I’m a technology coach for 15 different schools here in rural Manitoba and one of my favourite learning activities to do with classes each fall is The Global Read Aloud. The idea behind GRA is that classrooms around the world read the same book on the same schedule and then make connections with partner classes in a different location to learn and share. I believe these connections are the most powerful part of the project!
As a technology coach, I often get to help teachers and students make connections with classrooms in different places using technology. One popular activity during Global Read Aloud is to host a mystery location call. Before the students know where their partner class is located, the teachers set up a video call between classrooms and give students the opportunity to guess the mystery location of the other class using yes/no questions. It is a great way to build communication & critical thinking skills, apply mapping skills and learn about other people and places. With appropriate support and planning, these calls are fun and interesting with elementary, middle years or high school students.
From my experience with mystery location calls, I’ve developed some recommendations for teachers to help your call go smoothly.
Tip 1: Brainstorm questions before the call
Discuss with your students what kinds of questions might help them narrow down a location and then make a list you can project or keep on an anchor chart during the video call.
Question structures like these can be helpful to guide students during the call:
Do you live on (continent)?
Are you in ______ (Country)?
Is it _______ time there (time zones)?
Are you east/west/north/south of _______?
Tip 2: Have maps available
You can use paper maps/atlases or a digital map like Google Maps or Bing Maps where you can zoom in/out. What works best will depend on the age and abilities of your students, plus what is easiest for focus and attention during the mystery call. When I taught grades 1 and 2, I would split my screen to keep a digital map projected on my interactive whiteboard, while also having the video call up. When I’ve supported middle years classrooms, we sometimes assign the mapping role to a small group of students who keep their device with them and focus on navigating the map to narrow down locations. You could also use a big wall map that is laminated to write on with dry erase markers and “cross off” areas of the map as you narrow it down.
Tip 3: Practice with students
Without using the location(s) your partners are actually in, the teacher picks a random location. Students basically play “20 questions” with you to try to narrow down the location in as few questions as possible. This lets students “test” their questions and they might even add more to their list when they actually play. It is also a good way of practicing using the maps and trying different ways of using the map to support this activity.
Tip 4: Set expectations and consequences ahead of time
I suggest co-constructing a list of expectations ahead of time and posting it or reviewing it before each video call. You might frame this as a conversation about “ways to have a great video call”. Some things students have come up with in the past include:
- listen actively to what others are saying, including being quiet when others are talking and thinking about what they are telling us
- use a loud, clear voice when it’s time to talk
- be respectful of others’ ideas
- keep our bodies still and in one place
- raise your hand if you’d like to talk
Stay in Touch
If you’d like to stay in touch with us, subscribe to our newsletter for ideas and inspiration on teaching, technology-integration and teacher wellness.
Find us on Facebook or Instagram.
Learn with Us
Check out our Kindergarten Essentials workshops: learn all about teaching Kindergarten with master educator Devon Caldwell!
Contact us to book a learning retreat or workshop.