Investigating Natural Disasters

1. Investigating Natural Disasters Maryna Nezar Elkanah House Grade 7 Human and Social Sciences A collaborative research project Email: marynan@elkanah.co.za Tel: 083 631 2461

2. Project Preparation • Learners and educators from 4 different Grade 7 classes were involved • Project Plan and Assessment strategy completed in collaboration with educators of each participating class • On-line environment was prepared before project started and supporting documents were uploaded for each group • Educators were informed about the project process and expectations • A pilot group was used for a test run to ensure everything worked

3. Lines of communication and collaboration IT Infrastructure and support

4. Assessment Plan • Learners did collaborative research to gather information about natural disasters and their effects. • Each learner created a first draft as feedback on his topic on the group blog • Peers checked the information recorded through the following review process • First review – to check originality of written text • Second review – to check accuracy against another source • Learners produced final drafts • Peers proofread and edit for spelling, grammar and punctuation errors. • The final group presentations were published to a Wiki site paying attention to presentation and basic elements of design. Assessment standards

5. Task 1 • Learners visited the IT centre and introduced themselves to their group by adding posts to their group blog. • Learners added their names to the Group task assignment document. • Learners started their research and gathered all required information from at least two sources.

7. Task 2 • Learners wrote their first draft on the group blog site. • They collected some pictures to support their information. • They recorded all websites used on the Group Bibliography Template.

9. Task 3- Authenticity Check • Learners consulted the group task assignment document to see which topic they selected for Task 3 • Learners checked allocated topics against the original sources for originality, plagiarism and correctness • Learners added positive comments and suggestions to the first draft.

10. Task 4 – Verification • Learners consulted the group task assignment document . • Learners verified information against a minimum of one other source. • Learners posted positive comments, corrections and extra facts to the first draft. • They added the source(s) used to the Bibliography Template.

11. Task 5 – Final Draft • Learners visited the Blog and viewed comments made by the reviewers in tasks 2 and 3. • Learners used the suggestions to update their information and complete a final draft. • Learners checked the bibliography to ensure all sources had been cited. • Learners collected more pictures if needed.

12. Task 6 – Proofreading • Learners consulted the group task assignment document. • Learners checked the allocated topic for punctuation, spelling and language errors in the final draft. They posted their comments or suggestions. • Learners visited Wiki Tasks document and chose a specific responsibility in order to complete the Wiki

13. Task 7 • Learners copied their information from the blog to their group Wiki page and added pictures. • Learners assumed the roles allocated and completed the tasks to finalise their Wiki site. • Learners and educators completed the project feedback form.

14. Teaching and Learning Strategies • Learners were encouraged to work collaboratively even though they were not together at any time during the project. • Learners learnt from each others contributions through interactive tasks without having to research the entire topic. • By assignment of tasks all learners got an equal opportunity to participate and cover all Assessment Standards. • Learners were encouraged to access the blog and work after school (in the IT centre) and at home to improve their projects. • Learners were encouraged to discuss the topics through the blog sites to enhance their understanding of the topic. • Learners were encouraged and supported by their peers and teachers throughout the project.

15. Relevance of ICT Tools Through the use of internet collaboration tools classroom boundaries were erased . The learning environment were extended to anytime anywhere learning through the application of ICT tools. Learners were introduced to the use of Web 2 tools to share and collaborate with others Learners were afforded an opportunity to develop communication and collaboration skills needed to function in a 21st century workplace Parents were able to view their children’s work and track their progress and IT skills

16. Innovative use of ICT Tools Learners could collaborate and work together without timetable issues or time constraints By using Web 2 tools everyone had instant access to the project workspace and all supporting documents at all times from anywhere Learners were given an opportunity to develop and use ICT skills throughout the entire project The use of ICT technologies create enthusiasm and allowed learners to acquire important 21st century skills

17. Changing Education This project has given the Grade 7 educators an opportunity to work together as a team and to encourage each other to make use of ICT. It has also given them an opportunity to get to know some of the other learners in the school and to expand teaching beyond their classroom walls. It has afforded them an opportunity to work with Web 2 tools and to discover the endless possibilities to enhance their teaching. Learners enjoyed the project and gained both ICT skills, knowledge and communication skills. The project also integrated LO’s from different learning areas. Learners covered these skills without even being aware of it. They were also afforded an opportunity to develop essential 21st century skills. This was a pilot project. It can be extended to partner with learners from other schools in 2010.

18. ITF Category – Innovation in Collaboration The project has been designed for group work with a strong emphasis on the use of Web 2 tools to share and collaborate. It was specifically planned for a mixed group of learners that are not in the same class / school and relies heavily on communication and interaction to keep the project on track.

19. Conclusion One only needs to see the learners transform and see the excitement and enthusiasm with which they participated in a project such as this. The buzz in the IT centre was awesome and learners were involved and motivated. Ask the learners about the experience after such a project and their responses will leave no doubt in your mind that you have succeeded in not only teaching them more than what you have set out to do, but that they have enjoyed every step of the way. And the bonus….. You know you have contributed to preparing them for the real world out there…..