Geotricity 2.0

Area(s) of Focus: technology
Division(s): Intermediate
Level(s): Grade 7, Grade 8
Abstract:

Geotricity 2.0 provides transdisciplinary learning through STEM and geography connecting students with their community in real-life application of problem-based learning. Students and teachers increased collaboration and learning through GAFE.

Overview

Students will redesign and recreate a school area to enhance the school learning community through transdisciplinary problem-based learning, enhanced by technology.

Details

  • Students will use the design and engineering process of understanding a problem, brainstorming solutions, choosing one solution, designing the solution, creating the solution using technology (computer programs/constructing a prototype), analyzing and reflecting on designs and use of revision process
  • Some in-class lessons for knowledge-building and then a focused three-day event where students participate in a community walk, large group three-part problem-solving math lesson, an environmental scan in one of five school areas that could be redesigned, and then the redesigning of an area in small groups using literacy, geography, science, math, and technology skills and knowledge
  • Students will learn about their home and school community and how they can use their voice/ideas to advocate for positive change
  • All Grade 8 students will participate (including students within special education programs) and all Grade 8 teachers will be a part of the planning/learning process
  • Technology will be infused for teacher planning and organizing, as well as for student designing and community collaborations

Rationale

  • Based on feeder school EQAO data, students face challenges in the area of mathematics – Geotricity 2.0 provides opportunity for learning and applying math knowledge and enhancing understanding through STEM and technology
  • Based on school data, students can feel disconnected from the community – this project would support community cohesiveness through a better understanding of the development of their community and advocating for positive change

Team Members

  • Jeanette Timbury

    Toronto District School Board

  • Elaine Blake

    Toronto District School Board

  • Kathleen Moll

    Toronto District School Board

  • Ray Hopkin

    Toronto District School Board

  • Trisha Kuma

    Toronto District School Board

  • James Ramsay

    Toronto District School Board

Professional Learning Goals

  • Increased use of GAFE for teacher collaboration and student learning
  • Supported learning of mathematical content and skills, while integrating technology
  • Used GAFE to develop and share three-part lessons to be strategically implemented and integrated in classroom instructions to support mathematical learning
  • Learned about and used a variety of assessment and evaluation strategies including Assessment FOR, AS and OF Learning, using Google Classroom to allow for teacher/student descriptive feedback and peer descriptive feedback
  • Utilized a variety of assessment strategies including pedagogical documentation to capture learning and support professional learning
  • Deepened our understanding of the geography, mathematics and language curriculum, STEM and transdisciplinary learning, enhanced and extended through technology

Activities and Resources

  • Regular professional learning sessions for learning and planning
  • Toronto DSB Google Apps for Education Help
  • GAFE – Google Docs, Google Classroom, Google Draw/Sketch Up, Google Slides
  • STEM resources for constructing (TDSB, Model Schools for Inner Cities, ONAP, Ontario Math Curriculum, TIPS4RM, EduGAINS
  • Language, mathematics, geography curriculum documents

 

Unexpected Challenges

  • Timeframe was restrictive for the Geotricity 2.0 three-day main event; potential to expand into more time would have been helpful or half-days in a week-long block
  • Some lessons were taught in core classes, not in the main event due to timelines
  • More time for pre-teaching was needed
  • More time for students to plan

Enhancing Student Learning and Development

  • Students had the opportunity to engage in 21st-century learning skills including collaborating with classmates and community
  • Students became more familiar with features and uses of GAFE
  • Students explored how mathematical thinking is applied in the design and engineering process when creating a community space
  • Students made real-world connections to the application of mathematics and geography
  • Students presented their ideas in a multimedia presentation

Sharing

  • Shared within the school with the Grade 7 teachers at a staff meeting
  • Grade 7 students and staff invited to a Share Fair to see the community designs and prototypes that the Grade 8s completed
  • Teachers would be invited into the Google Classroom and Google Docs to follow along with the process and contribute
  • Geotricity 2.0 would be shared with other area schools when possible
  • Google Folder shared
  • Target audience is intermediate staff and students

Project Evaluation

The project was successful.

  • Teachers and students regularly collaborated using GAFE
  • Teachers should be connecting with community stakeholders
  • Staff showed interest in expanding the project to include more cross-curricular connections
  • Students verbalized interest in having more time for the entire project; suggested presenting their media pitches
  • Improvement between Assessment FOR and OF Learning in mathematics due to application of math concepts and skill
  • Learning and use of technology for students and teachers
  • Increase in student engagement towards mathematics and math in the world around us
  • Technology used to support assessment, teacher and peer descriptive feedback, as well as pedagogical documentation
  • Staff documented student learning with pictures, conferencing, GAFE, moderated marking of planners using rubrics created by team members, student peer evaluations.