document (include links and info on source institution, collection number, creator, date).
Scaffolding questions for each document that guide students through historical thinking skills being taught.
Instructions for students / or teacher on using the lesson
The idea of using digital tools such as Twitter, NY Times Chronicle, or GapMinder have just as many pros as they do cons. From experiencing using tools such as Twitter in the classroom I believe it can be a great leverage for teachers who are engaging with a very technology literate generation. During a recent ED class, my peers and I used Twitter as a device to hold discussions not only with each other, but with other Social Studies teachers across the nation. Due to the limited character count I was forced to paraphrase my thoughts, which I think is a fun and novel way to get students to really grapple with understanding their own ideas, and how they can convey it in a concise explanation. After experiencing a lesson such as this myself, i witnessed just how focused students could be if guided to use this tool correctly. The cons of using Twitter in a high school or even middle school, in comparison to a college class, is the fact it is a social media, and can easily distract students.
Other tools such as NY Times Chronicle or NGram though are fascinating. Although there is still that fear that students will get distracted and use these tools for whimisical pleasure, it allows students to have a visual and chronological understanding of a word of phrase, and give rise to new curiosity as why it is displayed on the graphs as so. How I would use these digital tools in my own class I for a lesson I am still not sure of, but I’m sure something will come to mind later in the future.
Our Digital History class was definitely a fun experiment. Taking a site like Twitter, which is often one of the social networking sites that get blocked in school, and making it an actual tool to be used for learning was impressive. Thinking about how that would translate into a Middle/High School class is a bit challenging for me though because it was hard to keep a room full of graduate students focused on the single task at hand without getting distracted by Miley Cyrus or The Walking Dead or whatever other nonsense Twitter has the tendency to throw at users. One thing that might have reigned it in a bit is if the class as a whole had a larger, classroom conversation on the #engsschat questions and then, as a class, contributed some of the highlights of what we discussed.
The second highlight of the Digital History class for me was being able to get my hands on really cool data machines… my favorite was the NYT Chronicle website (check out my search here). Giving us resources to explore our own curiosities led to some serious engagement… obviously there’d be some issues with students looking up problematic/inappropriate information but I think that could be cleared up with clear and concrete guidelines set ahead of time. Ultimately, resources like NYT Chronicle and GapMinder was incredibly engaging and letting kids explore and play discover/historian in a Social Studies class could be a breath of fresh air for students.
In regards to how “historians” can leverage these digital tools for research/instruction/professional growth, I’ll focus primarily on instruction. Going all the way back to our first day of class, when we were asked to work in groups to create an image of what was needed to be a good Social Studies teacher, I think these digital tools could be a really cool opportunity to see what students can create/find/produce. I could see a teacher showing students how to use GapMinder and then telling them, “In a group of three, use GapMinder to find different social/economic/health data that has a strong positive or negative correlation. After your group feels that your data is strongly connected, think of a way to creatively explain how they connect to each other.” Products may be all over the place but students would have to tap into multiple skill sets to complete the task: team work, research, reasoning, etc. I love the idea of using these tools in a classroom!
In this week’s class, we played with various methods to incorporate technology directly in our classrooms. We used tools such as Twitter, GapMinder, nGramViewer, and NYTimes Chronicle to explore different ways to present information to students and engage them in research and information-seeking. While we were working with these tools, it wasn’t difficult to think of ways that I could incorporate these tools into lesson plans, such as having students search different names for classifying people in the NYTimes Chronicle tool to analyze changes (see my example here). However, whenever I think of incorporating technology into my lessons, I always try to ask myself whether or not the addition of technology is effective, or if the lesson could help students learn just as well without the use of technology.
I think, when it comes to technology, teachers like the idea of incorporating it into their lessons, but often get stuck with the same sorts of technology, always using the same resources and never really analyzing whether or not the technology is helping students. For this reason, I was skeptical of our use of Twitter in this class. I’ve seen various teachers use Twitter as a tool to encourage students to summarize their ideas “in 140 characters or less.” This is great when it comes to some lessons/content, but doing it after every lesson can get monotonous. I don’t think this is Twitter’s most effective use in the classroom.
One thing that I highly valued in our class-time engagement with twitter was the session in which we participated in a live chat. We had the opportunity to share our ideas and learn from other teachers across the country. It was a great lesson in collaboration, not to mention self-validation (when teachers across the country favorited or re-tweeted my comments, it made me feel that I had some good ideas, even though I may not have had much classroom experience).
I think there might be a way to use Twitter (real Twitter, and not just the Twitter format) in our classrooms as well. Giving students the opportunity to share their work and seek help or comments from people they might never meet could be a great way to engage and motivate students. In many ways, allowing them to share their best work with someone other than a teacher or family member gives them perspective they might not get otherwise, and shows them that they can be proud with a certain product. I don’t think this necessarily requires Twitter or other social media. But I do think their is value in using those types of digital information gathering and sharing to inform how we create our lessons.