Recent Changes

Building Relationships
Hello! I am looking for feedback on the tools I want to use for K-2 students and if there may be other suggestions to make the tasks easier for the younger students.

I also want to make sure a student can make connections between what they have learned about their communities, other communities in PA, and how they all connect together. Please give me feedback on this idea!

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.
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PART B: Seven Steps Design Principles and Teaching Strategies
PART B: Seven Steps Design Principles and Teaching Strategies
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.
Students and parents will complete a final survey to assist in continuous planning for this project.
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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.
component="comments" page="home" limit="10" ]]limit="10"]]
PART B: Seven Steps Design Principles and Teaching Strategies
PART B: Seven Steps Design Principles and Teaching Strategies
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.
Students and parents will complete a final survey to assist in continuous planning for this project.
component="comments" page="home" limit="10" ]]limit="10"]]

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.
PART[[include component="comments" page="home" limit="10" ]]
PART B: Seven and Teaching StrategiesPARTStrategies
PART B: Seven
Connection
Platform for Collaboration: Wiki so each student will have their own page and ability to view other projects.
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.
Students and parents will complete a final survey to assist in continuous planning for this project.
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Design Essentials (Draft and still editing)
Project Name
Building Relationships
Developing global awareness, communication skills, and digital citizenship of K-2 students according to the NETS from ISTE.
Guiding Question and Project Aims
collaborative tools.
The aim is to develop early childhood students' understanding of being a citizen locally and globally with the assistance of learning coaches and teachers.
Prerequisites and Skill Level
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?
Why is it important to learn about other areas in Pennsylvania and even the world?"
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
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.
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.
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.
PART B: Seven Steps Design Principles and Teaching StrategiesPART B: Seven Steps Design Principles and Teaching Strategies
Connection
Decide on toolsPlatform for Collaboration: Wiki so each student will have their own page and strategiesability to be put into place to connect teachers and then students in preparation for collaboration
• Determine Web 2.0 andview other tools that are available (not blocked) within the schools
• Decide which platform(s) can be used to connect classrooms e.g. wiki, Google Apps, Moodle, Ning
• Determine shared expectations for connection protocolsprojects.
Communication
Determine appropriate tools and strategies for monitoring and facilitating communication
• Decide methods for communicating teacher-teacher, teacher-studentTeacher will post weekly messages on the main page of the wiki that will include updates, kuddos, and student-student
• Determine expectationsrecommendations for communication - asynchronousproject.
Teachers will create a page for annotative notes of the project, suggestions of project, and synchronous –collaborative notes. This page should not be viewable by the students.
Students and makeparents will use their journals to write reflective information, questions, comments, or concerns about the project. The teachers will view this very clear
• Documentinformation 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 reliable, culturally sensitive, gender appropriate, language sensitive, context awarethe 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
• Define collective practice for Copyright, Intellectual Property and fair use, creative commons
Contribution and Collaboration
EstablishStudents will participate during the synchronous and asynchronous models of collaboration. The teacher will create a mechanismslide for equal and fair contribution opportunities and expectations
• Provide mechanisms for discussion betweeneach student on Elluminate. During the monthly sessions the students while jointly researching, contributingwill use the audio feature of Elluminate to discuss the area of their community that was captured and collaborating
• Determine methods for qualitativeshared. At the end of the session, we will use a Venn Diagram to find similarities and quantitative collectiondifferenences.
A list of specific areas of a community will be a focus on the area the student contributionis 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.
Choice
Determine outcomes that provideA list of specific areas of a challenge and engagecommunity will be a focus on the area the student is studying. The students
• Consider varied outcomes, or varied topics that provide choices for participation, promote can chose which areas and how to present information on a wiki. The can also work through higher orderlevel 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 problem solving and that buildhow they functions. While building this understanding, students will begin to comprehend how other communities in successthe state work to make us all part of a larger global community.
Creation
Establish clear guidelines for format and submissionFinal 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 product(s)synchronous session in June.
• Construct templates if neededfor the wiki, dicussion board format, and voki directions.
• Consider a 'competition' or opportunity toStudents can share the work beyond the immediate participantswiki 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
Celebration
Define a culminating activity for whenFinal Project: Students, with the work is completed as a formassistance of celebration
• Build in time for presentationsthe teacher, will create slides to showcase their photos, videos, and reflection/evaluationvokis demonstrating what they learned about their geographic location and how they will become part of the projecttheir communities. Students will then present information in Elluminate during a final synchronous session in June.
Students and parents will complete a final survey to assist in continuous planning for this project.

Developing global awareness, communication skills, and digital citizenship of K-2 students according to the NETS from ISTE.
Guiding Question and Project Aims
What doEarly Childhood students see on their way to school each day?
How is itin PA Virtual will become aware of the same or different from what other children see?
What do these pictures tell us about where we livesurroundings in Pennsylvania and go to school?
Aim: To helpshare this information with other students understand that what isthroughout the state. They will share their geographic locations and make contrasts/comparsions about their normal view onhomes throughout the waystate. Students will share pictures, videos, and journals about their surroundings through various online collaborative tools.
The aim is to school each day may be totally different for another child depending upon where they live.develop early childhood students' understanding of being a citizen locally and globally with the assistance of learning coaches and teachers.
Prerequisites and Skill Level
StudentsStudents, teachers, and teachersparents need to familiar with Weebly, EdmodoWikis, Vokis, and Wiki plus a movie maker typeGlogster. Students, teachers, and parents will also need to know how to embed links to share each of app such as iMovie, Animoto or Windows Movie Makerthese tools.
Standards Alignment
This depends upon the teachers when they come together as each area hasAccording to PA Standards students will:
**1.9.1.A:** Use media and technology resources for directed learning activities.
**1.9.1.B:**Identify different standardstypes 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 requirements.type, using grade level text.
Student level/age
any elementary/primary school. Grades 2-5/Years 3-6school in grades K-2.
Focus Questions
Create a list of questions crucial to the content and aims of the project, such as:
WhatWhat do I see on the wayin my backyard?
What types of places are in my town?
Why are these places important to school everyday?
Does every student seeme?
How are these places the same sights?
Howor different to other students in Pennsylvania?
Why do the things I see on the way to school indicatelike where I golive?
*What have you learned about your area?
Why is it important to school or does it?
What things dolearn about other students see on their way to school?
How is itareas in Pennsylvania and even the same or different from what I see?world?"
Working Mode: Individual and Team Structure
Preferably teams across schools/countries so that there is anStudents 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 diversity.
Use the grid methodstudents to put teams together.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
Each participant is expected contribute a number ofStudents will take pictures of what they see ontheir communities and post at least ten pictures and two glogs answering the way to school. Thesefocus questions above. There will be uploaded into one applicationa 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 grouppictures they view. A glog will decide howbe created during the middle of the set time frame to put it together, whatshowcase the script is goinganswer to be, whothe question "What have you learned about your area?" The last glog will deliverbe created to answer the final artifact. With younger studentsquestion "Why is it will require teacher participation.important to learn about other areas in Pennsylvania and even the world?"
Optional inputs
Each team should have a team member who is responsible to follow the discussion on Edmodo. There wouldA template will be another team member who is responsiblecreated for updating the project blogindividual wiki pages. A journal section will be created for their team. Another team member could be the reporterstudents, teachers, and parents to share their ideas on this project and keep an open discussion about how the teacher whoproject is watchingassisting in the processstudent's learning. The teachers will monitor the journals to help solveanswer any problems.questions, concerns, or comments made by the parents or students.
Required outcomes and Learning Experiences
Each student is expected to have contributed their pictures and their partEarly childhood students will gain an experience with collaboration of the scriptother kindergarten students in Pennsylvania. Through this collaboration, they will learn about their pictures to the artifact. These will be put together to form a cohesivegeographia areas of Pennsylvania, the similarities and informative artifact that will demonstrate differences of the state, and similarities.how to use collaborative tools online.
Optional outcomes
Each class should be preparedstudent will learn how to create an intro about their school and city forlog into online collaboration tools, how to edit on tools, embed links, use the other classes.This could be anrecording and audio boo, glogster but should include visualfunctions in Glogster, and audio.how to create a voki.
Workflow
This canproject will take place anytimefrom October to May so students can create a visual timeline of how Pennsylvania looks during the school year though it may be fun to do it in the winterFall, Winter, and Spring months (northern hemisphere) so there is snowof the year. Teacher will monitor the upload of picutres, answering of focus questions, and compare that toensure collaboration on the sentences written about each area of the state by the southern hemisphere.individual students.
Assessment
As this is a work in progress weA rubic will brainstorm this together though abe 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 is alwayswill 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 safesurvey tool at the beginning of the project and fair wayend of the project to proceed but would need input from everyone. Possibly even students....
Evaluation
To be determined by teachers. It would also be fun ifassess the teachers didproject responsibilities which could improve the same thing and put together their own product.project for the next year.
PART B: Seven Steps Design Principles and Teaching StrategiesPART B: Seven Steps Design Principles and Teaching Strategies
Connection

PART A: Global Project Design Essentials
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
What do students see on their way to school each day?
How is it the same or different from what other children see?
What do these pictures tell us about where we live and go to school?
Aim: To help students understand that what is their normal view on the way to school each day may be totally different for another child depending upon where they live.
Prerequisites and Skill Level
Students and teachers need to be familiar with Weebly, Edmodo and Wiki plus a movie maker type of app such as iMovie, Animoto or Windows Movie Maker
Standards Alignment
This depends upon the teachers when they come together as each area has different standards and requirements.
Student level/age
This project is appropriate for any elementary/primary school. Grades 2-5/Years 3-6
Focus Questions
Create a list of questions crucial to the content and aims of the project, such as:
What do I see on the way to school everyday?
Does every student see the same sights?
How do the things I see on the way to school indicate where I go to school or does it?
What things do other students see on their way to school?
How is it the same or different from what I see?
Working Mode: Individual and Team Structure
Preferably teams across schools/countries so that there is an opportunity for diversity.
Use the grid method to put teams together.
Required inputs
Each participant is expected contribute a number of pictures of what they see on the way to school. These will be uploaded into one application and the group will decide how to put it together, what the script is going to be, who will deliver the final artifact. With younger students it will require teacher participation.
Optional inputs
Each team should have a team member who is responsible to follow the discussion on Edmodo. There would be another team member who is responsible for updating the project blog for their team. Another team member could be the reporter to the teacher who is watching the process to help solve any problems.
Required outcomes and Learning Experiences
Each student is expected to have contributed their pictures and their part of the script about their pictures to the artifact. These will be put together to form a cohesive and informative artifact that will demonstrate differences and similarities.
Optional outcomes
Each class should be prepared to create an intro about their school and city for the other classes.This could be an audio boo, glogster but should include visual and audio.
Workflow
This can take place anytime during the school year though it may be fun to do it in the winter months (northern hemisphere) so there is snow and compare that to the southern hemisphere.
Assessment
As this is a work in progress we will brainstorm this together though a rubric is always a safe and fair way to proceed but would need input from everyone. Possibly even students....
Evaluation
To be determined by teachers. It would also be fun if the teachers did the same thing and put together their own product.
PART B: Seven Steps Design Principles and Teaching StrategiesPART B: Seven Steps Design Principles and Teaching Strategies
Connection
Decide on tools and strategies to be put into place to connect teachers and then students in preparation for collaboration
• Determine Web 2.0 and other tools that are available (not blocked) within the schools
• Decide which platform(s) can be used to connect classrooms e.g. wiki, Google Apps, Moodle, Ning
• Determine shared expectations for connection protocols
Communication
Determine appropriate tools and strategies for monitoring and facilitating communication
• Decide methods for communicating teacher-teacher, teacher-student and student-student
• Determine expectations for communication - asynchronous and synchronous – and make this very clear
• Document guidelines for reliable, culturally sensitive, gender appropriate, language sensitive, context aware communication
Citizenship
Decide the teaching approach for how to be a reliable, responsible and ethical online learner and collaborator
• 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
Contribution and Collaboration
Establish a mechanism for equal and fair contribution opportunities and expectations
• Provide mechanisms for discussion between students while jointly researching, contributing and collaborating
• Determine methods for qualitative and quantitative collection of student contribution and collaboration
Choice
Determine outcomes that provide a challenge and engage students
• Consider varied outcomes, or varied topics that provide choices for participation, promote higher order thinking and problem solving and that build in success
Creation
Establish clear guidelines for format and submission of the final product(s)
• Construct templates if needed
• Consider a 'competition' or opportunity to share the work beyond the immediate participants
Celebration
Define a culminating activity for when the work is completed as a form of celebration
• Build in time for presentations and reflection/evaluation of the project