The Good Shepherd Project

1. The Good Shepherd Project Learning Through New Technology and Collaborative Learning Teams with Jigsaw Techniques By David Pollitt, Instructional Designer

2. Making a Difference for Learning

3. Students will understand how to communicate with online coursework and discussions through the use of mobile phones and tablets to include Android-based, Microsoft-based, and Apple-based devices. • Students will understand the techniques of collaborative learning teams. • Students will understand the techniques of using the jigsaw learning approach in their collaborative learning teams. • Students will understand how to use English grammar punctuation for commas. • Students will understand how to use English grammar punctuation with other major marks such as the period, the question mark, the exclamation point, the semicolon, and the colon. • Students will understand how to use English grammar punctuation with proper capitalization. • Students will understand how to use English grammar punctuation with numbers. • Students will understand how to use English grammar punctuation with abbreviations. • Students will understand how to use English grammar punctuation with plurals and possessives. • Student will understand how to use English grammar punctuation with compound words. • Students will understand how to identify use of American metaphors, similes, and slang. • Students will understand how to spot grammatical errors in newspaper articles, magazines, and books and be able to identify the error by specific English grammar rules. Project Objectives How do we find a way to effectively teach to those who do not have sophisticated technology infrastructures to support distance learning as in fast broadband and desktop, laptops, and smart tablets? This just might be the answer

4. Teachers will familiarize themselves with the current curriculum and download the required Celly, Drop Box, and Box Synch applications to their own instructor Nokia 2520 tablets or Microsoft Surface 3’s and the provided Nokia 1520 smart phonesor other smart devices if other devices not still available. • In addition to the same download links that students will use in order to provide practical familiarity with the same resources that students will experience. • In addition, teachers will view both the introductory You Tube Video Good Shepherd Collaborative Teaching Techniques Using the Jigsaw Framework as well the introduction to what students will review on the You Tube video Understanding How to Work in an Online Collaborative Teams. • The use of discussion boards and interactive inputs from students will be covered in this latter video. See the links to the mentioned videos: Instructor Preparation Teacher Video: Good Shepherd Collaborative Teaching Techniques Using the Jigsaw Framework Link: Student Video: Understanding How to Work in Online Collaborative Teams Link:

5. Week One Resources and Links Newspaper and Magazine Links Saving South Sudan retrieved from http://www.vice.com/magazine/21/4 The Sudan Magazine retrieved from newafrican.magazine.com/south-sudan-brief-history 3. The Ne York Times South Sudan retrieved from http://topics.nytimes.com/top/news /international/countriesandterritories/southsudan/ The Juba Monitor. South Sudan News Agency. Retrieved from http://sudannewsagency.com The Sudan Tribune. Retrieved from sudantribune.com • Understanding How to Work in Online Collaborative Teams. [Video]. Retrieved from http://understandingnowtoworkinanonlinecollaborativeteams.youtube.com • Celly for educators. [Video]. Retrieved from http://cel.ly • How to use Dropbox on Your Android Phone [Video]. Retrieved from http://dropbox.com • How to use Dropsync Pro Drobox Synching App for ‘androids-Review and Demonstration [Video]. Retreived from http://dropsync.com • Chappelear, T. C. (2011, December). 5 elements of cooperative learning.[Video] • http://www.youtube.5-elements-of-cooperative-learning/ • Sabin, W. A. (2008). Greggs Online Reference Manual • Staff Writer. (2014). Purdue Owl.Staff Writer. (2003). Retrieved from • http://www.purdueowl.com • Vason, C. (2011) The cooperative learning jigsaw techniques. [Video]. Retrieved from http://www.youtube. The-cooperative-learning-jigsaw-techniques/

6. Week One Student Activity • There are six students per collaborative team. Each student be assigned three of the punctuation marks to review and write a paragraph using it incorrectly and another one using it correctly. These paragraphs will be submitted to their collaborative learning team, then the lead student will put these together after each student reviews the submissions with team critiques, then post the examples back onto the online discussion board for other learning teams to review. Since this is a pilot test of this method of online learning, then only three teams or 18 students among the 100 students. • Each student will assigned a task to locate a newspaper or magazine articles, then using the comma rules relate how many comma errors they found citing their source while adding that information back in the online discussion posts. The suggested newspapers or magazines are listed in the resource section. • Each student is given four days to view the static posted resources or referred to Purdue OWL for online access to additional examples if needed.

7. Week One Student Activity • Have each student view the syllabus describing the topic of the 8-week English grammar course. • Confirm with Good Shepherd College and Seminary that all students have access to current smart phones or tablets to include Androids Microsoft, or Apple devices. • Provide each student and instructor with the instructions on how to download Celly Communication Application to their smart phones or tablets by accessing online site listed in the resources. • Have each student login to the Celly Communication Application to join the online classroom and introduce themselves to each other. • Have each student view the online video through Celly that describes how to use online education and share with them the classroom expectations. • Have each student view an additional video clip posted on You Tube on the benefits of sharing the educational experience through collaborative learning teams. • Have each student view the final video clip posted on You Tube on how jigsaw learning is used in discussion form. This video clip discusses the responsibilities of sharing what they learned and how to apply it in different writing scenarios. • Have each student visit the Gregg Reference Manual outlining and describing the contents and providing feedback on the use paying special attention to the number of examples that are provided. Have them describe how what they liked about the review of the book and what they did not like in a simple paragraph and submit to the learning discussion board. • Have each student visit the Purdue Owl website for English grammar and spend some time viewing the links and content providing just a simple opinion of how useful they believe it might be in a simple paragraph and submit to the learning discussion board. • Refer to grammar comma objective in outline for more grammar details

8. Week 2 Resources • Tong, N. L. (2013). There is a country: New fiction from the new nation of South Sudan. Retrieved • from http://www.goodreads.com/shelf/show/south-sudan • Dau, J. B. (2007). God grew tired of us: A memoir. Retrieved from • http://www.goodreads.com/shelf/show/south-sudan. • Natsios, A. (2012). Sudan, South Sudan, and Darfur: What everyone needs to know. • http://www.goodreads.com/shelf/show/south-sudan.

9. Week 2 Student Activity • There are six students per collaborative team. Each student be assigned four punctuation marks using one of each category to review and write a paragraph using it incorrectly and another one using it correctly. These paragraphs will be submitted to their collaborative learning team, then the lead student will put these together after each student reviews the submissions with team critiques, then post the examples back onto the online discussion board for other learning teams to review. Since this is a pilot test of this method of online learning, then only three teams or 18 students among the 100 students. • Each student will assigned a task to review one of the nonfiction books in this week’s resources, then using the other mark punctuation rules relate how many comma errors they found and the types that were most prevalent while citing their source while adding that information back in the online discussion posts. • Each student is given four days to view the static posted resources or referred to OWL for online access to additional examples if needed. • Grammar objectives are listed as Other Grammar Marks

10. Week Three Resources • Dissertation. Masters of War: The Role of Elites in Sudan’s Communal Conflicts.

11. Week Three Student Activity • Students will locate three scholarly articles from a list that the instructor has posted on the online resources with their appropriate links. The primary one is listed in this week’s resources. The remainder is forthcoming. These three articles are concerning the use of capitalization in scientific reporting, in APA dissertation writing, and in educational white papers. They will add to the discussion board three different things about capitalization they learned from each of the sources and post it for their learning team to review. There will not be a post back to the other teams on this week. • Grammar objectives will be capitalization

12. Week Four Student Activity • Students will be asked to review online resources in order to determine how many number errors are found and to categorize those errors by type as well as number. This resources is posted on the online resources page. The learning team will take feedback from each student and the lead student will post it back. There are extra points given to the learning team of each of the three teams who find the most errors and are able to define the rules that apply to each of the categories by name. • Grammar objectives will be number expressions.

13. Week Five Student Activity • The students review the online resources and follow the Prudue OWL discussions on abbreviations, then go an abbreviation hunt online to see which of the three learning teams can find the most abbreviations by category and type from various online articles of their choosing. There should be a special interest in finding abbreviations from the international community within country origins. This does not mean slang or metaphor. That will be discussed in another week. Posting of the results will be completed by the team and extra credit points will be given for the most and most detailed abbreviation report. • Grammar objective is use of abbreviations.

14. Week Six Student Activity • Students will review a posted chapter from two Christian-based writer from the 1800’s and early 1900’s. Resources of this can come easily from Kindle downloads that based on previous experience will be free downloads. This will involve research and commentary on their own choices. In each of these sources, they will determine how plurals and possessives have been used and how they have changed English usage over the years. The students will report back to their learning team and discuss their results, then the team leader will post the summary results back on line for the other teams to review. • Grammar objectives in the use of possessives.

15. Week Seven Student Activity • Student will review a posted resource to review and correct, then post back to the team. This posted resources can be downloaded to any mobile device Adobe PDF for reviewing or in original form to enable editing and sending back. If the student has difficulty editing and returning the edited form, then they make create discussion where they list the compound words changes they made and submitted it to the learning team. The team leader will post the results and the instructor will give extra credit for the team that found the most. • Grammar objective the use of compound words.

16. Week Eight Student Activity • Students will understand how to identify use of American metaphors, similes, and slang. This will probably be the most enjoyable part of this course. Since many of the Sudanese are intending to go to America, then it is good for them to understand the use of American metaphors and slang. The students will be provided a list American words that are used in this manner and the three teams together will build their own list from experience they already have so it can be used more in the future. • Students will produce a short newsletter outlining most important impact of the online coursework for posting for other teams to review. In this, newsletter, they will also contribute the most important and interesting American metaphor, smiles, and slang that they learned about. • Grammar objective American slang, words, and metaphors. See next slide

17. Week 8 Student Activity Cont: • American metaphors, smiles, and slang. • Ghetto metaphors, similes, and slang. • Southern metaphors, smiles, and slang. • Canadian metaphors, smiles, and slang. • Northern metaphors, smiles, and slang. • Slang not to be used. • Slang that is not appropriate or offensive. • Cultural impact of metaphors, smiles, and slang.