Bringing down the Wall

1. Bringing down the Wall Project-oriented learning through the Internet

2. Where were we in 1990? We had an old curriculum (we even had rewrites and cloze). Literature? It was there, somewhere. Some schools had computers. Some teachers and students even had a computer at home. No one had the Internet (except for a few universities). And we had textbooks ….

3. Textbooks

4. Textbooks can be seen as building blocks.

5. Building a learning environment Even building a modular learning environment

6. A place where you feel safe and comfortable. But not too comfortable. And be aware of the closed-door syndrome.

7. Or maybe you’re still left with only a wall. A wall which keeps people in. And a wall which keeps other people out.

8. Being a teacher, looking at the wall may make you wonder …

9. And sometimes it is even more painful than that. When you keep running into the wall.

11. Looking for a break in the wall. But first a little ancient history.

12. And then things began to change. 1983 – The Apple IIE

13. Computers have walls, too!

14. 1991 The first break in the wall.

15. The First Step Keshev Israeli kids talking to each other. Bridging the social gap.

16. Keshev Project We used the Isranet. A national network (mainly used by the business community at the time). This was not connected to the Internet. Participating schools were split up into groups of three. Schools were matched with other schools from a different sociocultural framework. Students from each pod of three schools exchanged letters throughout the school year. At the end of the school year, all of the participating classes got onto school buses and met at a special gathering – face to face.

17. But, I wanted more! I could sense that we were on the edge of some new gigantic development. The computer screen no longer led to a dead-end. And I could sense that it could lead to much more than what we were already seeing.

18. The KIDLINK Celebration Kids from over 80 countries talking together in real time over a 3 day period, 24 hours a day.

19. KIDCLUB Weekly discussions on selected topics, totally run by kids.

20. KIDLINK’s Purpose To get as many children as possible involved in a global dialogue. The KIDLINK Society (1990 - ) Non-profit, non-governmental organization of volunteers, registered in Norway. Run by parents, teachers, and children. The Means: chat (kidclub), projects (kidproj, kidforum) , online art competition ... Problem #1:the age issue

21. Why Projects? If already using the Internet in the classroom, why projects? Why not simply have the students correspond by email or communicate through chat? We were looking for something more structured, with clear goals - something that we could use in our curriculum as a partial alternative to existing materials. We were attempting to create authentic learning environments through a comprehensive use of the Internet tools available.

22. The KIDPROJ Team • The international KIDPROJ Team was responsible for putting together a list of projects for the coming school year. • Sometimes the team initiated these projects. • Sometimes suggestions for projects came from teachers, parents and students from different parts of the world. • The team made sure there were two moderators for each project and that the list of projects was posted early enough to give teachers time to plan for the next school year. • We met once a week – online – for an international “staff meeting” to discuss these issues.

23. Early Projects The search for an authentic learning environment

24. The Family History Project Areas Covered History Geography and Map Skills Language Arts Math - working with unfamiliar dates, calculating ages Science - lifestyle improvements due to inventions

25. The Family History Project Goals To bring history alive for students by assisting them in learning how their family participated in 'real' history To learn how previous generations actually lived, values they had, customs they practiced, etc. To promote creative writing skills To develop research and notetaking skills by 'digging' around in the family tree To learn about other cultures by sharing with each other To increase computer skills by using word processors, perhaps drawing or graphics programs, email, listservs, and the WWW  To learn more about community resources in individual geographical areas 

26. Moderation For each KIDLINK project, there are usually two moderators, from two different countries. This is in the attempt to ensure the smooth running of the project, as well providing a more comprehensive international outlook. The Moderators for this project: Diane SmithHomeschool Mom Seattle, WA Brainchild of: Chana BesserSafed, Israel 

27. Research Volunteers Many adult volunteers offered the students their help in creating their Family History. Links are provided to web pages of the volunteers that have web pages.The web pages contain surname databases, suggestions, articles,  and links to other genealogy resources. Students may email  these volunters asking questions on the KIDROOTS list.

28. The Participants Leeanne Szydzik - AustraliaRodrigo Barberá - BrazilTerry Beer - CanadaTerran Kromm - CanadaBonnie Rechter - IsraelChana Besser - IsraelDiane Chiang - MalaysiaJulijana Juricic - SloveniaSheila Gaquin - USAKaren Worley - USAAnne Carlson - USAMichael Cypers - USARoxanne Navratil - USAMichelle Gowan - USALinda Egge - USAGinny Reeves - USA Barbara Spencer - USAMichael Meharg – USAAdelia Whitmon – USAMaria DeRado – USAJessica Brant – USAMercedes Sudler – USARichard Polgar - USAThomas Slawson – USALaurie Williams – USAJanice Ellis – USAMaddy Ross – USABarbara Hunter – USALowell S.R.Litten – USADiane Smith – USASean Patton – USAMarta Sherwood - USA

29. The Method Students, teachers, and volunteers write letters of introduction. Each class joins the KIDROOTS mailing list Students create a family database (instructions are given as to how to collect this information and organize it). Writing topics (based on this family database) Create a family book.

30. Desert & Desertification Project The one school modem.

31. Problem #2: No. of Participants 1. Alenka Makuc SLOVENIA 2. Ken Henson AZ, USA 3. Kevin Zerzan AK, USA 4. Kira S. King IN, USA 5. Laura Thorpe AK, USA 6. Laurie Williams TX, USA 7. Lisa Falk NM, USA 8. Lorenzo Moralez TX, USA 9. Maureen Finder AZ, USA 10. Maryann Holmquist AK, USA 11. Meyira Yadgar ISRAEL 12. Michael McVey AZ, USA 13. Michelle Thompson NM, USA 14. Mike Burleigh ENGLAND 15. Mike Davis AK, USA 16. Patricia Deloney TX, USA 17. Patti Weeg MD, USA 18. Raisa Galyas BC, CANADA 19. Sonia Schechtman BRAZIL 20. Sergio Ramirez COSTA RICA 21. Susan Bonnett MD, USA 22. Ted a Barone CA, USA 23. Tim Buckley AK,USA 24. William H. Reid WA, USA 25. Bea Amaya TX, USA 26. Berrien W. Smith SC, USA 27. Brenda Moxley AL, USA 28. Carol Robitschek FL, USA 29. Chris Russel AUSTRALIA 30. Claudia Estrada GUATEMALA 31. Curtis Dutiel AZ, USA 32. David Brooks JAPAN 33. Debbie Hartwig CA, USA 34. Dolores Choat OK, USA 35. Don Bass TX, USA 36. Don Jacobs CA, USA 37. Elaine Winters CA, USA 38. Francois Jarraud FRANCE 39. Gabriela Sal ARGENTINA 40. Hannah Sivan ISRAEL 41. James Scott Key NM, USA 42. Jamie Wilkerson SC, USA 43. Jason Fantz AK, USA 44. John Pilgrim USA 45. Judy Doctoroff MAN,CAN 46. Julia Weinberg NV, USA 47. Karen Carlson CA, USA 48. Kathy Gustafon MN, USA

32. The Method • letters of introduction • online interviews of experts • different classes working together on specific projects Problem:Too many participants. Hard at times to keep track of who was doing what. Solution:Future projects were limited to 10 participants each.

33. Second year of Desert & Desertification Project Received $25,000 in support from the Jewish Agency With this money, created our first computer network, with web and mail server, connected to the Internet through frame-relay. Steering group of project was expanded (in Israel) to involve English, Environmental Science and geography teacher from high school, and three researchers from Ben Gurion University. The project was limited to 6 other schools from around the world. The project was modular in nature.

34. Early EFL related Projects • The Global Novel • The Day in the Life • A Day in the Life of the News

35. The Global Novel (Intel) 10 schools participated in the project from different parts of the world. Most of the schools were from countries where English was not the native language, although there was a school from Australia and one from the United States. Students decided on the type of book they wanted to write together. Each class writes one chapter in the book. The class writes the first draft and sends it to the other classes; they read it and offer edits; the class then writes final version of chapter. This process for each chapter takes about one month.

36. A modern day version of the Global Novel for native-English speaking students For schools in Great Britain (England, Scotland, Wales) Divided into “novel groups” – according to grade level (classes came from elementary, junior high and high schools). Sponsored by the Learning Division of the Guardian Newspaper (London), but run by me from Israel.

37. A Day in the Life One of the earliest ideas for an Internet project, which has gone through many variations as technology has advanced and offered more options. The basic idea is for a student to pair off with a student in another part of the world. They research and write a report about a typical day in the life of each other. The first version of this project was simply an exchange of emails between the two students, asking each other about what they did each day. Later versions included researching through web searches, using online forms, etc.

38. A Day in the Life of the News On a specific day in the year, students from around the world will post the headlines and a brief summary of the major news in their area. Originally a joint KIDLINK and SNUNIT (Hebrew University) project. Includes a number of stages. First the students learn about the different parts of the newspaper, etc. After the postings, they compare the way the news is handled (what are the most important items in different parts of the world).

39. A short description of other KIDLINK Projects • Antarctic Adventure – a dialogue between classes and David Hess, who was working in Antarctica. • Hooked on Books – encourage children to identify what makes a book appeal to them and be able to share this enthusiasm with members of their own classes and students worldwide, encouraging others to extend their reading and experiment with new authors and genres. • Zoopolis - students from India, Pakistan, Russia, and other countries share their perspective of different animals and birds through pictures (drawing and photographs) and textual communication. • Cheer up Granny and Grandpa! - classes invite their grandparents or any older person, to bring something to the school from their childhood to share with them, such as an old photograph, a game they used to play, a song, their favorite tale or story – and the classes then share reports of this activity with each other. • The S.S. Central America Shipwreck to Remember Project - activities developed to stimulate research in all areas of the curriculum, based on the history of the sinking of the ship, the findings of the Columbus-America Discovery Group, and related literary and scientific topics.

40. And a list of others • Math around us • Hooked on Books • Benni the Bear’s Travels • Hunt for famous explorers • I love music • Inventions • Kidlympics • The Landmark game • Money around the world • My hero and me • Yesterday and today’s game

41. Where is English in all of this? The early pioneers in project-oriented learning believed in bringing down many walls: Walls which prevented students from communicating with other students outside of the classroom. Walls which created stereotypes about people from other cultures. Walls which dictated that we can only learn one specific subject at a time in a designated time and place for that subject. Walls which prevented teachers from different disciplines from working together. Walls which prevented teachers from creating parts of their own curriculum.

42. As such, English came to be perceived, both by EFL/ESL and teachers of native-English language speakers – as a working language and tool. Instead of creating projects to fulfill specific EFL goals – we helped create projects that provided a relevant, interesting and authentic learning environment, and then channeled much of our activity in these projects to also meet these EFL goals. This is quite different to the traditional textbook approach, in which first the EFL goal is identified, and then a unit is written specifically towards the acquisition of this goal.

43. This leads us to more ambitious projects, and the role of the English teacher in these projects.

44. The 21st Century Schoolhouse 1. USA 2. Brazil 3. Argentina 4. Botswana 5. Uganda 6. Israel 7. Ramallah 8. India 9. Kyrgyzstan 10. Australia 11. Japan 12. China

45. Mission and Goals Develop thematic interactive curricula based on subject integration, contextual learning, global collaboration and the application of technology. Develop local action, community education and global collaboration projects and activities based on selected themes. Apply The 21st Century Schoolhouse framework to school-wide improvement plans. Provide training sessions to educational institutions worldwide on the application of The 21st Century Schoolhouse framework. Serve as a central organizational body that provides guidance, in-kind support and general curriculum materials to all schools participating in The 21st Century Schoolhouse.

46. Bi-annual International Youth Summit The biennial summit is a week-long conference that personalizes the global collaboration of participating 21st Century International Schoolhouse high schools. Student representatives from each of the schools meet face-to-face to form a multinational legislative body. They research, debate, and craft solutions to selected issues based on a common theme chosen by the schools.

47. And now for something completely different.

48. The New Curriculum Goals The goal of this new curriculum is to set standards for four domains of English language learning: social interaction, access to information, presentation and appreciation of literature and culture, and language. According to this curriculum, by the end of twelfth grade, pupils should be able to: interact effectively in a variety of situations obtain and make use of information from a variety of sources and media present information in an organized manner appreciate literature and other cultures and the nature of language

49. Where do we go from here? Project-oriented learning in the future (and the role of the English teacher in the year 20??)