PART IV: Evaluation
This DreamIt project will be evaluated on the following major tasks, activities, and projects. I organized the assignments into individual evaluations and group evaluations. Under each evaluation header there is a brief description about the task, followed by an explanation of how the task will solve the problems outlined in Part I. Lastly, I have added the Common Core State Standards correlation for each task.
Individual
read and will be invited to write freely in response to their readings in class. They may also be given prompts to address on occasion. The individual journal serves to keep students accountable. It also works to build student stamina and discipline in writing, something students desperately need. The free responses and some of the prompts promote original and creative responses. 10.RL.1, 10.RL.2 10.W.2, 10.W.4, 10.W.1010.L.1, 10.L.2, 10.L.3
entire trimester. They are instructed to annotate every article and compose a written argumentative response. The articles for the duration of the lit circle unit will overlap thematically or conceptually and the written response will ask students to make connections to the books they are reading. This will evaluate how well the students are able to understand the themes an concepts and make connections between literary works of different styles. AoW works to increase student stamina and discipline in reading and writing. It is a regular practice of reading for deep understanding and a writing prompt similar to that of the ACT writing format. This is intended for students to be comfortable with that format of writing as they see this format on many occasions and not just on the ACT. 10.RL.2, 10.RL.6, 10.RL.7 10.W.2, 10.W.4, 10.W.8, 10.W.9 10.L.1, 10.L.2, 10.L.3
access an article chosen by the teacher. They will use Diigo to annotate the article. After annotating the article they will answer a couple comprehension questions to assess reading comprehension and then students will be asked to make connections from their reading to their book using examples from both. This is like the AoW assignment with more depth. The midterm evaluates how well students are able to dig deep into deep knowledge. They will not be able to rely on rote knowledge. There is no way students can plagiarize because this is an evaluation of what the student knows. The depth of knowledge will demonstrate what concepts/themes/ideas the student understands and what areas he or she needs more support. 10.RL.2, 10.RL.6, 10.RL.7, 10.RL.9 10.RIT.1, 10.RIT.2, 10.RIT.3, 10.RIT.5, 10.RIT.6, 10.RIT.8 10.W.2, 10.W.4, 10.W.8, 10.W.9 10.L.1, 10.L.2, 10.L.3
page process argument paper related to student interpretation and understanding about the concept/theme of the book he or she read. The process paper works to solve all the problem areas. The process requires students to be self-motivated and self-directed learners. The one-on-one writing conferences encourages students to be self-motivated and self-directed. Students must practice developing stamina and discipline in writing as well as in proofing and editing during writer's workshop. The paper assesses deep knowledge and understanding while promoting originality and creativity. 10.RL.1 10.W.2, 10.W.4, 10.W.5, 10.W.6, 10.W.8, 10.W.10 10.L.1, 10.L.2, 10.L.3, 10.L.6 |
Lit Circle Group
begin their lit circle conversation. One member of the group will record the discussion on a shared google document. The DQ assignment takes groups through different aspects of the plot, characters, and the task of reading. As students share their thinking, they are actually modeling behaviors of reading to one another. Teacher will roam and sit in group discussions. The minutes will be used as a measure of accountability. Groups will be self-directed in leading their discussions and will work on motivating each other. The level of expectation for the discussion is to go deep into the book. 10.RL.310.W.2, 10.W.4, 10.W.10 10.SL.1, 10.SL.3, 10.SL.6
technology source from the class list of options and use it to report the main important theme, concept, character, plot, etc. from their discussion. This is where the groups will use tech tools like the one listed under technology. They will not be limited to just the tools shared as I will showcase different tech tool options available to them through the computers at school. In order to create opportunities for originality and creativity, students are given tasks to explore means of understanding and to present their understanding. This engages students to be more self-motivated and self-directed and engagement is what causes students to produce quality work that demonstrates deep knowledge. 10.RL.3 10.SL.1, 10.SL.4
book talk done in as amulti-genre presentation utilizing different means - visual, oral, written, tech, etc. Groups will demonstrate themes and characters and basic plot without giving the book away. They are told, in essence, to "sell" their books to their peers . This project is so exciting for students and teachers. There is very little directions and it reads more like a guide than anything else. By this point, students worked with their groups for 4-5 weeks and have grown in terms of motivation, direction, stamina, and discipline. They have also tinkered with tech tools and have a good foundation of means and a sturdy foundation of knowledge and understanding. This project is all about creativity and originality and students will produce projects that will surpass all expectations (even more so because the teacher conferences with each group along the way to make sure that they map out and plan their project first). 10.RL.2, 10.RL.3 10.W.2, 10.W.4, 10.W.6, 10.W.8 10.SL.1, 10.SL.2, 10.SL.4, , 10.SL.5, 10.SL.6 |
The DreamIt Project is an assignment for Michigan State University's Master of Arts in Education Technology course CEP 800. The purpose of this assignment is to see how students will "intelligently integrate new technologies to help student understanding within [their] subject area in a transformational way." The ideas of this program and project are centered around TPACK.
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