Virtual Information Project - A Description

We are co-teachers who work at an inclusive school in a fourth grade classroom in the city. We have a myriad of learners in our classroom - general education, special education, English as a second language. We are two certified teachers with over 30 years of combined teaching experience, working together in one classroom, differentiating our instruction in ways that strive to meet all of our students’ needs within one inclusive setting and to make the district-mandated curriculum accessible to all. The unique nature of our classroom requires us to tailor our approach in ways that are hands-on, total body and kinesthetic, concrete, and interactive. We are PASSIONATE about finding opportunities to bring the material to life in a way that it is real and tangible for our students. We have found that if our students do not have the background or experiential knowledge required to tackle an abstract concept, it is our job to do what we can to help build this knowledge. If we ourselves do not have a strong understanding beyond a textbook example, we are at a deficit in our goal of meeting our students where they are and helping them access grade-level curriculum and meet proficiency.

This is our INSPIRATION as a teaching team in traveling to Kenya and participating in Explorer Kenya Tours and Travel’s “Kenya Educational Tour” in the summer of 2010, as well as establishing a virtual classroom with a “sister” Kenyan public school and continuing our learning throughout the 2010-2011 school year - Virtual Information Project (V.I.P.).

Our fourth grade Boston Public Schools’ Science curriculum from September – January focuses on Life Sciences/Biology. This is the largest single unit throughout the school year. The students compare the New England ecosystem to a tropical ecosystem. In the classroom, students observe crabs native to New England and dwarf African frogs. They grow ryegrass, red fescue, beans, and observe the changing of the seasons. Students are able to connect to the New England ecosystem, however we are observing a breakdown in student understanding of the tropical – for instance, why couldn’t a dwarf African frog live in the crab’s habitat? Why don’t animals hibernate or trees become dormant or why aren’t there four seasons in equatorial regions? These are some of the questions that we hope to EXPLORE throughout our time in Kenya.

Currently, we are limited in our ability to enhance student understanding of an equatorial ecosystem, because we ourselves do not have the experience and exposure to this knowledge. We have much to LEARN. We feel that if we can bring to life the sight, sounds, and feel of equatorial Africa to the classroom through the “Kenya Educational Tour” and by bringing back photographs, videos, artifacts, interviews with Kenya Wildlife Service rangers, and our own personal narratives and diaries, we can help build our students understanding of Massachusetts Curriculum Frameworks Life Science (Biology) Standards 1-7 (http://www.doe.mass.edu/frameworks/scitech/1006.pdf), which includes, but is not limited to:

1. Climate – what sustains life in different climates? Which climates produce which habitats and what lives in these places?
2. Ecosystems – who and what lives there? Why do they live there? What sustains life in these places?
3. Migration – why do animals migrate from one place to the next? What causes this migration?
4. Adaptation – how and why have plants and animals adapted to their environment over the years?

We have specifically chosen Kenya for the Fund for Teachers (FFT) fellowship destination, because not only does it lend to our Science goals, but we have personal connections in Nairobi, which we believe will ensure our success in this endeavor. Friends and family in Nairobi will be helping us facilitate not only our travel, but V.I.P. We feel that V.I.P. is an essential component to the continuation of our FFT fellowship. V.I.P. is a year-long virtual classroom-to-classroom relationship between our students and a “sister 4th grade classroom” in Nairobi. Our students will be a resource for the Kenyan students at the Kilimani Public Primary School throughout the year to understand our temperate climate and ecosystem and the Kilimani students will serve as a resource for our students to understand the tropical climate and ecosystem. This V.I.P. connection guarantees that our summer learning will continue and impact our students throughout the year, as well as benefit those in Kenya. It also incorporates a major Social Studies theme of study at the fourth grade level – diversity and exploration of different cultures, languages, and people groups. V.I.P. will establish a cultural exchange with our “sister classroom” through email penpals; virtual field trips by way of digital video and photographs; and linguistic exchange. Mrs. Mwaisaka, a veteran teacher from the Kilimani School will oversee our collaboration, i.e. organizing and filming field trips, maintaining internet capabilities and technological equipment and contact with the 4th grade classroom. Mrs. Mwaisaka serves on the school board and is passionate about the success of public education in Nairobi. V.I.P truly will allow us to become “Educators without Borders”.