Summary
This lesson is designed to provide real-world experience in data collection, presentation, public speaking and evaluation by having students research and present possible colleges, universities or careers that suit their needs as future learners and professionals. The students have a class period and two homework assignments to collect data on possible options, create visuals and a written report, and highlight their findings with a two minute presentation. During data collection, they generate their own research questions, use any tools available to them to find out information about colleges, and are given the opportunity to “data-share” with peers or conduct their inquiry alone. The presentations are given in front of the class, and at the end of each presentation, ActivEngage is used to measure the class’ average “engagement or interest” during the presenting student’s pitch. The entire work (data, graphs AND presentation) are also graded by the instructor using a rubric. After the presentations, the students reflect on their work using a GoogleDoc, that asks them how they can improve and how best to capitalize on their strengths as researchers, designers and presenters.
TIPC Ratings
Ideal/Target- This assignment stresses not only the collection of meaningful resources based on real needs of students, but it also forces them to synthesize the information and use available tools to collect and display the information through the use of collaborative digital methods (ex/GoogleDocs) and various display programs (ex/ Presi, RSAnimate, Infographics, ActivInspire, Moviemaker). Students are given free choice of resources to answer their research questions, and must decide which sites or materials are most reliable. Most used collegeboard.com, and individual university websites, but some even e-mailed colleges directly or spoke with school counselors. Using this data they created graphs and presentations, and had to choose what information to highlight in their 2 minute pitch. The design of this challenge on the instructor side encouraged real world application of current data.
Ideal/Target- The design of this instruction promoted collaboration using several communication methods and tools. During each piece, the instructor helped facilitate this collaboration in the classroom. Students first worked together in groups of 3-4 to create research questions and establish norms for quality infographics. They then synthesized their information as a class to help drive the data collection and presentation portion of the project. Students were also encouraged to collaborate and data share during data collection. Through the instructors facilitation, almost all chose to form groups, though group roles and size varied. Throughout the design, data sharing was not forced, but the time constraints made it highly advantageous. Upon reflection, students had to justify how the collaborated and how it could have been better. Student used a variety of tools to data share, though typically they chose GoogleDocs (either spreadsheet or a running document). Once the presentations were made, the design facilitated collaboration AND communication again. Students communicated their choice and finding through the presentations (that were also shared digitally both in school through school space and outside of it through social media). They also collaborated with one another by offering critique and giving engagement scores. The instructor formatively assessed their ability to communicate through their media and presentation skills, as well as worked with students in small groups or individually to enhance their presentations.
Ideal/Target- This assignment was designed to allow students to answer the authentic question: “Where do I want to go to college and why?” They also had to decide how to share their answer to this question with peers in the class and outside of it. The instructor assessed the effectiveness of their research in answering their own questions, as well as helped students in the process of creating quality display and presentation media and presentations. The students chose whatever tools they wanted to present their data, they were not forced to use digital tools to present (though all did at least in part), but they were required to create graphs digitally, and were taught how to create quality infographics in the warmup. The students reflected on their ability to answer their own questions during the 2 minute reflection and critique session in front of the class, and through the paper.
Ideal/Target- Students were encouraged to take risks when presenting. If they asked the instructor “Could I try a video?” or “Could I animate my presentation?” The instructor encouraged them to try and see how it might affect their engagement score. The work created by students was extremely meaningful in the fact that it answered a real question pertaining to their immediate future. They had to synthesize information: from their own grades to college acceptance criteria; from parental opinions to offered majors. The students were allowed by the instructor to innovate and present their data in new ways. Because of the design, 25 presentations were given in one block. This encouraged students to use creativity to stand out and score high on the engagement grade given by their peers. They reflected on their decisions in the paper and especially during the 2 minute reflection and critique session in front of the class. For example, one student chose to present her findings in a 2 minute video. Her class communicated to her that it was effective, but it would have been better if she had been in front while the video was playing and perhaps left some time to elaborate in person in front of the class. She reflected that this decision was risky, and next time she might leave more time for audience questions at the end.
Student Artifact
Download Files
Contents:
