Penny and I collorbrated on the this project. Penny did most of the ground work. The first time we tired this project, it took a long time for the students to work through the entire Wiki. We realized that we would have to include Type I or Type II check points the next time this will be done. Penny has begun the process of changing the Wiki for the students. We will be adding check points, via a graphic organizer, to assist all students.
It was interesting to see the students response to a fictitious web site. They could not believe that someone could put untrue information on the internet. I believe this project makes all the sixth graders evaluate a web site for accuracy and relevance.
7th Grade Movie Maker
Objectives:
SWBAT create a story from still pictures found in compfight.com and add music from ccmixter.org
1. Explain and model procedures for finding, saving, citing and retrieving photos from compfight.com
2. Explain and model procedures for finding, citing and saving music from ccmixter.org
3. Show students finished product.
Student Example 2008-2009
Student Example 2009-2010
Student Examples 2010-2011
Reflection:
This has to be my favorite project which I give to my 7th graders. They have complete control of their project:from start to finish. They can choose their story, locate photos (using compfight.com); locate music on ccmixter.org; tell their story by adding words (to tell a story). This is digital storytelling at its best.
When I began using Movie Maker, I knew the direction I wanted to go, but I was not sure how to get there. My first marking period was a little rough. I did not explain how all the bells and whistles worked in Movie Marker, which caused the finished projects not to be what I expected. The next time, I explained more about the bells and whistles but neglected the story line. This caused good transitions and effects but not so good stories.
Finally, by Marking Period 3, I had it under control. I showed the bells and whistles, adjusted directions, made sure the students knew they had to tell a story that had an introduction, a body and a conclusion. Finally, after 2 attempts, the students produced great movies in Movie Maker.
Collins Writing
The Collins Writing strategy was introduced to me during my third year of teaching. It was developed to increase thinking skills across the curriculum. A Type I and Type 2 writing can be used as a summative assessment for students.
I began using Type 1 and Type 2 in my 7th grade class as a "bell ringer". The student log into the computer and while they are waiting, they answer the question of the day on a 1/2 sheet of paper.
My first few questions were not developed truly as a summative assessment. But over time, I have learned how to make the questions involve higher level thinking.
Understanding by Design/Backwards Design and Unit Maps
What I knew before 2010-2011
What I know now March 2011
Absolutely nothing
UbD "is intended to support educators developing curricula and assessments with a focus on developing and deepening students' understanding of important ideas" (Wiggins, 2). What?
I had no clue on how to begin with this process when Sue asked us to begin developing Unit Maps for our subjects we taught. I struggled for months not knowing where to begin. I tried several different times, with complete failure. Failure does not come easy to me. I was completely stressed not knowing how to accomplish the task which was given to me.
At one of our in-service days, Sue had a workbook explaining the steps to this backwards design. I jumped on the opportunity to be able to have a book to myself. See I like to write in books, color code and highlight. So I began the daunting task of leaning a new idea.
It became apparent to me early on that backward design comes in steps or stages. You cannot move from one step to another before the previous step as been completed. Also, to make this work, you must begin with the "Desired Results" in mind. This gave me the most problems to date. You have to have goals, but the question was for me, how to I come up with the goals? So I sought out more information.
I am currently in the process of developing new unit maps for the next school year. I have many different resources which I uses. Actually, if you would see me trying to develop a map, you might think I was doing a research project.
I have come to the conclusion that this is a "messy process", the maps may not be accurate the first time, but that it is okay. This is why we develop them. To help our students understand the why.
Dive Deep 2 Know Wiki
A collaboration between Penny Arnold, our librarian, and myself.Objectives:
SWBAT defend the validity of a web site by utilizing an established procedure, ie JUNK detector.
TWO DAYS FOR COMPLETION
Student Examples: 2009-2010
Student Examples:2010-2011
Coming Soon
Reflection:
Penny and I collorbrated on the this project. Penny did most of the ground work. The first time we tired this project, it took a long time for the students to work through the entire Wiki. We realized that we would have to include Type I or Type II check points the next time this will be done. Penny has begun the process of changing the Wiki for the students. We will be adding check points, via a graphic organizer, to assist all students.
It was interesting to see the students response to a fictitious web site. They could not believe that someone could put untrue information on the internet. I believe this project makes all the sixth graders evaluate a web site for accuracy and relevance.
7th Grade Movie Maker
Objectives:SWBAT create a story from still pictures found in compfight.com and add music from ccmixter.org
1. Explain and model procedures for finding, saving, citing and retrieving photos from compfight.com
2. Explain and model procedures for finding, citing and saving music from ccmixter.org
3. Show students finished product.
This has to be my favorite project which I give to my 7th graders. They have complete control of their project:from start to finish. They can choose their story, locate photos (using compfight.com); locate music on ccmixter.org; tell their story by adding words (to tell a story). This is digital storytelling at its best.
When I began using Movie Maker, I knew the direction I wanted to go, but I was not sure how to get there. My first marking period was a little rough. I did not explain how all the bells and whistles worked in Movie Marker, which caused the finished projects not to be what I expected. The next time, I explained more about the bells and whistles but neglected the story line. This caused good transitions and effects but not so good stories.
Finally, by Marking Period 3, I had it under control. I showed the bells and whistles, adjusted directions, made sure the students knew they had to tell a story that had an introduction, a body and a conclusion. Finally, after 2 attempts, the students produced great movies in Movie Maker.
Collins Writing
The Collins Writing strategy was introduced to me during my third year of teaching. It was developed to increase thinking skills across the curriculum. A Type I and Type 2 writing can be used as a summative assessment for students.
I began using Type 1 and Type 2 in my 7th grade class as a "bell ringer". The student log into the computer and while they are waiting, they answer the question of the day on a 1/2 sheet of paper.
My first few questions were not developed truly as a summative assessment. But over time, I have learned how to make the questions involve higher level thinking.
Understanding by Design/Backwards Design and Unit Maps
I had no clue on how to begin with this process when Sue asked us to begin developing Unit Maps for our subjects we taught. I struggled for months not knowing where to begin. I tried several different times, with complete failure. Failure does not come easy to me. I was completely stressed not knowing how to accomplish the task which was given to me.
At one of our in-service days, Sue had a workbook explaining the steps to this backwards design. I jumped on the opportunity to be able to have a book to myself. See I like to write in books, color code and highlight. So I began the daunting task of leaning a new idea.
It became apparent to me early on that backward design comes in steps or stages. You cannot move from one step to another before the previous step as been completed. Also, to make this work, you must begin with the "Desired Results" in mind. This gave me the most problems to date. You have to have goals, but the question was for me, how to I come up with the goals? So I sought out more information.
I am currently in the process of developing new unit maps for the next school year. I have many different resources which I uses. Actually, if you would see me trying to develop a map, you might think I was doing a research project.
I have come to the conclusion that this is a "messy process", the maps may not be accurate the first time, but that it is okay. This is why we develop them. To help our students understand the why.
Link to one unit map in process:
Link to Google.docs for all in process unit maps