Doodling with Nearpod- Sheri Barfield, ALERT
What were the students working on?
The students were working on a live Nearpod session where they were learning about how the culture, politics, and historical events influenced the style of architecture popular during the Colonial time period. During the live session, I can control the pace of the lesson and what students see on their Chromebooks. I can link them to a website, give them a short answer to type and submit, create interactive parts where they can draw or type on slides to submit to me, and insert a quiz for assessment. I can also send this to students to work on independently at their own pace. What do you want the students to learn from this activity?
I am wanting students to learn that architecture is a function of the historical period of which it is a part, which includes culture and history, and identify and use architectural terminology.
How does this activity tie to your standards?
We explore the overarching concept of "change" as explored through a study of the architecture of the USA. We incorporate the National Council for Social Studies thematic strands of "Time, Continuity and Change" which allows students to see time as a cause and effect evolving continuum and "Science, Technology and Society" in which students will learn the direct and indirect effects of technology in terms of impact on architecture and society. Students are using technology strategically and capably by integrating what they learn using technology with what they learn offline.
How does this lesson connect to the 4 C's of the 21st Century Learner?
Collaboration: Students collaborate with me and with their peers to discuss, share, and debate about what they learn about during the Nearpod lesson. Communication: Students are able to communicate what they have learned by submitting answers/work during the Nearpod lesson. The slides and activities included in the lesson encourage discussion among students.
Creativity: Using Nearpod allows me to make more creative lessons that are more engaging and interactive.
Critical Thinking: Students are able to draw inferences and conclusions about architecture based on cultural and historical information. Students are information seeking as they look for evidence from relevant sources and gather objective, subjective, and historical data from sources.
