Olympic Goosebumps — 7602

TIPC Ratings

Students and Teacher are both ideal/target. Teachers have designed a challenge to promote synthesis of resources to address an authentic task and are modeling strategies throughout the process as the students search for information about their inspiring athlete/sport. The research is student-centered because they generate the questions and choose the digital sources. Students construct, research, and revise questions that will be used in their final authentic task. Students get to select the digital tool that will work best for their group and will work together to organize information that they find. They then put all of the information together in a digital product that displays their findings in interesting ways.

Students and teachers are both ideal/target. Teachers have designed an authentic task that promotes collaboration within the classroom and out, using Google Docs or other approved methods of collaboration. Students worked in their groups to establish norms and select roles to help aide in their task. Students used digital tools to help organize information for their final product and used digital tools to create and share a final product, many using websites or Google products that allowed real-time collaboration from multiple computers.

Students and teachers are both ideal/target. Students had to make choices and evaluate every aspect of the lesson. They selected the best digital tools, decided on the athlete/sport and method of presentation. Not every Olympic story has that “goosebump” factor, so it was important for the groups to make decisions and solve problems as they arose. One of the best examples in this project was the collaboration and the consensus building components. They had to agree on one person to study and make a case/argument for the person they chose and advocate for them to the group, using the Google doc or other approved digital tools.

Students and teachers are both ideal/target. Students had to gather and organize information to create their final product and we supported the students as they faced challenges. Students generated their own questions, researched, responded, and sometimes revised their questions. Students used digital tools to find answers to their questions and to create their final product. All products were different, using different tools, and different approaches, because the research questions were generated by the students. Some products were more of an interview style with questions and answers while others read more like a newspaper article tribute to the athlete/sport. No two products were alike, yet they all met the desired result of the activity.