The Benefits of Virtual Field Trips via CIV

1. The Benefits of Virtual Field Trips via CIV Cathi Mullinax AR K-12 Distance Learning Coordinator “Serving the Educational Coops” Have this screen at the beginning of the videoconference. Switch to self: Introduce my self - distance learning coordinators – coops – Each site to tell me how many participants and give me a breakdown. For example, WBMills 10 people. 4 elementary teachers, 1 science teacher, 2 counselors, 1 GT Coordinator, 2 math teachers. Now, give short intro into this conference. We will begin with a few definitions for background knowledge. Have this screen at the beginning of the videoconference. Switch to self: Introduce my self - distance learning coordinators – coops – Each site to tell me how many participants and give me a breakdown. For example, WBMills 10 people. 4 elementary teachers, 1 science teacher, 2 counselors, 1 GT Coordinator, 2 math teachers. Now, give short intro into this conference. We will begin with a few definitions for background knowledge.

2. What is CIV? CIV is a powerful telecommunication tool that transmits two-way interactive live video and audio between two or more sites. Explain codec and the magic of how it works, slight delay. Talk about united streaming and videos – differences… interaction! Takes it to another level of understanding, effectiveness and novelty. Switch to Self: Give brief background of CIV situation in Arkansas. Use it! Videoconferencing technology is now so good and easy to use that it has become a significant tool in teaching at all levels in primary and secondary schools. The potential is unlimited. We have barely scratched the surface Explain codec and the magic of how it works, slight delay. Talk about united streaming and videos – differences… interaction! Takes it to another level of understanding, effectiveness and novelty. Switch to Self: Give brief background of CIV situation in Arkansas. Use it! Videoconferencing technology is now so good and easy to use that it has become a significant tool in teaching at all levels in primary and secondary schools. The potential is unlimited. We have barely scratched the surface

3. What is a Virtual Field Trip? A virtual field trip is a guided exploration through the use of technology organizes a collection of thematically-based ideas into a structured online learning experience. (Foley, 2003) 1996, but gained popularity in about 2000. More and more states began to see the impact that interactive experiences that seemed novel could have on their students, content, teachers and test scores. Virtual field trips…web-based and IVC or CIV1996, but gained popularity in about 2000. More and more states began to see the impact that interactive experiences that seemed novel could have on their students, content, teachers and test scores. Virtual field trips…web-based and IVC or CIV

4. I will include several quotes that I have found that tell us over and over how important real-life experiences are to learning, growing and succeeding in education. We must do a better job of moving concepts from abstract to concrete. Keats was an English poet that wrote about the importance of experience. Unfortunately we REALLY can’t learn from other people’s experiences. If you don’t believe that….just remember back to your parents. Told you and told you and told you…but you had to learn for yourself.I will include several quotes that I have found that tell us over and over how important real-life experiences are to learning, growing and succeeding in education. We must do a better job of moving concepts from abstract to concrete. Keats was an English poet that wrote about the importance of experience. Unfortunately we REALLY can’t learn from other people’s experiences. If you don’t believe that….just remember back to your parents. Told you and told you and told you…but you had to learn for yourself.

5. Benefits to Discuss Enhancing Gifted & Talented Programs Enhancing Vocabulary Comprehension Providing Real-World Experiences to Disadvantaged Students Enhancing Content Delivery/Instruction Cost & Time-Savings to Districts Briefly present each of the 5. Give disclaimer about handouts and intent of this VC. Sit back and enjoy the ride. Let your mind wander with me and when you leave today….we want you to be interested and know where to go, who to contact to get this going on your school or district. You will be on the cutting edge….a visionary!Briefly present each of the 5. Give disclaimer about handouts and intent of this VC. Sit back and enjoy the ride. Let your mind wander with me and when you leave today….we want you to be interested and know where to go, who to contact to get this going on your school or district. You will be on the cutting edge….a visionary!

6. Gifted & Talented Programs  Provides an outlet to bring in enriched content Provides a new stimulation to a sometimes predictable GT session Broadens their understanding of complex ideas Introduces them to a foreign language Introduces them to a foreign country Probably one of the reasons why so many bright students lack interest in going on to higher education is the lack of stimulation in the school program to which they have been exposed. Elementary and secondary schools all over the country have gone in for "how-to-study" courses, remedial reading, sight-saving classes, opportunity rooms and commendable special provisions for the handicapped and the slow, but very few devote as much effort to special handling of their most brilliant students. Probably one of the reasons why so many bright students lack interest in going on to higher education is the lack of stimulation in the school program to which they have been exposed. Elementary and secondary schools all over the country have gone in for "how-to-study" courses, remedial reading, sight-saving classes, opportunity rooms and commendable special provisions for the handicapped and the slow, but very few devote as much effort to special handling of their most brilliant students.

7. GT Examples “Math & Music” from the Cleveland Institute of Music “20/20 Science: Light, Lasers & Optical Illusions” from COSI Toledo “The Body: Gross, Yucky & Oh so Cool” from Hook’s Discovery & Learning “You’re the Critic” from the Indiana Rep. Theatre Math and Music - the new interdisciplinary middle school unit from the Cleveland Institute of Music - is an exciting example of project-based learning. Follow the adventures of the Pythagorean String Quartet as they plan for the most important concert of their career. Participants must utilize problem-solving skills relating to fractions, decimals, and geometry to ensure that the quartet gets to the amphitheater where a group of world leaders await their performance. Students willcompare and contrast the parts of the electromagnetic spectrum.-discuss the different sources of light.-will explore how a rainbow is formed.-will demonstrate how light is seen and how we see objects.-will list different properties of light. Hands on experiments are involved. There are billions of them - invaders with one goal: live off your body. They may be microscopic bugs or even tinier bacteria or viruses. They live & die on you, and you can't get rid of them all no matter how much you wash, brush, scrub or lather. Your class will learn how to evaluate a production and write a review. Students are taught to look at the artistic, technical, and practical components that influence what we see on stage. We discuss how the audience can better appreciate and understand the director's concept and the playwright's message. The program includes an active discussion and practice writing.Switch to Self: These are just a few of the trips you can use to enhance your GT ProgramsMath and Music - the new interdisciplinary middle school unit from the Cleveland Institute of Music - is an exciting example of project-based learning. Follow the adventures of the Pythagorean String Quartet as they plan for the most important concert of their career. Participants must utilize problem-solving skills relating to fractions, decimals, and geometry to ensure that the quartet gets to the amphitheater where a group of world leaders await their performance. Students willcompare and contrast the parts of the electromagnetic spectrum.-discuss the different sources of light.-will explore how a rainbow is formed.-will demonstrate how light is seen and how we see objects.-will list different properties of light. Hands on experiments are involved. There are billions of them - invaders with one goal: live off your body. They may be microscopic bugs or even tinier bacteria or viruses. They live & die on you, and you can't get rid of them all no matter how much you wash, brush, scrub or lather. Your class will learn how to evaluate a production and write a review. Students are taught to look at the artistic, technical, and practical components that influence what we see on stage. We discuss how the audience can better appreciate and understand the director's concept and the playwright's message. The program includes an active discussion and practice writing.Switch to Self: These are just a few of the trips you can use to enhance your GT Programs

8. Options to Enhance G/T Partnership with another school across the state, U.S., or world Global Nomad group (www.gng.org) Add a Foreign Language ASMSA Tour museums and places of historical significance State – Arkansas History, studying rocks and minerals, studying communities, differences in geography, World – cultures, language, customs Disease, poverty, global warming, economics, etc. Show global nomad group clip 5 minute Group Activity – Talk at your sites led by your facilitator about what you have seen so far. How can this help your GT students or all student for that matter. I will ask 2 sites to share. State – Arkansas History, studying rocks and minerals, studying communities, differences in geography, World – cultures, language, customs Disease, poverty, global warming, economics, etc. Show global nomad group clip 5 minute Group Activity – Talk at your sites led by your facilitator about what you have seen so far. How can this help your GT students or all student for that matter. I will ask 2 sites to share.

9. “All experience is an arch, to build on.”-Henry Brooks Adams1838 This quote in context. He was a journalist during the Civil War and his quote in context was regarding that each soldier got better each day because of the experiences he had…not what he was told or “taught.”This quote in context. He was a journalist during the Civil War and his quote in context was regarding that each soldier got better each day because of the experiences he had…not what he was told or “taught.”

10. Content-Specific Vocabulary Provide opportunities to introduce, enhance and master new vocabulary Research indicates that children need more planned, but contextualized introduction and experiences in vocabulary. The goal of all content-area teachers I for the students to learn and place needed terms and concepts in their lexicon. Studies show that the process to do this is through strategic integration! Teachers should plan, and think through the sequence of the lessons. That more care should be given to provide experience with necessary terms. Impaired verbal tools means they do not have the vocabulary to deal with the cognitive tasks. Vocabulary words are the building blocks of the internal learning structure. Research suggests that vocabulary differences are in considerable part the result of different learning opportunities. The goal of all content-area teachers I for the students to learn and place needed terms and concepts in their lexicon. Studies show that the process to do this is through strategic integration! Teachers should plan, and think through the sequence of the lessons. That more care should be given to provide experience with necessary terms. Impaired verbal tools means they do not have the vocabulary to deal with the cognitive tasks. Vocabulary words are the building blocks of the internal learning structure. Research suggests that vocabulary differences are in considerable part the result of different learning opportunities.

11. Vocabulary Studies Have students practice words Build new word knowledge on previous word knowledge Give multiple exposures to the words that include experience or real-world contact with them I am about to give you some examples of how we can provide these experiences that may help ensure that students are just learning for the moment and forgetting for the next year. If we are serious about "increasing standards" and bringing a greater proportion of schoolchildren to high levels of academic accomplishment, we cannot continue to leave vocabulary development to parents, chance, and highly motivated reading. I am about to give you some examples of how we can provide these experiences that may help ensure that students are just learning for the moment and forgetting for the next year. If we are serious about "increasing standards" and bringing a greater proportion of schoolchildren to high levels of academic accomplishment, we cannot continue to leave vocabulary development to parents, chance, and highly motivated reading.

12. Why so much hoopla? There is clear evidence that vocabulary is associated with socioeconomic status--presumably reflecting differences in opportunity (as documented by Hart and Risley, 1995; and Snow, Burns, and Griffin, 1998).

13. Science Terminology current, compass, poles, transformer, conductor, voltage, magnetosphere, proton, neutron, electron, electromagnetic “Magnets” from COSI Toledo Magnetism takes a closer look at the force of magnetism by using six group explorations: I'm Attracted to You: Magnetic forces attract only magnetic materials, metals that contain iron or steel.A Test of Strength: By using different magnets, students will learn some are stronger than others.Just Passing Through: This exploration demonstrates magnetism can pass through many materials. It is invisible and cannot be detected by the senses.Opposites Attract: This activity demonstrates that two like poles on a magnet repel and opposite poles attract.Do It Yourself Magnet: By rubbing a magnet over a magnetic material, students will make a temporary magnet due to the alignment of atoms.Let Me Get My Bearings! Students will demonstrate how a magnet is used in a compass. Magnetism takes a closer look at the force of magnetism by using six group explorations: I'm Attracted to You: Magnetic forces attract only magnetic materials, metals that contain iron or steel.A Test of Strength: By using different magnets, students will learn some are stronger than others.Just Passing Through: This exploration demonstrates magnetism can pass through many materials. It is invisible and cannot be detected by the senses.Opposites Attract: This activity demonstrates that two like poles on a magnet repel and opposite poles attract.Do It Yourself Magnet: By rubbing a magnet over a magnetic material, students will make a temporary magnet due to the alignment of atoms.Let Me Get My Bearings! Students will demonstrate how a magnet is used in a compass.

14. Math Terminology plane, quadrant, point, intersection, segment, types of angles (straight, obtuse acute, right), complementary supplementary, formula, symmetry, theorem congruent “Ancient Egypt: Proportions, symmetry and size” from the Milwaukee Public Museum Mix math, geometry and history with ancient Egyptian intrigue! Learn how, for more than 3,500 years, ancient Egyptian art was governed by strict mathematical rules called the Canon of Proportions that determined how figures could be drawn, and explore the tomb that unlocked the mysteries of these fascinating laws.Mix math, geometry and history with ancient Egyptian intrigue! Learn how, for more than 3,500 years, ancient Egyptian art was governed by strict mathematical rules called the Canon of Proportions that determined how figures could be drawn, and explore the tomb that unlocked the mysteries of these fascinating laws.

15. Other disciplines Music Art History Language Arts Character Education Workforce Education Electives

16. “From the moment of his birth the customs into which an individual is born shape his experience and behavior. By the time he can talk, he is the little creature of his culture.” -Ruth Fulton Benedict, 1922 Ruth was an American cultural anthropologist that was enthralled in the studying the effect that a child’s home-life/culture had on his person and future. Our present day Ruby Payne.Ruth was an American cultural anthropologist that was enthralled in the studying the effect that a child’s home-life/culture had on his person and future. Our present day Ruby Payne.

17. Advantaged vs. Disadvantaged World View from Poverty: sees world in terms of local setting World View from Middle Class: sees world in terms of national setting World View from Wealth: sees world in terms of international view These kind of experiences take the children outside into the world in a manner which was not possible before modern technology came along. As a result they mature as a person and they learn interpersonal skills. As a result, they are better prepared for and much more interested in the outside world when they leave school. Use Elmo to show as I talk about Justin and Easton Differences in background knowledge Differences in vocabulary Differences in “out-of-school time” Differences in experiences! These kind of experiences take the children outside into the world in a manner which was not possible before modern technology came along. As a result they mature as a person and they learn interpersonal skills. As a result, they are better prepared for and much more interested in the outside world when they leave school. Use Elmo to show as I talk about Justin and Easton Differences in background knowledge Differences in vocabulary Differences in “out-of-school time” Differences in experiences!

18. How Can we Bridge the Gap? Fill in gaps in background knowledge Provide experiences for vocabulary acquisition Bring the world to the child Give them experiences!

19. Find experiences NASA “Around the World” by The Museum of Television and Radio (www.mtr.org) Albany Institute of History & Art Rock & Roll Hall of Fame Collaborations with other schools Explore career choices and talk to experts Class Description: "Around the World" will take students to different places and provide a window into different cultures through television. Participants will consider how the natural environment and local customs shape and influence people's lives, as they journey to New York City, Kazakhstan, Namibia, the Philippines, and Italy. All classes are interactive, with guided discussion designed to encourage active observation and critical thinking. Vocabulary: As a group, provide definitions for the following words and concepts, which will be referenced during the class. CITY CLIMATE COMMUNITYCONTINENTCOUNTRYGEOGRAPHYMAPSTATE  The Albany Institute's collection of art and artifacts from ancient Egypt and its two mummies provide students with an opportunity to learn about ancient Egypt hieroglyphs and symbols; funerary object, religious practices; and culture and customs of daily life.Program Format 1. The program begins by activating the students prior knowledge of mummies and Ancient Egyptian civilizations.2. Students will discuss the imporance of the Nile to the ancient Egyptians.3. Students will observe a variety of images and objects and discuss their symbolism.4. Students will learn about the history of the two mummies at the Albany Institute through images of the mummies, the coffin, and x-rays.5. Students will discuss the practice of mummification - why and how it was done in ancient Egypt. rockin' the schools | group tours { distance learning } youth performance program | guided tours | rockin' staff bios | other programs and resources ON THE ROAD2005-06 schedule and class descriptions Cost: $100.00 per classEach class includes: Online access to pre- and post- connection packets with lesson outlines, supporting materials, and classroom activities. A pre connection test call. An hour-long interactive videoconferencing class. Schedule:Classes are available on demand. Class Descriptions:Ball of Confusion: Rock Music and Social Change in the 60s and 70sSuggested grade level: 7-12The history of rock and roll overlaps with some of the most turbulent times in U.S. history. In the 1960s and 1970s in particular, American society faced challenges stemming from the Vietnam War, the Civil Rights movement, and the Women’s Liberation movement. During this time many people felt that the world was a “Ball of Confusion,” as described in lyrics of the popular Temptations song. This class features songs from the 1960s and 1970s and helps students identify ways that popular musicians have used messages of revolution, protest, and empowerment to question society, and effect change. Supplemental media includes recordings and videos of Hall of Fame Inductees. Hip-Hop Technology: From Turntables to Computers Suggested grade level: 4-12Have you ever wondered how hip-hop producers develop their big beats? Have you ever wanted to know about the way music digital samplers or synthesizers are used in a song? This class shows students how music technology is an important part of hip-hop music and culture. It includes a live demonstration in which students help to create a new musical composition using the latest computer music software. Students also relate the musical techniques innovated in hip-hop production to larger social issues. Don’t miss this chance to learn about the creation of hip-hop music and culture and gain insight into the world of music technology and production. Rock and Roll Reactions: Records, Radio and the Birth of Teenage Culture in 1950s AmericaSuggested grade level: 4-12In the mid-1950s the rise of rock and roll prompted a range of reactions in American society. Teenagers fell in love with the music, listening to it on transistor radios and buying it in record stores on 45rpm records. Among their parents, however, many believed that this music was simply noise that had a negative influence on impressionable teens. No matter your position, it soon became clear that rock and roll was here to stay, bringing with it important changes. Young white and black audiences started to mix as they sought out the latest rock and roll bands. Teenagers openly rejected the values associated with their parents' generation. In this class students will study the changes that took place in this remarkable era as they watch and listen to vintage performances by Hall of Fame Inductees such as Chuck Berry, Nat King Cole, Elvis Presley, Little Richard, Class Description: "Around the World" will take students to different places and provide a window into different cultures through television. Participants will consider how the natural environment and local customs shape and influence people's lives, as they journey to New York City, Kazakhstan, Namibia, the Philippines, and Italy.

20. Enhance Instructional Delivery Enhance lesson planning Includes an activity that addresses all learning styles Integrates technology in a new and exciting way Background knowledge

21. Instructional Delivery Enhances understanding Promotes mastery through experience Many are cross-curricular Provides public speaking skills Provides writing opportunities\

22. 9-12 Science Example “Cephalopods: The Jet Set” from the Alaska Sea Life Center CDL.7.B.3, CDL.7.B.21, NS.11.B.2 Appreciate the diversity of animals in Phylum Mollusca. Understand the natural history and characteristics of Class Cephalopoda. Describe the internal and external anatomy of a squid through dissection.List 4 members of Class Cephalopoda.

23. Other 9-12 Science VFTs “Mendel’s Peas” from Camden Children’s Garden “Agriculture & the Good Earth” from The Center for Agricultural Science & Heritage “Chemistry Roots” from the Louisville Science Center “Mendel’s Peas” Who was Mendel and what does the study of peas have to do with us? The lesson will introduce students to genetics using Mendel?s study as a basis. We will explore traits among the students and determine which are dominant and which are recessive. We will use the Punnett square to tract inheritance of traits, and perform a Pedigree test. “Agri” Join the center for a lively discussion of current issues in agriculture. The program is designed for a point-counter point discussion that will include the controversial use of fertilizers and pesticides as well as the cultivation of GMO (Genetically Modified Organism) crops. “Chemistry Roots” This Chemistry Roots Program is a hands-on experience that will guide students toward learning more about the history of chemistry and its relation to industry. Many famous industries are rooted in chemistry. In this TeleLink, students will have the opportunity to explore the chemistry of food, the chemistry of coal, the chemistry of limestone, and the chemistry of soap. During all of these experiences, students will be able to experiment as chemists, using some of the same methods that chemists use in industry. Grades 4 - 12. “Mendel’s Peas” Who was Mendel and what does the study of peas have to do with us? The lesson will introduce students to genetics using Mendel?s study as a basis. We will explore traits among the students and determine which are dominant and which are recessive. We will use the Punnett square to tract inheritance of traits, and perform a Pedigree test. “Agri” Join the center for a lively discussion of current issues in agriculture. The program is designed for a point-counter point discussion that will include the controversial use of fertilizers and pesticides as well as the cultivation of GMO (Genetically Modified Organism) crops. “Chemistry Roots” This Chemistry Roots Program is a hands-on experience that will guide students toward learning more about the history of chemistry and its relation to industry. Many famous industries are rooted in chemistry. In this TeleLink, students will have the opportunity to explore the chemistry of food, the chemistry of coal, the chemistry of limestone, and the chemistry of soap. During all of these experiences, students will be able to experiment as chemists, using some of the same methods that chemists use in industry. Grades 4 - 12.

24. Elementary Science VFTs “Plants” from The Center for Puppetry Arts LS.2.2.6, LS.2.1.4, Identify basic plant parts, describe functions of plant parts, engage in a discussion about photosynthesis and pollination, identify fruits and vegetables as different plant parts, create a working rod puppet tied into science curriculum

25. Elementary Science Example “Eat or Be Eaten” from the Alaska Sea Life Center “Awesome Adaptations” from the Bronx Zoo “The Hungry, Hungry Caterpillar” from Camden Children’s Garden “Captain Cosmic” from Challenger Learning Center “Let it Rot: A Look at Recycling” “Eat or Be Eaten” Every day in Alaska animals face the struggle to eat and survive. Students will learn about the energy transfer and food webs associated with many Alaskan animal species. We will create our own food chains and observe different "links of the chain" feeding. We will look at a study of orca and sea lion eating habits being conducted here at the center. “Awesome” In this program students will uncover the mystery of the land animal's feet. Adaptation, a challenging yet essential concept, becomes clear in this program. Understanding how physical adaptations are related to the environment will lead students to additional insights, such as why an animal cannot survive when its habitat is destroyed.Several fascinating live-animal guests will be featured in every program “Hungry” Trace the development of a butterfly from an egg to an adult, using live samples. We will read and act our parts from Eric Carle's "The Very Hungry Caterpillar" “Captain Cosmic” Join Captain Cosmic for a tour of the solar system. Captain Cosmic and students will share information* about the sun, moon, and each planet. This is a 45 minute program targeted for students in grades 1-2. Discussion, acting out parts, learn science space terms. “Rot” Composting, recycling, components and organisms of soil. Build composting bin.“Eat or Be Eaten” Every day in Alaska animals face the struggle to eat and survive. Students will learn about the energy transfer and food webs associated with many Alaskan animal species. We will create our own food chains and observe different "links of the chain" feeding. We will look at a study of orca and sea lion eating habits being conducted here at the center. “Awesome” In this program students will uncover the mystery of the land animal's feet. Adaptation, a challenging yet essential concept, becomes clear in this program. Understanding how physical adaptations are related to the environment will lead students to additional insights, such as why an animal cannot survive when its habitat is destroyed.Several fascinating live-animal guests will be featured in every program “Hungry” Trace the development of a butterfly from an egg to an adult, using live samples. We will read and act our parts from Eric Carle's "The Very Hungry Caterpillar" “Captain Cosmic” Join Captain Cosmic for a tour of the solar system. Captain Cosmic and students will share information* about the sun, moon, and each planet. This is a 45 minute program targeted for students in grades 1-2. Discussion, acting out parts, learn science space terms. “Rot” Composting, recycling, components and organisms of soil. Build composting bin.

26. Before the Videoconference Orient the students to the technology – let them play! Prepare questions for the videoconference. Have the students practice Do all the pre-conference activities as suggested. Invite your principal to drop in to watch the videoconference.

27. During the Videoconference Teachers: resist the urge to talk! Use the "mute" time to prompt students if necessary. Set the camera so it shows the whole room. If possible for lower elementary students, have a designated question area. Don't make the students take notes, unless the presenter is asking them to write something.

28. After the Videoconference If any post activities have been provided by the presenter, do them with your students as a follow-up. Have the students write about what they learned and react to/evaluate the session.

29. “Believe an expert; believe one who has had experience.” Horace 65-8 B.C. “I have but one lamp by which my feet are guided, and that is the lamp of experience. = Patrick Henry 1765 “The life of the law has not been logic: it has been experience.” – Oliver Wendell Holmes, Jr. 1925