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=PART A: Global Project Design Essentials (Draft and still editing)= //The aim is to// develop early childhood students' understanding of being a citizen locally and globally with the assistance of learning coaches and teachers. || [|**1.9.1.A:** Use media and technology resources for directed learning activities.] [|**1.9.1.B:**]Identify different types of media and what purposes they may serve. [|**1.5.K.B:** Generate ideas and identify content appropriate for the topic] [|**1.1.1.A:** Identify the author’s purpose and type, using grade level text.] || //What types of places are in my town?// //Why are these places important to me?// //How are these places the same or different to other students in Pennsylvania?// //What have you learned about your community?// //Why do I like where I live?// //*What have you learned about your area?// || //The teacher will post a higher level question in the discussion board each week. This question will relate to the focus question of the week and students will need to organize their thoughts in connecting both questions. The students could draw a picture to share with the class in the discussion board or dictate the answer to the parents to share in the discussion board.// || == =PART B: Seven Steps Design Principles and Teaching Strategies= //• Establish agreed standards for educational networking such as avatar development, online profile, customization of online spaces, managing an online presence// //• Define collective practice for Copyright, Intellectual Property and fair use, creative commons// || //A list of specific areas of a community will be a focus on the area the student is studying. The students can make the choice of which areas to focus on. Once the focus is set, small communities within the wiki will be created and the students will collaborate about what they learned in their area and how can they become part of their community through the collaboration of this project.// //During the month, the students will view the pages in the wiki and contribute to the online discussion of the information posted. With the assistance of parents, the students will be able to share ideas to form an understanding of the geographic locations in Pennsylvania.// || //• Construct templates for the wiki, dicussion board format, and voki directions.// //• Students can share the wiki with Executive Leadership Team and then outside our community to other schools to open up an opportunity to create a kindergarten network of sharing information about Pennsylvania// || //Students and parents will complete a final survey to assist in continuous planning for this project.// ||
 * **Project Name** || //Building Relationships// ||
 * **Curriculum Idea and Alignment** || //Developing global awareness, communication skills, and digital citizenship of K-2 students according to the NETS from ISTE.// ||
 * **Guiding Question and Project Aims** || //Early Childhood students in PA Virtual will become aware of the surroundings in Pennsylvania and share this information with other students throughout the state. They will share their geographic locations and make contrasts/comparsions about their homes throughout the state. Students will share pictures, videos, and journals about their surroundings through various online collaborative tools.//
 * **Prerequisites and Skill Level** || //Students, teachers, and parents need to be familiar with Wikis, Vokis, and Glogster. Students, teachers, and parents will also need to know how to embed links to share each of these tools.// ||
 * **Standards Alignment** || According to PA Standards students will:
 * **Student level/age** || //This project is appropriate for any elementary/primary school in grades K-2.// ||
 * **Focus Questions** || //What do I see in my backyard?//
 * Working Mode: Individual and Team Structure || //Students will be offered the opportunity to participate in this project as it will be voluntary. Once an accepted letter has been received a wiki space will be created for students to collaborate the information they are sharing about their communities. Two teachers will oversee the project while parental support will be needed for these tasks.// ||
 * Required inputs || //Students will take pictures of their communities and post at least ten pictures and two glogs answering the focus questions above. There will be a focus every week for students to upload pictures and write two sentences about their areas. Students will also have to review classmate's wiki pages and make one comment on the pictures they view. A glog will be created during the middle of the set time frame to showcase the answer to the question "What have you learned about your area?" The last glog will be created to answer the question "Why is it important to learn about other areas in Pennsylvania and even the world?" Students will also have to create a weekly voki to describe their picture being uploaded for the week. This will be another tool for students to summarize their ideas if they are challenged with writing a sentence. The idea is to share why they have selected the picture or video they have uploaded to the wiki so using different types of modelities will be incorporated in the planning of this project.//
 * Optional inputs || //A template will be created for the individual wiki pages. A journal section will be created for the students, teachers, and parents to share their ideas on this project and keep an open discussion about how the project is assisting in the student's learning. The teachers will monitor the journals to answer any questions, concerns, or comments made by the parents or students.// ||
 * Required outcomes and Learning Experiences || //Early childhood students will gain an experience with collaboration of other kindergarten students in Pennsylvania. Through this collaboration, they will learn about the geographia areas of Pennsylvania, the similarities and differences of the state, and how to use collaborative tools online.// ||
 * Optional outcomes || Each student will learn how to log into online collaboration tools, how to edit on tools, embed links, use the recording and audio functions in Glogster, and how to create a voki. ||
 * Workflow || //This project will take place from October to May so students can create a visual timeline of how Pennsylvania looks during the Fall, Winter, and Spring months of the year. Teacher will monitor the upload of picutres, answering of focus questions, and ensure collaboration on the sentences written about each area of the state by the individual students.// ||
 * Assessment || //A rubic will be created listing the following areas: Writing abilities, picture description, collaboration with classmates, recording descriptions, use of Glogster. The areas will be scaled using pictures so students can visual see their progress. The rubric will be part of the students' individual wiki page.// ||
 * Evaluation** || The teacher will model the project throughout the timeframe so students and parents can understand the process of the project. The teacher will use a survey tool at the beginning of the project and end of the project to assess the project responsibilities which could improve the project for the next year. ||
 * **Connection** || //Platform for Collaboration: Wiki so each student will have their own page and ability to view other projects.// ||
 * **Communication** || //Determine appropriate tools and strategies for monitoring and facilitating communication//
 * //Teacher will post weekly messages on the main page of the wiki that will include updates, kuddos, and recommendations for project.//
 * //Teachers will create a page for annotative notes of the project, suggestions of project, and collaborative notes. This page should not be viewable by the students.//
 * //Students and parents will use their journals to write reflective information, questions, comments, or concerns about the project. The teachers will view this information daily to assist with completing any part of the project.//
 * //Each month a sychronous session will be held to discuss the focus questions and give guidelines for the tasks of the month. Also during this session, the teacher will collect the photos to share with the class as a whole. We will compare and contrast the geographic location of Pennsylvania. We will also discuss the season of each month and how they vary between parts of the state. The communication posted on the wiki, voki, and glog will be asynchronous that must be updated once a week. A specific time frame will be created once project is set to begin.//
 * //During the first sychronous session, we will discuss digital citizenship and how to communicate on line. Students and parents will be expected to attend this session.// ||
 * **Citizenship** || //Decide the teaching approach for how to be a reliable, responsible and ethical online learner and collaborator//
 * **Contribution and Collaboration** || //Students will participate during the synchronous and asynchronous models of collaboration. The teacher will create a slide for each student on Elluminate. During the monthly sessions the students will use the audio feature of Elluminate to discuss the area of their community that was captured and shared. At the end of the session, we will use a Venn Diagram to find similarities and differenences.//
 * **Choice** || //A list of specific areas of a community will be a focus on the area the student is studying. The students can chose which areas and how to present information on a wiki. The can also work through higher level thinking by answering questions presented on the wiki each week. The choice to be a part of this project will help students understand their communities and how they functions. While building this understanding, students will begin to comprehend how other communities in the state work to make us all part of a larger global community.// ||
 * **Creation** || //Final Project: Students, with the assistance of the teacher, will create slides to showcase their photos, videos, and vokis demonstrating what they learned about their geographic location and how they will become part of their communities. Students will then present information in Elluminate during a final synchronous session in June.//
 * **Celebration** || //Final Project: Students, with the assistance of the teacher, will create slides to showcase their photos, videos, and vokis demonstrating what they learned about their geographic location and how they will become part of their communities. Students will then present information in Elluminate during a final synchronous session in June.//