Building Learning Communities 3 5 7 8 10 12 15 Projects for the Global Classroom Howie DiBlasi “Emerging Technologies Evangelist” Digital Journey [email protected].

Building Learning Communities

3 5 7 8 10 12 15

Projects for the Global ClassroomHowie DiBlasi

“Emerging Technologies Evangelist”

Digital Journey

[email protected]

www.toolsfortheclassroom.com Presentation : June,2008

Small Town …Durango Colorado

Conference Links:Tools For The Classroom

www.toolsfortheclassroom.com

BLOG:http://toolsfortheclassroom.blogspot.com

WIKI:http://toolsfortheclassroom.wikispaces.com/

e-mail: [email protected]

Why? B.L.C.

What is it?• The term professional learning community describes a

collegial group of administrators, school staff and PARENTS who are united in their commitment to student learning.

• They share a vision, work and learn collaboratively, visit and review other classrooms, and participate in decision making. (Hord, 1997b).

• The benefits to the staff and students include a reduced isolation of teachers, better informed and committed teachers, and academic gains for students (AND A CONNECTION TO THE COMMUNITY Hord (1997b) notes,

• "As an organizational arrangement it is seen as a powerful staff-development approach and a potent strategy for school change and improvement."

The following projects have the following criteria associated with each and our goal is to teach our students how to:

1. Deal with massive amounts of information2. Become self-directed3. Create global communications and connections4. Create life-long learning skills5. Collect and/or retrieve, organize and manage information6. Interpret and present information7. Evaluate the quality, relevance, and usefulness of information8. Generate accurate information through the use of existing resources9. Information and effective communications skills10. Thinking, problem-solving & interpersonal skills11.Self-directional skills12. Use digital technology tools 13. Teach and learn in a 21st century context.14. Understand Digital Age Literacy15. Understand Inventive Thinking 16. Produce High Productivity content

15 Projects

The following are the projects contained in this document:

1.   ePals Projects ( Includes Global Warming-Habitata-Maps-Natural Disasters-Water)

2.   This I Believe3.   My Hero4.   The Best Part of Me5.   Five Frames6.   My Town7.   My Family8.   Our Town9.   The Way We Are10.   Journey North11.   A Day In Our Neighborhood12.   Let Them Be Little13.   This Is My Country14.   Small Town15.   Pink Houses

We will be using the following software:• PhotoStory…free software for Windows• Memories on the Web… free Web based digital story• Google Docs..free but requires a Google account• Google Presents…free but requires a Google account• Zoho• Voice Thread• Audacity• Ustream• Quantum Shift TV is a 21st Century storyteller

renewing the cultural values of community, care and interconnectedness through the use of leading edge technology and citizen journalism

We need to:• Install Photo Story• Install Media Player 10• Install Memories on the Web• Install Audacity• Put the Audacity lame encoder in the Audacity folder

• Create a Google account• https://www.google.com/accounts/ManageAccount

• Create a Zoho Account• http://crm.zoho.com/crm/signup.sas

• Create a VoiceThread account• http://voicethread.com/#home

https://www.google.com/accounts/ManageAccount

Zoho… http://www.zoho.com/

http://voicethread.com/#home

http://www.ustream.tv/

http://www.quantumshift.tv/

Screen casting: Jing Project

EverNote

Jing Screen Shot

Demo of Jing

1. My Hero

My Hero Projecthttp://www.myhero.com/myhero/hero.asp?hero=marco_torres

• http://www.myhero.com/myhero/go/directory/index.asp

• The study of heroes applies across the curriculum in all grade levels. It can be an integral part of character education, media arts and computer literacy and a tool for reading comprehension and the development of writing skills. MY HERO can be used to enrich thematic studies in the arts and sciences.

Step One: – Introduction

Step Two:– Definition/Description

Step Three:– Identification/Naming of Heroes

Step Four:– Read a MY HERO Story to the Class

Step Five:– Analyze Characters in the Story

Step Six:– MY HERO Website Scavenger Hunt

Step Seven:– Descriptive Pattern Organizer

• Objectives:

• Students are expected to be able to:

1.Describe the characteristics of a hero.

2.Recognize the hero in a story.

3.Name heroes in their lives and express why those people are heroes to them.

4.Use a computer to access the Internet, find and read stories on the MY HERO Website.

5.Distinguish between a hero and a celebrity.

Activities and Procedures:

• Step One: IntroductionWhat is a hero?” As students answer, write their responses on the board or chart paper.

• Descriptions of a hero (examples: A hero is honest brave, helpful, kind...)

• B. Visual

• Have pictures of well-known heroes on a bulletin board. Ask, “What is a hero?” Have students respond with their ideas. Write their responses on the board or chart paper.

• C. Story

• Read a story featuring a hero. If you would like to use MY HERO stories, choose them from the Directory or Selected Stories. Then ask, “What is a hero?” Have students respond with their ideas. Write their responses on the board or chart paper.

1.Ask the students to identify the hero, explain why he/she is a hero and why heroes are important. (They may add to the descriptions of a hero at this point.)

Step Two: Definition/Description• As a class, come up with a definition/description of a

hero.1. Write this summary definition/description on the

board or chart paper. 

2. You may want students to have this definition/description listed in their notebooks or in a folder on heroes. 

3. A graphic organization with “hero” in the center circle and descriptions radiating from the circle is effective visually.

• Step 3• Have students name some heroes. Why are

they heroes? Distinguish between a hero and a celebrity.

1.Approach these hero and celebrity distinctions in a positive manner, assuring students that both have their place and importance. Perhaps have the students name some celebrities who are heroes and some heroes who are celebrities. Be sure your distinctions are in place before students begin to name people for these categories.

My Hero Sample Project:

My Grandpa Said….

Who is your hero?

Why?

Define a Hero…

Definitions of hero on the Web:a man distinguished by exceptional courage and nobility and strength; "RAF pilots were the heroes of the Battle of Britain"

the principal character in a play or movie or novel or poem champion: someone who fights for a cause

Greek mathematician and inventor who devised a way to determine the area of a triangle and who described various mechanical devices (first century) (classical mythology) a being of great strength and courage celebrated for bold exploits; often the offspring of a mortal and a god

(Greek mythology) priestess of Aphrodite who killed herself when her lover Leander drowned while trying to swim the Hellespont to see her bomber: a large sandwich made of a long crusty roll split lengthwise and filled with meats and cheese (and tomato and onion and lettuce and condiments); different names are used in different sections of the United States wordnet.princeton.edu/perl/webwn

Groups of 4

1. What is a hero?

2. What qualities are common in hero's?

3. Pick one Hero for the group

4. Why are they a hero?

5. Be prepared to share with everyone

Google Docs• At the top of the section put your names• Answer the 3 questions• Put a break line with the =============

at the end of you answers

1. What is a hero?

2. What qualities are common in hero's?

3. Pick one Hero for the group

4. Why are they a hero?

5. Be prepared to share with everyone

Goto Google Docs site:http://docs.google.com/

login sample for your group of 4

durangoonePW = durango1

durangotwoPW= durango2

durangothreePW = durango4

Google Docs• At the top of the section put your names• Answer the 3 questions• Put a break line with the =============

at the end of you answers

1. What is a hero?

2. What qualities are common in hero's?

3. Pick one Hero for the group

4. Why are they a hero?

5. Be prepared to share with everyone

To complete the project

• Make a PhotoStory using photos and music

2. This I Believe

• This I Believe in the Classroom

• Hundreds of teachers around the country—in almost every state—have embraced This I Believe as a powerful educational tool. Many have told us that our project was the most enriching writing assignment they have given in many years of teaching. To help teachers guide students through exploring their beliefs and then composing personal essays about them, we offer the following tools:

• This I Believe is an international project engaging people in writing, sharing, and discussing the core values that guide their daily lives. These short statements of belief, written by people from all walks of life, are archived here and featured on public radio in the United States and Canada. The project is based on the popular 1950s radio series of the same name hosted by Edward R. Murrow.

• TABLE OF CONTENTS• Introduction • Lesson 1: What is a Personal Essay? • Lesson 2: How Is a Personal Essay

Different from Transactive Writing? • Lesson 3: What Do Students Really

Believe? • Lesson 4: What Quotations Guide

Students’ Lives? • Lesson 5: How Do Students Get Off to a

Great Start? • Lesson 6: How Do I Support My Personal

Philosophy?

I also urge teachers NOT to bypass prewriting and guided discussion activities that prepare students for producing a quality personal essay. Proceed slowly. Invest ample class time in front-loading, soul-searching, and model-reading. Your students’ first drafts will be far more effective and require less revision time.

• Dottie Willis, Jefferson County Public School Writing Specialist and author of the This I Believe curriculum

• Contributor: Kitana Location: Highlands Ranch, CO• Country: United States of America Series: Contemporary

• This I Believe…

I believe in discipline, compassion, responsibility, integrity, courage, and leadership. I’m a 14 year old student at an outward bound school, and these character traits have helped me succeed, not only in school, but in life. As an 8th grader in a "crew" of 6th, 7th and 8th graders, my role is to be a leader. I will admit I’m not a leader 24/7 but this is only because I believe that my younger classmates need to learn and grow from experience. However, as part of my final contribution to my middle school crew, I did work hard to demonstrate responsibility and leadership skills by planning our spring 2006 backpacking trip. I showed responsibility by using maps of the Colorado State Forest to plan a route, mathematically finding the miles we needed to hike each day to reach that evening’s campground and tabulate the total miles of the trip. Other trip planning needs I considered while planning the route included access to water, layout of the terrain, and elevation. I showed leadership by helping the 6th and 7th graders organize their packs, practice setting up and tearing down their tents, and giving them tips on how to make the trip as safe and enjoyable as possible.

I believe that for every action there is a reaction and this is where integrity is crucial. Over the years, I have learned to take accountability for my actions. Last year, in 7th grade, I accidentally hit one of my teachers with a “wasp.” (A wasp is a folded up piece of paper that you fling using a rubber band and its impact feels like a bee-sting.) None of my classmates knew that I had done it, but my whole crew was about to be penalized for my mistake. Even though I was nearly petrified, I worked up the courage to confess that I’d flung the wasp at a classmate and missed. I felt it was important to admit my guilt so that others would not be punished for my actions.

As a citizen, I believe that responsibility is big. I know a few people who don’t vote - and that’s their choice - but it’s important to me because I am living under these laws. If there is a bill that I don’t agree with or I don’t want to live under, I will take a stand instead of complaining. Complaints don’t promote change. Even though I’m a teen, there are still ways I can take action. Because I’ve learned to take responsibility even in times where it requires a lot of courage (as in the “wasp” situation) I can commit myself to participate in attempting changing public policy by calling one of my state’s representatives. That is why the character traits of responsibility, integrity, courage, and leadership are important to me.

Personal essay: Focused on belief or insight about life that is significant to the writer

Personal narrative: Focused on a significant event

Personal memoir: Focused on a significant relationship between the writer and a person, place, or object

Tips for Writing Your This I Believe Essay

•Tell a story: • Be specific. Take your belief out of the

ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching—it can even be funny—but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs.

•Be brief: • Your statement should be

between 350 and 500 words. That’s about three minutes when read aloud at your natural pace.

•Name your belief:

• If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on a core belief, because three minutes is a very short time.

•Be positive: • Avoid preaching or editorializing.

Write about what you do believe, not what you don’t believe. Avoid speaking in the editorial “we.” Make your essay about you; speak in the first person.

Be personal:

Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone, and story that truly echo your belief and the way you speak.

Type it in Word and edit..save it

• Copy and the paste it into the Blog

Use the Blog to post your comments

• http://mytooltest.blogspot.com/

3. Five FramesUsing Memories On The Web

Tell a Story in 5 Frames• has two important parts. • The first part is creating and telling a story through visual

means with only a title to help guide the interpretation. • The second part is the response of the group to the visual story.

The group response can take many forms such as, a poetic or prose rendering of the visualization, a critique on the structure of the story, comments on the photograph, or other constructive forms of response.

• Telling and enjoying stories should create entertainment for the group as well as offer insight into the universal elements that help create a story for an international audience.

• The more people who respond, as either storytellers or respondents, the greater the reward for all.

A good story has characters in action with a beginning, middle, and an ending.

• Title – words or a photo with words• 1st photo: establish characters and location.•

2nd photo: create a situation with possibilities of what might happen.

3rd photo: involve the characters in the situation.

4th photo: build to probable outcomes

5th photo: have a logical, but surprising, end.

Sample photos are in the 5 FRAME Folder on the CD

• Use Memories On The Web

• Or PhotoStory to tell you story

• Use the Music creator for your music

• Or import a instrumental song from Free Play

• Lets practice

4. ePals Projects • ePals – The home for meaningful learning

through global collaboration

• Safe and Protected E-mailSecure,

• Award Winning Blogging

• TechnologyConnections with other classrooms

• Collaborative Projects & Language Practice

• Robust Tools and Learning Resources for Schools and Districts

The Way We Are

What makes me who I am? In this project, students will engage in a collaborative learning experience. Through email exchanges, students learn about the daily lives, cultures, climates and geography of children who live in other regions of the world.

• What is "The Way We Are"?• http://www.epals.com/projects/thewayweare/

Global Warming

• How can we help to save our planet from global warming? In this project, students learn about the effects of global warming and ways to reduce its effects on our planet.  Through email exchanges, students collaborate on ways kids around the globe can make a difference. 

• http://content.epals.com/projects/info.aspx?DivId=index

Habitats

• If a camel lived in a rainforest, would it still have a hump? In this project, students research habitats, and the animal and plant life within. Students will learn about  threats to habitat life, as well as unique qualities of each habitat. Email exchanges help students identify  differences between their own habitat and that of their ePals.

• http://content.epals.com/projects/info.aspx?DivId=index

Maps

• Why in the world would you need more than one map of the same location? In this project, students will learn to use three different types of maps (physical, climate, political) to gather information about where their ePals live. Students will participate in email exchanges focusing on how geographic location impacts their ePals' daily lives.

• http://content.epals.com/projects/info.aspx?DivId=index

Natural Disasters

• What do you do when the news warns of a big storm? In this project, students learn about the natural disasters of the world.  Through email exchanges, students will learn about natural disasters, where and under what conditions they are most likely to occur, particularly those natural disasters common in their ePals' location.

• http://content.epals.com/projects/info.aspx?DivId=index

Water • When is water good to drink?  In this

project, students will research the world's water problems, focusing on how their personal water use affects aquatic ecosystems in their  communities.  Students will participate in email exchanges, exploring the global importance of water, particularly in their ePals' location.

• http://content.epals.com/projects/info.aspx?DivId=index

Classroom Matchhttp://www.epals.com/about/tour/classroommatch.tpl

• You can find a classroom in several ways:

• Find a classroom by searching on a topic or interest.

• Find a classroom using maps.

• See all the new classrooms that have joined ePals.

• There are many more options in our advanced search

• When you find a match, click the "Contact" link.

E-mail from a teacher• Howie,• Thank you for keeping in touch. I have to share one

thing that I have done this week. Out of all of the suggestions you shared last week I was most intrigued with the ePals program.  I immediately registered and posted a profile. I literally got goosebumps when I sent my first international email-----which was to Greece. Over the last few days I have heard back from schools in Japan, Germany, and Colombia.  I cannot even begin to tell you how excited my students are about this project! Thank you for telling me about it.  I will share more projects as we go. ……Beth Still

5. My Town…sample video

• Students will obtain lyrics from the song “ My Town” by Montgomery Gentry. A Photo Story will be created to tell about the student’s town that they live in. Connections about the community, schools, people, government, families, children, intercultural, environment will be demonstrated in digital photos. Contact will be made with the songwriter to obtain permission to use the song in the student presentation. Students will insert photos, determine timing, visual effects and show the final project for evaluation.

Label: Curb Records address: 48 Music Sq. E Nashville, Tennessee , 37203 Phone: 615-321-5080 [email protected] [email protected]

 Reference: Song Title: “Let Them Be Little” Artist/Composer: Billy DeanSongwriter: Richie McDonald/Billy DeanRecording Company: Curb Records

Dear Sir;I am the Technology Director for the Durango School District in Durango Colorado. As a part of our Technology Integration Project, we are instructing our teachers and students about Visual Literacy and Digital Story Telling. In the class each student creates a project with digital photos, images and/or slides.

I am creating a Multimedia Power Point/ PhotoStory as an example. I am seeking permission to use one song from the Billy Dean Album ”Let The Be Little.” I have completed my research on the Internet and located the following information:Reference: Song Title: “Let Them Be Little” Artist/Composer: Billy DeanSongwriter: Richie McDonald/Billy DeanRecording Company: Curb Records

I would like to use the above songs in my Multimedia Power Point Project. The complete songs will play and show my digital photos of my grandchildren, clip art, text and digital images that I have created. I have included a slide in the presentation that provides the credits for the Song title, the artist, songwriter and the recording company. Below that information I have printed the words "Used with permission" show on the first slide.

The following is a sample of how I would do the credit: Music:Used with permission: Song Title: “Let Them Be Little” Artist/Composer: Billy DeanSongwriter: Richie McDonald/Billy Dean

Recording Company: Curb Records

I will show the final project to the teachers, administrators, students and staff. It will only be used for educational applications and purposes and will not be used in any commercial applications.

 As a part of the project we require our staff and students to contact the publisher so that we are in compliance with the current

copyright laws. I will share a copy of this letter in the class as the correct procedure. I would be more that happy to make a final copy of my project and send it to you on a CD if allowed to use the music from your

company. Would you please send me an e-mail or letter that includes your permission to use the music sited in my demonstration

project.  Thanking you in advance for your permission to help our teachers and student in 21 st Century Learning. Howie DiBlasi, Ph.D.

• How to make My Town• 1.     Select 3 members for your group• 2.     Person A = Lyrics• 3.     Person B = Power Point• 4.     Person C- Audio/Music• 5.     Group selects a song• 6.     Look for lyrics on the Internet• http://www.lyricsfreak.com or http://www.goodwinmusic.com/lyrics.html• Or do a search on Goggle – sample type in Name of song and lyrics• Sample: My Town lyrics or My Way lyrics• 7.     Print out the lyrics• 8.     Locate the song on CD• 9.     Do a search on the Internet for the title, artist, song writer and publisher• 10. Write the publisher for permission – see sample letter• 11. Rip the song into WMP format – so it will play in Windows Media Player• 12. After ripping the song – time it• 13. Make a folder for the slide shop – call it the name of your song with PP at the end• 14. Decide how long each slide will be on the screen• 15. Make a storyboard for the slide show• 16. Take the minutes and multiply by 60 = this will give you the seconds- then add the remaining seconds- the total is the amount of time you have• 17. Take the number from step 12 and divide it into the answer step 14• 18. This is haw many slides you can have• 19. Using the lyrics locate the photos you want to use- or• Take digital photos to match the words or the photos you want to use – or• Locate pictures in magazines cut them out – the scan on a scanner and save as JPG photos• 20. Make sure all your photos are jpg• 21. Make sure your song is in WMP format• 22. Decide on the order of the photos• 23. Insert the photos into the Power Point – one slide at a time• 24. Add title or text if needed• 25. Make sure you give publisher credit; artist and songwriter credit

• 26. Save the Power Point in the new folder you made in step 13• 27. Insert the audio file on the first slide• 28. In Power Point slide shop set the time for each slide• 29. In Power Point set the music to start on the first slide• 30. Run a practice Slide Show• 31. Save it• 32. Use the slide sorter to move any slides around• 33. Make sure the slide show in set up for continuous and plays 10 numbers after the last slide you have.• 34. Finalize any adjustments in the slide show• 35. Save it

Let’s Make My Town using Memories On The Web

Memories On The WEB

Memories On the Web

7. The Best Part of Me

Students will:• Students will identify a positive physical feature of

themselves. • Students will work in pairs to take part in an online

writer's workshop. • Students will create a descriptive poem about their

favorite feature. • Students will create a digital photo of the physical

feature.• Students will create a Photo Story Frame about their

favorite feature.• Students will record the audio of their poem for Photo

Story about their favorite feature.

Groups of 2

• Decide on the “Best Part”

• Take a digital photo of the part

• Write the Poem

• Record it in Audacity

• Start Photo Story

• Impost the photo

• Add the audio

• Set up to start audio with photo

• Add a title slide with your name and what the part is

7. Our TownPast and Present….

7. Our Town

8. Journey North

• Web Site:

• http://www.learner.org/jnorth/

• Journey North engages students in a global study of wildlife migration and seasonal change. K-12 students share their own field observations with classmates across North America. They track the coming of spring through the migration patterns of monarch butterflies, robins, hummingbirds, whooping cranes, gray whales, bald eagles— and other birds and mammals; the budding of plants; changing sunlight; and other natural events. Find migration maps, pictures, standards-based lesson plans, activities and information to help students make local observations and fit them into a global context. Widely considered a best-practices model for education, Journey North is the nation's premiere "citizen science" project for children. The general public is welcome to participate.

Video on Journey North

9. My Familyhttp://www.preschoolrainbow.org/family-theme.htm

Early childhood education ideas, activities and

lesson plans that promote young children's self-esteem and self-identity. This education theme encourages self-awareness and enhances learning about family.  At the beginning of a child's experience these activities help ease separation anxiety and during the year they help youngsters cope with the birth of siblings.

• Comments for a teacher: This activity was WONDERFUL in helping to create self-esteem and confidence in these young children. They loved getting to stand up in front of the class and telling about their pictures, posters and collages

Family Project: "Me and My Family"

Art Activity: Me and My Family

Pictures • This small group art lesson encourages self-awareness, self-identity, self-esteem and family

relationships.  During this lesson children will use fine motor and representation skills. • You will need:  Drawing paper, crayons, felt tip markers, a mirror (full length if possible) • Description:

Ask preschool children to look in the mirror and describe themselves, "What color is your hair?  How many eyes do you have?  What color are they?" etc.  Describe the clothes that you are wearing and then ask children to describe what they and their classmates are wearing. 

• Next, ask children to draw pictures of themselves (remember that many young children will only be able to manage organized scribbling).  Say, "Tell me about your picture" and accept what each child tells you.  Label the pictures accordingly (eyes, nose etc.).  Some children may want to draw pictures of their families, friend and pets.

• Let each preschooler help you write his/her name on their individual drawings or, if they can, let them write their own names. Some children will want to take their drawings home others may permit the teacher to put their picture on classroom display.

• Vary this lesson throughout the year with drawings of relatives, friends, pets, home, neighborhood etc.

• Teacher Tip: Save a few examples of each child's drawings from the beginning of their preschool experience and place them in individual children's developmental portfolios.  Repeat the lesson a few times during the year and note the development of the children's fine motor and representation skills.

•                   ME

10. This Is My Country

Sample of projects here: http://www.

schoolnetglobal.com/introduction/a.html

• Over half a million children around the world tell us about their lives, families and communities making this the world's biggest children's contributory website. It is dedicated to the development of global education by the promotion of: intercultural understanding; language learning; internationalism; and collaboration.

How to Get Started with SchoolNet Global

• It's quick and it's easy! School teachers can register for SchoolNet Global.

You will get instant access to your own home page on the Members' site, with lots of information to help you run the project in your school.

You will be able to create SchoolNet Student accounts for your pupils. They can to start working on projects and creating pages straight away

• SchoolNet Global members can now collaborate with teachers and children around the world to create projects of common interest.

Our first six projects are the Message for the Future project, led by Colette Cotton, from Folkestone, UK; the My Culture Project, My Country Project and the Sustainability Project, led by Dave Allan from Victoria, British Columbia; and the Road Map to Peace Project, led by Baldev Singh, John Cabot City Technology College, UK. SSLinkS is a fine example of online pubishing supporting international collaboration.

11. Let Them Be Little