Evidence of learning

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  • 1. Evidence of LearningThe student work that was created as a result of this project represented four important21st skills. The students were actively engaged in building knowledge through inquiry.They were given the ”big questions” and then were asked to come up with their ownanswers. They arrived at these answers throughout the unit and by completely variouslearning activities.The use ofICT was vitally important to this unit. The students needed to use technologyfor their research, to collect information (video recorded interviews), to compile andcreate a finished product (documentaries) and to then share their products with others(our project website / youtube.)ICT enabled us to extend our learning beyond theclassroom walls in ways that would have been impossible in the past.The student solved real world problems innovatively. Our real-world problem waslearning about immigrants and refugees in a small rural community that doesn’t haveany new immigrants or refugees. The new curriculum asks the students to analyzeCanada as a multicultural nation. We wanted to make the learning more engaging andauthentic for our learners so we decided to solve this problem for ourselves AND forother students in our school division; students that live in remote communities that maynot have access to real people as resources (immigrants and refugees.)The solution tothis problem was to create documentaries to share with others within our school divisionand our province via our website. Our second real-world problem was to help the PrinceAlbert Multicultural Council create a webpage outlining their services as they did notcurrently have one.The website creation will help the PAMC advertise their services toimmigrants and refugees that come to Prince Albert and area, hoping they will have asmoother transition into our community.The students work was innovative as it solvedreal world problems thus benefiting themselves and others (students in remote areasand immigrants and refugees) in our community.The students developed their communication skills through the creation of theirdocumentary. They worked very hard to keep their role and audience in mind as theycreated a well-organized documentary that would synthesize the learning they had beendoing over the past month. The students helped us develop a rubric to guide themthroughout the creation of the documentary. In small groups they divided up the workand created documentaries that answered our “big questions.” What would it be like to be an immigrant or a refugee coming to Canada in the 19th Century and in the 21st Century?
  • 2. How can we help immigrants and refugees make this transition to Canada smoother?The students were to compose and create a multimedia, oral and written text thatexplored, identity, community, social responsibility and expressed personal thoughtsshaped through inquiry.(Saskatchewan English language arts outcome CC5.1)Thestudents made sure their message was clear and specific, their ideas were logical andwell-organized and answered Who, What, Why, Where, When, and How. Thestudentsused a variety of sources to build their knowledge and provide relevantevidence to support their understandings (thesis) as they are portrayed in theirdocumentaries.Student Work o Mouse Mischief – PowerPoint Presentations  We contacted the EAL (English as an Additional Language) teacher at Carlton Comprehensive High School to ask her if we could help her teach her students English using Mouse Mischief. The students used a list of words provided by the teacher to create the Mouse Mischief presentation to her class. We then visited the students at their school and presented the Mouse Mischief slides. Our students were given the opportunity to help the EAL students with their conversational English by interviewing them. o Student E-mail  Our class was partnered with students throughout our school division that were identified as immigrants or refugees in our community. These students are a part of the SWIS (Settlement Workers in Schools) in our school division. Our students had the opportunity to help these students learn and practice English by communicating via email. Our students benefited from these communications in that they had the opportunity to learn more about their partner’s experiences coming to Canada as an immigrant or refugee.  The age-alike SWIS students visited our school with the SWIS workers to share their experiences as immigrants and refugees. The SWIS workers taught the kids more about the citizenship and immigration policies in Canada and what their advocacy group role is in our community. o Museum Box – Web 2.0 tool  Our students used Museum Box, a new web 2.0 tool, to create a cube that would answer the question: “What would it feel like to be an immigrant?” The
  • 3. students used the knowledge they had built throughout class lessons and interviews to help them take on the role of an immigrant and create their own museum box.o Documentary “What is it Like to Walk in Someone Else’s Shoes?”  The students were required to use Window Movie Maker to create documentaries that answered the essential questions: What would it be like to be an immigrant or refugee coming to Canada in the 19th Century? In the 21st Century? How can we make this transition smoother?  The students took on the role of reporter for Kayak Magazine. They were required to create a documentary aimed at teaching Canadian Children about the evolution of Canada as a multicultural nation.  We arranged a field trip to the Prince Albert Multicultural Council to interview the immigrants and refugees that are a part of the English for Employment class. The students took video footage to edit and add to their documentaries. Communication with the immigrants / refugees involved problem solving because language was a barrier at times.  The students were required to use Microsoft Excel to graphically display the country of origin of immigrants and refugees coming to Canada in the 21st Century.  The students used Bing to research Canadian advocacy organizations that help immigrants and refugees to come to Canada. o Weebly (class created website)  To answer the essential question “How can we make the transition to Canada smoother?” our class decided to help our local advocacy group create a webpage to help them reach a broader audience.  During our field trip to the Prince Albert Multicultural Council our students interviewed the Executive Director, his assistant, and the council’s teacher to find out what information they wanted to have on their website.  As a class, we designed a website for the Council. The students even suggested including a translator widget that would help people that didn’t speak English understand the content of the website.
  • 4.  The students used Autocollage to create interesting graphics for the website and to make “Thank-you” cards for our collaborators. Finally, we created a QR code to display in the window of the Prince Albert Multicultural Council to further advertise the website the students created.