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Unit Title

Channel Change

Course(s)

PYP Technology Integration (Initially, G2-5, with possible future expansion to include EY-G1)

Designed by

Matt Dolmont

Time Frame

Six Weeks to Forever

Overview

An experiment in using a flipped classroom model for technology integration, customized for student learning over the course of six-week units in multiple grade levels. Tech integration places the focus on the use of technology in the pursuit of other learning at school rather than developing skill with the technology tools themselves. Students who are interested in extending their learning, practicing at home, preparing before complex lessons or refreshing their memory about an earlier experience are often left without support for technology tools as the medium for learning changes. This unit represents an attempt to develop and catalog student-focused skill development and extension using streaming videos with content based on student questions, responses and interest at school. Hopefully in an entertaining format that can continue beyond a single unit! It is not intended to be mandatory extracurricular learning, although teachers may choose to assign videos to students when appropriate.

Stage 1- Desired Results

Establish Goals

  • Establish student ownership of learning and provide opportunities for students to extend classroom learning.
  • Overcome time constraints when introducing new tools during technology integration into other units.
  • Support parents by providing resources to better understand and interact with technology used in school.

Transfer

What kinds of long-term independent accomplishments are desired?

 

Learners will be able to....

  • Identify and develop technology skills before engaging in classroom learning activities.
  • Independently seek out support for in class learning engagements.
  • Take exciting school activities home if they so choose!

Meaning

Understandings

Learners will understand that...

  • Learning can happen anywhere.
  • There is more to a lesson than fits into a typical class period!
  • Technology tools and games can support our learning if we prepare ourselves properly.

Essential Questions

Learners will keep considering...

  • What are my favourite ways to learn?
  • Which tools do I most enjoy?
  • How can I use my independent learning in school?

Acquisition

Learners  will know…

  • That they can choose their own learning.
  • Tools used in lessons at school can be used in a variety of other ways.
  • Skillful use of technology can make other tasks easier.

Learners will be skilled at...

  • Making choices and taking ownership of their own learning.
  • Using technology towards the pursuit of other learning.
  • Applying tools used at school to other projects and circumstances.

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

  • Engagement with online resources (views, likes, subscriptions)
  • Demonstration of skill during in-school tasks
  • Inclusion of tools or skills from video lessons during in-school tasks

GRASPS Task written in student-friendly language:

Goal

Use a tool, skill or understanding from video lessons to improve an assignment at school.

Role

Seeker of skills, tracker of tools, your job is to find something useful for school!

Audience

You are the audience!

Situation

Identify something you might find useful for using technology in your Unit of Inquiry.

Product

Use a new idea, tool or skill to enhance or extend an assignment at school.


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

How online resources can boost your understanding and/or the quality of your work.

Interpret

Fun examples and creative projects using technology can be applied in other ways to improve learning.

Apply

Concepts, skills or optional tools from videos to other projects or assignments.

Have perspective

There are many ways to learn, and technology skills and tools are just one way of supporting learning.

Empathize

Not everyone prefers technology or uses it in the same way. Understand that you can help others or ask others for help with things from the videos… including the video creators themselves.

Have self-knowledge

Consider your own learning and whether skills and interest-based videos really help you improve your other work,

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Week 1

  • Video: Storytelling Skills with Explain Everything

Grade 2 students will be  studying the unit “Where We Are In Place and Time” using the central idea that “Evidence from the past helps us to understand the place we live.”
Students will be using the app Explain Everything to collect evidence of the past and present it in a virtual whiteboard video, with the focus being on research, evidence collection and presentation.

This video will demonstrate advanced tools and tricks within the app through an entertaining story linked to the theme of the unit with the intention of boosting engagement and introducing
optional tools that can be used during their projects.

  • Online tracking of views, likes, subscriptions and comments.
  • Feedback from classroom teachers.
  • Discussion on Google Classroom forums.

Week 2

  • Video: How to create and use your own Chroma Key green screen at home for cheap!

In this student generated unit for the PYP Exhibition, Grade 5 students will be preparing a wide range of projects for “How We Express Ourselves” with the central idea that “An artist's message affects people’s perspective and can inspire action”. Video will most likely be one of the central mediums chosen by students for this expression.

This video will demonstrate tools and techniques for creating personal (and portable!) green screen recording spaces like those used at school, using cheap and accessible materials for a wide variety of devices.

  • Online tracking of views, likes, subscriptions and comments.
  • Feedback from classroom teachers.
  • Discussion on Google Classroom forums.

Week 3

  • Tips and Tricks for healthy, energy efficient cities using while playing the game Plan It Green.

In this Grade 4 unit, “How The World Works (Energy)”, students will be inquiring into the central idea that “Energy exists in different forms and is used in our everyday life”. As part of their exploration of different forms of energy production and their impact on the environment, students may choose to play the city-building game “Plan It Green” by National Geographic.

(By popular request)

In this video, I will engage with gameplay strategies and how they relate to circumstances in the real world. In class learning will focus on the energy types and their impact on people’s lives and environment, leaving little time for developing effective strategies within the game or discussion of how to unlock deeper content than is typically accessible during class time.

  • Online tracking of views, likes, subscriptions and comments.
  • Feedback from classroom teachers.
  • Discussion on Google Classroom forums.

Week 4

  • How to Import worlds into Minecraft (include worlds from school)
  • How to install mods in Minecraft for PC/Mac

Students in Grade 3 will study the earth’s natural resources in their unit, following the central idea that “The choices we make impact the Earth’s resources”. One of the learning engagements throughout this unit will be studying the impact of humans on a real-world natural environment, and following this the students will attempt to re-live the events of history through a custom Minecraft world based on the geography and resources in that environment while reflecting on the choices they make and their impact.

(By popular request)

Students are highly engaged with Minecraft and very frequently request assistance setting up similar experiences at home with their family and friends. In this video, I will explain how to access the worlds and features that are used in school to extend student learning and provide parents with the support to access tools that they frequently ask me about after much urging from their children.

  • Online tracking of views, likes, subscriptions and comments.
  • Feedback from classroom teachers.
  • Discussion on Google Classroom forums.

Week 5

  • How to share your images online, labeled for reuse, so that others can use them.

In this student generated unit for the PYP Exhibition, Grade 5 students will be preparing a wide range of projects for “How We Express Ourselves” with the central idea that “An artist's message affects people’s perspective and can inspire action”. Research and presentation materials will often come from the internet and need to be licensed or cited with fair use, though students will be encouraged to act as producers rather than consumers and to present their own content.

In this short video, I’ll demonstrate some easy ways to publish your work under creative commons licenses and make them available for others online.

  • Online tracking of views, likes, subscriptions and comments.
  • Feedback from classroom teachers.
  • Discussion on Google Classroom forums.

Week 6

In the final stages of the units from Grade 2-5 I will collect data from a student survey and reflections on their experience with the flipped classroom to refine and improve the experience. Students and teachers will react to whether they thought the concepts, skills and tools discussed in the videos were relevant to in-school learning and how they may or may not have elevated or extended student success.

Students will provide suggestions for future content based on upcoming units, tools or skills from school that they are interested in further exploring.

  • Survey feedback.
  • Video interviews with students and teachers.
  • Suggestion forum for future content.

Resources / Materials:

  • Editing software (iMovie, Adobe Premiere)
  • Recording Software (Screen capture and live video)
  • Cameras
  • Microphone
  • Youtube channel
  • Licensed or self-created animations, backdrops, music, sound effects