Grade 1 students have been inquiring into a unit with the central idea: "Effective communication systems allow people to communicate locally and globally".
As such, to increase understanding of vocabulary terms such as communicate, sign language, Skype, video conferencing, telephones, effective, and ineffective, students have practiced communicating in different ways using different equipment and applications.
They were thus primed to learn the meaning of the word system which describes a way of doing something, a process, and various components.
Homeroom teachers and EAL teachers felt that the concept of systems could be best understood as visual diagrams. We thought, however, that students were not ready to simply draw these diagrams themselves. After discussion, teachers thought that the best way to help students think about and show their understanding communication systems might be to scaffold the concept using images that students could rearrange and physically connect. Students could then use these physical models to help them draw and label diagrams.
We then hunted for descriptive visual images using icons from the Noun Project, a unique new initiative of the sharing culture. We looked for images that students might seize upon as being a component of a communication system, such as computers, mobile phones, and envelopes. We also looked for images that might help students express more subtle understandings, like cell towers, satellites, wires, wifi, eyes, ears, and speech bubbles.
We then ran an introductory lesson where we discussed with students how when we write we use a system that students are very familiar with. As students discussed this process with their homeroom teacher, the EAL teacher (me) modelled how to draw and connect images and arrows to show the system and how different components connected together in that system.
Next we gave students the option of working with a partner, group, or individually with the various icons and pieces of wire to be used as connecting elements.
Students came up with unique combinations of icons and connectors which we then used as discussion points with them to gauge their understandings of both what a system was and how a particular communication system worked. We questioned students as to what each component was, why they thought it was important, why they put icons in certain orders, and suggested ways perhaps that students might think deeper about systems.
Later, when students completed their summative assessments, as part of which they had to draw images showing how a communication system of their choice worked, they were allowed to use these icons and wires to "construct" their understandings first!
The grade 1 teachers and EAL teachers felt that this lesson was helpful because it provided students with a hands-on-minds-on physical manipulative and visual cues to enhance comprehension. Students also seemed to love the task.
As such, to increase understanding of vocabulary terms such as communicate, sign language, Skype, video conferencing, telephones, effective, and ineffective, students have practiced communicating in different ways using different equipment and applications.
They were thus primed to learn the meaning of the word system which describes a way of doing something, a process, and various components.
Homeroom teachers and EAL teachers felt that the concept of systems could be best understood as visual diagrams. We thought, however, that students were not ready to simply draw these diagrams themselves. After discussion, teachers thought that the best way to help students think about and show their understanding communication systems might be to scaffold the concept using images that students could rearrange and physically connect. Students could then use these physical models to help them draw and label diagrams.
We then hunted for descriptive visual images using icons from the Noun Project, a unique new initiative of the sharing culture. We looked for images that students might seize upon as being a component of a communication system, such as computers, mobile phones, and envelopes. We also looked for images that might help students express more subtle understandings, like cell towers, satellites, wires, wifi, eyes, ears, and speech bubbles.
We then ran an introductory lesson where we discussed with students how when we write we use a system that students are very familiar with. As students discussed this process with their homeroom teacher, the EAL teacher (me) modelled how to draw and connect images and arrows to show the system and how different components connected together in that system.
Next we gave students the option of working with a partner, group, or individually with the various icons and pieces of wire to be used as connecting elements.
Students came up with unique combinations of icons and connectors which we then used as discussion points with them to gauge their understandings of both what a system was and how a particular communication system worked. We questioned students as to what each component was, why they thought it was important, why they put icons in certain orders, and suggested ways perhaps that students might think deeper about systems.
Later, when students completed their summative assessments, as part of which they had to draw images showing how a communication system of their choice worked, they were allowed to use these icons and wires to "construct" their understandings first!
The grade 1 teachers and EAL teachers felt that this lesson was helpful because it provided students with a hands-on-minds-on physical manipulative and visual cues to enhance comprehension. Students also seemed to love the task.
No comments:
Post a Comment
Please leave a comment!