Team+7

Team 7: Karen Burden, Brittany Burns, and Carol Horne
Design your PBI here!

Thu a.m. Hi, Carol, Karen, & Brittany - You guys did great yesterday - way to go in how you worked together to design what exactly you want students to learn and how they will go about that. Thank you for being so positive toward my questions and so open to (at least listening to) my suggestions. I was initially posting this morning to ask how does your PBI address the NCSCoS - what goal(s), objective(s), and standard(s) will you reference? Would be good to include this in your Friday presentation - does not necessarily have to be spoken - a "slide" with that info would be sufficient, but feel free to go into (albeit very brief) detail. One //teensy-tiny// point... I saw Carol creating the lesson plan, Karen researching and making a list of poets, Brittany creating a student example in Glogster, then Animoto, maybe even Xtranormal, but I failed to ensure that you all were doing that work, or at least describing that work, here in the wiki. I just (gasp!) assumed. It looks like you've fleshed out more of the process below, but where's all the rest of that work? You have it on your notepads (both digital and physical most likely); It should be here in the wiki in some form or other most importantly to provide a point for common reference for the three of you, but also in case anyone else wants to see what you all have been doing. Don't duplicate a lot of entry (i.e., 20th century, don't start typing your fingers off), but if you get a minute this morning to cut n' paste it here, that would be great.

See you this afternoon - if you have any questions in the meantime, anything you'd like for me to do or find out beforehand, just let me know - I'll be checking this wiki later this morning and at lunch-time (which is about 10:00 Pooh-time at my house... time to get a smackeral of something...) - cn

I know there is lots of work here somewhere...

Wed a.m. Hi, Carol & Karen - was thinking: in considering how to make global connections thru your lesson - of course, you already do with the subject of the lesson focusing on global poets, but you also might want to include a piece for your students to contact students from those same countries to see if they agree with your students' viewpoints, to gain input as well as f/b from them, maybe for them to collaborate with one another on those opinions and even their final product. A site like ePals  could be very useful for this part. S-t-r-e-t-c-h-ing too far maybe? Let me know what you think. The "lesson plan" becomes a //project//, aha! project-based inquiry! See you later today. - charley

Back to black - or maybe each of you should choose a color ( black can be one) for your input to make it easier for you to disinguish whose input is who's. (Did I choose the right 'who' forms there? I'm such a stickler for correct speling and gramer!) - cn

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || a) The basic components of our PBI will be presented via a VoiceThread. Our project supports the PBI instructional plan because it organizes the resources, directions, and goals for the project in sequential order using Web 2.0 technology.
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.**
 * (See attached lesson plan for "Uncovering the Poet's World.")** ||
 * I. What is the compelling question you have regarding pedagogy? || How can students use technology tools to show the various ways 20th century world poets' personal experiences have influenced their writings? ||
 * II. How are new literacies featured in your compelling question? || In Phase I students will use on-line navigation and reading comprehension strategies to conduct individual research about one of twelve pre-selected 20th century poets from a variety of countries. Google's Custom Search will be used to organize the project web resources for efficient student access. In Phase II small groups of three students who researched the same poet will collaborate to share their research and reach consensus. Phase III includes creation of products from choices that students will use to share their findings. The products include Animoto, Glogster and Windows Moviemaker. ||
 * III. How will you organize or group your students for the PBI? || In the research phase, students will work separately to conduct the initial research. They will then be placed in same-poet triads to discuss, compare their findings and reach consensus regarding the 2-3 most important factors that impacted their poet's writings. The same triad groups will create the final group product based on their collaboration. Students will be organized according to their special needs for research. Students' special needs will also be matched to the intellectual demand and capabilities of specific products. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Students should possess basic web navigational skills to include accessing sites provided by the teacher as well as selecting one appropriate site of their choice. They will need to be able to follow written and oral directions including meeting the standards of a rubric by which the project will be assessed. Once the research is completed, students will need to collaborate in order to summarize, evaluate, and synthesize the information in order to identify and reach consensus about the factors that influenced their poet's writing. Lastly, they will need some familiarity with the web tool that will be used to create their products of learning. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Students will be provided two of the three websites they will be required to consult for their research notes. For students who have difficulty locating a reliable third web source, teachers could have a web list prepared in advance to assist them. The teacher will set up a mechanism to monitor the successes and challenges of each student's research process using checkpoint strategies, such as a learning log, note-taking format, exit slip, etc. Once the students are in their triads, the students will share and compare their research and support their ideas about factors that contributed to impact the poet's writing. A group consensus organizer for determining the 2-3 factors of greatest impact out of those ideas will provide a structure for collaboration and reaching a consensus. Teachers will review each group's graphic organizer to ensure that all students are ready to begin Phase II for creation of the product. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || The teacher will present three technological tools, one of which each student group will use to create a summative product of learning. The three tools will be differentiated according to each student's level of learning. For example, teachers might steer struggling learners toward a technology tool that is visual and intuitive as opposed to other tools that might be more text-oriented abstract or complex. Students will be required to commit to a tool, and as students create the product in school, the teacher will observe students as they work and provide assistance and encouragement as needed. Small group tutorials will be provided to students as needed. The rubric will also include components for teamwork and for regular opportunities for self-assessment. Some students may require additional teacher support in the form of an informal conference. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Each product type hinges on the analysis, evaluation, and synthesis of the factors that most impacted that poet's writings. Students also will be required to explain and support their ideas with details from their research. The content, process, and product criteria will be assessed on a rubric that will also include a self-assessment component for student cognition and reflection. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it

b) In addition, Brittany Burns produced a Glogster to show an example of a possible student product using one of the three digital tools we chose. []

Brittany Burns' individual project for ECI 509: [|Lesson Plan]

c) Yes, we did. As aforementioned Brittany produced a Glogster to demonstrate a potential student product (see above). Karen Burden produced a VoiceThread to present the entire product with Brittany's narration help on some of our slides. See this URL for the link to the VoiceThread. [] (see embedded VoiceThread below)

Carol Horne created the details of the lesson plan. See this link for the complete PBI plan. [|World Lit. Lesson Plan_New Lit. Collab_07-11.docx]

Karen Burden created a Weebly webpage where students can post their digital products. See this link. []

Revised Instructional Plan for ECI 509--Created by Karen Burden ||

VIII. c.