After finding a note that said, Dear Johnny, This is boring. From Lucy, on the floor at the end of the school day, Mrs. Cappellini, a second grade teacher in Illinois, decided that she needed to do something to spice up her lessons. She talked to the other second grade teacher, Mrs. Gray, who suggested that she speak to Mr. Snyder, the library media specialist, who had just collaborated (KI1) with her on a social studies unit. “I’ll admit that I was skeptical at first when he approached me, but we planned and taught the unit together and he had such great ideas to keep the students involved in the lessons,” she said (P3). “The transformation that I have witnessed in my students is incredible!” After hearing this, Mrs. Cappellini decided that she would talk to Mr. Snyder the next morning.
Walking down to the library media center, Mrs. Cappellini hoped that Mr. Snyder would be able to help her and her students. When Mr. Snyder asked her how she was teaching, Mrs. Cappellini explained that she spent a lot of time using the student’s textbooks (KI2). “They are great sources of information and content, but the students are getting bored reading them day after day, since they all work at different paces. To be honest, so am I, but I can’t think of another way to get the important concepts across.”
After hearing her situation, Mr. Snyder suggested she try allowing the students to have input on the unit. “I know that the next unit that you have to teach is on communities. We can meet both the corresponding academic standards (P1) and the information literacy standards (P2) through our collaboration. Ask the students what they want to learn or what questions they have about communities. Once you determine their interests, come back and we can work on something together.”
During Social Studies, Mrs. Cappellini introduced the students to the new unit of communities. “This time, we are going to try something different. First, let’s find out what we already know about communities,” she said. To help organize the class’s information, Mrs. Cappellini decided to make a KWL chart (KI3). “Ok, so we know what a community is and who lives it in. What questions do you have about communities? What do you want to know?”
“I want to learn about schools in Hollywood,” said Lucy. “No, I want to find out what it is like to live in New York City,” replied James. Pretty soon, all of the students were shouting out ideas. This is excellent, thought Mrs. Cappellini. They are finally showing excitement about something. “These are great ideas,” said Mrs. Cappellini. “I will write them all down and we will revisit them tomorrow. Then we can decide which community we all would want to learn about as a class.”
Later in the day, Mrs. Cappellini went back to see Mr. Snyder. “Your suggestion was excellent! I have never seen my students this enthusiastic in a long time. We made a list of communities that we are interested in learning about. Tomorrow, we are going to decide as a class which one we want to learn about the most.”
“I am glad to hear that it worked out for you!” said Mr. Snyder. Knowing that he is a leader in the school’s use of technology (ALA, 1998), Mr. Snyder decides to share his suggestions. “Even though we don’t have our final community yet, I came up with a few ideas that will help integrate technology (KI4). Since this transformation was based off of a note that you found, what do you think of having electronic pen pals? I found a website, epals, and it enables the students to communicate with their peers around the world through email (P10). It will also be a great opportunity to teach them how to send emails as well as incorporate writing skills” (P9).
“That sounds like a wonderful idea! My students love using the computers; we just don’t always have an opportunity to use them,” replied Mrs. Cappellini.
The next day, the class narrowed down their choices to two: New York City and Juneau, Alaska. After a close vote of 12 to 10, New York City was chosen as the community to learn about. The students decided that they first wanted to learn the basics about New York City: weather, population and lifestyle. Mrs. Cappellini used the KWL chart to organize the ideas and questions that the students were brainstorming.
During recess, Mrs. Cappellini stopped by the library media center and shared the topic and questions with Mr. Snyder. “The children have selected New York City as the community that they would like to learn about. One of my neighbor’s just recently moved from New York City, so I am going to ask her to come in and allow the students to interview (KI5) her. I love the idea of email pals. However, I am not sure of the students’ skills. Would you be willing to teach a mini-lesson on how to write and send emails for the students?”
“The interview sounds like an excellent start,” said Mr. Snyder. “I would be more than happy to create a mini-lesson for the students (P4). I will also test out the epals website before I introduce it to the children so that I understand how it works and am able to simplify the directions for them. One of my recent orders was a non-fiction set of books that included New York City. They also come in books on tape and with videos, which would be great for Kate and Josh; I am sure that the other students will enjoy them as well (P7). There are also magazines with articles on NYC.” (P5) Knowing that they had plenty of great ideas, Mrs. Cappellini and Mr. Snyder decided to create a concept map (KI6) to compile all of their ideas and resources, so that they could draft out the community unit and determine their roles. They recognize the importance of discussing their own goals for the students and how they can effectively and successfully achieve both (Stripling & Hughes-Hassell, 2003).
After spending time planning, they decided that it would be more beneficial to invite Mrs. Blackmore, Mrs. Cappellini’s neighbor, into the classroom within the first few days of the unit. Mrs. Cappellini taught mini-lessons on questioning (KI7), so that the students would be able to ask questions that would provide them with the information that they are seeking, as well as interviews, so that the students are aware of what will occur. They also had the students keep journals (KI8) to take notes about what they are learning on NYC and to reflect (KI9) on their process.
The day after the students interviewed Mrs. Blackmore, they were given the opportunity to explore the non-fiction books, magazines and pre-selected websites about New York City that Mr. Snyder has provided (P6). This allowed the students to understand the various aspects of life in New York City. The following day, they selected the facet of New York City that interested them the most. If another student shared the same interest, then they were given the opportunity to collaborate on their project. Unlike other units, students were allowed to select the format of their final product. Some chose to write a small article, while others opted for a drawing or skit.
They then began to research their topics utilizing the resources provided, as well as others within the library media center. Some students had difficulty in their search; Mr. Snyder facilitated (KI10) their process by providing suggestions and guidance (P8). The students routinely took notes about the information that they have obtained as well as decisions and ideas regarding their final product in their journals. After the students spent a few days researching, Mr. Snyder and Mrs. Cappellini decided that it was appropriate to introduce the epals website. The students were now somewhat knowledgeable of their topic and would be able to create questions that could be answered by their e-pals.
Unsure of each student’s technological abilities, Mr. Snyder taught a mini-lesson on emailing in the library media center, while Mrs. Cappellini monitored the students and their progress. After the mini-lesson, Mr. Snyder was still apprehensive about the students’ abilities. Therefore, he decided to spend the next day practicing sending emails as well. The extra time was just what the students needed; all of them were able to draft and send emails by the end of the second day and both Mr. Snyder and Mrs. Cappellini were confident in their abilities.
The following day, Mr. Snyder and Mrs. Cappellini introduced the epals website. While Mrs. Cappellini explained the purpose and what the students would be doing, Mr. Snyder uploaded the tutorial that he had created which would show the students how to complete each step of the process. Fully aware that this would be a multi-day process, they spent the first day showing the students how to navigate around the epals website and having them practice on their own computers. Mrs. Cappellini monitored the students, while Mr. Snyder demonstrated to the class on his projector. Within a few days, the students were able to create and send their own emails to their e-pals. They asked their e-pals questions about New York City that would enhance their final products. By the next week, each student had heard back from their e-pal and sent another email in response.
After school, Mr. Snyder and Mrs. Cappellini discussed the students’ success in using epals. Each was thrilled to see the students motivated to work on their projects. They decided to continue the students’ communication with their e-pals throughout the year. Mr. Snyder told Mrs. Cappellini of the various possibilities for collaboration that were available through the epals website. Intimidated by the idea, Mrs. Cappellini explained that she would be eager to try it, if he would be willing to assist her. Recognizing the opportunity for a yearlong collaboration, Mr. Snyder gladly agreed and began to research the possibilities.
The students continued to search and work on their final products under both Mr. Snyder’s and Mrs. Cappellini’s guidance. Each week, Mrs. Cappellini sets time aside for the students to send an email to their e-pal. As the community unit came to a close, the students excitedly share their creative and colorful final products. Even though they may never be able to meet their e-pals in person, they knew that their new friends are only a click away. And as far as Mrs. Cappellini, she knew that Mr. Snyder’s impact on her classroom had been tremendous and that she would be taking that short walk to the library media center more frequently in the future.