Effective Teaching with Technology: Grade 3, English Language Arts - By Lumos Learning
Transcript
| 00:0-1 | My name is Lauren Brooks , and I teach third | |
| 00:05 | grade at Winchester Trail Elementary as part of the Canal | |
| 00:09 | Winchester Local schools , um , self contained inclusion classroom | |
| 00:13 | . So I actually have an intervention specialist with me | |
| 00:15 | at all times . Project based Learning is a specific | |
| 00:19 | teaching philosophy . It starts with a driving question , | |
| 00:22 | and our classroom is How can we persuade consumers to | |
| 00:26 | purchase poultry products ? And it allows them to think | |
| 00:30 | critically and communicate , work together and collaborate with their | |
| 00:34 | classmates and really solve problems for themselves rather than being | |
| 00:39 | told what kind of information they need to learn . | |
| 00:42 | Project based learning is great because it integrates multiple subject | |
| 00:51 | areas across the school day . In our classroom . | |
| 00:54 | We are focusing in English language arts on how to | |
| 00:58 | persuade their consumer or buyer to buy poultry products because | |
| 01:04 | we currently have an incubator in our classroom to study | |
| 01:07 | the life cycle of a chicken . So with that | |
| 01:09 | , they are looking at specific words to use in | |
| 01:14 | creating sentences that want to make someone by their product | |
| 01:20 | . They could choose Google slides to create their advertisement | |
| 01:24 | . There's also an online program called Canada , which | |
| 01:27 | allows students to create , uh , neat and clean | |
| 01:31 | poster , and also students have the opportunity to choose | |
| 01:34 | as they want to create a video advertisement through I | |
| 01:37 | movie . Yeah , At the end of the PBL | |
| 01:46 | process , students have what's called a public audience . | |
| 01:50 | Using an authentic audience to present their final product is | |
| 01:53 | a crucial part of project based learning . The inclusion | |
| 02:00 | of technology works because there are multiple checkpoints along the | |
| 02:05 | way that serve as formative assessments . Even though the | |
| 02:08 | students are coming up with the ideas and they're creating | |
| 02:12 | the products . As a teacher , I can give | |
| 02:16 | them the appropriate tools that they need . At first | |
| 02:19 | I can sit with them , and I can make | |
| 02:21 | sure that their understanding what they're doing and I can | |
| 02:24 | lessen the amount of control that I give them as | |
| 02:28 | the project continues . So by the end of it | |
| 02:30 | , they are totally owning what they're doing . Mhm | |
| 02:35 | , yeah , |
Summarizer
DESCRIPTION:
Lauren Brooks uses a station-rotation model of blended learning in her inclusion classroom. The âstationsâ include working online on reading programs that correspond to a studentâs reading level; one-on-one or group session with the teacher; and independent work or hands-on activity.
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