WELCOME PACKAGES

 

 

Students seem to work better with students in other locations when there is some personal exchange that precedes the project.  We all work better when we know the people we are working with.  After the negotiation stage and before the actual work of the project begins, we suggest that  projects begin with introductory letters (see section on student introductory letters) followed by an exchange of "Welcome Packages." These are fun to construct and can provide many ideas for later topics of discussion. The packages should give each class some background information about the people with whom they will be linked. The packages are sent by regular mail ("snail mail") so the contents are only restricted by what will fit in a large envelope (or box). The class can be divided up into small groups with each group preparing material to be sent to a single site or a group can be assigned to collect multiple copies of a single type of information. The goal of the Welcome Package is to provide the most information possible about the classroom, the students, their school, community and country. It might also be likened to a "time capsule."

Ideas for the Welcome Package:

· Photos of the class, schools, and community

· Postcards

· Collage of pictures or drawings that show popular styles, clothing, cultural events, fads, food, modes of transportation or other topics of interest to the class.

· Brochures or folders describing their school or community resources, libraries, amusements parks, museums, or stores;

· Short surveys of student interests, for example, favorite music groups, television programs, computer games.

· Descriptions of school schedules, after school activities, sports, or weekend outings.

· Audio tape (or video tape) of class description, school songs, national anthems, folk music and rock music.

· Candy wrappers, Sunday's comic (from newspaper), coins, city and/or street maps.

 

Students enjoy creating this package and often find unique ways to represent themselves. One student had classmates group their feet together to show what students in California wear on their feet. This lead to some interesting discussion about weather and the distinction of outdoor and indoor footwear in different cultures. Creating this material is the first step for students in thinking about the work they will want to share.

Prepared by Sheila O. Gersh, Ed.D.Ó sogcc@cunyvm.cuny.edu