Reflection on Ben Franklin Cyberlesson
How did you implement your cyberlesson?
As the school’s reading specialist I worked with one fifth grade class of eleven in reading this year. I introduced our study of Ben Franklin with the students in our computer lab. There the students could each access the PowerPoint on our share drive. After they previewed the project I walked them through the various facets of the project. Following this the students completed the K or What I Know section of the KWL in the classroom. They filled in information on their own then we came together and created a class KWL.
The students were divided into three literature circle groups. We read the first (short) chapter together and modeled the procedures for those unfamiliar with literature circles how the process works. The students generally read a chapter each night and completed the preparation sheet for their literature circle discussion.
Approximately ¾ of the way through the book the students went back to the lab to learn how to use the TimeLiner program. After a short lesson on how to use the program the students used the L or What I Learned section of their KWL to begin their timeline. The students worked in pairs on this. One student accessed the sites featured in the PowerPoint while the other entered data into the TimeLiner program. Several class periods were spent completing the timeline.
After the students finished the reading and discussions they returned to the lab and the PowerPoint to check on the other project requirements. They spent one period looking at Ben’s quotes and completing that portion of the Beyond the Reading. The other assignment of making connections between Ben’s early life and later life was completed in some part at home. The students peer edited at school. The Beyond the Reading assignments were done individually.
How did your students respond to the project?
The students seemed to like the independence of the literature circles. They asked more questions and took a real interest in the topic. They especially like to create the timeline using the TimeLiner software. They also enjoyed going to the web sites on Ben and finding information that was not presented in the book. They were surprised to find that Deborah Reed had been married before she married Ben. I felt there was a higher level of interest with some of the boys who don’t normally get enthused about reading.
Strengths?
Students had lots of independence in their literature circle, but the format provided them with enough structure to be successful. The PowerPoint allowed them to access web sites that contained the information they needed. Again they felt very independent in gathering the information, but the preselected sites eliminated wasted time in searching.
Weaknesses?
Some in the group had difficulty understanding the quotes which required higher level thinking skills. The time using the computer was far greater at the end of the book rather than spread equally throughout. This particular group of students could have used more in-class support for writing about their connections. Even though we discussed ideas in class the actual writing was a homework assignment. I did not feel all were able to back up their ideas with information from the book in a well-written manner. I do not have the students for writing and I should have been more aware of their writing strengths and weaknesses.
How would you modify the way you implemented the project to make it more successful?
I might add another option for Beyond the Reading and then let the students choose two of the three. This might better meet the needs of some students. I would be certain the students are able to write pieces where they are required to back up their opinions with facts.
Recommendations?
In retrospect I wouldn’t have had the students learn so many new things in one lesson. Some of the students had not done literature circles before and none knew the TimeLiner program. I am not teaching fifth grade full time this year and other years the students were familiar with literature circles and the need for good organizational skills. Some students in this project had trouble being organized with their independence.