Collaborating to answer the big questions
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Collaborating to answer the big questions

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  • Get the room About Me
  • Access their background knowledge to see what they know and what they don't about whatever we are covering This is my way for me to formatively assess where I need to be going with my instruction
  • Once I have found out what they do know and what they don't know, I use this information to adapt my unit from the end to the beginning. Brownlie & Schenllert in All About Thinking say that "In classrooms where meaningful, authentic , and concept-oriented learning occurs, students develop enduring understandings by relating ideas from the texts they are studying to their prior knowledge and to society." This unit on comparing social issues from the past and today using Petit Prince as a tool and primary source, was taught through scaffolding, graphic organizers and questions which made them make inferences about the content and the vocabulary. When I planned this unit, I wanted to know: what is the BIG question that can link the novel to student's lives?
  • I've got a proj Put an image about learning....what do we want our students to learn? What are the learning intentions of the project?Formulate questions on controversial topics Evaluate sociocultural and historical contexts to understand the text Analyze the relationships between characters in a text Use critical thinking skills to analyze the text and its images in order to base their information on pertinent information, the coherence of ideas and their own values Compare their interests with others, in order to verify the logic and presentation of facts or information presentedAfter completing this project, the student will be able to:
  • Show a student example at the beginning and then explain the contents of this slide The activity itself is an intentional creation of an environment that encourages students to inquire, go beyond the one question that I have asked them and apply cognitive processes that we know deepen students understanding of texts. Students have to be able to make connections in Science, in Social Studies, in English, in Français Langue in basically any subject that they have to understand what they are reading...so they have to be able to infer and make connections to their learning. We want students to be able to visualize, monitor their comprehension, to access their background knowledge, to evaluate what they are reading and to synthesize. A project like this allows of cognitive processes to take place. Use the Book Creator application as a tool for students to present their answers to the big questions at the end of a unit Show students an example of what you are expecting them to accomplish Draw a plan on the board of the parts included for each page This is the title page. It has an example of one of the framed questions that I had pre-loaded onto my iPad.
  • This is a different type of the same topic and activity. But these students were able to make sophisticated and more mature connections such as... At the beginning of the unit, students were making simple connections to the reading such as self to self. They would things like this reminds me when I was a kid and wanted to eat dirt compared to in the end of the unit, when they are now able to make sophisticated and more mature connections such as...

Collaborating to answer the big questions Collaborating to answer the big questions Presentation Transcript

  • Collaborating toDevelop LiteracyShauna Né roKwantlen Park SecondaryEmail:nero_s@surreyschools.caTwitter: @MmeNeroBlog: mmenero.edublogs.orgShauna Né roKwantlen Park SecondaryEmail:nero_s@surreyschools.caTwitter: @MmeNeroBlog: mmenero.edublogs.org
  • Poll Everywhere• Quick and engaging way for students to expressthemselves anonymously• Exit tickets: allow students to recap or vocalize whatthey had learned about a topic or lesson• Open forum for asking questions without feeling anypressure from other studentsAnswer thisquestion with yourdevice & see howeasy it is!
  • Whats the authentic issue?What can we learn today from the socialissues and conditions of the past?What can we learn today from the socialissues and conditions of the past?
  • Book Creator Carousel Final Project
  • Title page:Previously uploaded with a question that islinked to the "big picture" questionGROUP 1
  • Visual Representation:Find or create 2-3 images which represent the question. Explainthe connection between the text, image and the world.
  • Students are making connections to deepen theirunderstanding and comprehension of the themes:Self to text and Self to world
  • Quote #1:A.Find a quote in the textwhich is connected to thequestion & explains itsconnection to the entiretextB. Make a connection totodays worldQuote #2:A.Find a quote in the textwhich is connected to thequestion & explains itsconnection to the entiretextB. Make a connection totodays worldISOLATION:"There once was aLittle Prince wholived on a planet,barely as big ashimself, whoneeded a friend....The group connected thisquote to people in societywho feel isolated. Howbullied people feel aloneand how everyone needsa friend like the LittlePrince.The group connected thisquote to people in societywho feel isolated. Howbullied people feel aloneand how everyone needsa friend like the LittlePrince.
  • Onequestion:Write a questionthat is connectedto the originalquestion.TRANSLATION: Who are the characters of the book the LittlePrince and of todays society who correspond and representthe theme of close-mindedness?
  • Answer to theprevious groupsquestionsVisualRepresentation:Find or create 2-3 imageswhich represent thequestion. Explain theconnection betweenthe text, image and theworldQuote #1:A.Find a quote in the textwhich is connected to thequestion & explains itsconnection to the entiretextB. Make a connection totodays worldQuote #2:A.Find a quote in the textwhich is connected to thequestion & explains itsconnection to the entiretextB. Make a connection totodays worldOne question:Write a question that isconnected to the originalquestion.GROUP 2Then the grouppasses it on toanother groupwho...Then the grouppasses it on toanother groupwho...
  • Other types of projects using technologymy students have collaborated on:Click here to seehow I am usingprojects asassessmentsDigital Portfolios
  • Student created TEXTBOOKS
  • Student created STORIESIdeal forcroppingcharacters
  • App or online forstudents to share theirdocuments in order tocollaborate.Peer editing: teacherscan restore previousversions to see whatsuggestions orchanges have beenmade.Entire classcollaborates on thesame document toprepare for theprovincial exam in SH(SS) 11
  • WRITING BLOGS INCLASSES TO EXPLAINCONCEPTS ANDBUILD UPON THEIRPEERS IDEAS ANDKNOWLEDGE
  • iMovieiMovie is a great tool for makingvideos of:•Students showing how they havelearned a lesson•Students becoming teachers byexplaining concepts their own way•Recording and presenting skits ormusic videos of their own songs/rapsPuppet Pals HDDirectors Cut• Create films using theirdialogues and scripts• Students mustcreate/find characterswhich represent theirpersonalities• Students must includescenery whichrepresents the content oftheir dialogue/storiesPuppetPals
  • Collaboration MERCIs!Just like any successful project, this is a list of those Icollaborated with to make this presentation today:Kathy Puharich, VP at KPLisa Domeier-SuarezMy students at École Kwantlen Park who were eagerlywilling to share their experiencesAnd those who have influenced and impacted myteaching: Isabelle Côté, Alicia Logie, Faye Brownlie,Leah Christensen, Kathy Puharich (again)Just like any successful project, this is a list of those Icollaborated with to make this presentation today:Kathy Puharich, VP at KPLisa Domeier-SuarezMy students at École Kwantlen Park who were eagerlywilling to share their experiencesAnd those who have influenced and impacted myteaching: Isabelle Côté, Alicia Logie, Faye Brownlie,Leah Christensen, Kathy Puharich (again)
  • TRANSLATION: This imagerepresent curiosity and close-mindedness because on the leftits simple and boring like theminds of people who are close-minded. However, the right siderepresents curiosity because it isvibrant, full of colour andanimated like curious-mindedpeople.The theme of close-mindedness isrepresented by the stubborn andskeptical man. The man always needsproof and needs to see to believe(scientific). The stubborn boy doesntwant to listen and this also makes himskeptical. In the Bible, Thomas doubtsJesuss declarations and has to touchhis scars in order to believe that Jesuswas resuscitated.The theme of curiosityis representCuriousGeorges: and the littleboy. Thesecharacters ask a lot ofrepetitive questionsand their curiosity getsthem in trouble withadults. Until a certainpoint, it is normal to becurious and learnlessons, but too manymistakes can put youin a difficult situation.Translations