Blackboard Users Group

To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

S. Slusar,  P. Renders, A. Schnoover, K. Gigante, C. Bender, S. Willimott, J. Ball, H. Lampman, L. Marino, J. Cozza

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

Filling out lots of these forms.

 

Continuation of work from previous sessions.  Possible NERIC workshops in future. 

08-09

Goal of the group:  To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

 

A Wein, C Ruecker, D Geurin , E Whitney (leave), H Lampman, J Herchenroder, J Cozza,, J Ball, J Mapstone, J McWay, K Gigante, L Lilly, M Golden, R Arnold, S Slusar, W Vititow

 

Accomplishments:

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

“Round-table” discussions of “what we like/don’t like”, wish list for our Bb sites, what did we do that was “new to us” this year, etc…

 

Impact on student learning: Students have greater access to curriculum and curriculum materials.  In some cases, parents do, too.  Teachers are better able to help students who are absent to stay current with classwork.  For some, the relative relationship between the teacher and student around the coursework can change:  the teacher is not the “keeper” and “dispenser” of the work because the work is “out there,”  allowing more of a “team” approach with the teacher as “coach” or guide.  Further, there are benefits in long-term development and maintenance  of curriculum framework and materials.

 

 

Blackboard – English: Using Blackboard in Teaching and Learning

The goal of our group is to look at Blackboard use broadly: How does using Blackboard affect our teaching and student learning? That way individual teachers can focus on various ways they use the technology in their teaching.

 A. Salamone, N. Benton, G. Gnirrep, O. Mars, J. Mapstone, C. Mazura, D. Shuttleworth

We feel very good about our progress as far as teachers feeling more and more comfortable integrating this technology into our instruction. We know that this strengthens our curricula in ways that excite and engage our students in the environment that they are most comfortable.  Several of us have been struck by the difference in class discussions of topics after students have collaborated on-line in their Discussion Groups. Through the acts of writing and sharing and clarifying questions for each other about material, students’ thinking and contributions have been at a much deeper level. It was noticed when we did not do this kind of activity, the level of discussion and involvement from each student was noticeably different (and not in a good way!) On-line discussions/activities with peers before class enriches the face-to-face classtime and learning.  A Social Studies teacher (J. Mapstone) had his ninth graders in small groups on-line to “tackle” a very difficult reading about India. Together, students were able to make “much more sense” out of it than they have in past years (when they didn’t collaborate on-line for these chapters.) Another teacher used Blackboard to set up Wiki formats to promote collaborative authoring of papers. Students contributed ideas and suggestions to group members while creating their own sections of content which, in turn, were revised/improved by their peers. Another teacher has students posting papers for group members to read while giving feedback to the writers. Students then considered the comments and suggestions and further revised their papers making the pieces much stronger. Many of us use the Digital Dropbox for assignments which facilitates another level of ongoing “conversation” with our students through our feedback/responses to their submissions which we send back electronically to them. The “electronic portfolios” which students are keeping through their dropboxes have been invaluable repositories, neat and always available at our fingertips. This has been another of the many positive impacts Blackboard has had on student learning.

 

We will work to continue to grow in confidence and mastery of the many tools that Blackboard offers for the 21^st century classroom.  Possibly, we would seek to bring in someone who uses Blackboard in her/his classrooms in new/exciting ways that would enrich our current knowledge/understanding of its many possibilities for our teaching and our students’ learning. (Jon Mapstone mentioned a teacher at Burnt Hills who he knows is doing great things with this environment.)