Spiraling Collaborative Projects

Have you ever had your collaborative videoconference projects take on a life of their own? Recently several projects that I’ve been involved in have spiraled (out of control?) to create even more events for students. Here are a few examples:

  • 07-10-30monster.jpgMonster Match. Roxanne Glaser was kind enough to use us to fill a few “leftover” spots she had in her local project, Monster Match. On October 11, she needed 3 classes from me. By the end of the next day, I had 25 classes participating!!! As Roxanne, says, the project “blew up” in my service area! Most of my schools are connecting point-to-point, and many of them are connecting locally.
  • Extending Monster Match. In addition, I’ve heard from a few teachers that they are planning future connections with their partners from Monster Match. One building partnership has expanded to grade levels that weren’t participating in Monster Match.
  • Canada partnership. A few weeks ago, someone who had attended one of my VC presentations emailed wanting to do a collaborative project. I think they were originally thinking just one event. Little did they know! I forwarded the note to one of my enthusiastic building coordinators, and now they have nine connections planned!

It’s exciting to see hours of training and professional development pay off. It’s exciting to see teachers realize from a model project (such as Monster Match) all the other curriculum activities they could do with their partner class. And voila! Here they are creating simple curriculum learning experiences to benefit their kids. My new model of “letting go” and training my buildings to be independent is resulting in ever more increasing use of curriculum videoconferencing.

0 replies on “Spiraling Collaborative Projects”

  1. […] time/date and either one grade level above or below. I ended up with about 3 or so leftovers and Janine offered to find three classes for me. Finally, we matched all the classes. Two teachers dropped out leaving two more leftovers, but I […]

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