I opted to work with a project-based activity rather than a problem-based activity for a couple of reasons. First, I wanted to incorporate as many ISTE standards as I could in an effective way. To do that, and allow the students to design their own understanding following a more constructivist approach, the students are building a functioning web site that will allow them to explore a variety of language arts standards through an independent novel study. The focus of the novel study will be on identifying figurative language, acquiring new academic vocabulary, writing for extended periods of time and for various purposes, collaborating with others, text comprehension, and critical thinking skills. Students can find enrichment in design, learning programming skills like HTML manipulation and embedding videos. Those students who struggle will find a new avenue to express their knowledge.
To accomplish this task, students have to read the novel at home and work on preparing their responses and identified information. In class they will be using the Chromebooks available to construct the web site using Weebly or Google Sites, depending on the age of the students, as discussed previously. Since several students take their device home the choice of how the class time is used is ultimately up to the student. They can operate in a flipped type environment or in a more traditional setting. The summative assessment of the unit will be the actual web site and the contents therein. I will be looking at all of the major components of writing: conventions, organization, ideas, citing sources, etc. All of these can be found on the rubric. There are some completion aspects to the rubric, such as having a certain number of posts and pages. Students will also be grading one another’s work along the way, and assessing their progress. To complete this task I have created a google form in which students can choose their partner, work through a digital rubric, give feedback, and communicate the results to myself and to the “grade-ee” simultaneously, simply by submitting the form. These are formative assessments, and are meant to help the students find areas of opportunity in their work. These assessments were chosen for expediency, instant feedback, and ease of use for the students. Rubrics are great ways to provide consistent messages of expectations and allow students to know what will be assessed, much like in the expectations of a job. The speed at which a teacher can complete a rubric gives them time to provide detailed feedback about specific areas of the assessment. I think that this type of feedback is more authentic because you can focus on the good bad, and ugly and give precise criticism or praise. There are other minor assessments throughout the project, such as miniature presentations of the web site and tech tips to show off, as well as regular meetings with me to check for conventions, comprehension, and content. I’ve wanted to adapt this unit for the past year or so, but unfortunately I have felt a little stuck. I’m hoping that the more collaborative nature of the assignment with more of a global connection will enhance the student’s interest in the novel and their understanding of the English language as it relates to novel writing.
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December 2018
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