Video Quiz Link:
http://zapt.io/thdqxxfaIn classroom:
Learning Objective: Students will explain racial tensions after WWI by looking at race riots taking place across the country and taking video quiz.
Outline: Students would look at various examples of race riots that were taking place across the country. With each of the resources, students will complete questions to help paint the picture of what was happening during them and how racial tensions lead to them.
Video citation:
Junior, Ronald. (2015, Feb. 4). The Destruction of Black Wall Street (the Tulsa Race Riot gory details). YouTube. <https://www.youtube.com/watch?v=CXm9FDsAUJU>
Project-based Rubric
| Civil Rights Website Project | ||||
| CATEGORY | 4 | 3 | 2 | 1 |
| Content | The site has a well-stated clear purpose and theme that is carried out throughout the site. | The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. | The purpose and theme of the site is somewhat muddy or vague. | The site lacks a purpose and theme. |
| Content Accuracy | All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met. | Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met. | Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met. | There are several inaccuracies in the content provided by the students OR many of the requirements were not met. |
| Layout | The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. | The Web pages have an attractive and usable layout. It is easy to locate all important elements. | The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. | The Web pages are cluttered looking or confusing. It is often difficult to locate important elements. |
| Navigation | Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost. | Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost. | Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. | Some links do not take the reader to the sites described. A user typically feels lost. |
| Links (content) | All links point to high quality, up-to-date, credible sites. | Almost all links point to high quality, up-to-date, credible sites. | Most links point to high quality, up-to-date, credible sites. | Less than 3/4 of the links point to high quality, up-to-date, credible sites. |
| Graphics | Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding. | Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding. | Graphics are related to the theme/purpose of the site, and are of good quality. | Graphics seem randomly chosen, are of low quality, OR distract the reader. |
| Sounds | Music, audio clips and/or sounds are thoughtfully edited and used only where they add to reader understanding of the content | Music, audio clips and/or sounds are used only where they add to reader understanding of the content | Music, audio clips and/or sounds are thoughtfully edited and used, but 1 or 2 detracted from the overall site. | Music, audio clips and/or sounds were seemingly used randomly OR typically detracted from the overall site. |
| Copyright | Fair use guidelines are followed with clear, easy-to-locate and accurate citations for all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. | Fair use guidelines are followed with clear, easy-to-locate and accurate citations for almost all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. | Fair use guidelines are followed with clear, easy-to-locate and accurate citations for most borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained. | Borrowed materials are not properly documented OR material was borrowed without permission from a site that requires permission |
| Work Ethic | Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done. Always worked well together | Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done. Mostly students worked well together | Student usually uses classroom project time well, but occasionally distracts others from their work. Usually students worked well together | Student does not use classroom project time well OR typically is disruptive to the work of others. Students did not work well together |
Rubric created using Rubistar at http://rubistar.4teachers.org/index.php
In classroom:
Learning Objective: Students will analyze Civil Rights Movement and the impact that it had on society by researching 5 aspects of it and creating a Website that displays content, audio, video, and images.
Outline: During the course of the Unit, students will research the major components of the Civil Rights movement based on the topic of the day. Students would then at the end of the Unit, compile the 5 components that they want to include and discuss on their website (i.e. Desegregation of schools, bus boycotts, black panthers, etc). Students would have to find additional information around those components including images, video, audio (music, speeches, etc) and follow rubric to complete website.
https://www.polleverywhere.com/multiple_choice_polls/90KRSMKZVRBecAR?preview=true
https://www.polleverywhere.com/multiple_choice_polls/CFhGinz5z97wzE0?preview=true
In Classroom:
Learning Objective: Students will weigh in on major events that happened during World War II by completing research on topic and complete poll at end of topic
Outline: The polls would be used as either an exit ticket or a engagement piece, and would not be done the same time, but after each topic has been presented to them throughout the unit. Students would first learn about the three topics that are presented, having researched the information around that topic. While students are reading through information they will be thinking about the questions on each topic--would be the essential question for the day.
1. My colleagues and I have just been talking about wanting to do more project based learning. However, the problem that we face is student readiness for this (support would need to be up and ready to help in process) as well as a curriculum that allows us to spend more than 5 days (if we are lucky) to a unit. However, I can incorporate smaller projects that students can do and create something as part of a unit. I am looking at doing this with the civil rights movement when we get to it. There is so much there, and if students are doing instead of me telling, I believe that there will be better connection to it for our students. Also, using projects that I know students are good at doing (power points, videos) will help with the time frame as well. The part that is good with project-based learning is that the students are doing the teaching with support from the teacher.
2. Things that could prevent project based learning from happening is the limited access to technology in the school. We have computer labs and carts. However, the carts can only be used in certain rooms. Both the carts and the labs get used for months at a time during the testing windows. Pretty much September, January, and May are spoken for with a few weeks in October and April.
Access to programs is also a problem that can arise. School systems have blocked many sites that can be useful in the classroom. Teachers are able to override some of them, but students are not. YouTube is one that is blocked. Having students find videos and other sources to use becomes more difficult.
Application:
1. For the video, having the video stop and ask the question creates signalling. This will be very helpful for my students as they struggle with learning from video because it goes to fast and they struggle to pull out main ideas. Video also uses Temporal Contiguity as students are seeing images of what was happening during riots while they are talking about it. The video I chose also has the personalization principle, voice principle, and Embodiment principle.
For the website creation, a lot of the same principles could be applied as well as segmenting. Segmenting will be seen as students are taking the learning process at their own speed. They are the ones doing the research on the topic. With the research, they would use videos and images that fit into the design principles.
Reflection:
1. I don't think that my thinking has changed in regards to project-based learning. I did them more when I first started teaching, partly because of access to technology and having a great librarian. Also, there was more time available to use the technology. I moved to a different school where the technology was lacking and there was not a library, so projects went out the door. I am now back at a school where there is the technology and library, so hopefully, I will begin them again.
Using the assessment tools will be the thing that I will incorporate more of. Polls will be something that I want to embed into presentations after few pieces of information to make sure that they are thinking about what we are talking about and understanding.
2. I enjoyed the zaption quiz program. I will definitely use that in the classroom more whether it is as a whole class assignment or individual assignments. I also enjoyed the poll programs and will be implementing them regularly in my class.
Learning Objective: Students will analyze Civil Rights Movement and the impact that it had on society by researching 5 aspects of it and creating a Website that displays content, audio, video, and images.
Outline: During the course of the Unit, students will research the major components of the Civil Rights movement based on the topic of the day. Students would then at the end of the Unit, compile the 5 components that they want to include and discuss on their website (i.e. Desegregation of schools, bus boycotts, black panthers, etc). Students would have to find additional information around those components including images, video, audio (music, speeches, etc) and follow rubric to complete website.
Poll/Survey links:
https://www.polleverywhere.com/multiple_choice_polls/Ycn7PLY1f4aSlUG?preview=truehttps://www.polleverywhere.com/multiple_choice_polls/90KRSMKZVRBecAR?preview=true
https://www.polleverywhere.com/multiple_choice_polls/CFhGinz5z97wzE0?preview=true
In Classroom:
Learning Objective: Students will weigh in on major events that happened during World War II by completing research on topic and complete poll at end of topic
Outline: The polls would be used as either an exit ticket or a engagement piece, and would not be done the same time, but after each topic has been presented to them throughout the unit. Students would first learn about the three topics that are presented, having researched the information around that topic. While students are reading through information they will be thinking about the questions on each topic--would be the essential question for the day.
1. My colleagues and I have just been talking about wanting to do more project based learning. However, the problem that we face is student readiness for this (support would need to be up and ready to help in process) as well as a curriculum that allows us to spend more than 5 days (if we are lucky) to a unit. However, I can incorporate smaller projects that students can do and create something as part of a unit. I am looking at doing this with the civil rights movement when we get to it. There is so much there, and if students are doing instead of me telling, I believe that there will be better connection to it for our students. Also, using projects that I know students are good at doing (power points, videos) will help with the time frame as well. The part that is good with project-based learning is that the students are doing the teaching with support from the teacher.
2. Things that could prevent project based learning from happening is the limited access to technology in the school. We have computer labs and carts. However, the carts can only be used in certain rooms. Both the carts and the labs get used for months at a time during the testing windows. Pretty much September, January, and May are spoken for with a few weeks in October and April.
Access to programs is also a problem that can arise. School systems have blocked many sites that can be useful in the classroom. Teachers are able to override some of them, but students are not. YouTube is one that is blocked. Having students find videos and other sources to use becomes more difficult.
Application:
1. For the video, having the video stop and ask the question creates signalling. This will be very helpful for my students as they struggle with learning from video because it goes to fast and they struggle to pull out main ideas. Video also uses Temporal Contiguity as students are seeing images of what was happening during riots while they are talking about it. The video I chose also has the personalization principle, voice principle, and Embodiment principle.
For the website creation, a lot of the same principles could be applied as well as segmenting. Segmenting will be seen as students are taking the learning process at their own speed. They are the ones doing the research on the topic. With the research, they would use videos and images that fit into the design principles.
Reflection:
1. I don't think that my thinking has changed in regards to project-based learning. I did them more when I first started teaching, partly because of access to technology and having a great librarian. Also, there was more time available to use the technology. I moved to a different school where the technology was lacking and there was not a library, so projects went out the door. I am now back at a school where there is the technology and library, so hopefully, I will begin them again.
Using the assessment tools will be the thing that I will incorporate more of. Polls will be something that I want to embed into presentations after few pieces of information to make sure that they are thinking about what we are talking about and understanding.
2. I enjoyed the zaption quiz program. I will definitely use that in the classroom more whether it is as a whole class assignment or individual assignments. I also enjoyed the poll programs and will be implementing them regularly in my class.
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