Applying the Dervin, Baggio, and Clark Readings to my Project
The best way I could think of to apply what I’ve learned from the Dervin, Baggio, and Clark readings has been to design a set of lessons to teach my students how to create and present animal reports in Google Slides. Here’s a working draft of my plan. Following the Clark guidelines for effective training, I have designed a “learning object”, which in this case is a method for training students to be able to create and present Google Slides presentations. The Clark reading helped me to think about how to best present and teach in a structured manner the skills my students will need to create and present Google Slides presentations. Following the Instructional Systems Design principles, the teaching will focus on two phases: analysis and design, and development. In the analysis and design phase, I focus on needs assessment (who needs what?), task analysis, (what knowledge and skills?), learning objectives, (what will learners be able to do?), and assessment, (were learning objectives reached?). In the development phase, I will focus on development, (instructional materials), try out/revision, and implementation, (pilot testing of materials). This will happen while students create the presentations and during the presentations to their peers. In the design phase, I decided to make the slide presentation pre-formatted. This will help my third graders immensely. Students only need to be able to fill in text and photos. It is geared to grades 2,3,4. The ultimate goal of this training is for students to create and present slide presentations on animals that live in the local ecosystem. The training begins with teacher presentations modeling and presentations. It goes on to practice activities that are designed to develop students’ ability to perform the following tasks:
Students will be trained on finding information from the Internet and presenting it in their slides presentations. This is the part of the lesson where I think about the Dervin reading. One of my biggest burning questions is how I might better assist my students in “gap bridging” as they make sense of information they find on the Internet. Because so many of them are ELLs, and because they are so young, this has always been a challenge. They are still developing much of the vocabulary needed in order to understand the information they find. I need to go back and re-read the last section of the Dervin article to look for insights here. Students will be doing “sense making”. They will be responding to the prompts on the slides. They will be “bridging gaps” in their understanding through web searches. Finding the correct information that is age appropriate for this audience can be a challenge. I will need to show them search engines designed for kids, and how to read articles in order to find answers to questions. The key skills involved here are:
Students need to be trained on how to find and insert images that are from the common domain.
If it does not happen this year, a goal for next year is to have our iPads updated with a number of quality outdoor apps. As long as they get the school’s wifi signal we will be able to use them outdoors on campus. For the real outdoor tech integration we would be doing in the field we would need smartphones with satellite/tower connection. Next, I will adapt the animal report outline that we used after our Fall field trip (paper and pencil) animal presentations into a slideshow presentation. I will use the Baggio CRAP principles to design a slideshow template for my students to fill out and present. It will be 3rd Grade user friendly for the students to insert photos, text information, and sources used. Each slide will contain a student friendly writing prompt in a text box aligned to the left. Font size will be pre-selected to be big enough to see, in a font that is appropriate for audiences to read. Background color on each slide will be neutral so as not to interfere with the message. Each slide will follow the same format so as not to create confusion. It will not allow for too much text per page. Photos will be inserted on the right. Students will be taught how to make each photo reflect the text. They will follow this format: Slide 1. Name: (With a picture of the student) Slide 2: My animal is: Slide 3: To which group does your animal belong? Why? Slide 4: What is your animal’s habitat? (Include countries and the ecosystem name.) Slide 5: What size is your animal? Weight: Height: Length: Slide 6: What does your animal look like? Slide 7: What does your animal eat? What eats your animal ? Slide 8: How long does your animal live? Slide 9: What are the babies of your animal called? Slide 10: Interesting fact 1: Slide 11: Interesting Fact 2: Slide 12: Is your animal endangered? Why or why not?: Slide 13: A question I still have about my animal. Note: If I am able to integrate nature apps into our next field trip experience, additional slides may be needed to show which plants and animals students were able to identify from the animal’s habitat. Once the presentations are made, then students will present their findings to the class, parents, school admin, and maybe even staff from Pepperwood Preserve in a slideshow presentation. I just bought a portable microphone speaker system to assist in these presentations. Students will demonstrate their ability to present based on a rubric which measures quality of: Delivery, Content/Organization, and Enthusiasm/Audience Awareness.
2 Comments
Kathy Martin
3/2/2020 09:15:12 am
After reading your blog I see that you have a great plan organized and well thought. Have you done this project before? If so, how have you adjusted your project after joining this program? I'm very interested to hear how this program influenced the development of this project. If it is your first time doing this, how has the thought process behind the planning changed?
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Jeremy Smith
3/2/2020 08:00:16 pm
Hi Kathy,
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AuthorJeremy Smith teaches third grade at Calistoga Elementary School. Archives
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