Classrooms Connecting

Where Do You Live?

The Beginning
Nichole Rens, Curriculum Integration Coordinator at Earle Brown Elementary School in Brooklyn Center, MN, posted the following to the CILC Collaboration Center, for second grade teacher David Brandsma:

Landforms
Our second grade is looking for another class to collaborate with in their study of landforms and climates. We would love to connect with a school that offers different landforms or climates than we have in Minnesota.
Audience: Education: Grade(s): 1, 2, 3

Kim Whitley, District Technology Coordinator for Hobbs City Schools, New Mexico found the posting and shared it with those at Taylor Elementary. Second grade teacher, Dina McKinley decided to get involved because she wanted to know more about how use of videoconferencing in her classroom.

David and Dina share their experiences.

Our Plan
Each classroom had done some study on various landforms and their locations in the United States. The goal was for the students to learn about the geography in which the other students lived, then use this knowledge to determine their location. To accomplish this, each classroom took turns presenting information about the region in which they lived. Based on this information, students in the other classroom asked questions. By applying what they learned and using the process of elimination, they were able to locate each other’s classroom using their topographical maps. Thus, the students used their skills in an authentic learning situation.

Outcomes

David’s side of the story
"Through videoconferencing I have been able to expose my students to primary sources of information on landforms, climates, and lifestyles that are both different and similar to those the students experience in their daily lives. I believe that these connections have allowed my students to not only learn about the central concepts stated above, but to also gain a better understanding of their own lives. The students are able to reflect on these experiences and have come to the conclusion that despite the variances of location between themselves and other 2nd graders, there is a connectedness in life experiences not only within our country, but globally. I have found that these experiences have also been a great opportunity for my students to demonstrate their knowledge and skill set in human geography. They are able to deal with highly sophisticated, complex concepts and make them relevant and meaningful in their education and understanding of themselves."

Dina’s side of the story
"When my students and I began talking about video conferencing with a classroom in another state, they became very excited. As we began to look at our own state and its landforms, the students were in awe of what our own state had to offer. Too often our students do not have the opportunity to travel outside of our own city; therefore, the videoconference provided an immediate avenue with which to explore other areas of our country. New information was learned not only about our counterpart, but our state as well. They became eager to share this information with Mr. Brandsma’s class. It also sparked their enthusiasm about the questions they would plan to ask regarding landforms and location."

Meeting the Standards
This project is a great example of each classroom meeting their individual state standards through the same experience!

In Minnesota, second grade social studies geography standards require students to identify specific landforms and waterways on a map using geographical terms, distinguish between physical and human-made features of places on the Earth’s surface, create maps to locate people, places and things; and use them to demonstrate specific geographical knowledge.

In New Mexico, Content Standard and Benchmarks IIA requires that students understand the concept of locations by using maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

Lessons Learned
Both teachers felt that while it was important to use the technology, they needed to learn ways to effectively use it within the curriculum. The landform project provided an authentic, rather than contrived, way to reach this goal. It also enabled them to become comfortable taking the risk of trying something new.

Preparation is the Key
"We learned that it is vital to be prepared."

• It was important that the two classroom teachers connected prior to the videoconference to ensure that the expectations of the connection were the same on both ends. This allowed them the opportunity to discuss the length of the presentation and view each other’s power point.
• The connection quality at the time of the videoconference was poor, making it difficult to see the images on the power point presentations. It would have been better had they emailed them to each other in advance. Eventually, they did so and downloaded them on their own computers. The presentations were then displayed in each location while narrated by the presenting site.
• It is important that students experience to the equipment before connecting to each other. Now we have students come into the videoconferencing room 15 minutes early to get out all their "wiggles and giggles" as they see themselves on the screen for the first time. It also gives them a chance to practice talking into the microphone.

Next Steps
Nichole shared that their school has reached their goal of each grade level experiencing at least one connection during the year. When asked what they plan to do next with videoconferencing, she said they hope to continue to develop classroom connections as well as participate in professional content provider programs. Now that they have their feet wet, their next step will be to make international connections.

Dina shared that she and David are considering videoconferencing connections focused on other subject areas in the future. "As a result of this connection, I would like to see our students keep in contact with Mr. Brandsma’s class via pen-pals. Overall, this was an awesome project. I can see great possibilities for future collaboration endeavors."

Thank yous!
CILC thanks Dina for this kind comment:
"I am thankful for the Center for Interactive Learning and Collaboration; it has opened a door not only for curriculum enhancement and development, but social interaction with peers as well."

CILC thanks David, Dina, Nicole and Kim for sharing their story with us and with you.
David Brandsma
Dina McKinley
Nichole Rens