Submitted by: Gillian Lambert
Collaborators: William Berry (ITRT), Scott Mewborn (Librarian)
School: Moody Middle School
Summary
The purpose of this lesson is to teach SOL 8.1 in a more compelling and innovative manner. Teachers often have their students interview a parent, grandparent, or classmate to teach this SOL, however, my aspiration was to facilitate an opportunity where students could take risks and focus on real issues that are occurring in their local community. Students were able to research local issues (such as homelessness, the economy, crime, pollution, and health care, to name a few), as well as identify and contact someone associated with that issue. After preparing relevant interview questions, students conducted their interviews and compiled their responses for a creative and innovative presentation. Students then became curators of their own blog post, where they posted their presentations, shared their information, and communicated their comments.
TIPC Ratings
Ideal/Target (7) – After choosing a local issue, students conducted their research from a broad perspective by utilizing databases such as Gale Infotrac. Students then sharpened their focus by using search engines and exploring the online websites for The Richmond Times Dispatch and Style Weekly Magazine. Students practiced information fluency by referring to their Online Resource Evaluation which encourages them to recognize objectivity, authority, and reliability when analyzing information on the internet. Students also used their research to identify someone they could interview in regards to their chosen topic. Being able to interact with the interviewee was another excellent source of information for their issue. Researching a local issue and interviewing someone related to that issue are examples of authentic tasks, as students are active participants in the community in which they live.
Ideal/Target (7) – The students communicated and collaborated effectively with each other, as well as with their interview subject, to create an innovative product. Students communicated with their interview subject through a variety of ways, such as face-to-face, on the phone, email correspondence, as well as live chats or electronic messaging. Students also collaborated with each other using discussion forums, Googledocs, and even collaboration tools embedded in the online presentation tools, such as SlideRocket. Students used the “Be in Touch” blog to post their presentations, discuss the issues, and share their research with the outside world. Students completed a reflection through the use of an online survey to discuss the following:
• design plan and process for their presentation
• goals for future growth
• role as communicators and collaborators
Ideal/Target (7) – Students engaged in critical thinking and problem solving through the following authentic tasks:
• choosing a local issue to research
• identifying and contacting someone to interview
• writing relevant interview questions
• deciding on the most creative and innovative presentation tool
Choosing a local issue to research and then conducting that research allowed the students to think critically about their own community. Students engaged in problem solving through the tasks of figuring out how to contact their interview subject, scheduling a time to conduct the interview, and figuring out how to record their interview. Critical thinking also lent itself to the task of writing relevant interview questions in preparation of the interview. Finally, critical thinking and problem solving were essential for deciding on the best presentation tool for the project, as well as designing and creating the actual presentation so all of the necessary elements were incorporated with an innovative approach.
Ideal/Target (7) – The final step of this project was to design a presentation that encompasses creativity and innovation. Students were able to select any digital presentation tool of their choice to create their product. Students were willing to take risks to produce presentations that were original and expressed unique ideas about their local issue. Through their reflection, students contemplated their creative process and set goals for their future as well as for their community. Ultimately, the Be In Touch Blog became a place that encompassed all of the TIP-C categories; a place where the students became curators of their research, their communication, their critical thinking, and their creativity.
Download Files
H21 Lesson Documents – Be In Touch
Contents:
- H21 Lesson Plan – Be In Touch
- Be In Touch Interview Project – Rubric
- Be In Touch Interview Project – Instructions
- Be In Touch – Blog Hyperlink
