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Engaging Learning Intensives with Collaborative Technology: A Holistic Approach

Join educators Abbi Gee and Linda Miles from DaVinci High School as they share their innovative approach to Learning Intensives, where technology meets history. This comprehensive presentation details how students collaborate to research local historical sites and create multimedia projects, including PowerPoint presentations and videos. Learn about best practices, the challenges faced, and the valuable interactions that enhance the students' experience. Discover how technology, when used effectively, can deepen understanding and engagement in learning.

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Engaging Learning Intensives with Collaborative Technology: A Holistic Approach

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  1. Learning Intensive with Collaborative Technology A presentation by Abbi Gee & Linda Miles

  2. English • Sociology • 3 yrs. @ daVinci • English • History • 3 yrs. @ daVinci Abbi Gee Linda Miles

  3. daVinci High School • Charter School • Founded in 1995 for students who did not fit the traditional mold • Academically challenged • Behavior/motivational issues • Socially awkward • Academically gifted • Almost ALL are financially disadvantaged • Small population • About 150 students • Avg. 20 students per class

  4. Learning Intensives • A daVinci staple • In the spring--after seniors are gone • 3 weeks • ½ days • 20 students, maximum • Same 20 kids all three weeks

  5. Inspiration Strikes at MACUL • 2010 MACUL Conference Sessions • Video in the Classroom—Rushton Hurley • Abbi • Flip cameras, great price, etc. • Wikis in the Classroom – Lawrence Bruce • Linda • Posting assignments and results on a wiki • Online Library—Mark Zeitlow • Linda • Researching resources • Power Point Presentations

  6. Challenge: • In 30 seconds, list as many historical sites in your hometown as you can. • Please type your responses into the chat room.

  7. Question: • How many of you have actually visited some (or all!) of the historical sites you listed? • Please respond by raising your hand

  8. Our Planned Learning Intensive OVERARCHING GOAL: Use local historical sites as the lens to focus on, learn about, and reflect on various historical eras.

  9. Our Planned Learning Intensive • In groups, students will use technology to: • research a specific local site • research the historical era to which the site belongs • create a PPT to teach a lesson to the rest of the class about the site and the era • record video of our field trips using flip cameras • create edited videos of each field trip • post their work in a class wiki to share with others • Individually, students will use technology to: create written assignments from each visit

  10. Our Planned Learning Intensive

  11. Our Learning Intensive: Planning • Researched local historical sites • Matched sites to various historical eras • Visited all the sites • Mapped out bus routes • Built a budget • Planned out days/field trips to get cost • Ordered cameras • Purchased storage devices for technology

  12. Best-Laid Plans ≠ Reality

  13. In Reality: General • Our Kids • Process very slowly • Have little or no prior knowledge of history and/or technology • Weather • Volatile spring weather • Field trips rained out

  14. In Reality: General • Opportunities/Time Constraints • A curator from the local museum offered to come spend a day at school with us, bringing all of her vertical files • After Judy’s visit, and access to more cool info., the kids wanted to revamp their PPTs. • What was planned as a 1.5-day project became a 4-day project • Transportation • Used the city bus to get around town • Some sites required a short walk from bus stop • Zero flexibility in bus schedule

  15. In Reality: Internet-Based Research

  16. In Reality: Historical PPTs

  17. In Reality: Video of Field Trips

  18. In Reality: Edited Videos

  19. In Reality: Wiki

  20. Ideal Wiki: Home Page

  21. Ideal Wiki: Sample Site Page

  22. Bottom Line(s) • When using technology, use the same good teaching practices you normally would—always have a back-up plan! • We would definitely use all these technology tools again. • There are other technological tools, like Glogster, that could also be used to demonstrate the same learning.

  23. Bottom Line(s) • Some of the best learning took place from the real-life interactions we had with our kids. • Students: • taught us about the public bus routes • told us about things their parents had experienced while growing up in Jackson • helped each other through every step of our intensive • were excited to see their streets in a new light

  24. Questions? • Abbi Gee • Abbi.Gee@davinciinstitute.org • http://achg.edublogs.org • Linda Miles • Linda.Miles@davinciinstitute.org • Wiki Link: • http://jacksonhistory.wikispaces.com

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