Submitted by: Katie Striker
Collaborators: Carole Givens, Carolyn Schmid
School: Douglas Freeman High School
Summary
As we are studying the social movements of the first half of the 19th century, students will be researching an influential person and creating either a short movie or a glogster presentation about them, their life, and their accomplishments. Glogster is a site where students can make an interactive poster.
TIPC Ratings
Approaching: Students use information and resources that require them to apply knowledge to authentic tasks. Students are given a choice of digital tools, but they are not picking random digital tools for research or presentation. The teacher has modeled using databases to acquire, evaluate and apply information. However, they are asked to use the information they find and the resources provided to create a product using technology that is new to them (Glogster and Moviemaker) and to answer/justify their person’s significance to US history.
Approaching: Students communicate ethically within and beyond the classroom in ways that produce collaboration regardless of time zone or physical distance. Students share knowledge with their peers using appropriate resources. Students form collaborative teams to solve authentic tasks and / or create original works. Students choose partners and groups. They are given some class time in which to work on their project, however it was necessary for them to communicate outside of school and class time. This was mostly done using a medium of the student’s choosing.
Approaching: Students select from a variety of resources to draw conclusions based on clear evidence. Students used resources to solve problems which have multiple solutions; then reflected on the product. Students answered open-ended questions using higher order thinking skills. Students gathered and synthesized information from various books and biography databases and use that information to create their presentation. They had to leverage capabilities of the “glog” to impart basic facts about their person but explain and justify the significance of their person’s life/actions in US history.
Approaching: Students applied critical thinking and research methods to create work containing elements of originality and teacher-defined requirements. Students worked collaboratively to produce artifacts that offer solutions to specified problems. Students were given teacher-defined requirements as to what they are to create, but they were encouraged to use their own originality within those requirements to decorate and incorporate information into their glog, or to choose pictures, music, and in their script writing if they used moviemaker. Students applied critical thinking skills and research skills to get the necessary information to add to their product. Students worked with partners on this assignment.
