Scott Edward Moran, Ph.D.
moran.scott1@gmail.com 210-269-7531
On this page, you will find...
Student choice and Constructivism
Multimedia principles and primary goals
Information related to metacognition
All activities can be adjusted by SDG, product, and grade level/subject matter
Tasks
1. Consider the resouces and information on this page.
2. Complete the multimedia/technology integration exercise.
3. Complete the metacognition exercise.
Each school year, teachers
are often faced with the notion that incoming students may not have thought in depth in quite some time or created anything of substance in a while. Obviously, they may be rusty in terms of skills associated with all content areas.
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For whatever reason, incoming students just seem to need extra help with regard to "shaking off the rust" and learning to brainstorm, think through issues, and generate feasible solutions, ones that could actually benefit people in their community.
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Another key aspect of instruction is giving students choices regarding what they want to focus on in their writing. Read more about student choice here.
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The idea is to relate real-world issues to students' lives and thereby increase their interest in writing and see the correlation between what they learn and how it relates to things they experience themselves. In many examples of research related to these ideas, this is called constructivism. Read more about constructivism here.
It may also be the case that some teachers
are not familiar with principles multimedia design.
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In their book e-Learning and the Science of Instruction, Clark and Mayer (2016) outline key principles that enhance multimedia and allow for learners to better understand information.
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Part of this project may include students formally presenting their work via some form of multimedia.
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An overview of these key multimedia principles can be seen by clicking on this link.
Assignment
Multimedia/Technology Integration exercise
Scott Moran (YouTube) @scottmoran3078
There is much more to multimedia and to integrating technology effectively than using PowerPoint, especially having a bunch of text on slides or including extraneous information on slides. The Death by PowerPoint video illustrates these ideas. The Principles of Multimedia video illustrates basic design elements for multimedia. Please watch either one. Comment on what you learned and how it will transform how you use multimedia and technology. Devise a way to utilize the concepts in the video in your instruction. This is just for in-class discussion.
The primary goals of this unit are to give kids chances to
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choose the U.N. SDG that interests them and bring the community into the classroom;
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determine how that standard is being addressed in their city or immediate area; and
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determine what else could be done to address that standard.
Should you wish to access the actual United Nations site, you can do so by clicking here.
Students should build skills related to the final products
before students can complete tasks and produce multimedia presentations or other products related to their chosen SDG. They need to be given opportunities to think about the standards, discuss them, make connections to their own lives, write responses related to their ideas, and reflect on what they have learned (metacognition). Learn more about metacognition here.
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A general lesson sequence has been provided, one that could be altered to fit any of the 17 SDGs and that could be modified to offer more choices with regard to final products.
Assignment
Metacognition Exercise
I have been journaling and blogging for years. Originally, it was required by my professors. I didn't think much of it, considering it "just another box to check." However, I quickly realized that this is essential for reflecting on what I have learned, what I need to do better, for planning ahead, and the like. Recall one lesson you taught recently. Comment on what went right, what you will do differently next time, and what this means for you in terms of planning. What criteria did you use/ will you use to assess the success of the lesson? This is also for in-class discussion.
Example Reflection
Example Reflection PDF
The ultimate goals for the unit could include having students
work to research their chosen SDG and consider a scenario-based lesson. Second, they will need to determine how they will educate others in terms of your SDG, for most people know very little about the SDGs. Finally, they will be creating a multimedia presentation and persuasive letter meant to convince people to take action regarding their SDG. Be thinking about these three aspects of the project at all times.
Alternatively, students can
construct an explanation based on evidence for how the availability of natural resources, the occurrence of natural hazards, and changes in climate have influenced human activity OR they can evaluate or refine a technological solution that reduces the impacts of human activities on natural systems.
Extension: Enter your multimedia project in the worldof8billion video contest.
Extension: Use the Five Thinking Hats Method when reading: Five Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved.
You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic “thinking hat.” By mentally wearing and switching “hats,” you can easily focus or redirect thoughts, the conversation, or the meeting.
Teachers may find that they need to adjust the number of tasks for a given day.
Teachers can modify any of the lessons for students who chose a different SDG.
Please feel free to reach out to me if you have questions about this curriculum. I can be reached at smoran3@saisd.net or moran.scott1@gmail.com.
Scott Moran