Examples from the Field II

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Examples from the Field II by Mind Map: Examples from the Field II

1. Case Study 7: Life Science and Storybooks

1.1. This case focused on creating a connection between science and language arts. This allowed 7th graders to interact with 2nd graders and help each other learn.

1.2. Strengths: Integrated technology; cross-curricular learning; showed students how to work with the program first and showed what was expected

1.3. Weakness: Possibility of being limited in creativity

1.4. If I would decide to complete this, I would attempt to find a different application so that the students could be more creative in the story their creating.

2. Case Study 8: All-American Road Trip

2.1. This case focused on having 6th grade math students solve a "family" road trip problem.

2.2. Strengths: Cross-curricular learning; students were pushed past just doing simple problems

2.3. Weakness: Students would probably need to be strong in the math concepts being used; possibility of students relying on the tool to assist with some of the problems

2.4. If I would complete this, I would have the students move past just creating this project within the students home state, so that they have the opportunity to look at different states.

3. Case Study 9: Graphing Stories

3.1. This case focused on having students in the 9th grade, connect their everyday lives with math while using the technology that they work with everyday.

3.2. Strengths: predictions were made before students began working; connects real world with education

3.3. Weakness: possibility of misuse of technology

3.4. If I were to complete this idea, I would only have groups of two so that the work is equal. However, I think this idea is wonderful because it connects the real-world to the classroom.

4. Case Study 10: Civilization Creation

4.1. This case focused on having 9th grade students connect history and recreate historical location and events through Minecraft.

4.2. Strengths: allowed for creativity; blended technology with history; cross-curricular learning

4.3. Weakness: really long process; could not be beneficial for students that aren't interested in video games

4.4. If I were to implement this into my classroom, I would first make the project shorter and then require students to cite their sources that they use.

5. Case Study 11: E-Mentors

5.1. This case focused on having 11th grade students build relationships with the community and give insight on what they should do for their future.

5.2. Strengths: development of life skills; worked with professionals in city; bridge the real world with the classroom

5.3. Weakness: possibility to have an the wrong mentor with student; no face to face interaction

5.4. If I were to implement this idea into my classroom, I would use this same idea, but I would also have students meet with their mentors face-to-face and not just communicate electronically.

6. Case Study 12: Simulated Gaming

6.1. This case focused on having students communicate with friends and mentors through technology.

6.2. Strengths: creates a connection of the classroom to the real-world

6.3. Weakness: not geared for younger students

6.4. If I were to implement this I would attempt to find a way to use this in the younger levels and still have the success that was seen here.

7. Similarities

7.1. Usage of high-order thinking skills

7.2. Connects the real-world to the classroom

7.3. Align with Triple E Framework

7.4. Cross-Curricular learning

8. Differences

8.1. range of subjects discussed

8.2. Different tools used in each case