Global+Monster+Project

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= NETS-T Standards for Global Monster Project =

** 1. Facilitate and Inspire Student Learning and Creativity **
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers... .....a. promote, support, and model creative and innovative thinking and inventiveness .....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources .....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes .....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

** 2. Design and Develop Digital-Age Learning Experiences and Assessments **
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers... .....a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity .....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress .....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources .....d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers... .....a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations .....b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation .....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats .....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

** 4. Promote and Model Digital Citizenship and Responsibility **
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers... .....a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources .....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources .....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information .....d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

** 5. Engage in Professional Growth and Leadership **
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers... .....a. participate in local and global learning communities to explore creative applications of technology to improve student learning .....b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others .....d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

= Global Monster Project (Reflection) = The lesson I chose was listed as kindergarten level, but actual applications could apply even to upper elementary. I am pretty impressed with the creativity involved with the "Global Monster Project". When I started analyzing its components I was almost shocked at the number of skills addressed. On the "Range of Use" chart for this project, I place it in a solid "D".

- ** Axis "Instructional Approach" ** - According to the Online Reader Ch 4 on Constructivism, constructivism anchors new knowledge with previous knowledge while learners interact with that knowledge, their learning environment, and other learners. Monsters are a normal interest for most kids. They are a reality in their world of fears, but this project adds a fun twist to it. Their pre-existing knowledge would come from their own fears as well as what they read in books and see on television. Their new knowledge would probably come from what others offer to the project about their own monster experiences. There are several collaborative components to the project, including wiki use, email correspondence, and team work on the physical project. There is a research component early in the timeline which involves reading Mercer Mayer or other authors, and watching some kid-friendly movies.

- ** Axis "Authenticity" ** - The realities for children would be dealing with their own monsters in a friendly and non-threatening way. They are talking about them, creating with them, turning them into something they can be proud of rather than afraid of. They begin the project by contributing a body part description to be used by everyone involved. They work together to actually build a creature based on those descriptions, they need to document their efforts in writing and pictures, they have a timeline to adhere to for accountability, and they are using technology which (with guidance) is age appropriate and usable throughout their education. One of the first submissions is a 12 word description of a body part using adjectives only. They are to share their ideas with the community which is also supposed to involve learning about cultural diversity. Connecting monsters with people can be a fun way to show differences between people.

- ** Axis "Level of Challenge" ** - Any collaborative effort involves problem solving skills. In this case the students not only need to work with others but they also need to figure out "how do I make these parts fit together?" Brainstorming is used to develop their initial description. Creativity is expressed through the physical project building as well as through writing exercises. The 4th component (of 5) requires a literary tie in. They need to create a story, tall tale, poem, recipes, or any other written expression about their monster.

I really was unable to find a way to improve upon this project. My first thought was that it was missing the research end of it, but when I went back through I saw it is in fact included in the 2nd step of their timeline. They address a ton of skills: previous knowledge, creativity, literature, research, compare and contrast, timelines and time management, creative expression, problem-solving, collaboration, technology (email, wikis, uploading files, pictures), fine arts. The even address several of the learning styles: kinesthetic, auditory, visual, tactile. Evaluations are provided using feedback from online collaborators, but it can also be localized. In retrospect, one addition I would make to this project would be positive feedback from classmates. I've always liked the idea of using self and peer evaluations regarding the project itself, team work, and individual reflections.

Our school district is only recently allowing us to use wikis at the elementary level. Collaboration is still a sticky topic. The high school has made more progress in this respect...but we're getting there! I am hopeful that we will be able to draw from projects like this to help us move into the 21st century!