Assessment
Assessment took place at multiple points during this project. First, my students were told that this project was an opportunity for us to share our best work with other people around the world. They were told to look at their language arts rubrics, which I created earlier in the year, for help in evaluating their own contributions. These rubrics clearly tell the students what is expected of them and facilitate self-assessment. Only the best materials were posted on the site.
Second, my students took an active role in assessing the work of the other participant classes. They were quick to point out grammatical and spelling errors. They judged the quality of the artwork very critically, and used the e-mail response links to send complimentary messages to classes whose work they liked. Similarly, my class received messages from others highlighting particular pictures, stories, or poems that others found enjoyable.
Learning Context/ Introduction
Students create and showcase books with a winter theme while connecting with students around the world using the Internet.
The "Winter Wonderland" project is a collaborative Internet activity that showcases student work about books with a winter theme. The project, which was hosted by my second grade class, involved thirty-three second grade classes from schools throughout the United States, Canada, and one from Russia. Each class selected a book that would be the focus of their activities, and submitted their finished materials to Mrs. Silverman for publishing on a project web site.
Although the primary focus of this project was on English Language Arts, the online collaborative aspect provided strong tie-ins with the lower primary Social Studies and Technology curricula. The participation of classes covering a wide geographic profile was a perfect opportunity to learn map skills. Inter-class feedback via electronic mail, and assessment of the activities that their peers had performed in other communities supported the use of technology for collaboration.
This activity, or activities modeled after this project, is an excellent starting point for teachers and schools who are relatively new to technology. The only special skills that are required for success in this project are basic competency with electronic mail, and knowledge of how to use a Web browser.
Procedure
This project is not a "traditional" class lesson or unit of study. Rather, it consists of a thematic literary collaboration between lower primary classes around the world, facilitated through online technology. The resulting experience creates student/teacher, student/student, and teacher/teacher interactions that would otherwise not be possible.
The project was designed for students in grades 1 - 3. As the project sponsor, I advertised the project on the Internet through Global School Network (see link below.) Although the project was only intended for 25 classes, there was a huge level of interest, and 33 classes were finally accepted for participation. Each class was required to select a book with a winter theme, and to do a set of activities involving their book.
In the "Call for Collaboration," potential participants were directed to a web site on which Mrs. Silverman outlined the goals, objectives, and suggested activities for the project. Participants were encouraged to use the activities as a starting point, and to add to them or adapt them to their particular classroom and community situation.
The following is a partial list of the activities that were suggested:
- Author study - research the author and write a report with bibliography.
- Write a book review.
- Create new endings for the story.
- Interview some of the characters in the book.
- Create a diorama depicting scenes from the book.
- Make a group mural of the story and photograph it.
- Write a character sketch of your favorite, or least favorite, character.
My class was involved both as the host class, as well as one of the participating classes. As a participating class, we read The Hat by Jan Brett. Our work, and the work of the 32 other classes, is posted on the project web site.
Our literary activities for this project included new endings, puppet shows, illustrated rhymes and letters to the author. The first three of these activities were designed to support ELA Standard 2 (Language for Literary Response and Expression.) The performance indicator (students creating stories, poems, etc.) was the key target for these activities.
The last activity, writing a letter to the author of the book, supports ELA Standard 4 (Language for Social Interaction). This targets the performance indicators for writing notes and letters, and adjusting one's vocabulary and style.
The learning associated with this project did not end after we completed our classroom activities on The Hat. Each day, as the site expanded with contributions from other classes, my students would visit the new site and we would read their book in class. By seeing what activities the other classes had performed, my students got ideas and used the website as a model for their work.
The use of technology for online collaboration is an exciting method to enhance learning outcomes in elementary education. There are not very many schools participating in this type of activity, and I hope through my projects and through my professional dialogs to make this medium more accessible to a wide audience.
Student Work
The standards-based work of my class, centered on the book The Hat by Jan Brett, is posted on our web page. Rather than reproduce that work, I have included samples of some of the follow-up activities engaged in by my class.
The written samples attached to this outline are examples of activities that students did after viewing the work done by other project participants. These sample activities are centered on the book Stone Fox by John Gardiner. Interviewing characters was a new activity that I had not taught in class, but it was modeled for my students on the web site. Students were encouraged to "mix and match" literary activities with different books in the project, resulting in highly engaged learning.
Instructional/Environmental Modifications
This project, and similar collaborative projects modeled after this, are naturally suited for students of all skill levels and needs. By removing time constraints and allowing a wide spectrum of inputs, each student can contribute what she or he is most capable of doing well. For example, the students in my class who were more proficient in art contributed the graphic elements. Some students were individual authors. In other cases, the cooperative classroom groups worked together on a puppet show. One of my students had assistance with her writing in the resource room, but her story was featured on the website with all the other children's work.
Duration
My students worked on their language activities centering on The Hat for approximately one hour a day for two weeks. For the next month, they were engaged in learning activities centered on the web pages of project participants. We spent about an hour and a half each day reading and assessing project participants' work and trying out some new activities that were modeled for us on the website. Some of this time was spent e-mailing the project participants.
As the project coordinator, there were additional time demands placed on me. The other teachers or their assisting technology coordinators sent project work to me electronically. I generally posted the contributions within a couple days of receipt, so the classes could enjoy immediate feedback from their published contributions. The entire project was completed in approximately 6 weeks.
Author
Susan Silverman, Comsewogue Union Free School District
Reflection
This project was undoubtedly one of the highlights of my teaching career. We were all very excited to see the work that other children had completed on their winter stories. My students developed a stronger appreciation of literature and looked forward to seeing the stories that were published by other participants. They also enjoyed trying out some of their activities. Our class was especially excited to see another second grade class in our school participate in the project, and my students were proud that they were the hosts of "Winter Wonderland".
Finally, the feedback received from other project participants has been heart-warming and confirms my sense that this was a valuable activity for all involved. I have attached a few samples of participants' feedback.
Resources
Students need to have a copy of the books we worked on in the classroom. In order to obtain the full benefit of the project, each class should have at least one computer in the classroom with a web browser, an e-mail program, and connection to the Internet.
Some participants needed the assistance of a technology integration specialist to help them scan graphic materials and send them to me electronically. A few participants mailed their drawings and textual materials to me directly. As the sponsor of the project, I was responsible for posting the work of all the participants, which I did at home with my own digital camera, scanner, and online accounts.
Collaborative Internet Projects for Lower Primary Students
Coordinated by Susan Silverman
- Stellaluna's Friends
http://kids-learn.org/stellaluna
- Pumpkin Patch
http://kids-learn.org/pumpkins
- Frosty Readers
http://kids-learn.org/frosty
- Owl Prowl
http://kids-learn.org/owlprowl
- Kidspired Tales
http://www.northcanton.sparcc.org/~ptk1nc/kidspired2002/
- Cinderella Around the World
http://www.northcanton.sparcc.org/~ptk1nc/cinderella
- Spring into Life
http://www.northcanton.sparcc.org/~ptk1nc/spring2002
Where to Find Collaborative Projects
- Houghton Mifflin Project Center
http://www.eduplace.com/activity/
Collaborative projects are listed under subject areas.
- E-Mail Classroom Exchange
http://www.epals.com
This site has a database where you can find classes that are looking for keypals, or register your class.
More Intensive Places
- Global School Net- HILITES
http://globalschoolnet.blogspot.com/2011/08/hilites-is-brought-to-you-by-global.html
This place has it all. Here you can find many projects for all grade levels. You can also join their mailing list and e-mail on a regular basis announcing new projects. You can also announce your project here and visit their archives for ideas on creating a project.
