How do you make sure videoconferencing really meets the curriculum? Do your teachers use VC “just for the fun of it?” or do you have some strategies to make sure videoconferences meet curriculum goals?
Here are a few of the ways we help our teachers do curriculum-based videoconferencing.
- Provide resources that connect videoconferences to the curriculum, i.e. our database with Michigan Curriculum correlations, grade level guides, and designed projects.
- Funding requires connection to curriculum. Our mini-grant forms require that teachers describe how the program fits their curriculum, and how they plan to prepare their students.
In addition, teachers often modify official “matching” projects like Monster Match and Read Around the Planet to meet their curriculum. This fall, a 7th grade art teacher participated in Monster Match with an art twist. The project was originally designed for K-2 classes, but the art teachers realized the value of the project for art instruction. In another match, one of our 5th teachers put a strong math twist on the project. The students had just finished MEAP testing, and every direction for their monster was given with math references. Finally, last year one of our 5th grade classes was matched with a UK school for Read Around the Planet. They were studying the revolutionary war, so they presented about that to the UK school. What an interesting discussion that was!
If teachers know their curriculum well, and have someone to help them tweak programs and projects for their curriculum, it’s very likely that the programs will meet curriculum goals and be a success.
Do you agree? What strategies do you use to ensure “curriculum videoconferencing?”