Vocabulary Scavenger Hunt

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Collaborative Learning | Adoption Level

Subject: Language Arts

Video Transcription

[Teacher voiceover]

These guys today are just doing a pre‐reading activity and some vocabulary exercises. So I created an AppleWorks document, typed out a list of instructions, saved that document on my computer. I connect to instant message and the kids connect to instant message. Everybody that has a computer will show up in the buddy list, and then I just physically drag the document from my desktop on top of their name and it send it to them wirelessly.

They get a message that pops up on their computer, “You have an incoming message, would you like to accept it?” They hit ‘ok’ the document then loads to their desktop so now instead of making photocopies, instead of needing to project it, which we also do, everybody’s got a copy on their computer that they can read from.

We’ve done this with actual stories, we do this with assignments all the time, we do this with just sharing information. These guys work together in groups so much.

Video Transcription
[Teacher voiceover]

These guys today are just doing a pre‐reading activity and some vocabulary exercises. So I created an AppleWorks document, typed out a list of instructions, saved that document on my computer. I connect to instant message and the kids connect to instant message. Everybody that has a computer will show up in the buddy list, and then I just physically drag the document from my desktop on top of their name and it send it to them wirelessly.

They get a message that pops up on their computer, “You have an incoming message, would you like to accept it?” They hit ‘ok’ the document then loads to their desktop so now instead of making photocopies, instead of needing to project it, which we also do, everybody’s got a copy on their computer that they can read from.

We’ve done this with actual stories, we do this with assignments all the time, we do this with just sharing information. These guys work together in groups so much.

Objectives

  • Students will use online reference to define vocabulary words
  • Students will digitally create a document which includes text and visuals arranged in a specific manner.
  • Students will attach meanings of vocabulary words through visuals as well as through context within written articles.
  • Students will digitally share information and documents.
  • Students will use the internet to locate articles involving their word.

Procedure

  • Distribute The Most Dangerous Game handout
  • The 5 steps involved are relatively self explanatory; once they get following document, you are out of the loop until they need to get you the final product.
  • Because it is the process and not the content that is important here, you could use vocabulary from any story; I chose Richard Connell’s The Most Dangerous Game.

Technology Present

  • Computers with internet access
  • Instant Messaging (IM)
  • Word processor

Grade Level: 6-8

Note: The TIM is about teaching, not technology. The placement of a lesson on the TIM is based entirely on the teaching practices demonstrated in the lesson and not on the specific technology employed. Effective pedagogy is our concern, not whether the tech involved is the latest, greatest, or most expensive. In fact, most of the sample videos were recorded some time ago as part of the original development of the Technology Integration Matrix. As you view these videos, focus on the teaching practices. When using the TIM-O to observe a lesson, remember that you can display the detailed indicators by clicking the tab on the right if you are completing a Matrix-based observation or are reviewing the TIM profile of a question-based lesson. The TIM Tools Admin Guide contains additional suggestions for observing a lesson and developing a TIM profile.

Video Reference Number: 1065

Active Learning
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