CEP 800- Lesson Plan Reflection

The following recaps a lesson I recently taught that implemented technology.

                                                    Lesson Reflection

Lesson Plan
    Since my 8th grade students had recently finished reading science fiction novels, a science fiction graphic novel, and studied the elements of science fiction, I wanted to create an assignment that incorporated each of those things. So this lesson had students write and create their own science fiction graphic novel on the online comic creation site Pixton. They were required to include specific elements of the science fiction genre that we had discussed in class. When they finished their story, they embedded the finished product onto the class Edmodo page, viewed their classmates’ graphic novels and wrote comments on them on Edmodo. The only change that I made to the whole plan was that I modified the assignment even more than I thought I would for four of my students who have a 2nd-3rd grade reading level. I had them re-create a scene from the science fiction novel they read on Pixton, rather than write an original story. This allowed them to still use what they had learned about the genre and their specific novel, while not feeling overwhelmed.

Implementation
    The first group I taught my lesson to was my 3rd period class. I have 25 students in that class with a mix of ability levels. When I first told them they would be making a graphic novel there was quite a bit of enthusiasm. When I told them they would be writing the story themselves, most were excited about the opportunity for more creative writing. I implemented the lesson as planned: modeling the site, using guided learning, and then letting the students work independently. Students were eager to begin working on their stories on their own and they were excited to be able to use the laptops in the classroom. From time to time when a student would ask me a question, before I could answer, another student would try to help them, which was a clear sign that they were excited about what they were doing.

Reflection

With this assignment, students learned how to write and present an original science fiction story through a graphic novel format. The underlying assumptions held with this assignment were that students may have struggled with writing an original story in this unique format because they did not have much experience with either. The affordances for how the information was represented was that they had an opportunity to use technology that was easily accessible, with high quality graphics, and a very large variety of graphic options. The constraints were that each student was required to have an email account to access the site and would need to remember to save the link when they finished the project in order to turn it in.

Constructivism was used during the active learning components when allowing students to discover how to use Pixton in order to create a comic that meshed with their personal vision. Students assimilated their knowledge about how to use creation websites and their understanding of the elements of science fiction in order to understand and create a story on Pixton. Social constructivism was seen when students turned their projects into Edmodo and commented on each others’ graphic novels, allowing them to learn from each other. This lesson was intended to enhance what was already learned within the curriculum, while allowing the students to apply that knowledge in a unique format.

I assessed students’ learning throughout this lesson through their original graphic novels using the required science fiction elements that they turned in. This provided evidence that they understood the characteristics of science fiction. I also assessed how students learned from each others’ graphic novels by reading the comments written to each other on the class Edmodo page under each project.

Technology played a crucial role in this lesson. The online comic creation site not only made creative a graphic novel accessible to all students, it also frequently helped inspire students while creating their stories as they saw the various characters and backgrounds available to them. The advantage was that this site allowed all students to create a graphic novel regardless of artistic ability and made it so that changes could easily be made. The only disadvantage was that students needed an email address to log in. The only questions students had were minor trouble shooting questions, such as how to change backgrounds, or how to double check if their work had saved. Often, other students would answer each others’ questions before I even had the chance to. If it was something I had gone over already, I would try to guide them into remembering that from my example, if not, we would go through it step by step on the computer. The students were overall incredibly enthusiastic and engaged throughout the duration of this assignment. Their projects showed that they had a great grasp on the elements of science fiction and were able to be authors of their own science fiction comics.

CEP 800- Digital Story

My digital story tells the story of a workshop I taught to teachers about how to use two educational online programs. The lesson primarily used the cognitive constructivist approach.

My Video

CEP 800 Podcast

Please click below to hear my podcast about understanding how students learn.


http://lmele26.edublogs.org/files/2011/10/CEP-800-Interview3-1a3zu7f.wav

Final Wicked Problem Project

The Wicked Problem Project helped me to look at a need in my classroom and create a solution that wound up being some of my students' best work. To learn more about my Wicked Problem Project, you can read earlier blog posts or view my screencast below.

The Problem
The problem that I encountered in my classroom with technology occurred with a research project that my students write and present each year. The only limitation with this assignment is that the topic must be based on Gandhi's quote, "You must be the change you wish to see in the world."  From that, students are encouraged to think about a local, national, or worldwide problem that they truly want to see change. This has consistently been a valuable research project that has helped the students to look beyond themselves and their own needs. I am always impressed with the depth in which they explore their topics and what they learn from them. After all that researching, I feel it is important for the students to share with each other what they have learned about this problem and what solutions are possible. In the past, each student has created and presented a PowerPoint to share information about their paper. After two years of having presentations done this way, I learned that no matter how interesting the topic, all of us become bored after seeing slideshow after slideshow regurgitating information from their paper. I knew there had to be a better way to approach these presentations. The real educational problem faced is that students presenting and those viewing were not getting much benefit from the presentations. I wanted the presentations to be a meaningful learning experience for all involved.


The Solution

The solution to this problem was to have students create public service announcements (PSAs) to present the research as a problem that can be solved through public action. Such a project would be more authentic for both those presenting and those viewing. It also allowed students to be creative in their approach. They could combine a variety of methods, voiceover, video, text, music, and/or images, to get their message across. Each presentation was unique in both the topic and how it was presented, which created an engaging experience for viewers as well.

I knew this project would be considered successful if students were able to critically analyze the information from their research papers to create a public service announcement video that met the criteria I gave them. Another indicator of a successful project was, if all students, both creators and viewers were engaged throughout the presentations.

TPACK


How was technology used with the various types of instruction?

The flip camera and iMovie software were both introduced using a variety of pedagogical strategies. Initially, all students were introduced to both in class and through guided instruction, they got a basic idea of how the tools worked. After the initial class discussion, students were given time to explore the technological tools on their own or through collaborative learning when needed. This time to work hands on with the tools was crucial to gaining an understanding of how to operate them.

How does technology make the content more accessible to the students?

Without the video cameras and iMovie software, the students would not be able to create such moving PSA's. Really, the only other option for PSA's would have had to be through PowerPoint, which lacks the music, recording, and voiceover tools, or through live performances, which likely would not have been as moving. These two pieces of technology made it so that students could get their message across while making a lasting impression.


How do the pedagogical strategies make the content more accessible to those creating the PSA's?

The pedagogical strategies, guided instruction, independent, hands-on learning, and cooperative learning gave the students time and a way to analyze their research papers and decide on the most effective way to present the information to the public. By working with peers at times, they were able to discuss their ideas, and by working independently, they were able to create their own visions for demonstrating their research topic.

Professional Learning Plan

You can view my professional learning plan below:

Group Leadership Project

View our group leadership project here:

I had the pleasure of working with three other middle school teachers to create our group leadership project. We focused on how to use wikis as a collaborative tool in the classroom. Although our first meeting on Vyew was a bit of a calamity due to technical issues, subsequent meetings went great. Everyone contributed and worked very hard on their assigned portions of the project.

We created our storyboard and script using Google Presenter. It was a great format for us to all collaborate and communicate. Debbie recorded the script on both Screen Cast-o-matic and Audacity. To create the final project from our storyboard, I used iMovie. It was my job to edit and finalize our project. I suggested to the group that I use iMovie because of my familiarity with it. Everyone agreed that it was best to use software that I knew well for a project of this length. I think the features of iMovie are best for the tutorial format as well. I was able to add music, transitions, sound effects, edit the voice recording, edit the individual storyboard images, upload to You Tube, etc. all using iMovie.

While developing the iMovie, I learned more about the software than I previously knew. I learned how to use the precision trimmer, how to fade in and out using sounds, how to overlap sound effects with music, how to edit and insert transitions, and more. It seems that every time I use iMovie I learn something new and it is generally through trial and error (or that handy little help button). One thing I still need to figure out is how to work on effects on all images. iMovie is automatically set to Ken Burns effect on images, which often cuts off parts of the picture. I had to go through all 45 slides individually to either edit the Ken Burns effect or eliminate it. I'm sure there is an easier way to do that.

If we were to develop the same project again, I would have the script reader, Debbie, record portions of the script instead of all at once. I would have been able to play around with slide lengths and transitions more if the recording were done in different segments. However, I'm sure that, too, is something I could do on iMovie if I knew the software even better. As a group project though, I thought that this went very smoothly. Although we all have very busy lives and schedules, especially near the end of the school year, people made it a priority to meet and get their portions of the assignment done by the deadline. I think the entire group did a great job and I am very glad I got a chance to work with each of them!

Group Leadership Project Part B: Script and Storyboard

For our group leadership project we have met quite a few times on Google Docs to discuss plans and edit the presentation together. Everyone has made a very conscientious effort to diligently work on their role and have it done by the deadlines we've set in place. Also, everyone has been willing to make changes to what they did if other group members suggested it.

At the beginning stages I was worried about my level of participation because my real work would not begin until after the script and storyboard were done. However, there were a few tasks that I was able to help with in creating both the storyboard and script. I was able to add images to slides that would enhance the presentation and I created a Wordle for the last slide to tie all of our concepts together. I also edited a few parts of the script and offered feedback. The main creation of the storyboard was split between Stacy and Allyson, while the script was a collaborative effort, but largely written by Debbie. Debbie then recorded the script and sent it to me. This is where my real job came in. I uploaded all of the images and the recording to iMovie. I then needed to match the sound to the slides (Debbie also used Screen O Matic, but I wasn't sure how to add music, transitions, etc. to that so I stuck with iMovie). It was a time consuming process the way I did it and I'm guessing there are quicker ways, but it got the job done. I will now be adding in the transitions, music, sound effects, etc. and uploading it to You Tube.

I think the group worked very well together and did a great job of meeting self imposed deadlines. Everyone in the group is very thorough and hard working and I think it shows in the presentation. I'm looking forward to having the final presentation completed so we can all see our hard work in a finalized format.

To view the storyboard and script, click here: 
https://docs.google.com/present/view?id=dgxr43w2_34cct369fq or scroll through the presentation below: