For this lesson, the students go on a virtual field trip to the San Diego Zoo and create an informational book about an animal they chose to research. The original lesson was very similar except that all the work was done on paper and did not involve using Google tools. The original lesson had the students visiting the symbaloo and finding the link to the San Diego Zoo. The students took notes on physical graphic organizers of their choice. The students created a class book but it was all constructed on paper.
After rethinking this lesson since I have added more tools to my tech toolbox, I have revised the lesson and added more digital components. The students now have templates and links shared with them in Google Classroom. They are able to take notes digitally or on paper using a variety of graphic organizers (UDL-differentiation/student choice). The students can work alone or in a small group. They know how to share slides so that they can work collaboratively. The students can now add pages to their slideshow to demonstrate their learning. They can add images, text boxes, voice, video, links, etc.
As far as the content and expectations for the lessons, they are very similar. However, the new lesson is more engaging, accessible, allows more room for creativity, and provides supports for the students being that they can add links, work together, and work on their projects at any time and in anyplace. I have added UDL concepts and principles to the lesson and made sure the digital tools are worth the students time.
I used the 3E’s to evaluate the digital tools and have included my evaluation here. Google Slides scored a 16 and Google Classroom a 17. Both are great tools to use that are engaging and safe. There was an exceptional connection between learning tools and the goals/outcomes.
Both lessons have strengths and weaknesses. If the internet goes out or students do not have access to a device, we are at a standstill since both lessons require access to the San Diego Zoo website. However, the second lesson is definitely a better lesson. The students can choose to use the digital graphic organizers and slideshow templates of the paper. They can use a variety as well. The revised lesson allows room for students choice, offers more UDL strategies, the sites can be translated (translanguaging) to make it accessible for ENL students. I am trying to think of ways to revise this lesson that allows my students to use Scratch as a platform for sharing their lesson. The digital tools I have already added pass the 3E’s criteria with flying colors. They are engaging, enhance and extend the lesson.
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