Scavenger Hunt Worksheet

Introduction: Teachers carefully plan their curriculum to help students meet academic standards, but often struggle with the creation of authentic, engaging tasks that can make powerful and appropriate use of technology. As a coach, you must be prepared to answer the question, “What are the essential elements of a learning activity?” In this lesson you will prepare to answer that question by reviewing current research and looking at classroom examples of promising practices.

Directions: Record your answers below.

Section A:  Classroom Example

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(10 minutes)

Working independently, review the following questions relating to the video clip you are about to see. You may want to check your responses as you watch. The facilitator will project the video onto the large screen.

1.    What evidence did you observe that students were engaged in substantive learning?

Learners:

    Are active (doing, making, moving)        Are willing to edit/revise work

    Take pride in their work        Perceive value/meaning in the work

    Have some choice or control over the activity           Are producing work someone else will use (high-stakes feedback)

    Understand what they are striving to learn        Know how their learning will be assessed

    Receive frequent feedback and support        Demonstrate attention to detail and depth of learning

What kinds of learning activities did you observe?

    Listening, interviewing, questioning        Explaining, presenting, narrating

    Reading, researching        Creating, designing, making

    Representing information graphically        Constructing, deconstructing

    Representing ideas visually        Role playing

    Using trial and error        Comparing, contrasting

    Investigating, discovering        Experimenting

    Reflecting        Revising, advising

What higher-order thinking skills did you observe in the learners?

    Solving problems        Making decisions

    Planning a course of action        Troubleshooting, improving

    Analyzing        Synthesizing

    Justifying, supporting, arguing        Making connections

    Thinking creatively        Thinking logically

What technology did you observe?

    Internet        Presentation software

    Spreadsheet        Word-processing software

    Drawing/graphics software        E-mail

    Content-specific software        Communication via satellite

How did technology enhance learning?

    Enabled exploration of concepts and construction of knowledge        Assisted in development of higher order thinking, inquiry, and problem-solving skills

    Contributed to motivation and engagement        Improved collaboration and communication

    Provided access to richer resources for learning        Enhanced capability to organize and display information

Section B:  Review Research (20 minutes)

Working independently, go to each Web site, read the section indicated, and answer the questions.

1.    Go to How People Learn: Brain, Mind, Experience, and School, an online book by Bransford, Brown, and Cocking (National Academy Press, 2000).

2.    Read the “Key conclusions” on New Technologies.

3.    Next, read portions of two research studies:

•    Investing in Technology: The Learning Return. Read the sections titled “What the Research Says” and “Lessons Learned” on p. 1–3.

•    Research on Computers and Education: Past, Present, and Future. Read the section titled “Technology as a Transformational Agent and Learning Tool” on p. 9–11, stopping after the bullets on p. 11.

Write responses to the following questions:

1.    How do the findings of the research studies connect with the ideas of Bransford, Brown, and Cocking?

2.    How does the video classroom example in part A demonstrate these concepts?

3.    How might these concepts and the video example influence the way you use technology in your classroom?

Section C:  Examples of Student Work (25 minutes)

Directions: Working independently, review one of the examples listed below. Look at the student work example and teacher’s summary, and then answer the question.

Secondary school example:

1.    Go to the Constellation Web lesson and read how students at Shorecrest High School use the Internet to study constellations, constellation mythology, and culture.

2.    Read the teacher’s summary of the lesson design of the Constellation Web lesson.

Elementary school example:

1.    Go to the PAWS Kid Web page and read how students at Spruce Elementary help pets find homes. Then read some of the Pet Profiles the students wrote.

2.    Read the teacher’s summary of the lesson designed used to create PAWS lessons

How did technology contribute to student learning?

1.    Referring back to the video example, research summaries, and ideas from Bransford, Brown, and Cocking, explain how the design of the lesson and use of technology in the Constellation or PAWS lesson contributed to the improvement of student learning.

Constellation Web lesson used with the permission of the author, Vince San Pietro

Paws Kid Web page used with the permission of the authors, Ana Walter and Jenny Warmouth

Section D:  Pair and Share (10 minutes)

Directions: Pair up with another coach and share your answers to the Scavenger Hunt Worksheet.   

Section E:  Reflection (20 minutes)

Directions: This debriefing protocol is a silent reflection led by the facilitator that allows the group to reflect on learning and generate ideas.

Using the Chalk Talk Protocol to Debrief

1.    You will answer the question, "What are the essential elements of a learning activity?" using a marker and working silently in a group. Respond to the question on a chart paper or the board.

2.    Write your responses to the question in silence.

3.    You can add to other responses by:

•    Circling existing text (from someone else) that you find interesting or compelling. You may want to write a note that expands on why you find it interesting.

•    Connecting two ideas that seem related by drawing a line between them. If you think ideas might be related, but you aren’t sure, link them with a line and then put a question mark on the line.

•    Circling some text you have a question about and then writing the question next to that idea.