The Power of Words, the Media, "Alternative Facts," Memes, and rumors
Products and Performances
Image provided by Dr. Kerry Rice, Boise State University
Overview of Products and Performances
1. Product-Edublogs-Created individually-(ISTE Standard 1a, 1b, 2a, 3a; TEKS E 1.15. E 1.16)
Instructional Methods used-The instructor will show students how to establish an Edublogs account and model an example of a well-written post. Examples will include posts made during the creation process, as well as how to write feedback for classmates.
Audience-The teacher and classmates.
Resources needed-Internet access, computer access, access to the Edublogs site, model of blog entry.
2. Product-Google Slides presentation-Created in gropus (ISTE standard 1a, 1b, 2a, 3a; TEKS E 1.6, E 1.12, E 1.1a)
Instructional methods-The instructor will help students to establish Google accounts and show them how to create presentations using Google Slides. Additionally, the students will help the instructor to create rubrics for the products. The instructor will also demonstrate effective Speaking skills and model them for the students. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Teacher, classmates, panel of guests
Resources needed- Instructor model, Internet access, computer access, email account, research skills (modeled)
3. Product-Bubbl.us-Created in groups (ISTE standard 1a, 1b, 2a, 3a; TEKS E 1.6, E 1.9d)
Instructional methods-The instructor will help students to establish Bubbl.us acounts, as well as show them how to use the site. A rubric will be provided. In-class, whole group discussion about the process and the products will occur. Feedback about the process and / or questions will be posted in Edublogs.com and Edmodo.com.
Audience-Classmates, the instructor, the panel
Resources needed-Internet access, computer access, Instructor model
4. Product-1 page essay-Created individually (ISTE standard 1a; TEKS E 1.10A, E 1.12A)
Instructional methods-The instructor will model the writing process for the students, providing them with examples of the type of essay required. A rubric will be provided. Integrate elements of Ethos, Logos, Pathos, Anecdotal evidence, Statistical evidence, etc. In-class, whole group discussion about the process and the products will occur. Feedback and questions about the essay will be posted in Edublogs.com and Edmodo.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-The instructor and peers
Resources needed-Internet access, access to Google Docs, access to Instructor model, access to the research materials
5. Product-Tweets-Created in groups (ISTE standards 1a, 1b, 2a, 3a; TEKS E 1.12D)
Instructional methods-The instructor will demonstrate how to set up Twiducate and Twitter accounts, as well as discuss responsible posting. A rubric will be provided (for the Twitter product). In-class, whole group discussion about the process and the products will occur. Feedback and / or questions about this part of the PBL unit will be posted in Edublogs.com and Edmodo.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Peers, the Instructor
Resources needed-Internet access, computer or phone access, access to Twitter, access to onlinecharttools, access to Edublogs
6. Product-Storyboard-Created in groups (ISTE standard 2b, 4a; TEKS E 1.15, E 1.16)
Instructional methods-The instructor will helps students to establish accounts in Storyboardthat.com, as well as model how to create storyboards. Another option would be Adobe Spark. A rubric for the storyboard will be provided. In-class, whole group discussion about the process and the product will occur. Feedback and / or questions will be posted in Edublogs.com and Edmodo.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Peers, the Instructor
Resources needed-access to the Internet, access to computer or phone, access to hashtracking, access to Twitter, access to Edublogs.com, access to Storyboardthat.com, access to Instructor model
7. Product-Script-Created in groups (ISTE standards 2b, 4a; TEKS E 1.15, E 1.16)
Instructional methods-The instructor will help students to establish Celtx, Plotbot , or Google Docs accounts, as well as show them how to use the site and what a good script should include. A rubric for the script will be provided. In-class, whole group discussion about the process and the products will occur. Incorporate elements of Ethos, Logos, Pathos. Feedback and / or questions will be posted in Edublogs.com and Edmodo.com. Additional feedback will be given to the students by a friend who works as a writer. Students will also have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Peers, the instructor, the panel members
Resources needed-Access to the Internet, access to computer, access to celtx.com or plotbot.com, access to Storyboardthat.com, access to Edublogs.com, access to Instructor models
8. Product-Podcast / Video-Created in groups (ISTE standards 4a, 4b, 4c; TEKS E 1.1A, E 1.1B)
Instructional methods-The instructor will show students how to use the site to create the podcast and demonstrate what should be included in the podcasts. A rubric will be provided for the script product. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com. Students will comment on two recordings (allowing the recorder to revise the podcast) before final product is accepted. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts. Options for the podcast include Podbean.com, Symbaloo.com, and WeVideo.com.
Audience-Peers, the Instructor, the panel
Resources needed-Access to the Internet, access to computer, access to audiotool.com, access to Podbean.com / Symbaloo.com / WeVideo.com, access to Edublogs.com, access to Instructor models
9. Product-Survey-Created in groups (ISTE standards 2a, 3b; TEKS E 1.12D)
Instructional methods-The instructor will demonstrate how to create the surveys and how to use the site used to do so. A rubric for the survey product will be provided. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com. Students will comment on two drafts before final product is created (thereby giving the survery creator a chance to revise the product). Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-The people who listened to the Podcasts
Resources needed-Access to the Internet, access to computer, access to surveymonkey.com or Google Forms, access to Edublogs.com, access to Instructor models.
10. Product-Final blog-Created individually (ISTE standards 1a; TEKS E 1.12D)
Instructional methods-The instructor will demonstrate what is expected to be included in the final blog post. A rubric for this final blog post will be provided. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Peers, the Instructor, the panel
Resources needed-Access to the Internet, access to computer, access to Edublogs.com, access to Instructor model
11. Product-Final presentation-Created in groups (ISTE standards 4b, 4d; TEKS E 1.6A)
Instructional methods-The instructor will demonstrate what the final presentation should look like and what it should contain. A rubric for the final presentation will be provided. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com. Students will practice their presentations in-class twice before the final one. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Peers, the Instructor, the panel
Resources needed-Access to the Internet, access to computer, access to Google Slides, access to Instructor model
12. Product-Evite-Created in groups (ISTE standards 6a, 6b, 6c, 6d; TEKS E 1.6A)
Instructional methods-The instructor will demonstrate how to use the Evite.com site and what should be written in an effective invitation. A rubric for the invitation will be provided. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts.
Audience-Prospective panel members, the Instructor
Resouces needed-Access to the Internet, access to a computer, access to Evite.com, access to Instructor model
13. Product-Performance-Created in groups (ISTE standards 6a, 6b, 6c, 6d; TEKS E 1.6A)
Instructional methods-Instructor will demonstrate ways to grab an audience's attention, as well as Speaking skills and good Presentation skills. A rubric for the final presentation will be provided. In-class, whole group discussion about the process and the products will occur. Feedback and / or questions will be posted in Edublogs.com or Edmodo.com., Feedback from audience will be provided through Surveymonkey.com. Students will have the option of getting feedback from the guest speakers as they create this product via Skype or Google Hangouts. Panelists who cannot be at the presentations in person may join via Skype or GoToMeeting.com. Students will assess themselves and their teammates using WebPA.
Audience-Panel members, the Instructor
Resources needed-Access to the Internet, access to computer, access to presentations created, access to Instructor model.
Reflection Methods
1. Edublogs-Students will be using Edublogs regularly. They will record their thoughts regarding the process, the presentations, their comments about others, etc. They will also be provided with guidance and feedback from the instructor. This is a great way for students to reflect about the parts of the project that frustrated them and why, as well as the parts of the project they enjoyed and why. It is also a "living archive" of the notes and comments they make while completing each part of the project. Their classmates will be reading their posts and offering them feedback, advice, support, and suggestions.
2. Whole class discussion-Instructor will lead class discussions about research project, models, etc. Students will begin the process of "taking over" class discussions as they learn about Socratic Method and Questioning skills. There will be as many of these discussions as needed, based upon questions students have and Formative assessments.
3. Surveys-These will be created to get feedback about the believability of the podcasts. They will also be used to provide the instructor with feedback about the unit. This will allow the instructor to improve upon the unit, making it more "user-friendly" and more challenging. It will also help the instructor to create modifications for students who learn in different ways and those who need accomodations.
4. Edmodo-Final products, along with other products, will be posted to Edmodo for class feedback and analysis. This will also allow for whole class discussion and teacher feedback. This will allow for all products to be posted in one place, making them easily accessible. Also, it will make it that much simpler for students to provide one another with immediate feedback and suggestions.
5. Fishbowl discussion- While one part of the class remains silent and takes notes, the other half of the class will be discussing how to create products, how to solve any technical issues they may have, how to work together more effectively, and comment on the depth of the inquiry that is taking place. The roles will be reversed later, and the "observers and notetakers" will assume the roles of discussion leaders while the original discussion leaders will become the observers and notetakers. This is a great way to modify discussion so that everyone's viewpoints can be heard and so that every student enhances his listening and note-taking skills.
After the culminating activity and celebrating students' accomplishments, students and panel members will be asked to provide the instructor with feedback regarding this PBL unit. They will submit their comments via the site below. Based upon this feedback (and referencing the BIE website, the instructor will modify the unit to improve its effectiveness. The instructor will also meet with members of the panel and other teachers to get their feedback as well.