The online course is ready for public review and feedback. See the unit layout and description below. Please be critical and let me know if you think this unit is missing something… or has too much of something.
The unit will be taught over the fall semester for 6th grade students. The course will be delivered in a blended manner (synchronous and asynchronous) using Edmodo.
I created a group called “Point Hope History” within Edmodo. Within this group, I placed resources in folders which are numerically ordered so the students can access them without confusion. 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 using video 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.
The lessons are outlined 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.
- Assign “Proper Netiquette” video in folder 10. Have students post a “take-away” from the video on the main Edmodo page.
- Assign “Avoid Online Bullying” video in folder 10. Engage students in a cyberchat on Edmodo to discuss what they viewed and how they can avoid bullying and being bullied.
- Watch an example of a short documentary. In folder 1, I placed a short documentary for the students to view.
- Brainstorm elements of a documentary and roles of students in creating a documentary. Folder 2 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.
- Student Interaction: Teacher will post a question on the project page – which element do you think is most important and why? Students will have the opportunity to answer and comment on each other’s answers here.
- Introducing and using the project rubrics. The students will view the project rubrics in folder 3. Students will be asked to post questions as comments so all can see the answers.
- 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 in folder 4. 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. These videos will be turned in using Edmodo posts. This will give all the students an opportunity to view the “shorts.” They will be assigned comments to encourage student interaction. We will then practice putting all the videos into one during the third week.
- 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. This lesson will be done twice as constructive feedback is a new skill for this group of students and is required in two places during the project.
- Student interaction – teacher will ask students to post examples of constructive feedback and ask students to respond on the main Edmodo wall.
- Students will work in groups of three integrating their media from the community profile assignment from the week before into one short using iMovie. Folder 4 has a tutorial for iMovie for those students needing a refresher.
- Students will be asked to post feedback on each other’s community iMovies.
- Students will be assigned a reflective writing piece that addresses the community iMovie in order to prepare them for the Point Hope History project. What worked well? What didn’t work well? What goals do you have for the next project? What will you do differently? Anything else you learned from this project? This assignment will be turned in directly to the teacher.
- 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). Students will be encouraged to comment on each other’s posts.
- 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.
- Students will be asked to post their top two research questions on the main Edmodo wall.
- 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.
- Students will post examples of interview questions on the main Edmodo wall.
- 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 screencast-o-matic posted with directions on how to validate this source – also in folder 6.
- Assign notefacts for the student’s chosen research question. This will be a direction as a post during week 5.
- Using images and graphics to help a story. This will be a direction as a post during week 5 in order to help students collect media in addition to video for the final documentary.
** The notefacts, images, and graphics assignments will be differentiated based on student ability. One student (special ed) will be teamed with another student for this part of the project.
Weeks 6 and 7
Students will use these weeks to collect information. Teacher will monitor time needed and time spent for student success.
- Organizing information. Folder 7 has a graphic organizer for organizing note facts. This will be a direction as a post during week 8.
- 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.
- Creating a 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). Google doc will by synchronously created with students to generate a list of roles. Students will sign up for their roles for the final project.
- 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?).
- Students will be required to turn in both completed rubrics via Edmodo.
- The culminating event will be to present 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.