I was visiting a classroom at Yeppoon State Primary School today, and a unit of work that the class was learning involved creating some amazing group projects. I found today most interesting, as after reading the Engagement Theory: A framework for technology-based teaching and learning (Greg Kearsly & Ben Schneiderman)I was able to relate elements of this theory to what the class was doing.
The year 4/5 class were learning about all different types of mining in their SOSE class. They were put into groups of 3 by having their names drawn out of a hat. They learnt about mines first in their class, and then in their teams they used books and the Internet for research. There was 6 computers in this classroom, and the class is able to access them at set times throughout the day.
The first task for the team was to source all the information they needed about a mine of their choice. eg. gold mines, shaft mines, coal mines. This involved communication, planning and social interaction in a group that was not their usual circle of friends. As mentioned in the Engagement Theory article, this type of work in teams gives students the opportunity to work with other students from different backgrounds which promotes an understanding of diversity in the classroom.
The second task for the teams was to build their own mines. They all started with a tidy tray filled with sand, and their task was to create the mine they had researched. As a group they had control over which type of mine they selected, and now as a team had to apply what they had learnt for this creative activity. The children had to source the items they wanted to use from outside of the classroom and from home. The teacher had little involvement in this part of the project, leaving it up to the students to find their own solutions. The mines that the children created were absolutely amazing! They use many recycled objects such as toilet rolls, containers, paddle pop sticks and cardboard, as well as leaves, stones and water plus many other things. This was a very student-centred project, and from what I witnessed, the children in their groups had some out-standing results. When speaking to some of the children about gathering information for this project, the Internet seemed to be most students preferred resource. From here, they also printed off various pictures for ideas to create their mines.
The third task was the presentation of their mines. The school Principle came into class for this presentation, and then later this week the students are also presenting it for their parents. This project had a very realistic focus, and each and every student seemed so engaged, and just couldn't wait to present their finished mine. They had all put in a tremendous effort, and were so proud of what they had created. During the presentation to the principle and their fellow students, the team presenting would explain why they chose that particular mine, how they had gathered the information, what they had learnt, and how and why they constructed their mine the way they did. It was very interesting to watch, and most students answered all the questions confidently. The students overall had gained a lot of knowledge, not only from the theory side, but also the practical. They did all the work as a team, and together solved any problems that arose when creating the mine.
From what I could see of this project, it involved many elements that really kept the students involved. From the initial learning about this topic, to their group research, to the creation of their mine, and then finally their presentations. Having the Principle in the classroom for the presentations really seemed to motivate the students as well. The Principal was running a little bit late so the teacher wanted to start, but the class said not until she arrived. After the presentations, each student did their own personal summary of the mine, and what they personally contributed to the project.
This was the first time I have been into a class since I was at primary school, and it was definitely a very diverse mix of students. There was 3 children with ADHD, and it was quite an eye opener to say the least! However, from being in the classroom all day, the middle session when presenting their mines, is when 2 of these kids seem to be most settled. From what I observed, they were very proud of their mines, and presented them with a real feeling of achievement. It was very enjoyable to watch, and each and every student seemed so pleased with what they had accomplished.
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Dear Tobey, This sounds like it was a wonderful, learning experience for you. How did you become aware of the three particular students with ADHD? Did the teacher tell you or was it obvious from observation?
ReplyDeleteHi Susan,
ReplyDeleteIt definitely was an interesting experience! My mother actually works in this classroom with a child who has a different learning ability known as Agenesis of the Corpus Callosum. Which is a rare birth defect. She had previously made me aware that this classroom had ADHD students, but I didn't know which ones. From when I entered the class in the morning, one child with ADHD was very obvious. The teacher was calling the roll, and he was awfully disruptive, tearing around the class, and playing drums on all sorts of objects. The next ones became obvious later on in the morning, however they were not quite as disruptive as the child from the morning was. I also gained quite a lot of insight watching the teacher handle these students. What I heard her saying the most to these students was "You have a descision/choice to make now...You need to do the right thing...You either stop making those noises, or disrupting this student..... Or you sit on the chair outside" Etc. I was getting quite frustrated with one boy in particular, but watching her handle him gave me some very valuable knowledge. I will know now not to start screaming at them if I am in a classroom!! (which I was nearly ready to do!)It really showed me how diverse a classroom can be!
Hi Toby,
ReplyDeleteThank you for sharing your classromm experience with us. I think each classroom/school/student are all so different. I remember doing a project similiar to this one at a primary school in Taranganba and I noticed some students were really involved and some weren't.
It really helps going into a school and seeing how others handle behaviour management, especially when you haven't been in a classroon since your own primary days!
Thanks again for sharing, keep up the good posts on your blogs!
Jessica
Hi Tobey,
ReplyDeleteIt was interesting to read your recount of the teachers commetns to the disruptive students. I hear the same things come out of my MT teachers mouth, the difference being that she is often speaking to year 11 not year 4/5.
I guess as well as a growing appreciation of the diversity within a classroom, I am also gaining an understanding that age does not automatically bring maturity.
Regards,
Abby Green.