Collaboration Across Grade Levels

Mrs. Blackington’s second grade class and Mr.Jewett’s fourth grade class have participated in a Book Buddies program all year. Each week the two classes come together to read and participate in class discussions with their respective buddies.

Enter: Chromebook carts. With the acquisition of two Chromebook carts per grade from 2nd grade to 5th, the scope of Book Buddies has broadened exponentially. Last week the two classes came together to collaborate on a Chromebook project. The fourth grade “experts” provided guidance and knowledge to the novice 2nd grade students.

Mrs. Blackington and Mr. Jewett read the book “What I like About Me”. Using Google Drawing as their tool, the students created a Venn Diagram highlighting the differences and similarities between the two buddies. The students talked about their likes and dislikes; the things they have in common and ways in which they differ. The lesson brought the students together and helped them make connections with one another

In addition the second grade students had their first official lesson in Google Drive. With the assistance of their fourth grade buddies they learned how to:
·          

• Use the keypad as a mouse
• Navigate to Google Drive
• Create a Google Document (in this case a Drawing)
• Share their creation (through Google Drive) with their buddy and teacher
• Collaborate with their buddy in real time
• Create a Venn Diagram digitally

The second grade students are vested in learning when they are taught by their fourth grade role models.

Book Reports 2.0

Ms. Cormier's class recently completed a book report project that used digital technology to bring this traditional assignment into the 21st century. A traditional book report usually consists of an extended writing assignment, perhaps with an accompanying classroom presentation. In this case, the goal of gauging student understanding of a text is achieved in a more engaging and relevant manner.

First, students, used a Google form to review the book for their classmates paying particular attention to comparable texts,. Using the Google form allowed students to read their classmates reviews to find additional books to read.

Second, students used digital word clouds to represent the main idea of the book. In this way, shape, color, and text work together to create meaning. It is also another way for students to get a sense of their interest in a book.

Forum discussions in HHS English classes

Teachers in several HHS classes use Moodle Forums to allow students to participate in after-class discussions with each other and with their teachers.

For example, in Ms. Finnegan's Essay Writing class, quality development of a research paper requires in depth individualized feedback between teacher and the students. Ms. Finnegan's student post topics, themes, and ideas in the forum, and Ms. Finnegan can provide suggestions and critiques. Because this is a forum, students can benefit from suggestions made to other students as well.

Mrs. Schmid's Class Used Fake Tweets to Tell the Story of Odysseus and Eurydice

Students in Mrs. Schmid's 7th  grade English class used a shared Google doc to retell and react to the story of Orpheus and Eurydice through tweets and hashtags. In addition to sharing their knowledge of the story (paraphrasing), students could also question, reflect, and – at the end – synthesize what they've learned.  Other guidelines included:

• Use your initials and a colon before each tweet.
• Each partner should write between 5-10 entries. 
• Check length - be sure it is 140 characters or less.
• Hashtags must be abstract adjectives or abstract nouns which directly relate to the concrete actions and characters just mentioned in the part of the story you are paraphrasing.
• Put all hashtags in bold.

This lesson took the traditional book report and made it relevant and engaging for students by connecting it with a popular form of social media. In addition, Twitter's 140 character limit reinforces students' skills with condensed and impactful writing.