The Edmodo site for the Point Hope History Project is now active. The group code for access is bg7z0q. Feel free to poke around and tell me what you think.
Sleeves rolled up and sweat pouring off my brow… This week’s focus was to pull together all my resources and organize them for the UBD Point Hope History project. I understand now that I had not previously wrapped my head around this unit as a distance unit. My first instructional video was done with the intent of having students in my class with me. After viewing it again from the perspective of a student at home, I see the video did not come with the proper guidance and support.
Armed with this knowledge, I set about creating the unit in Edmodo. To give some background, I created a new group called “Point Hope History.” Within this group, I placed resources in folders. The folders are ordered by number in the order in which I would like the students to view them. Edmodo does not have a calendar, per se, but it will allow me to post items on the main page with calendar deadlines. As students reach those deadlines, I will have different badges awarded to them for timely completion.
If the lessons are done within the classroom, I will record the lessons and post them in the Edmodo library for students who missed the lesson or for students who need to go back and look at them again.
I will outline the lessons below and indicate how the communication and timeline will be handled.
You are a journalist who will tell the story of people or a person from the old town site of Tikigaq (Point Hope, Alaska) to your family. You will tell this story by contributing research which will then be integrated into a whole class documentary.
- Watch an example of a short documentary. In the first folder I placed a short documentary for the students to view.
- Brainstorm elements of a documentary and roles of students in creating a documentary. The second folder has a link to a google doc where students can add in their own comments. Edmodo does a direct link to the google doc so the typing from Edmodo to google docs is seamless.
- Introducing and using the project rubrics. The students will view the project rubrics. Any questions they have can be communicated by Edmodo post. These first three folders will be assigned for review during the first week.
- Create a community profile video as practice in making a class documentary without research. The students already have experience making iMovies. They will be assigned to view and read the community profile handout. There is a video to go along with the handout to scaffold the instructions. This will be a short practice video that will be due the end of the second week. We will then practice putting all the videos into one during the third week.
- What is plagiarism? Students will view the video that helps define plagiarism.
- How to cite Internet sources, print sources and interviews. Students will view the video “How to use Citation Machine.” I will ask that each student posts an example of a citation in Edmodo (as a post) during the third week.
- Research questions – brainstorm research questions for the class documentary. Folder 6 has a link to another google doc for students to brainstorm as a class. This brainstorming session will help students come up with their own ideas as well as collaboratively come up with ideas for the project.
- How to create interview questions. Folder 6 has a video to help students create interview questions. There is also a handout for students that summarizes the video.
- Taking notes. This will be a recorded classroom session on how to take notefacts using IIM (Independent Investigation Method).
- Validating information by using multiple sources. Folder 6 has an article from the web for students to read. There is a screencastomatic posted with directions on how to validate this source – also in folder 6.
- Assign notefacts for the research question** this will be a direction as a post during week 4.
- Using images and graphics to help a story. ** this will be a direction as a post during week 4.
- Organizing information. Folder 7 has a graphic organizer for organizing notefacts.** this will be a direction as a post during week 7.
- How to create documentary on iMovie. We will discuss roles of the movie-making process and assign roles to begin construction of the documentary (**synchronous class captured on video for later review)
- Creating a draft of the story. The whole class will have put their final media selections into the google folder. Folder 8 has the link for the shared media. There is a video for the whole class to watch before we build the whole story together.(storyboard again)
- How to peer edit/the art of constructive feedback. Folder 9 has a video to review the art of constructive feedback as we peer review the process.
- Create documentary. The timeline will be flexible on the final project. The instructor will monitor how much energy is being put into the project and adjust deadlines as needed. We will stop every Friday (or more often if needed) and review what has been done and reflect on the work that is being done (is everyone doing their job?).
- After the research piece of the project, the students will go back to the research rubric and assess their work prior to turning in notefacts to their instructor.
- The culminating event will be to show the documentary to peers/teachers during a school viewing. We will also invite the community to come watch the documentary as an evening community library presentation. The students will be expected to complete the final rubric prior to this presentation.
This week, I also asynchronously attended the webinar by Dr. Laster, Dr. Tarlow, and Dr. Fredenburg. I synchronously attended the webinar by Verena Roberts. The item from these two webinars that affected my unit the most was the concept that my online course needs to be kept private for my young 6th graders. As exciting as a MOOC would be to conduct with these young students, it is safer to keep my course confined within my school’s internal safe web zone. This is another reason I chose to instruct my class using Edmodo, which has adequate confines and flexibility.