Angela's+Ideas

Evalution ideas: annual portfolios to be reviewed by trimester but also at the end of the year Use the portfolios as a formative assessment tool. Following formative assessment strategies, maintain portfolios in the different content areas, that are multi-faceted and multi-dimensional. Within each portfolio, use rubrics to chart the growth of the child. Include self assessments, peer, parent, teacher observations and anectodal comments, and even community member assessments or feedback.

Some curricular ideas: Writing As part of the writing process, the technology not only allows instant access to research and educational sites, it also provides opportunity for collaboration as part of the process. Between the two classrooms, and even beyond, students can work together to edit and provide constructive feedback that will enable the child to create a more solid piece. Part of the process is sharing and editing. One class last year learned that author’s need several drafts before they can consider it done. Author, Doug Wilhelm, shared with the kids that it took him about nine drafts before he considered it final. Students can collaborate between classrooms and schools during the editing and revising process. Social Studies and Science Inquiry Inquiry in Social Studies and science is where one of the biggest impact with a 1:1 ratio could happen. Students having ongoing access to information or sources that could direct them to information is critical. Also, in initiating inquiry and conducting research, the Internet will give students the opportunity to view primary sources and communicate with experts in the fields of study, or students conducting similar research, or even community members that have lived through a time or witnessed an act, that the students may be learning about. Ultimately, when a student can own or feel in charge of their own work, they are more invested in it. In science, students can also communicate with experts, take virtual field trips and use other technology tools to get immediate information such as thermometers. Students can collaborate with other schools in the country on similarities and differences rock formations, local animal habitats, etc... They could contact hospitals, doctors and nurses for information about the human body. Primary sources would be at their fingertips. Working together and learning how to collaborate to solve problems is the ultimate goal. Advanced and frequent use of technology can help them reach this goal.

Student can create on-line surveys to gather information about the North and South Pole and what other fourth graders know. They can then take that information and create hypothesis and experiments to show differences. The inquiry scientific method can be reinforced with each theme taught by finding others to collaborate in their efforts.

Vermont History With collaboration with the Vermont State Historical Society, use technology to have access to primary sources. (Ongoing research and communication.) As part of the Vermont History unit, technology would help us connect with an expert or (Vermont) community member. The fourth grade history and social sciences GEs would be addressed through a project that would hook students up with various people in the state of Vermont, to examine any of the following: Ultimately, the students will be learning about the history of Vermont, as well as Vermont in its present condition. They will be studying particular areas as well as the characteristics of each, to examine change over time. They will examine historical, as well as current impact, in order to make predictions about the future. How have the changes impacted the indigenous people? How have they impacted families? How have the kids themselves felt he impact. Then, finally, use all of this work to behave as citizens (H&SS3-4:14) to: The students could use some kind of forum, like the wikispaces, to collaborate with other students. They can post their work, finding, questions, etc., as part of a learning community, working toward a common goal. Through this medium, they can provide feedback and work towards a final solution.
 * economy (H&SS3-4:20) students examine the economic impact of rising fuel prices on the Vermont’s economy. Examine factors that influence supply and demand. Explain ways that people meet their basic needs and wants.
 *  interpreting geography and solving geographic problems (H&SS3-4:11) students will identify specific characteristics of the regions and specific towns in VT.
 *  locate physical and political regions of the state
 *  observe, analyze, and compare patterns of local and state and use.
 *  explain the impact on themselves as well as the community
 *  identify problems, plan, and implement solutions
 *  write letters to legislators, experts, town officials, etc.

Students as Producers of Content

Students can create instructional podcasts as well as classroom news podcasts on a regular basis. These would be published both locally and globally for others to see. Students will learn the power of their voice, public speaking methods, clarity in their voice and the importance of getting their points across to others. This too is an experience that can be shared among classrooms.