|
COLTS: Concentrating on learning together successfully
A K-2 teacher describes learning through thematic adventures.
By Debbie Hodges
|
|
 hat do
COLTS and thematic adventures have in common? Do you give up? Let me help.
When referring to COLTS, I'm not talking about the four legged kind. At St.
George Elementary in St.
George, Kansas, COLTS are first and second grade students in multi-age,
continuous progress classrooms. We call ourselves the COLTS because we are
Concentrating On Learning Together Successfully. Learning is facilitated through
thematic adventures. So, what do they have in common? The answer is simple;
Technology.
|
|
|
 yperStudio and other technologies are used to create electronic portfolios that
document individual learning progress and experiences associated with thematic
adventures. The COLTS' thematic adventures are All About Me, Fall, Winter, and
Spring. Each thematic adventure includes daily hands-on activities, a field
trip, and culminating project. It takes two school years to experience all of
the thematic adventures.
|
|
 ach week students are given an hour to work on their portfolio. The classroom
facilitator takes groups of 18 to 20 students to the computer lab. At the start
of the year, most of the time is spent on basic HyperStudio skills. Students
learn to add and edit buttons, add and edit text objects, add graphics objects,
and create additional cards. During this time, students and facilitators work
collaboratively in the multi-age environment. It is typical to see older veteran
students helping the new students with editing, reading, and HyperStudio skills.
This sharing builds a bond between classmates and the COLTS'
facilitators.
|
|
|
"The parents are very excited and amazed to see the progress their
child has made during the year. The students are also very proud of what they
have accomplished."
|
|
xperiences in thematic adventures are documented using text, graphic, and button
objects in HyperStudio. The COLTS write daily to show their understanding of the
theme. Students then select writing samples to include in their HyperStudio
Portfolio. The samples are added to the portfolio by typing text into text
objects.
In addition to writing samples, photos and graphics
are also used. Students take pictures with the digital camera during field
trips, culminating projects, and daily thematic activities. The photo images are
then downloaded from the camera to the computer. Students also bring photographs
from home. These photographs are scanned into the computer using a flatbed
scanner. The Internet and CD-ROMs are also used to collect graphic files. Photo
and graphic files are then added to the portfolio as a graphic object.
|
|
yperStudio portfolio projects are showcased at the end of the year during COLTS'
Night. Each student gives a 15-minute presentation to their private audience of
parents, friends, and family. Feedback on the project has been very positive and
supportive. The parents are very excited and amazed to see the progress their
child has made during the year. The students are also very proud of what they
have accomplished. Portfolios are copied to disk or transferred to a video tape
for those who want a permanent copy for home.
|
|
|
"Students have also become
independent thinkers who experiment on their own by transferring technology
skills to new situations."
|
|
 ear to year
this project continues to grow. When we started the project three years ago, it
was a three-week project involving one COLTS facilitator. The success of that
small project has since evolved to include all themes over two years and all of
the COLTS students. The COLTS' facilitators feel writing, reading, and social
skills have increased as a result of this project. Students have also become
independent thinkers who experiment on their own by transferring technology
skills to new situations. It has been a truly successful and educational
experience for the COLTS at St. George Elementary.
|
|
