I have been fascinated with the virtual reality technology ever since Google and The New York Times teamed up to distribute a free virtual reality device to all New York Times subscribers. Information about Google Cardboards can be found here
https://www.google.com/get/cardboard/
This is a neat piece of technology that could really enhance lessons and engage students that are typically hard to reach. The New York Times as well as many other apps have created content for virtual reality viewers on a wide variety of topics, even fun stuff like Jerry Seinfeld performing stand-up. When viewing, the object of virtual reality is to be immersed in the scene as if you are really standing among whatever happens to be occurring- a boy living in the middle of a jungle, a crowd standing in Paris mourning the attacks and loss of life, or maybe even on the 2016 campaign trail interviewing candidates. The possibilities are only limited by the content people create in the film needed for virtual reality viewers.
For this lesson a Human Geography class was just beginning World War 1 and the study of war on the world's populations. During World War 1 millions were displaced and forced to leave their homes causing the first European refugee crisis. Today we see the second so called European refugee crisis splashed all over the media thanks to instant phone cameras and fast upload times to social media sites. During World War 1 thousands died trying to flee violence, they washed up on shores, they were turned away and deported back to their home countries, there were many reasons they died but because the then modern day technology was not capably of broadcasting it so spectacularly we only get a few gruesome black and white photos. Now however, it is not uncommon to see photos of young children washed ashore when their boats were unable to carry all the souls trying to escape their homeland terror. We hear about Europe unable to support the thousands rushing their borders each day. Many are outraged that a country would turn it's back on those in need, and yet the U.S. does a fraction of what Europe does to support refugees. Kentucky is a refugee friendly state, taking in more than out mandated amount each year, but is it enough? The U.S. takes in around 70,000 refugees each year while some third world countries are taking in over a million. Who is right? Should we close our borders? Should we help those in need? It's tough questions like this that my lesson aimed to get students thinking about.
Here is a copy of the lesson plan
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Component I: Classroom Teaching
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Task A-2: Lesson Plan
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Your committee members will review and evaluate your
performance on this task using Standard 1: The teacher demonstrates applies
knowledge and Standard 2: The teacher designs and plans instruction.
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Intern Name: Lindsay
Kokai Date: 3/1/2016 Cycle: 3
# of Students: 30
Age/Grade Level: 9th
grade Content Area: Library/World
History
Unit Title: World War 1
Lesson Title: World War 1 and Beyond: Life as a Refugee
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Lesson Alignment
to Unit
Respond to all of
the following items:
a) Identify
essential questions and/or unit objective(s) addressed by this lesson.
Analyze the impact of the war on the populations of the
nations involved.
b) Connect the
objectives to the state curriculum documents (I. E., Program of Studies,
Kentucky Core Content, and/or Kentucky Core Academic Standards).
KSBA HS2.GR.11 Global Interconnections: Evaluate how
human-made or natural catastrophic events may alter environments and cultural
characteristic of an area, impacting trade, politics and human migration on a
global scale.
AASL 1.1.6 Read, view, and listen for information
presented in any format (e.g., textual, visual, media, digital) in order to
make inferences and gather meaning.
AASL
1.2.3 Demonstrate creativity by using multiple resources and formats.
AASL
1.3.4 Contribute to the exchange of ideas within the learning community.
c) Describe
students’ prior knowledge or the focus of the previous learning.
This was designed to be a supplemental lesson to classroom
learning aimed at providing information about the impact of war and the
resulting displaced populations. Students
will have basic knowledge about war and conflict learned in previous grade
levels.
d) Describe
summative assessment(s) for this particular unit and how lessons in this unit
contribute to the summative assessment.
Students will be asked to write an opinion statement
reflecting on our discussion, what they feel about refugees, if their opinions
have changed based on what was learned that day, and what they think the
impacts of the refugee crisis might be on populations around the world.
e) Describe how the
instructional planning for this lesson addresses the characteristics of your
students identified in Task A-1 who will require differentiated instruction
to meet their diverse needs.
This lesson is highly engaging and includes elements for
learners who prefer auditory information, those who prefer visual
information, as well as reading and writing.
The VR system by Google Cardboard is designed to be a multimedia
experience transporting the viewer to the event time and place. This type of learning experience, where the
student feels apart of the moment, can be more authentic and impactful.
f) Pre-Assessment:
Describe your analysis of pre-assessment data used in developing lesson objectives/learning
targets (Describe how you will trigger prior knowledge):
During the PowerPoint student’s will be asked what they
think/know/have experienced in regards to refugees. The goal of this discussion is to have
students think through their opinions and ideas about refugees.
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Lesson
Objectives/
Learning Targets
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Assessment
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Instructional
Strategies/
Activities
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Objective/target:
Analyze the impact of the war on the populations of the
nations involved.
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Assessment
description:
Students be asked to write an opinion statement
reflecting on our discussion, what they feel about refugees, if their
opinions have changed based on what was learned that day, and what they
think the impacts of the refugee crisis might be on populations around the
world.
Differentiated
Assessment Plan:
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Strategy/Activity:
We will discuss historical context for
the refugee crisis, then talk about
their personal experiences or
opinions with refugees, followed by
an interactive multimedia experience
designed to help the viewer better
understand a refugee’s story. After
the lesson we will discuss the impact
of war on populations of the world,
if they feel differently about refugees
after our lesson, and students will be
asked to write about their thoughts
as an exit assessment.
Differentiated
Strategies/
Activities:
If students are unable to watch the
video, and article has been copied
from a popular youth magazine titled
‘I was a teen refugee.’
While not as
engaging as the VR Google Cardboard
the article delivers another refugee
experience with the same goal as the
videos.
Another way this lesson was
differentiated was to allow students
write more or less during their
opinion response as they are able.
Media/Technologies/Resources:
PowerPoint
Laptop
Projector/screen
Google Cardboards
Smart phone
Virtual reality app (such as NYT VR
Or Vrse)
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Procedures: Describe the sequence of strategies and
activities you will use to engage students and accomplish your
objectives. Within this sequence,
describe how the differentiated strategies will meet individual student needs
and diverse learners in your plan.
(Use this section to outline the who, what, when and where of the
instructional strategies and activities.)
1. Introduce topic and begin PowerPoint
2. During slides ask student’s if they know what a refugee
is and if they know anyone who is from another country and a refugee
3. Talk with students about opinions of refugees issues
4. Introduce Google Cardboard and ask students to watch
videos
5. Discuss if their perceptions have changed
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The link for the PowerPoint presentation can be found here:
https://drive.google.com/file/d/0BxNLLXl4hreBcmNlM0RTenk1OFE/view?usp=sharing
I was very excited for this lesson, the plan was to talk for a few moments to connect students with past refugee issues from World War 1 which they would be learning about in class, and then bring them to present day with issues Europe is facing with current refugee matters. Then after discussing the topic students would watch a virtual reality video called 'The Displaced' on a Google Cardboard viewer.
There were some challenges with a lesson that included so much technology. I had to rely on students downloading the app for homework since JCPS wifi was not reliable. Even though we can and talked with each class and near begged them to get this down so they could participate, still a pitiful amount of students in each class actually had it downloaded and ready to go. We had an alternative assignment of reading an article about refugees but it was somewhat chaotic because when students saw the viewers they really wanted to be able to watch so instead of reading the article they found with their phones the entire time trying to get the app and video to download. Overall, it was a mixed result for me. I loved that the students who were prepared really seemed to get into it and loved the experience. The class was difficult so the alternative assignment of the article was really too challenging. The Displaced is offered as a YouTube video so what I would do if I ever tried this lesson again would be to book time in the computer lab and have students who were not prepared watch the same video on YouTube. It wouldn't be in virtual reality but it would still deliver the message and might keep this level of kids engaged a bit more than the article. I am glad that I tried something like this, but feel there were many challenges.
This lesson was the result of many wonderful people at JCPS. A great person in the Google department allowed me to borrow 30 Google Cardboards to make this lesson possible. On top of that, my collaborating librarian and the classroom teacher met with me and helped shapes my lesson into something reasonable and realistic. Without them I wouldn't have know I needed to be prepared for so many students not being able to participate with the Google Cardboards.
CEBS Dispositions:
Values diversity - Willingly works with others from
different ability, race, gender, or ethnic groups. Welcomes feedback and
interaction with others. Listens carefully to others and respects the views of
those perceived as different from self.
Values collaboration. Actively seeks out and incorporates
ideas of others. Takes leadership in working with others to improve the overall
environment. Regularly share information and ideas.
EPSB Code of Ethics:
Values professionalism: Commitment to self reflection and
growth. Recognizes personal limitations and strengths and uses them to best
professional advantage. Actively seeks suggestions and constructive criticism.
Regularly practices critical thinking. Regularly engages in learning through
self-reflection.
Values professionalism: Professional development and
involvement. References and makes use of professional organizations or
publications. Willingly participates in professional activities or events that
promote professional development.
