Day 3: August 2, 2006

We began the day with a short video introducing the Mystery Quest project. We briefly discussed what we had seen, processing various do’s and don’t’s.

This was followed by an icebreaker: a template of a coaster displaying graphics and text. The model was shown and uses were presented.

We then applied what we had learned in the Mystery Quest video to an actual Mystery Quest simulation of world beaches. Each group developed a creative presentation, giving clues to their beach for the other groups to guess.  The groups were allowed to ask yes-no questions to further refine their guesses after doing internet research to pinpoint each mystery beach. This project culminated in guessing the beaches and learning the correct answers. We discussed skills which this project enhances for students: notetaking, listening skills, deductive reasoning, formulating critical questions, research skills, technology and multi-media skills. We also discussed other possible applications for this Mystery Quest project within our local group and then shared with the groups in other parts of the country. Some ideas included inventors, biomes, animals, cities, scientists, timeline chronology, historical periods, solar system(s), art periods and art history, literary periods, artists, musicians, biogrphies, trees, geo-cache activities, and different cultures.

Our local group had a discussion of our changing society and implications for changing our educational model to better prepare students for what they will find in college and the world.

The afternoon (Central Time) began with an exciting segment with accompanying Powerpoint presentation entitled “Voices of Tomorrow: Harnessing the Power of Student Dialogue Through Videoconferencing.” The explanation (with more clips of the actual dialogues available to be viewed online) included: racism and race relations, Sept. 11, U.S./Israeli, and U.S./Iraqi. The success and challenges inherent in such an undertaking were shared in this exciting and thought-provoking project. This is a powerful relationship-building tool for diverse populations where commonalities were found and bonds strengthened.

Next, the Poetry Slam Project (with students from Queens and the Bronx, New York participating) was shared. An Olympic-style rating system was used. The scoring rubric was based half on the writing, itself, and half on presentation skills. Censorship issues proved to be central to this project.

The small group activites picked up where we had left off from the previous two days. Videoconferencing and/or chatting were utilized in continuing our planning for videoconferencing projects involving participation from multiple sites.

 Blogging, reporting, and other closure activities ended the agenda.

 Another fun-filled, productive day!

CSD Day One Summary

Eight St. Louis area educators were thrust into the world of videoconferencing this morning when we arrived at Cooperating School District’s headquarters on Craig Road in West St. Louis County.

We signed up for small group discussion jobs that were to be maintained throughout the week. Much like in literature circles, one of us would hold a specific job that would enable the whole group to process.

Ruth Litman-Block then played for us a creative video, The Videoconferencing Zone, modeled after the popular TV series, The Twilight Zone. Although we had no frame of reference yet, we learned about the connections each site and projects would impact. We soon began the fast-paced day long connectivity schedule with eight other tele-conferencing sites.

After taking roll with sites in Berrien County, MI, and Region 12/Temple ISD in Waco, TX, Janine Lim of Berrien County treated us to a great overview of what videoconferencing is and how it can be used in the classroom. We were then split up into several small groups throughout the four sites. These groups served as our classroom exchange simulation groups.

Here at CSD, our two groups participated in a Science classroom exchange and a Read Across the Planet classroom exchange. We were given about 20-25 minutes to construct and perform a presentation about our subject area. This procedure allowed us to use a document camera and/or a pc to present visual information. We also got to experience the pitfalls and technological obstacles that a real videoconferencing opportunity might present. Even with those pitfalls, we learned that the interconnectivity the students will experience was a teachable moment in itself.

When we returned from our presentations, as a whole group, we debriefed and reflected by being able to compliment each group on their jobs well done and ask clarifying questions about the process

After playing an informative, yet engaging PowerPoint jeopardy game of IDVL vocabulary with Paul Hieronymus in Elyria, OH, we then broke for lunch and reflective discussion.

After that short break, we quickly broke into our afternoon work group. Each group was planned around a grade level. My particular group met with Temple ISD teachers and librarians, and we brainstormed about the project we were to have completed by Friday. Our group decided to do a comparison/contrast role play project between famous Missourians and Texans and their contributions to our national heritage.

Reconvening as a whole group, the CSD members were then treated to cookies while viewing a presentation by Springfield, Missouri’s Discovery Center detailing the different types of distance learning opportunities they offer.

After a jam-packed day that finally came together in synthesis at the end, we were ready to go home and start the initiative of how we will implement our ideas at the start of the school year.