In this project, we learned how to build the capacity of our students so they could confidently use technology and social media tools to connect with authentic partners, such as other learners and experts outside of the classroom.
By creating a framework for authentic interactions, students learned to identify the differences between consuming information from the Internet, compared to creating and contributing to that same venue. Armed with this knowledge, students were able to determine how best to interact with a wider audience based on their needs.
Through scaffolded teaching strategies, students learned how to have authentic interactions with experts and voices outside of the classroom in order to enhance their learning experience and extend their circle of resources beyond the walls of the classroom.
Waterloo Region District School Board
Waterloo Region District School Board
Professional Learning Goals
Throughout this project, we achieved the following professional learning goals, which had a positive effect on our practice:
- we improved our competency in using social media and other online tools to connect with teaching and learning resources and partners
- we learned how to plan student learning tasks and experiences that made authentic connections outside the walls of the classroom
- we developed a framework that allowed us to conceptualize different levels of interaction when learning from and sharing with authentic partners, thus allowing us to plan and scaffold our lessons more effectively
Activities and Resources
As part of our project, we engaged in a variety of activities that contributed to our professional learning:
- we collaboratively planned lessons and student tasks
- we provided critical/objective feedback regarding each other’s teaching practice
- we co-taught technology, critical thinking and communication skills
- we shared readings and other relevant resources
We leveraged several resources to achieve our goals and execute our project, including:
- Google Hangouts
- Google Apps for Education
- our school board’s Digital Learning Support staff
- other relevant digital tools and resources
We initially planned a book study but found that a shared, single print resource was insufficient in helping us achieve our project goals. Instead, we found it more efficient to divide up our readings, diversify our sources and then share our learning with one another.
Enhancing Student Learning and Development
Our project enhanced student learning in a number of ways:
- student engagement was increased when they were required to interact with authentic partners outside the classroom or share their learning with an authentic audience
- students increased their capacity in the effective use of a variety of digital tools to communicate, access information, create and publish
- students became more critical and inclusive in their thinking as they considered differing perspectives in more authentic contexts/interactions
We shared our learning using several methods throughout the project. We documented some of our learning using a blog (bit.ly/authproject) and shared using twitter (@shonkmrs and @rwettlaufer). Ryan contributed to a presentation by appearing virtually at the “On the Rise: K-12″ conference and Siobhan presented aspects of our project at the Waterloo Region District School Board Learning Carousel.
We feel confident about calling our project a success. It has changed the way we plan for our students and increased the number of real-world interactions that are part of our students’ learning. The improved quality of our students’ thinking and the ways in which they communicated was also clearly observable.
In reflecting on the project, we wish that we had conducted a survey at both the beginning and end to better assess the change in student attitudes around the sources of their learning and the use of digital tools to access and connect with resources outside the physical confines of the classroom.
If the project had been longer, we would have liked to more clearly document students’ learning journeys and movement across the different levels of our Framework for Connecting with Authentic Learning Partners.
Pure Genius: Building a Culture of Innovation and Taking 20% Time to the Next Level – Don Wettrick
Various thoughts and resources tweeted by:
The Connected Educator: Learning and Leading in a Digital Age – Sheryl Nussbaum-Beach and Lani Ritter Hall
Edudemic.com – connecting education and technology.
These resources will open in your browser in a new tab, or be downloaded to your computer.
A session about connecting and collaborating using digital tools at the "On the Rise K-12" conference.
Connecting Framework #1
Our first attempt at creating a visual representation for authentic interactions with outside experts.
Framework for Connecting with Authentic Learning Partners
Our creation of how we interact with outside sources highlighting the difference between consumption and creation of information.
student understanding of framework
Having students reflect on projects and assignments and determine how they use technology and identifying levels of interactions.
Student Blog post criteria
Making sure students know how to post and comment on the Internet responsibly.
Presenting our Framework
The WRDSB hosted a learning carousel for sharing innovative ideas. We used this opportunity to pass along what we had learned thus far and to encourage other teachers and administrators to reach outside the walls of the classroom.
Genius Hour anchor chart
Anchor chart for students to start their genius hour projects. They choose any topic, and we then searched for people to help us learn.
Outside expert anchor chart
Planning with students ways in which we could find and connect with experts in various fields of knowledge.
twitter student interaction
A student's first attempt at creating an authentic interaction with an outside expert.
website student interaction
Another student solicited information and shared her own ideas based on this expert's' website.