I discovered this site a while ago, and had only mentioned to our CLUE teachers as I thought this would be a great addition to one of their annual projects.  Today, during Wanda Woodruff’s podcasting session at Tech Camp, I thought about this great website again.

Meetmeatthecorner.org is a site for students to view virtual field trips and/or upload their own video virtual field trips.  The site states their purpose as this:

MEET ME AT THE CORNER, Virtual Field Trips for Kids, is a dynamic, interactive site, which encourages individual expression and participation through video submissions from children worldwide. Through these video pod casts we hope to create a community of children, who learn the art of self-expression and storytelling through video.

In the beginning, the video pod casts highlighted the people, events and history of New York City. As this site grows through children’s submissions, we hope to highlight the people and events of other towns, cities and nations. To date we have video podcasts from California, Colorado, North Carolina, Texas, and Maryland. We are always open to the people and events in your corner of the world.

There are so many possibilities here, as Memphis has so much interesting landmarks and history.  Consider using this as part of a project.  Notice, no one from Tennessee has participated yet.

Although we did not get as far into the project as I had hoped, we at least finished the basic foundation.  Students in grades 1-4 made line drawings in Tux Paint of their own, original monsters.  Since I don’t have a color printer for them to use, they printed and colored in the line drawings on their own.  Then, students used word processing software to type a description of their monsters.

The students really enjoyed making their monsters, and even more, getting a look at what everyone else had done.

I had hoped to do more, but school has ended.  Instead I will mention the further scope of the project as possible extentions:

Reading/writing: Students type a detailed set of directions for drawing the monster in Tux Paint.  Then, students exchange directions and try to recreate each other’s monsters.

Digital communication: Similar to above, students use some form of digital communication (voice, video or text chat) to give detailed directions while the other student follows them in Tux Paint, with the goal of recreating the monster.

Even more:  Guide the students in signing up for Moshi Monsters where students can apply knowledge of digital citizenship and etiquette as they navigate their adopted monsters in a well-monitored virtual world.

Our art teacher, Martha Berge collaborated with third grade teacher Debra Johnson recently for the exhibition.  The basic idea of the project was to take “garbage” and essentially recycle it into art.  This involved a lot of learning in both art and science, and part of the project also included writing poems about the art.

Students collected their own items from home and brought them to art class where they slowly took shape into animals.  Trash turned to treasure!  The projects were absolutely amazing.  A lot of time was put in by the kids to see parts of animals in the shapes of trash around the house.  Plus, the teachers planned and collaborated, making this a very memorable and successful project.

I will be collecting some footage from the students, interviews with teachers and students as well, and creating a short documentary about the project.  Hopefully, at some point in the summer, it will be ready for TeacherTube and I’ll let everyone know when it’s up.

If you’re looking for a lengthy but fantastic project to do, this would be a good bet.

Right about the time it was getting to the wire, it was pretty much groan city around school.  The kids had done all the work with the guidance of teachers, and then it was time to get everything on display (one week after TCAP testing, so the pressure was on).  I know I was at school until after 7PM the night before helping to finish hotgluing things to display walls and helping with last minute display problems.  Then, it’s over and big sigh of relief.

To any teacher, such a big to-do is always stressful.  We do projects all year long, but the more rigorous exhibition requires so much extra oomph on the teachers’ parts for setting up the displays after school and attaching all the right paperwork for the judges, making sure reflections match up with projects–it is very much a job that requires burning the midnight oil.  I know I have 30+ hours of extra work to do after school now cataloging the pictures of every student project in the school.

It is a big to-do when you think about it, especially when we do projects all year long, but two days out of the year the project is different.  For exhibition, the student work is judged by outside critics and students are given an opportunity to orally present information and reflective comments.  So, yes, it is a big to-do and of course we teachers sort of moan and groan, but you know…teachers just like to moan and groan, but we always get the job done and we are always secretly very happy to do it because we know it is important for the children.

It seems to me, that as we approached exhibition #2, there was a full on push of self-motivation from students to really do it up.  They were honestly excited because they knew this was a chance to show off their work to someone new.  Teachers, though completely exhausted before the exhibition even started, seemed very proud overall.  I look at it this way–teachers work hard all year doing such extraordinary lessons and projects, that now it is a way to showcase just a small sample.  One piece of work per child twice a year does not show much but it is something.

What is that something?  It is evidence that children can be assessed alternatively than a standardized test.  Let me tell you, there was NO sense of excitement or pride with anyone when it came to TCAP.  Students despise it, teachers freak out about it.  I know that when I was in the regular classroom, I couldn’t even walk around to monitor students testing.  I had to rely on my proctor to do it.  Why?  On the off chance I might check to make sure a student was on the right corresponding numbers or was on the right section of the answer sheet, I might see a wrong answer and sink into the depths of depression knowing I knew the child knew the answer.

With alternative assessment, like creating a product or a performance, the fear of “branding” by the stamp of a number from a standardized test is gone.  The horrible torture for ADHD kids to sit quiet and still and concentrate (haha) for 100 some odd minutes is gone.  What is present is an opportunity for kids to prove that they have a depth of knowledge on a topic or issue, rather than a shallow broad spectrum of facts that they may or may not be able to connect or retain.  Even students who struggle academically can tailor their curricular topics in such a way that they learn more because their project suits them (multiple intelligences, anyone?).

I’m not sure what Memphis City Schools is on to, here.  I’m hoping that Student Exhibition is really a foothold situation.  We’re in the beginning stages of proving that we don’t need no stinkin’ test.  Is it an idealogical hope that we might be building a case for a complete overhaul of the status quo, going to a new restructuring of student assessment that is 100% developmentally appropriate for ALL children and actually, you know, MAKES SENSE?

Recently featured on Edutopia was a school trying to do just that.  Of course, the Supreme Court ruled that the students still had to take “the test,” but not without protest marches from…wait for it…STUDENTS!

Watch the video here, from “Making a Case for Comprehensive Assessment.”

Project-oriented evaluations that include critiques by outside experts are among the innovations at New York City’s Urban Academy.

I’m very interested to see how the concept of the Student Exhibition in Memphis City Schools develops, because it seems to me that we are on a progressive track.  Maybe I’m trying to read too much into it, but there is still the hope that we will do something that is really, really the right direction for a better quality focus and education for our students.  In my humble, but decently-educated opinion, mind you.

Wow, super busy here, but I just wanted to update so you know that I haven’t forgotten about my blog!

Currently, kindergarten classes are working on autobiography projects involving Tux Paint and iMovie. I will import their artwork into iMovie and they will voice over explaining things about themselves (what they like to do, favorite thing about school, who’s in their family). This is on hold while we finish voice overs and editing for their inventor projects they worked on for the Student Exhibition next week.

First through fourth grade students are working on our Monster Project. They are designing monsters in Tux Paint. If things work out technically, they will then chat with a person somewhere else in the lab using a chat program (most likely Skype). The purpose of the chat will be for the students to describe their monsters to each other to see if they can draw by direction only. Monsters will then be compared and time-willing, each class will make a short documentary video about the project.

Fifth and sixth grade students are working on their Scratch projects. Oh boy! This is a doozie, but already I am seeing some very cool and creative games, animations, and stories getting in the works. Most are using online tutorials and remixing Scratch projects, though some are starting from…well…scratch!

I will also be doing school equipment inventory and documenting all the student projects for the Student Exhibition, so blog posts may be sparse between here and May. *wipes brow* Back to work!