This marking period Mrs. Kelly Butterbaugh, high school English teacher, and Mrs. Robin Burns, high school library media teacher, worked with eleventh grade English students to take part in a Twitter chat for the Of Mice and Men unit. The project required students to reflect on the story and concept of the American dream after completing the novel.
The weather and frequent delays rearranged plans but students were excited to take part in the Twitter chat Friday, February 21st. Students used an interactive whiteboard and a shared Google document to answer the preliminary questions and to share ideas about Of Mice and Men and the concept of the American dream. The class did a great job keeping up with the stream of dialogue and was able to plug in their shared answers from the Google document.
The opportunity to engage with other students outside of the Salisbury community was really beneficial for everyone involved. One student commented on how much they enjoyed the activity and how it was “cool to see what other kids thought about the book our class read”.
The entire chat transcript has been archived on Storify and will be used with Mrs. Butterbaugh’s other two eleventh grade classes that meet on even days.
The results of the most recent survey (Fall 2013) have been posted to the Assessment/Evaluation page. On this page you can access all documents related to assessment/evaluation of the TL2014 initiative.
If you would like to access the PDF of the latest survey results, click below:
Having an epal and using the ePals program in my Language Arts class has opened me up to new experiences. By having an epal, I get a new perspective when it comes to school. For example, I realize that I am very lucky to have my MacBook, because the kids in France don’t have laptops. I also learn neat things about the kids in France. For instance, I learned that my class’ epals have two weeks off for every major holiday, but they have to complete a project every time they’re off.
One thing that my class’ epals did was send my class a Smilebox. I think that the Smilebox they sent us was a great use of technology. Also, the Smilebox helped us put faces to names and it was a creative way of doing just that. Since our epals sent us a Smilebox, we learned how to create our own presentation on Smilebox using the program. As a result, we got to help our epals put our names to our faces. Making our Smilebox was also a really fun way to introduce ourselves to our epals.
One thing that I have enjoyed the most so far was receiving a letter from my epal. When my epal sent a holiday letter to me through snail mail, it was really cool to see his handwriting and to observe how different it was from my own handwriting and vocabulary. Getting the letter from my epal was worth the wait, but I would rather receive a letter using technology. There are many benefits to using technology or a penpal kind of situation to make learning more fun. One of the benefits is that there are programs like ePals available. Another benefit is that letters go through much faster than they would by the postal system. To sum up my thoughts, I think having an epal is an awesome use of technology in my Language Arts class this year and has been very educational.
This marking period Mrs. Susan Wilson, high school science teacher, and Mrs. Robin Burns, high school library media teacher, worked with Honors Anatomy and Physiology students to create Google Sties for a pathogenic research project. The project required students to focus on one type of pathogen and then create a Google site to creatively showcase what they learned about their pathogen. The creation of student sites required students to research their pathogen and then decide on the style and design elements to share their information. All of the information and digital resources for students are located on the high school library FalconGuides.
Students were given the opportunity to create the style, layout, and how their informational site was set up to fully explore their pathogen. Student Google Sites were then transmitted as quick response, QR, codes that were displayed on the high school FalconGuides science page. The QR codes and student sites were shared in class for all students to view their classmates work and answer questions about each pathogen.
This story was submitted by Salisbury High School teacher Mrs. Kathleen McNally. Mrs. McNally is a teacher of English Language Learners.
In Block 3 our class is learning about the concept of a Global Village. What this means is that people on our earth are all interconnected and dependent on each other. Through technology, the world is becoming smaller.
We are very fortunate to have new friends from Armenia! A Peace Corps volunteer, Meghan McGinty, is teaching Armenian students English and we have been communicating with them! My class made a Keynote about Thanksgiving and we emailed it to the teacher to share with her class. Thanksgiving was a learning experience for both of our classes, because some of my ESL students just moved to America and haven’t celebrated Thanksgiving. Please check out our Thanksgiving Keynote! Before the holiday break, the teacher in Armenia visited our class as a guest speaker. The experience was amazing! She and her sister brought in Armenian food for us to sample, and the coffee was delicious. They presented a PowerPoint about the country of Armenia and taught us a native dance. Her students also wrapped some presents that represented Armenia.
My most powerful moment was when my students read their pen pal’s letters. There was pure joy on my students’ faces. Having this guest speaker was a day we will never forget! This Global Village unit has been an interesting journey so far… we hope to Skype our new friends in February. Until then, enjoy our pictures!