Schools around the World


By Madison Hughes and Bridget Ponzetti

Our lesson is based on the article, “How classrooms look around the world-in 15 amazing photographs,” by Valerie Strauss. Our goal for this lesson is for students to be exposed to different classrooms and cultures around the world. The classroom settings range from Russia to Brazil, and the students range from primary school to secondary school. One classroom in Pakistan is very minimalist, and illustrates how through a lack of resources, but a great deal of imagination, the outdoors can become a classroom. In contrast, one classroom in Morocco exhibits their creativity through paintings on the walls. The students will be able to compare and contrast their own personal experience in school with the students in the photographs. Students will become open-minded and globally curious. Students, through reflection, will gain an appreciation for the resources that they have.

Our Little Friend- The Brookesia Chameleon

Our google slide project would be used as a science project about the rainforest and its animals, specifically a unit based on ecosystems and the food chain. We would begin our lesson by going through the google slides presentation with our students to demonstrate what we are looking for in the presentation, pausing occasionally throughout to participate in a discussion. We would directly hyperlink in our presentation to take our students directly to comment on the video or photo about what they see or think is important to notice. We may also use the Q & A or comment feature in google slides as part of this discussion as well so students can see many different ways to have class interaction within the presentation. Students will be active participants in the presentation constantly commenting their ideas about the chameleon and what they are learning which also allows the teacher to check in assuring that students are both following along and are understanding the knowledge being presented to them. Once we finish the presentation the students will break into groups of 4-5 and become animal researchers picking an animal from the rainforest in Madagascar to learn about and present on. Students will collaborate together to create their own google slides presentation on their animal. The hope would be that this would be an activity incorporating technology into the classroom in a fun and collaborative way that incorporates a lesson students are excited to do.

Screencasting example Bri Ponzetti


My screencast was an example of sending a homework assignment home with kids and this video explanation would be sent out to parents along with a link to the video students are expected to watch to complete the activity. This specific activity would include watching a short news segment video and then completing a graphic organizer that differentiates what students heard in the video that they think was fact and what they heard that they thought was an opinion. The goal would be that we would then have a discussion the next day about the difference between fact and opinion, and we would eventually be using this graphic organizer to write an opinion writing piece. I think screencasting to create little videos like this can be a great tool for students to use to keep parents up to date with what their students are learning in class and also what we are expecting them to complete for homework. Using screencasting allows parents a visual connection of exactly what the teacher is looking for and the level of detail they are looking for.  Another reason I think screencasting can be a useful tool is it allows students to go back and review what they are expected to do in this case or you could use it to give them an example to look too if they are unsure of what to do.

Community Lesson

Community is key to a school and classroom. My lesson is centered around getting the students to talk about what community means to them and what they think our classroom community should look like. Since we are born, we are in a community with our family, our neighborhood, our culture all form part of the community we grow up in. When we enter school we are expected to form another community, a school and a classroom community. I want to take what my students value about community along with what the school values and create a strong classroom community where students feel excited to be part of the community.

Guided questions:

1.  What do you think is important to consider in creating community?

2. Why do you think it is important to create a classroom/school community?

3. What do you think community in the classroom looks like?

This slideshow requires JavaScript.

Family by Kat Grigg

Community by Ron Mader

School parade by Joe Piette

Tech Savvy Teachers need too…

The meme I created was centered around the idea that tech savvy teachers need to be adjustable and be able to meet the students where they are at in terms of technology. In my opinion if we are to use technology to the fullest potential in our classroom we have to be aware of where our students are at, as each student has a different level of technological understanding. Part of being adaptable means knowing where you are starting in relation to using technology in your classroom. Some of our students will have grown up using technology since they were 2 and some have no access to technology except maybe in the classroom if they are lucky. By taking this into account, we can create activities using technology that allow all students to engage in the activity. I also think this leads into the most important trait of a tech savvy teachers which is being adaptable. I think it is most important to be adaptable because we have people relying on us so we need to be able to think on our feet and have a back up plan incase technology doesn’t work or something goes wrong in our plan. Another interesting aspect I wanted to come across in my meme is how much technology has changed over time and yet we as tech savvy teachers always find a way to keep up with current technology and help teach our students how to use technology as well.