I Stepped Aside To Become A Facilitator Of Learning
by Rachelle Dene Poth
It started with a cross-class collaboration idea.
I was not sure the idea would work, but was willing to give it a try and it had captured the interest of students. I connected four levels of Spanish and created a team project using Google and Padlet so students could collaborate and share their work.
The experience went so well that it led me to think about other ways to engage students more in a collaborative online learning space. Students need to be connected with authentic learning experiences and develop digital citizenship skills, and to be given choices in learning. Trying to build on the prior project collaboration, I wanted to explore possibilities of using Google slides to have students work simultaneously on a whole-class project.
I asked the students if they had done any type of collaboration online like this before, and I was surprised that they had not. Knowing this pushed me more to decide that I should definitely create this learning experience with them.
I decided to try something more collaborative by using Google Slides. We are a Microsoft Office school, but many students use Google Drive on their own. I also use Edmodo in my classes and like the students to have experience with different kinds of tools. I like that students can work on a document or a presentation at the same time, as this substantively changes the methods and frequency with with students share ideas.
By having students create a class presentation simultaneously, the teacher can then take that extra time to facilitate their learning and interact with students to do something more specific, like assessing their content knowledge. Giving students the opportunity to work as a team toward one whole class project rather than completing individual projects opens up new and more engaging ways for the students to learn not only content or technology skills, or even ‘soft skills’ like collaboration, but also get to know one another more as well.
Connecting students with their peers promotes a friendlier and more cohesive class culture, and I think makes learning more authentic and meaningful for students. To be able to see what they are each working on and to be part of the whole class presentation in real-time requires constant interfacing of different personalities and skill levels.
The divergent interests, backgrounds, and experiences of the students in each class are emphasized in whole-class projects like this, which both strengthens the learning experience while also being more demanding of the technology.
When doing individual projects, it’s not always the case that each student has the opportunity to see the work of the other students. Doing this can be quite time-consuming and feel ‘wasteful,’ but the long-term momentum of successful projects that are as highly-visible as a whole-class collaboration are worth the time taken, and hiccups along the way, especially early in the year.
To have the students practice the new chapter material on clothing and shopping preferences, I created a Google Slides template for a Fashion Show.
I set up a presentation for each class and shared it with the students. I provided instructions for what was expected for their slide and reminded them to only work on their slide and respect the work of the other students.
For the fashion show, they were to choose a celebrity, find a picture and write a description in Spanish of the clothing that the person was wearing. They also had to write a few statements about where the clothing could be purchased as well as the cost for the items.
In doing this I thought it would be a great reference because the students could refer back to each slide, read the descriptions, and reinforce and review their content knowledge. Plus, depending on the types of clothing pictures the students chose, it could be a lot more fun–definitely more engaging and an interesting experience for all students than individual study.
This ‘real-world topic meets real-world technology meets whole-class collaboration’ ended up being a more authentic way to practice the content than even I had hoped, increasing the language and content retention for the students as well as teaching them new technology skills.
The students really liked seeing the Fashion Show displayed on the Smartboard, which was another opportunity to reinforce the vocabulary by asking students questions about each slide, reviewing the verb forms, and more.
For the most part, they did respect the work of their classmates. A few students enjoyed adding pictures of some celebrities onto the slides of their peers, which resulted in peers responding instantly and removing them–I didn’t even have to say anything!
A risk in giving open access to the editing of the presentation ended up being worth the risk taken and was a way to teach lessons about digital citizenship as well.
Always thinking of the next thing, I decided that perhaps another opportunity to work collaboratively would be to create a class review presentation for final exams. This might take more planning, but I think the long-term effect will be worth it.
This approach is a great way for the students to prepare for final exams and have a reference to review the material covered in the level 1 Spanish course. The idea is that each student will be assigned a slide and given a verb or grammar topic as well as some vocabulary to include.
For their slide, the goal is to teach a mini-lesson, provide references, include a video or link to a game and some sample sentences. Though I’m taking this approach to teach a foreign language, it could be used to teach, learn, or review almost anything, from math definitions and historical trends to literacy devices, phonics, word parts, and more.
I also hope that it will end up being a good way for students to have some personal instruction as well as a choice in what they are creating–and another opportunity for students to collaborate with their peers as the teacher shifts roles from leader to facilitator of learning.