Project URL:
www.teachersnetwork.org/
TeachNet/westchester/
rifkin_files/toc.htm
How it works:
The project begins with the teacher establishing behavioral
guidelines for the classroom. Rules and expectations are reviewed with
the students, who earn points each day by making
the correct behavioral choices. These points are charted by the teacher,
discussed with students at the end of the day, and sent home to
parents. Each student has a desktop-size map of the United States that
hangs prominently in the classroom. During a scheduled "Travel
Bureau" period at the end of the week, each student tallies his/her
points, rounds to the nearest ten, and exchanges points
for frequent flyer miles. The number of miles earned determines how
many inches are traveled on each student's map. They plot their
journey on their individual maps, and each student also keeps a
notebook called a "Travel Log." Each week, the students track
the mathematical calculations they did to tally, round their points,
and convert them to frequent flyer miles. In addition, they log the states from which
they depart and in which they arrive. They use a compass rose to
determine the direction of travel.
As an additional incentive, students earn "bonus miles" that
are added to their total during the "Travel Bureau" period. These miles are based on Internet research at
various websites that provide information allowing students to complete
projects such as state fact sheets,
artistic state flags to display, or oral presentations on states.
Students look forward to using their free time to complete bonus
projects in order to earn more frequent flyer miles. At the end of
each month, "travel parties" are held with themes such as
"My Favorite State," "My Route," and "How I
Spent My Vacation." Information relating to these themes is found
on the Internet by the students. Games, contests, and project
presentations are all part of the party. Classroom decorations evolve
as students generate flags, travel posters, and other projects in
which they take great pride. If students remain in the same class for a second year, the program
can be adapted to a "Travel the World" theme.
Standards addressed:
Students become familiar with the location of the United States or of countries and continents around the
world and learn
facts about states, countries, or continents including flags, capital
cities, mottos, products, birds, and population. They use compass
directions; learn about geographic features such as oceans, borders,
mountains, rivers, and lakes; obtain facts from Internet sources; organize
information into written paragraph form; and present written information
in oral
presentation form.
Materials
used:
]Required materials include computers with Internet access and Microsoft
Word.
The students:
Let's Travel! was designed for special education grades 4
and 5. It is easily adapted to
enhance the regular education curriculum in grades 3 through 8.
Overall value:
This unique project ties a classroom behavior system to curriculum and
has proven to be highly motivating. Student enthusiasm grows
throughout the year. Students gain the ability to read maps and do
Internet research, and become more aware of United States and/or world
geography. Writing and organizational skills improve. Suddenly, TV
news stories and newspaper headlines become more relevant. Students
check their maps regularly and look for states and countries they have
heard about. Behavior improves as students try to earn points
throughout the week to trade in for miles. They are encouraged to make
good choices and are reminded of their progress and goals. The visual
classroom maps showing how far they have traveled is highly
reinforcing and a source of great pride. This program makes even reluctant students excited about learning.
Tips:
It is important for the teacher to decorate the classroom with maps
and colorful travel posters. Students are motivated when they see the maps with their
routes displayed around the classroom. Each
week during Travel Bureau, the teacher has the opportunity to meet
individually with each student to discuss his/her progress. In
addition, this is an
opportunity to review the student's behavior and stress positive
choices and improvement.
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About the teachers:
Marti Rifkin, M.S. (left) has been a special education teacher with
Rockland
County BOCES for almost thirty years. She has extensive experience
with
elementary school students with a variety of disabilities. Her education includes a
master's degree in speech and language therapy and graduate work in
technology for education.
Through her experience with children of special needs, she
has recognized the potential that today's technology holds to motivate
students and enhance their mastery of the curriculum.
Arleen Sonkin, Ph.D. (right) is a licensed psychologist who specializes in
clinical work with children and families. She has worked with Rockland
County BOCES for the past ten years with particular emphasis on
programs for children with Asperger's Syndrome and various emotional
disorders.
E-mail:
Martirif@aol.com
Subject Areas:
Social Studies
Special Education
Technology
Grade Levels:
4-5
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