Creation & Editing

Creation & Editing Tool: Storybird

Teacher Use: Storybird will allow for differentiation, which will provide effective learning to all the students in the classroom. As the PBL comes to a close their Storybird assignment will be the second-to-last requirement they will need to fulfill to successfully complete their PBL. On a Wednesday, I will devote the last twenty minutes of class to showing my students Storybird and all its functions. I will have my account set up so all my students may join my class on Storybird. (I will have already had permission slips signed from when we were doing our last assignment on Edmodo). The homework for that evening will be to set up their accounts with mine and they will have the rest of the week to complete their books and be ready to turn in by Monday.

Student Use: My students will use Storybird as a way to create an artifact that will effectively and concisely demonstrate their research (and their understanding of that research) of their PBL category. In their individual groups, the students will write one story pertaining to racism in the past and present within politics, literature, movies, and the workplace for the feeder elementary school. This artifact will serve Higher Order Thinking in that they will be using the information they have learned and generating something new. Requirements: the story will need to be at least 10 pages long, appropriate language and storyline for elementary school children, and will need to support their research on their PBL.

Content Connection: Storybird connects to the content by allowing the students to “apply critical thinking skills to organize and use information acquired from a variety of sources” (TEKS: 29). Storybird also allows students to “use different forms of media to convey information” (TEKS: 30C).

Example Artifact: I created an example artifact on Storybird. This is something I would do as a reference for my students to look at when they create their stories for the feeder elementary school. My example story is a generic version loosely based on Martin Luther King Jr. The students will base their stories on the category their group was assigned for the PBL (workplace, politics, movies, literature) having to do with racism in the past/present.

Here is the link: http://storybird.com/books/marty-the-monster-had-a-dream/?token=zhwzhtpaa7

 

 

Discussion & Reflection

Discussion & Reflection Tool: Edmodo

Teacher Use: In an effort to provide a safe and student-centered learning environment, I will implement Edmodo as a tool to aid in the discussion and reflection of the research my students have conducted over the course of the PBL pertaining to the American Civil Rights Movement and “race”. I will utilize this tool as our PBL begins to come to a close. Edmodo will be discussed the last 20 minutes of class on a Friday, where I will show them where to go, how to set up an account, and explain the safety and privacy features. I will also send home a permission slip entailing what Edmodo is and all of its safety and privacy features for their parents to read over the weekend. To be accepted into the Edmodo class site, students must get their permission slips signed with their parents’ approval to use the site, which they will bring back to me on Monday. After I pick up the permission slips, later that day I will begin accepting the students into their proper Edmodo groups, also informing them of the posts that are there to read. The students will be able to explore, navigate, and interact with Edmodo for the remainder of the week. Edmodo will also be the place where they must keep themselves updated through on all things concerning their PBL, as I will be posting anything ranging from discussions, polls, assignments, and even quizzes.

Student Use: This tool will serve as a way for the students to effectively engage in meaningful and scholarly discussions and reflections concerning their findings on the American Civil Rights Movement, the issue of “race” concerning the workplace, literature, film, and politics, as well as how it affects today’s society. Edmodo will foster the students’ hypothesizing and critiquing skills concerning the issue of “race” as seen through time (mid-twentieth century to the present). Each student will be required to set up an account and join his or her assigned groups/class periods. After which, each student will be required to respond to each post made by the teacher, and make three posts of their own, in an effort to create an environment that is conducive to discussion and reflection.

Content Connection: Edmodo connects to the content by allowing the students to “apply critical thinking skills to organize and use information acquired from a variety of sources” (TEKS: 29). Edmodo also allows students to “identify and support, with historical evidence, a point of view on a social studies issue or event” (TEKS: 29G). Furthermore, the students will also “use different forms of media (Edmodo) to convey information” (TEKS: 30C).

Example Artifact: I created an example Edmodo site as if I were already an in-service teacher. I made one example group out of a 1st period class. I posted a few examples of what my class Edmodo would look like and what kind of posts I would be making to enhance discussions and reflections by the students about racism, the Civil Rights Movement, and the present.

 

Word Clouds v. Mind Maps

Comparison: Word Clouds and Mind Maps are wonderful visual tools that allow students to visually attain information, both lending to differentiation in that capacity. They both are student-centered by the way they are created BY the student, FOR the student. They require prior knowledge from the creator (student) in order to be formulated.

Contrast: Word Clouds and Mind Maps differ in that Clouds take information already formulated by someone else (speeches, essays, newspapers, etc.) Maps are created on the thoughts/knowledge of the actual student. Clouds don’t really have much room to go as far as it regurgitates the most common word used in the implemented information. Maps have the flexibility to go wherever the student wants.

Student-Centered Instructional Strategies: Word Cloud: The student will be responsible for researching the needed document that will be used in their Cloud. They will need to show knowledge of their analytic skills as they determine if that document will be a reliable source to use for their Cloud, and their PBL. Mind Map: The student will be responsible for researching the material necessary to obtain a knowledgeable background in order to Map the gathered information. With the information at hand, the student will be able to Map their findings in an effort to organize and visualize their work.

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Racism

Presentation & Remixing

Presentation & Remixing Tool: Prezi

 

Teacher Use: This particular day, I will have my students meet in the computer lab instead of the classroom. At the start of class, I will devote the first 15 minutes to introduce Prezi with a short presentation. I will discuss the tool, how to navigate it, and it’s features. After which, I will set aside 5 minutes for any initial questions the students may have. Then, I will allow the students 20 minutes to explore and become familiar with Prezi. I will be walking around, monitoring, facilitating, and answering questions as needed. 10 minutes before the bell rings I will have the students get into their groups to discuss Prezi and how they will utilize it into their PBL.

 

Student Use: This tool will serve as a way for the students to demonstrate their understanding of the information they have gathered, which will be used in their PBL on the American Civil Rights Movement. The students will collaborate not only in pairs, but also in their groups. The students will be given an entire class period devoted Prezi, in an effort to familiarize them with the tool so that they will be able to use it on their own to fulfill the requirements for the assignment. Once their Prezi is complete, they will not be sharing it with the whole class, instead they will send me the link to their presentations.

 

Content Connection: Prezi connects to the content by allowing the students to “apply critical thinking skills to organize and use information acquired from a variety of sources, including electronic technology” (TEKS: 29). Through Prezi, the students will also “use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate” (TEKS: 30C).

 

Example Artifact: I created an example Prezi presentation for what one of the pairs in a given group would create on their topic and time period. This is an example of how each pair within their group will demonstrate their understanding of the information they have gathered so far. This artifact is specifically for Group 2: Movies (1900-1975). This is the link to my Prezi example artifact: http://prezi.com/zfzymhw8pnpt/?utm_campaign=share&utm_medium=copy&rc=ex0share

 

 

Acquisition & Investigation

Acquisition & Investigation Tool: Diigo

 

Teacher Use: The day after I assign the PBL, I will devote 10-15 minutes of class time to discuss Diigo and how the students should utilize the tool for their research. This will help me oversee what websites my students deem “credible” to their research. The website will be displayed from my computer to the screen projector, and I will walk the students through the process and demonstrate how to create their own account, how to join the group, how to bookmark, highlight, and share their findings. I will then allow for 5-10 minutes of questions to ensure that my students understand the concepts and technical features of Diigo.

 

Student Use: This tool will serve as a way for the students to gather all of the websites they find that will contribute to their research for their PBL on the American Civil Rights Movement. The students will create their own accounts, join the assigned class period, and post no less than four websites that they will use in their research in an effort to collaborate sources with one another.

 

Content Connection: Diigo connects to the content by allowing the students to “apply critical thinking skills to organize and use information acquired from a variety of sources, including electronic technology” (TEKS: 29). Through Diigo, the students will also “evaluate the validity of a source based on language, corroboration with other sources, and information about the author . . .” (TEKS: 29E).

 

Example Artifact: I created an example group for what my classes would be doing to collect all of their research in one place where the groups will be able to post, share, comment, and much more using Diigo. This artifact specific example is for my 1st period class, “racism in the workplace” group. Each group, in each period, would have their own group on Diigo, this way no information would be given to the other groups prior to the students’ presentations. This is the link to my Diigo example artifact: https://groups.diigo.com/group/ushistory1acrm