Monday, May 25, 2015

Jamie Hawkinson - Summative Assessment Project



Hawk PBL - Civics and Service Learning

Description:
Objective:
Students will gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge following a 4th Grade Civics and Government Unit in Social Studies.
Overview of Project:
  1. Complete Civics and Government lessons through direct teacher instruction.
  2. Using the SODAS model, students will structure a plan for their community, school, personal choice, or world issue they choose to problem solve..
1. Situation - look at the situation. (Describe the problem.)
2. Options - list as many choices as you can. (Ways to solve the problem) List at least three.
3. Disadvantages - list as many disadvantages (negative things that could happen) of each option as you can. List at least three.
4. Advantages - list as many advantages (positive things that could happen) of each option as you can. List at least three.
5. Solution - based on the advantages and disadvantages, select the best option
  1. Students will present their projects with the use of a presentation tool (Haiku Deck, Prezi, Google Slides, Powtoon, or a tool of their choice)
Timeline of Project:
Sept/Oct - Civics / Government Social Studies Unit
November - Finalize project choice - complete the  PLB Planning page
December through March - carry out research and project
Check -in #1 - December
Check -in #2 - January / February
Check -in #3 - March
April - Project Presentations










Based on the 4Cs
  • Critical Thinking
  • Collaboration
  • Creativity / Innovation
  • Communication

Standards:
MN State Standards:
SS  4.1.1.1.1  Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue.
SS  4.2.1.1.1  Apply a reasoned decision-making process to make a choice.
ELA 4.6.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
ELA 4.6.6.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
ELA 4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELA 4.8.1.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
ELA 4.8.5.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Authenticity:
My students will choose an issue, problem, or topic they care about. They will see its relevance to their own lives. They will choose something that they will care about the outcome or solution to the problem. My students will care about the fact that they are producing work for a public audience and that It’s not just something to turn in to the teacher. My students will come to know the quality of their product matters if they want to make an impact in the real world. They are going to want to will feel pride in their work and not be embarrassed when they share the results of the project, this may be a live presentation of a solution to a community problem, or even a launch of a website they've created. Additionally, my students will potentially feel a sense of authenticity when they collaborate with adult professionals, experts, parents, and/or community members during their project.
Reflection:
Since I wasn’t able to complete this project this year with my students, my reflection is based upon what steps will need to be taken in order for this to be a real PBL opportunity for my future students. I will need to lead them through multiple sessions of what their “passions” are in regards to helping the community or “Going out and Making a Difference” (our CV motto).  I will need to slowly introduce the project following the Civics unit and will need to guide my students through the timeline as well as the expectations on the final assessment PBL rubric. I will need to refresh my students on how to safely research their topic and how to cite their sources as necessary for their written portion of their project as well as their research analyzation. I will need to have monthly check-ins for opportunities of revision and reflection. I am thinking of using Edmodo next year as well as google forms to ensure that students are on task. I will need to provide effective and efficient, timely feedback. I will also need to provide multiple opportunities for students to practice presentation tools to choose from for final project presentation. as well as provide mini sessions of collaboration sessions as necessary to help students struggling to complete their projects. It could be really tough the first time I attempt this, but I know that in the end this type of learning has the potential to be far more effective than an end-of-unit test. I hope for the best - knowing that I will need to make changes as I go.


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