You may want to view my original thoughts and plan on my blog here before you proceed to read this update on how I've incorporated technology as a tool for student use in research, and how I've incorporated choice and shared learning.
Also keep in mind the following:
REFLECTING ON THE CHANGES I HAVE MADE FOR THIS YEAR:
My students worked really hard on their historical inquiry project. Students were able to use my Schoology class page as a one stop shop for all the resources they would need for this project. Some started to gather their own sources even, which is not typically what a sixth grader is capable of doing.
I was allowing students to bring their own device, but out administration will not allow students to use them anymore. Luckily we have a set of headphones that students can use when they are using iPads.
The Assessment Dialogue form has been working well to help students reflect on their learning. I have had students use peer editing skills for a writing assignment, but I have not graded that assessment yet so I am unsure of the impact that had on students learning. I would say that this isn't an authentic way to give students a choice in the classroom, because they are only choosing what to do with work they have already completed.
I was allowing students to bring their own device, but out administration will not allow students to use them anymore. Luckily we have a set of headphones that students can use when they are using iPads.
The Assessment Dialogue form has been working well to help students reflect on their learning. I have had students use peer editing skills for a writing assignment, but I have not graded that assessment yet so I am unsure of the impact that had on students learning. I would say that this isn't an authentic way to give students a choice in the classroom, because they are only choosing what to do with work they have already completed.
SO WHAT'S THE NEW PLAN?
For technology, I will continue to frequently use our iPads, chromebooks, and digital learning tools like Schoology. My goal for the rest of the year is to get students to use our library of databases. Databases are online encyclopedias that districts must pay for since they are a collection of published scholarly work. There are many benefits to using databases, including peer-reviewed and trustworthy articles, a manageable number of search results, ability to filter results by subject, and strictly published materials (Searching, 2017). I will have students search for and find information for at least two of our main projects during this unit on Conflict and Cooperation. Students will be able to search and share information about WWI and WWII with other students while exploring databases.
I will continue to allow students to use their power of choice in my class. I have planned for students to have at least one more peer editing opportunity this year. Brookhart explains that teachers need to plan for structured time that gives students the opportunity to use feedback (2017). These opportunities "help students learn how to self-regulate—how to monitor their learning, incorporate feedback into their thinking, and adjust their next steps" (Brookhart, 2017). Peer editing can be structured in a way that leads to successful feedback use through the use of ground rules.
I will continue to allow students to use their power of choice in my class. I have planned for students to have at least one more peer editing opportunity this year. Brookhart explains that teachers need to plan for structured time that gives students the opportunity to use feedback (2017). These opportunities "help students learn how to self-regulate—how to monitor their learning, incorporate feedback into their thinking, and adjust their next steps" (Brookhart, 2017). Peer editing can be structured in a way that leads to successful feedback use through the use of ground rules.
My students love having peer interactions, they are very social creatures in the middle school. My students also like to choose their own partners. In their next peer editing session, I will allow them to have one session with a friend. They will be paired by lining up in order of least to most understanding of the concepts, and fold the line in half. This will give them some choice to work with others, but also structure to help those who need help by pairing them with those that have a high understanding of content.