I am also happy that we have had the opportunity to learn more about student-student learning and interaction. I often find myself still reverting to more traditional teacher-student approaches. It is a constant process to be reflecting on our practice and ensuring that we are using the theory that we have learned throughout our program to offer a more student-centered learning experience.
I hope that we can offer our students an authentic learning experience that allows them to learn without the stress of being assessed!
The Peekaboo Kidz (2015) water cycle video (see reference below) is a fantastic video to be able to show students to begin their learning about the water cycle. The video would help the students’ ‘buy in’ – an important part of teaching anything. Since the video follows the story of Dr. Binocs, it is interesting and engaging for students.
The video is not inherently interact, however it seems to be “explicitly designed to encourage interaction with learners” (Chapter 9, 2019) For example, the in the very beginning of the video, Dr. Binocs says “Hey! Have you ever wondered where the rain comes from? Or how the clouds are formed?” This question can get students thinking and wondering right away.
Since the water cycle and this video is more geared towards younger students, most students would not be ready to take notes as the video is playing. I think that students would respond to the video just by watching it and thinking to themselves, or if they like and are acting appropriately, doodling about the video as it is playing.
I think that it would be beneficial to complete activities at different points in the video. The video allows space for pausing, trying/thinking about what Dr. Binocs is saying, then going back to the video.
To begin, an activity that would get students background knowledge working, would be for the teacher to pause the video after Dr. Binocs asks the first two questions (about rain and clouds). When the video is paused, the teacher can prompt students to “think-pair-share”. Students can turn to a partner and take a minute to answer the questions, then share out to the whole class if they wish.
Second, the teacher can facilitate a water vapour science experiment with the class. The teacher can bring in a bunsen burner and show the class how when water is heated, you can see the water vapour rising up in the air. Students can predict what might happen when the water is heated.
Third, the teacher can show students condensation by putting a lid over the heated water. Students again can predict what might happen.
After the activity, the teacher could facilitate the students to create a whole-class water cycle mural. Students can sign up to complete different parts of the water cycle – and draw, paint, or use whatever artistic style they would like for that part.
Reference
Bates, T. A. W. (2019). Choosing and using media in education: the SECTIONS model. In Teaching in a digital age: Second edition (Chapter 9). https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/pedagogical-roles-for-text-audio-and-video/
Peekaboo kidz. (2015, March 11). The water cycle | The Dr. Bincos show | Learn videos for kids [Video]. Youtube.