The purpose of this workshop is threefold:
1. To examine the process of creating a
cross-curricular unit in Cycle I by incorporating various
instructional strategies (i.e. cooperative learning and
2. To examine the different classroom management
techniques, as well as the teacher's role, required when
integrating ICT into a classroom where there are only a
3. To adapt this workshop to a classroom setting.
- Teachers are given their Resource
- Form teams of four. This will be the
up activity (10 min):
- Teachers exchange their names, schools,
teaching assignment and discuss their experience
- A Team
Name is selected.
Wallet Activity (10
Teachers select 4 items from their wallet that
1. Symbolic of them
4. Something that has been computer generated (How many
items?) Discussion on the significance of the findings.
- Have a debriefing after this exercise to discuss what
the purpose of such an activity is and how it can be
adapted to the classroom
The purpose of this activity is to form a bond among
team members. The idea behind choosing something that is
computer generated is to make the link that in the 21st
century technology is a part of everyday life. As such,
we cannot deny our students access to ICT if we are to
teach them to be competent lifelong learners.
- The theme chosen for this workshop is
have already been provided).
- A memo should be sent out to the teachers
beforehand, asking them to bring anything
pertaining to Nutrition to the workshop,
including 3D items.
- Each team is assigned a domain and an
exit profile competency
- Each team explores one domain and creates a
slideshow based on the theme of Nutrition within
their domain (either using Claris-
Works/AppleWorks or Power Point).
- The slideshow can be created from the point
of view of the students or teacher.
- Each group gets a different Exit Profile
- Each group will be asked to make links to
their Exit Profile competencies upon
presentation of the slideshow
Split the Base Team up into Expert groups - JigSaw Structure
- Base Team members separate to join their expert
groups to learn the technology represented by the icon on
the label of their resource
- Teachers practice their assigned technology and
discuss strategies for teaching the technology to their
for the JigSaw structure:
- How is this structure effective in
learning four technologies in a short period
- How might you adapt/and or/ apply it with
In a classroom situation where only a few computers
may be present, managing and monitoring activity may be
very difficult. The JigSaw structure, where students
develop an expertise in a technology, can greatly
facilitate the management when students return to their
Base Teams. Students are encouraged to, "Ask three
(students) before me (the teacher)," meaning that they
can rely on each other. The 'expert' in the team is
expected to share his/her expertise with the rest of
his/her team so that eventually all team members have
acquired all of the technologies.
- Each team member in the Base Team is
assigned a Role.
- These roles should be exchanged from time to
time to ensure that all of the team members
skills associated with each role. (See the
- The Time Keeper
- The Checker
- The Tech Expert
- The Encourager
- The Base Team brainstorms on the
content of the slideshow based on the
domain that they are assigned.
- One person in the group acts as the
- Using the storyboard
template, the Recorder acts as a scribe on
the group's behalf, to record ideas presented
and agreed upon.
- The storyboard should reflect what will go
into each AppleWorks or Power Point slide.
- The storyboard is then used as a reference
point in the gathering of the data for the
creation of the slideshow.
Presentation of the
cross-curricular slideshows (5 min/group):
- Each group presents their slideshow making reference
to the ICT
- After the presentation, teachers look at the
(NOTE: Select 'landscape' in the Page Setup before
printing). This sheet is already adapted for use in the
Cycle I classroom.
Links to Cooperative learning sites: