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Kristi Rennebohm Franz's First/Second Grade Class, Sunnyside Elementary School
Pullman, WA
School Type: Public
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School Setting:
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Level: Elementary
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School Design: Traditional
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Content Presented By:
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North Central Regional Educational Laboratory (NCREL)
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Summary
The practice: Multiple Learning Strategies
Technology-enhanced lessons and activities should represent a variety of learning strategies that include active learning strategies, constructive learning strategies, authentic learning strategies, cooperative learning strategies, and intentional/reflective learning strategies.
- multi-age classroom
- meaningful integration of technology into early elementary curriculum
- project-based learning supported and enhanced by technology
- research-based pedagogical practice supports the technology use
- authentic, active, and cooperative learning strategies employed throughout the project
Kristi Rennebohm Franz integrates social studies, science, math, world language,
visual arts, and service learning through a project she has developed in which her first and second grade students restored the habitat of a pond located near the school. The hands-on project approach Rennebohm Franz uses is research-based (Vygotsky 1986; Harste, Short, & Burke 198; Gardner, 1993; Ferreiro & Teberosky, 1982; Freire & Macedo, 1987; Fuller, 1972; Fox, 1993; Cazden, 1988; Graves, 1994; and Rosenblatt, 1994) and integrates email and Internet technologies to accomplish its goals. Her work is also further informed by the Teaching for Understanding Framework (Wiske 1997).
The project incorporates authentic, active, and cooperative learning strategies throughout its various tasks. Students work in cooperative groups to solve a meaningful, real-world problem related to the habitat of the nearby pond. They make connections to the world outside of school, both at their local community level and seeking advice from peers in other countries. Throughout the project, they manipulate objects and resources within their environment and observe the effects of their interventions. In addition to an emphasis on problem-solving and peer-to-peer mentoring, tasks focus on increasing literacy through real-world activities.
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