Glue Crew – 4166

TIPC Ratings

Teacher modeled and guided students in researching what products are made through Terracycle and what charities we could donate our points to. Teacher made the first graders able to use the information by bookmarking it for them and having some support in place to help them read the information—whether that be peers, a parent volunteer, or a collaborative teacher. Teacher also set up a activity sheet to help them organize their findings as they prepared to make their infomercials and other final products.
Students had to analyze and organize the information they found as they used the internet to interact with the information. Students had to apply this knowledge to the infomercials they made with peers. The authentic, real-life goal of educating the whole school and community on the details of the program was a huge motivator to the children as they discerned what information was important to communicate to others.

Teacher not only modeled a range of communication methods, but then assessed the authentic tasks the students were engaged in so they could most effectively communicate with each other and the school. What a high goal—to save the Earth and help mankind!
Because of the very authentic nature of this project, it was very natural for the children to make connections, collaborate with each other about it, and want to communicate it to other students. During a skype call to discuss another unrelated activity, the children spontaneously asked the other class if they would save their glue bottles and help us in our endeavor. Children used the most effective digital tools to help ‘spread the word’ about our cause—using the iPads, web page, flip camera, utilizing the morning announcement broadcasts, and making the QR codes to reach as many people as possible. Of course, the products that were created on paper were just as important to the job—posters, collection boxes, and contest flyers.

Teacher had an ongoing role to assess these authentic tasks. Students were constantly engaged in meaningful questioning, critical thinking, and problem solving. “How will we get others excited about the Glue Crew? What do you notice about posters? What kinds of things catch your eye? What makes you remember commercials and catchy songs? How will we get other students to care about saving their glue bottles and sticks? What can we do to get kids to enter our contest? What might the children in the exceptional education classes need from us to do their part as they get the bottles ready for shipment? Are we meeting our goal?”
Students naturally reflected on their decisions and work as the program progressed. They often noticed problems themselves and collaborated with each other on how to solve them (“I saw glue that wasn’t Elmer’s in the box! What are we going to do?”). The reflection on this project was ongoing and so relevant, it made it easy for me as a teacher to facilitate it. I never saw so many kids want to go on the announcements and speak about their ‘cause’! One of the best parts of this project was seeing the passion they children had about ‘saving the Earth and helping mankind.” Children that were struggling in many academic and social areas—from the child who was afraid to speak in front of others, to the child who had major behavioral issues– wanted to learn more and share their knowledge with others, even on the announcements! It was (and is) a very rewarding project that naturally lent itself to collaborating with the entire school and the community to make an important impact on the world we live in. I am especially proud that it is student generated, created, and researched—all on the first grade level—with lots of natural reflection automatically built in. It has been so fulfilling to watch as 6 and 7 year olds see the impact that they can have when many citizens work together toward a common goal.

Teacher developed, facilitated, and assessed a learning environment where students were engaged in creativity and innovation—–poster making for a purpose and select audience, music video preparation, role play for morning announcements, making of infomercials, creation of step by step directions in instructional movies and poster.
Students synthesized and self-generated knowledge to create new products within and beyond assignment parameters. They took risks that supported innovation, as evidenced by the infomercials they created, edited and revised. They reflected on the process and set new goals for future growth and improvement. As problems/challenges arose, they openly talked about how to fix them, as they excitedly checked the collection boxes each day, noticing the wrong kind of glue brands put inside them, etc. The products they made were totally self-made and highlighted their personalities, talents, and ability to work together.