Our formative and summative assessment processes for this project:

1) Formative:

- ongoing teacher observations and anecdotal notes (both Gr 6 class and Leadership class)

- student lessons and activities to co-create criteria and reflect on process and learning, both individually and in small groups (self/peer); discussions and written reflections

2) Summative: The proposed project is almost complete in terms of students working with the technology.  Today was the final iMovie student-sharing session with two parts of our summative assessment process:

- peer feedback (handout – photo below, document shared in Final Report)

- teacher feedback (verbal / anecdotal)

Other ‘bits’ to share:

*Other small projects that have been created:

- Making Math Meaningful in Grade 7 (Document Camera)

- Personalized 21st Century Tech-Enhanced Learning in Grade 6 FSL (MacBooks)

- ‘Tech as Tools for Learning’ enrichment class (iPad and MacBooks)

- Garage Band / YouTube ‘Endangered Animals’ Leadership project (iPad and MacBook)

We haven’t blogged in a while, but here’s some new news from the past 2-3 weeks – a fun, engaging and flawless foray into the world of Personalized 21st Century Learning!

1) as last shared, the final project criteria was co-created and then given to students (see handout here) SET BC final project criteria

2) then the students met in teams, went over the criteria, and started to write their screenplays (see photos from initial planning)

3) after that, they were off to the races filming and editing their iMovie projects (see iMovie trailer here) Video 2012-04-27 12 21 07 PM

4) throughout the process, both students and our teacher team have been documenting and reflecting on the process gathering our formative assessment notes. (more on this in the next few blog posts)

Now, we have started the week of wrap-up (final editing, launch of summative assessment process).  Feels like a fun, fast, and furious adventure.

PS – two new small projects have been created that were not part of the proposal … unanticipated offshoots exploring Personalized 21st Century Tech-Enhanced Learning in both Grade 6 FSL and ‘Tech as Tools for Learning’. More info to follow soon.

The return from Spring Break means the ‘launch’ of the official final project for the students.  We have been team teaching the lead-up both in the regular class and in the Leadership exploratory class.  The students will use their learning in Language Arts / Socials about the experience of Japanese Canadians during the WWII Internment to write a digital screenplay and make a movie / digital story.

What we’ve noticed:

- engagement / motivation means they are independent and productive (with any teacher or TOC – quote ‘They were such a pleasure to work with – infectious energy and focus!’

- ownership of process, criteria, and genuine interest mean very few questions / direction needed and they are truly driving the process

Will post the outline / criteria and photos next week.

This week, we have been sharing the mini-movies and establishing criteria for the upcoming project.

Sharing movies: The first foray into mini-movie making was a huge success.  Technology was easy to use, offered lots of flexibility and choice which lead to creative play and fun for all!!

Here’s a little iMovie clip with kids sharing their thoughts of the project so far.

Video_2012-03-02_2_23_13_PM

Establishing Criteria: Then, we delved deeper into the ongoing discussion of 21st Century Learning and the new ‘competencies’ that are critical to learning in this digital age.  The students worked together in A/B partnerships and small groups to help co-create criteria for Collaboration, Communication, Creativity, and Innovation as they relate to the new project. (see rubric and photos below)

21 Cent Skills Rubric

We are having fun playing with Garage Band, iMovie and PhotoBooth to create some short videos.

The groups of students chose a topic such as ‘anti-bullying’ and started having fun.

Steps:
- co-created criteria for short videos
- modeled use of Garage Band and iMovie
- discussed elements of collaboration and creativity for this mini-project

Here’s how the first hour went …

Yes! Today the students actually worked in small groups with the MacBook Airs. They logged on. We ironed bugs concerning WiFi connections (I have to log each laptop in) and going to websites (I have to log in an OK to each website clicked; we may change this…! Yet, at this stage I like the close management enabled by OK each website…hmmm…).  I simplified the task:  each group takes a group photo in ‘Photobooth’:

Then we focussed on positive behaviours for using/sharing the MacBooks.  Here are the T-charts we made using this topic:

 SAFE AND FAIR USE OF THE MacBook LAPTOPS IN OUR LITERATURE CIRCLE…. IS / IS NOT…

I can see how much slower the  unit will unfold as I painstakingly model/teach/elicit positive and proper care of this gleeming new equipment. 

 I find myself quite freaked out at having such new and spiffy resources. I’ve never driven a car as fancy as these laptops, let alone a computer!

The organizational piece has also been painstaking. 

Obtaining non-sticky residue green painter’s masking tape I have labelled Laptops, mouses (sic), charge cords and boxes. Each laptop is labelled with novel title as it relates to our unit on “Internment and Redress: the experience of Japanese Canadians (and J-Americans) during the WW2 years” (more on this later). We have also purchased these black neoprene protective sleeves for each laptop.

It’s so exciting!  I was so proud of our students’ instinctive respect of this new development in their classroom experience. They carried the laptop across the room to their group as if it was a tray of exotic dessert.  The  group T-charts really brought out some sensible pointers for careful use.  Day 1 lesson:  CHECK! Success!

So far we have spent some time on the ‘nuts and bolts’ of getting the project off the ground.

1) downloading apps for iPad

2) set up of user profiles, parental controls, etc

3) installed District software (Office suite)

4) met in collaborative teaching teams to plan delivery, assessment, digital products, etc

5) reviewed target unit of instruction and looked at which paper products (taught previously) would be best suited to digital opportunities

6) reviewing the blending of teachers’ schedules and looking for timetable strategies that help us ‘work smart’ (eg. classroom / computer lab)

Lots of work, AND lots of fun!

Our team is very excited to be a part of this learning and teaching opportunity!

Equipment has arrived, planning is well underway, and hopefully some news and results to share soon.

Project Summary: What we hope to accomplish