July 19, 2012
4.1 Project Management, 4.3 Delivery System Management, 5.1 Problem Analysis, 5.3 Formative and Summative Evaluation, 5.4 Long-Range Planning
I am nearing the end of my EDTECH 542 class, Project Based Learning. I have collaborated extensively with a classmate to develop a really powerful project that can be implemented across cultures. We have tailored it to work with our students. Now that we are near the end, we are asked to consider the reflection process. This is a component that we need to plan to add to our own project, therefore, it is beneficial for us to consider the structure of a reflection activity. Dr. Baek has asked us to respond to the following questions.
Who will you involve in the process?
In this project, both collaborating teachers will want to spend some time reflecting on the successes and challenges involved in implementing the project among students. Of course, we will also want to involve students. We have planned both a peer assessment reflection for the teams and a personal reflection, which will give students a chance to review all that they have accomplished. Because this project is reaching beyond the classroom and the school, the administrators will be informed of the activity of the project, and would also benefit from a reflection. The parents will likely have to consent to the student’s involvement in the process, therefore, a final reflection from the parents would be suitable. There is a heavy emphasis on technology, so it is likely that there will be some fallout at times, so debriefing with the technology or IT department is crucial.
What will your process look like?
In this particular project, the students will be involved in peer assessment and self evaluation through an online delivery, such as a survey. For the students in one class, there could be a discussion or a written response, especially if we are able to show anonymous responses from students from another culture. For reflection with administrators and IT, the reflection can take place in meetings. For parents, the best option is also asking them to complete a survey online. Questions will focus on the experience, the effectiveness of the activities, the challenge of cross-cultural collaboration, and the reflection on the learning that they take from the project. Since this will be the first time for most student, a comparative reflection on the project based learning process versus the traditional learning methods.
Is it just a one-time assessment?
For this project, the reflective assessment will be one time. There is a hope that the success of this project can propel similar projects in the future, perhaps in the same school year. The drive to complete content in the school year, does not give us sufficient time to add additional reflections into the project.
I am reminded of a time that I was able to use a reflection process effectively with students who completed a project based task that required them to involve the whole class in the process. There were control issues when other students were measuring the responses of the class. The student leaders were allowed time to reflect on the problems that the teacher noted, and they were give a chance to offer solutions. The next time we did this type of project, we were able to implement some of the solutions that the students offered for class control. It did not put an end to the challenges, but since the students were more prepared, it helped make the process more effective.
July 9, 2012
AECT Standards, Boise State EDTECH, Standard 1: Design
This article identifies the best components of scaffolding for students that are working through a project. As I was reading through the article, I was remembering my discussions with my project partner Aaron Dore. We were discussing many of these points with regard to student guidance. We did not want to leave them in a situation where they could wander all over the place or that they don’t even know which way to begin. Therefore, he and I began to examine ways that we could put components in place that will not only help guide them but also help them develop skills and knowledge that they will use later in the project.
First of all, we will be asking our students to do something that I don’t think any of them have ever done. They will be required to communicate with other students in other time zones and with very different cultures. The students will be in Michigan and in Saudi Arabia. This will be intriguing yet intimidating to students, as there will likely be cultural misconceptions, stereotypes, and prejudice on both sides that could emerge. So we have specifically put in a component that will promote respect and collaboration among the students.
The tasks that they are asked to do early on will give them an anticipation of what it will be like to collaborate with other students and to complete more challenging tasks with technology tools. When I ask the students to record a video introducing themselves, not only are they putting their best foot forward for the cross-cultural connection, but they are also developing skills with web 2.0. Later tasks will require the students to not only communicate about specific content, but they will also be required to produce a final presentation with web 2.0 skills.
The above article focuses much of its energy on making sure that students do not wander off topic of that they don’t get lost in ambiguity, yet they point out that the students also benefit from a fair amount of creativity and self direction. They recommend that careful evaluation of steps be reviewed for possible lack of clarity. For our project, as of now, we have given adequate direction and adequate freedom, but we could benefit from checking the specific steps so the students will know what they are doing each step along the way. Here is a link to our project: Trade and Cross-Cultural Collaboration
July 2, 2012
1.1 Instructional Systems Design (ISD), 1.3 Instructional Strategies, 2.1 Print Technologies, 5.3 Formative and Summative Evaluation, AECT Standards, Standard 1: Design
||4. Above Standard
||2. Approaching Standard
||1. Below Standard
Information required for the video introduction.
|All information was clear and relevant and followed the instructions. Responses were thoughtful and well planned
||All the information requested was included in the video.
||Important information was included but the video was missing specific information in the instructions
||A video was recorded but the student clearly did not follow the instructions.
The quality of the narration of the recording.
|Narration was clear.
Narrator varied voice and volume for interest. When appropriate,
narrator spoke naturally rather than reading it word for word.
|Narration was clear and interesting, but did not have a natural flow
||Narration was either too loud or too soft. It seemed monotone and sounded like a boring presentation.
||Project included no narration.
Following the instructions for sharing and posting the video.
|The video was labeled correctly according to the instructions and the link was posted before the deadline.
||The video link was posted within the deadline.
||The video link was posted late to the appropriate document.
||The student either did not complete the assignment or was not able to post the link to the document.
After watching your partner’s video introduction, a response is written below the link.
length response was written courteously. The font color of the response
was changed according to the instruction.
|An appropriate length response was written and was courteous.
||The response was either too short or too long.
||The response was not appropriate or the student did not write a response
This week we were asked to consider the assessments of a project and to make a rubric that reflects the learning goals and expectations through the activity. The table above show the thought that went into the assessment of this particular assessment called “Video Introduction”.
Rubrics provide essential guidelines for reaching a particular standards. As a student, I have been able to guide my own progress and completion of a task by checking the grading expectations. As a teacher, I have also implemented the use of simplistic rubrics. I teach with the International Baccalaureate (IB) system, specifically in the Middle Years Program (MYP). This curriculum provides a rubric as a guideline for assessment. The rubric is a little meaty for my students so I trim it down to a more suitable consumption. I created the user friendly rubric so students could use it for their own measurement. In one instance, the students were able to use the rubric to make judgements of their peers. On another occasion I had a fun write for my advanced students; I asked them to write about a topic by specifically targeting a rating on the rubric, then I had to guess which rating they were targeting. Some of the students intentionally lowered their level to see if I could guess which lower rating they were trying to reach.
I like the idea of allowing students to create their own rubric as long as they are aware of the standards that they need to reach. It would be nice to see how well they can word the expectation. Unfortunately for the most part, the students that I have worked with lack the maturity and independence to take on such a task.
For the purpose of this rubric, the main content that will be assessed is checking how well they use their reading skills for the instructions and how well they use their language skills to respond to the prompts. I based the expectation categories as the example rubrics that were on the Buck Institute for Education, therefore, I chose the indicators Above Standard, Standard, Approaching Standard, and Below Standard rather than to assign point values. The MYP rubric is based on a point value of eight, so this system will translate better to the MYP rubric.
This assignment meets the following AECT standards
- 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
- 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.
- 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.
- 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
- 2.1.1 Develop instructional and professional products using a variety of technological tools to produce text for communicating information.
- 5.3.2* Develop and implement a school media program evaluation process.
- 5.3.3* Use a variety of summative and formative assessment techniques for the evaluation of the school media center and for the school media program.
June 20, 2012
Boise State EDTECH
This week in my project based learning class we began to plan a project that can be applied to a group of students. My classmate, Aaron Dore and I began to put our heads together to see if we could create a cross cultural project. He first began with the overall idea of having students research supply and demand. As I began to share with him some of the cultural and societal differences in Saudi Arabia, compared to living in the USA, we began to see unlimited possibility to collaboration ideas that can be done between students from both cultures. So we set out to see what we can accomplish.
Fortunately, these projects slowly unfold, discovering all the enrichment that is waiting for the teachers and the students. Aaron and I were full of ideas and potential, but piecing them together in the jigsaw of purpose would soon become a rather big task. During this assignment, the professor asked us to make a driving question and sub questions that will support the goal and efforts of our students in this project. As I began to piece together an appropriate driving question with the subsequent sub questions, I discovered that our project will probably need to be narrowed down to a more specific focus. As I already mentioned, there are many ideas, but focusing them to a clear outcome is still up in the air. As Aaron and I continue to collaborate, we will explore ways of making are project and questions more precise and focused.