Chapter 3: Innovative Learning and Teaching
The image at right was taken during SSCS social studies teacher Mr. David Nedelsky’s interview with 7th graders who were engaged in a journalism unit in which they decided to feature Mr. Nedelsky in their online article.
All the interviews included in this article were filmed, edited, and published using iPad technology, and SSCS equipment.
In the above interview, a senior at SSCS reflects on how participating in a project-based curriculum using a 3D printing to produce a prosthetic hand (i.e., an authentic artifact of learning) has increased his engagement and understanding of calculus.
Below is an infographic that was made collaboratively by SSCS’s Technology Team (using easel.ly), which serves as a poster in each classroom at SSCS to support a culture of deep, meaningful learning enabled by powerful technology.
Technology Makes Timeless Characters Come to Life for Students
This film is an example of a 9th grade English student’s response to a literature-based project enabled by innovative use of her iPad.
SSCS teachers utilize online discussions, such as those seen below, to allow SSCS students to showcase their work. This also allows students to express learning in a multitude of ways and leverage the power of collaborative tools to ensure their work is effective in communicating understanding using a variety of tools.
Using the attachment feature of within Schoology Discussions, students have access to direct instructions, while face-to-face time in class is used to clarify and modify the assignment to meet the individual needs, interests, and abilities of students (while never compromising the depth in which students meet standards). This student’s response to a found poetry assignment exemplifies how intentional use of the affordances of iPads transforms what is possible with regards to students’ synthesis of literary engagement. The question and reflection this student provides exhibits how distributed, shared learning builds a community of authentic learning, where students take on the role of teacher in providing guidance and feedback to their peers.
Students are able to experience each other’s discussion posts (e.g., multimedia work), anywhere and anytime they have an internet connection.
Each of these comments reflect how the students at SSCS are able to engage with their peers in such meaningful, encouraging ways; not only adding depth to their reading of complex texts (e.g., The Things They Carried), but also adding to the culture that is enabled by flexible tools that build off the social components of learning.
You can see from the time stamp on the last post that these tools promote anytime learning.
