Case Book Two

Truong Truk's students are working in small groups in various areas of the classroom. Ricky Giorgio is helping out in the classroom as part of his field experiences as he is preparing to become a teacher.

MR. TRUK (on the side, directed only to Ricky): Mr. Giorgio, right now the students are working on an environmental unit. They are learning about recycling and planning to help the senior center a couple of blocks away set up a recycling plan. I have grouped the students based on where I think they are in their learning, their zones of proximal development relative to the concept of recycling. Each group has a different task or aspect to work on. You can look in on the different groups, or you can stay with one group. Try not to just give them answers, and instead listen to where they are in their learning and then take them to the next step with support. Each group has a cue card, a 3x5 card, that tells them what they are doing and how they are doing it. You might want to ask to see the cue card before you ask questions of the group. The cue cards should help you figure out what is going on in the groups. Mr. Truk walks over to a group and sits on the floor with them.

MR. TRUK: Hey, what are you kids talking about?

S1: Mr. Truk, we're talking about different types of glass. We found out that glass comes in different colors. We know that glass can be recycled and our book says that the color of glass is important when we recycle.

MR. TRUK: Let's look at who wrote the information and when, where it came from. Maybe in some places only certain types can be recycled. Maybe in some places all glass can be recycled. We have city rules to follow for the recycling. Look at the rules, and discuss those. If you need to, we can create an email and ask the city recycling center to explain, but let's first get our information together. Good work so far. Keep working on this and let me know when you think you have enough information, or have organized your questions for our city leaders. Mr. Truk gets up and moves over to a group of students who are standing around a portable whiteboard. Two of the students are drawing on it and other students are commenting:

S2: We just found out that there's different types of paper. Paper comes in lots of colors. Some paper is thick and some is thin, like our notebook paper.

S3: Did you know this? This sheet says we can't recycle paper if there are staples or clips on it. The paper has to be separated if we take it to the recycling center!

S4: The back of the sheet says that shredded paper has to be separate from other paper.

S5: I think we have to show shredded paper on our picture, too!

MR. TRUK: Good work on this. Your diagram of how things need to be sorted for recycling is growing! When you have the work done on paper, I would like you to invite the group on the green rug over to add their information to your diagram.

Mr. Giorgio has been sitting at a round table with five students who are working on learning about recycling plastics. In the middle of the table are plastic items including milk cartons, sandwich bags, food containers, food wrap, bottles of various sizes and shapes, drinking cups, etc. The students are carefully examining the items for recycle marks and noting the marks on a poster board. The poster has a chart drawn on it listing the items and the recycling marks.

S6: Mr. Giorgio, we don't understand. There are marks on some items, but not all. What do we do if we can't find the mark?

MR. GIORGIO: Sometimes we look and look at things, and just miss seeing what we are looking for. I would start by having two or more of you look at the same item, and make sure no one spots a mark. Then, if you still can't find a mark, I think you might go to the list of Internet information sites and start seeing what you can learn that will help you sort this out. How does this sound?

S6: Okay. We will try that.

S7: Should I start on the Internet work now, since it may take us awhile to find what we need? Mr. Georgio, can I go to the computer now to start looking for what we need?

MR. GIORGIO: That is up to your group. I am not going to tell you what to do.

S8: Hey, I'll go to the computer with you cause I am good at it. You all keep looking for the marks.

S6: That's okay.

MR. TRUK: I was listening in as I worked with the other group. I think you have a good plan for trying to get information. However, there is one other source you are forgetting. We have our contact at the city recycling center. He may feel bad if we don't ask him, and then go on to make decisions that may not meet the city requirements. Let's email him and see what else we can learn. Make sure you are clear that you are working on plastics as you develop the email. Remember, I need to see it before you send it!

S7: Thanks Mr. Truk. We'll type the email now and let you see it before we send it!

Teacher Notes:

• Whenever you have students using computers, you always make sure that they have the correct permission forms to do so. These typically include a parental approval, and some kind of acceptable use policy form. You also make sure that there is filtering software in place when using the Internet, and you are carefully monitoring where the web sites they use.
• Some teachers prefer to have bookmarked or downloaded web sites for students to use on a particular project. Then, only these web sites are used, and this way the teacher knows the sites provide the needed learning experiences.
• Recent research has shown that unless monitored, in some classes, the kids that already know how to use the computers tend to take over the use of them. Also, boys may tend to use them more than girls. Teachers need to make sure that all children have experiences with use and access to technology.