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>>Ms. Smith: So for our museum project, like I said, ultimately by the end of the week
you guys are actually going to create your own museum, online, a virtual museum.
Okay? So what we are going to do today, we are going to go over what the project is all
about. You guys are actually going to tour a virtual museum so you have an idea of what
you're going to be creating. Then we are going to cover the essential vocabulary you
need to know in order to get the project done. Are you guys ready? Alright.
The content standard for history that we are working on is Islamic, specifically
um Islamic achievements in the world. What I really wanted them to learn out of
this lesson - number one with the content standard I really wanted to know what
do they think the world needs to know about the contributions of the Islamic world.
But number two, the biggest priority is for them to learn those 21st century skills. So
how to collaborate with each other, how to really express your creativity in something 14 00:01:16,583 --> 00:01:16,047 that is online and collaborative, and also how to communicate with each other.
So our first word for today is museum. What is it?
>>students: Museum.
>>Ms. Smith: Okay, you have one minute. Please go ahead and get your definition down now...
So I used NearPod to teach vocabulary explicitly with them. Rather than just having
them write it out on a piece of paper simply because of the tools that NearPod
allows them to learn with. Um, it allows me to give them the explicit definition.
It has the different activities embedded in it that it gives me real feedback,
in real time so I can tell whether they really knew it or not.
Um you know, I can tell can they actually visualize it through the draw-it feature.
I can tell if they know how to apply it with the fill-in-the-blanks.
Um, and I can tell just based on their open responses in NearPod itself with that tool
whether they really understand how to use that word. And to me that is so much
more effective than just writing it and hoping they memorized it on a piece of paper.
So as you guys are watching the video on the next slide, the next slide-or the video is
going to cover where exactly do people in museums get their artifacts. Okay?
So where do they get - if it's a museum on music, where do they get the guitars? Where
do they get everything? Okay? So as you guys are watching...
You need to think to yourself, again, where do artifacts come from? How do they
find them? Is that clear?
One of the vocabulary words was artifacts. And um, what I decided to really give them
a visual example of what the vocabulary term was was to embed a little video in NearPod
which it allows you to do. And the video is actually it-it shows them, it leads them
why um-what artifacts are? How archeologists use them, and how eventually museums use
artifacts in their exhibits. So the whole point within the video in the NearPod was
really to give them a visual of really what is an artifact and what's is the purpose of it?
Which if you just tell them what it is, it's not as effective.
To get a little bit more practice and to show me that you actually really understand
what these words mean, we are going to do two steps.
First we're going to do a Quizlet so that way you guys can actually work together
on really learning these words and the second you guys are going to do a fill-in-the-blanks
to show me that you individually know what these words mean. Okay?
I use Quizlet Live in my class when we are doing reinforcement in um-of vocabulary.
Uh, so the way Quizlet live works um, you have a series of words and their definitions
and then you-it actually groups students randomly.
Um, but Quizlet Live what it does it's a competition but it's collaborative competition.
So students actually have to collaborative communicate with each other to figure out
who has the vocabulary term that's going with the definition on our screen.
Alright. So for the last part of our vocabulary since we have now practiced
together working on our words, I need you to go ahead and complete our reading here
by filling in the correct vocabulary term with the correct sentence.
Are we ready?
Okay. I'm going to give you guys about three minutes.
♪[timer beeping]
As far as the importance of which technology you are using, I really think
there are certain types of technology that fit what your objective is.
Um, so if my objective is I want them to learn academic language
then I might use a Quizlet Live. If my tech-if my objective is I want them to collaborate
digitally and learn how to communicate online, I might use a Google Slides or a Google
Docs where they're communicating with each other or reviewing each other's work.
So I really think the technology needs to fit the objective of the lesson.
So, on the next slide our database for our research. Meaning where we are actually
conduct our research is called a hyper doc. Does anybody know what a hyper doc is?
Awesome; you're going to learn today.
So a hyper doc is literally a Google Doc. Do we all know what a Google Doc is?
>>class: Yes.
>>Ms. Smith: Okay. And on that Google Doc, I've inserted different links to websites
and places that you are going to use to research. That link that's in the hyper-or
that is in the Google Doc makes it a hyper doc because it is a hyperlink,
means it takes you to a website when you click on it.
The hyper doc is a wonderful way to actually link in the resources that you think
are appropriate for the task. And for middle school kids um
the hyper doc really just focuses in where I want them to go because kids at this level
still have a hard time filtering out what are good sources, what are not good sources
so within the hyper doc you give them options, but they're the options that you've
already approved of. So it really-it focuses them and it keeps them on target of where
you want them to go.
Go to your Google Classroom and we're going to open up the assignment that says virtual
museum proposals. Which one?
>>class: Virtual museum proposals.
>>Ms. Smith. Excellent. Here it is. You have one minute. Please go ahead and Pac Man
once you have it open [timer beeps].
So I decided to use a Google Doc for the collaboration piece when they were actually
writing their exhibit proposals because it-it does allow them to see what the other
groups are doing and part of our process is class collaboration, this was a whole class
project. And so they understood that it wasn't just individual group projects. We have
to collaborate together and decide is this the product we want to put out.
And so the-the Google Doc is a great way for them to actually go back
and review each other's work.
>>student 1: So what do we want to write?
>>student 2: Um, what they did nice. Like what-what do-do you like about it?
>>student 1: Well I like the pictures, they really go with like what they're learning about.
>>student 2: How detailed it is? >>student 1: Yeah.
>>student 3: You could put that...
they should-instead of writing who or what, they should just write into like a
complete sentence instead of like little notes.
[keyboard typing]
>>Ms. Smith: So technology is really embedded as part of the class itself
not just something they do on the side or something to replace a handout.
Um, and the reason why I think, technology doesn't replace my teaching.
I'm still the teacher, but I'm designing a lesson for them that's going to take them
to the next level. It's not just learn this information and give it back to me.
It's let's create something, let's produce something to show how well you know this
and how well you can teach it back to me or you could teach other people in the world.
I don't go away because there's technology. Let's put it that way.
Um, but technology helps me bring it to another level.
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