Week Thirteen - Personal Post
This week's technology topic in my world is Google Slides.
My students have been collaborating to create a timeline of British Poetry. They each choose a notable British poet from a curated list, after a quick scan online of themes and titles that might engage them. They submit their requests and I group them to account for a range of years across their chosen poets.
Next, they read 2-3 selected poems, again searching online for the poets' most famous titles. They meet as a group and work to determine a unifying topic or theme across the poets, and then find one poem per poet to share with the class that links to the topic.
Last week, they worked to compose and coordinate their group presentation. I was excited to see them work with Google Slides in collaborative mode to create their presentation slides, and few of them needed much explanation from their partners on how to get the work done in this app.
This week, they'll be mirroring their iPads with our classroom projectors and sharing their poems and themes.
Except for the individual reading they did at home, all of this work has been done in class, with online access and the collaborative features of their apps. My favorite aspect of 1:1 technology over the last six years has been the increased individual accountability and interdependence that can be the best growth-opportunities for students in group work. The students answer to one another and can't lose track of or blow off their products or obligations (so long as the tech is working) with much credibility, and they help each other in finding materials, composing, and delivering the work.
My students have been collaborating to create a timeline of British Poetry. They each choose a notable British poet from a curated list, after a quick scan online of themes and titles that might engage them. They submit their requests and I group them to account for a range of years across their chosen poets.
Next, they read 2-3 selected poems, again searching online for the poets' most famous titles. They meet as a group and work to determine a unifying topic or theme across the poets, and then find one poem per poet to share with the class that links to the topic.
Last week, they worked to compose and coordinate their group presentation. I was excited to see them work with Google Slides in collaborative mode to create their presentation slides, and few of them needed much explanation from their partners on how to get the work done in this app.
This week, they'll be mirroring their iPads with our classroom projectors and sharing their poems and themes.
Except for the individual reading they did at home, all of this work has been done in class, with online access and the collaborative features of their apps. My favorite aspect of 1:1 technology over the last six years has been the increased individual accountability and interdependence that can be the best growth-opportunities for students in group work. The students answer to one another and can't lose track of or blow off their products or obligations (so long as the tech is working) with much credibility, and they help each other in finding materials, composing, and delivering the work.
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