That's All Folks!

It's final project time in RDNG681. While Jennifer and I already presented our project, we did not present the entire final product leaving questions in the minds of some of our classmates. I thought that it would be beneficial to post the project and explain further our thoughts and added ideas since taking the New Literacy class. I believe it will also be obvious that Kist's 5 suggested characteristics of a New Literacy Classroom are imbedded throughout the project.

The weebly we created is designed to be used in third grade classrooms and the science, language arts, and art GLCE's are attached (CCSS crosswalk). This project is meant as a capstone project for the school year. I have asked my students to complete this project and another similar project, famous people of history (wax museum), for the last five years.

After teaching the various genres in language arts throughout the year, students should be ready to enthusiastically tackle this project by the end of the year. For added buy-in the students get to choose what animal they want to learn more about. This helps students stay engaged and, generally, few classroom management issues arise. While most students choose to do this project on their own, I have had students work in pairs or in a small group to complete some of the tasks. Students also like to help each other in their research. When researching an animal whose predator or prey is being researched by a classmate, students have been known to 'shout out' information they believe would be helpful to the other researchers. I usually have a couple of students that, no matter what the project is, have issues with staying focused and on task. It's the norm and I deal with it accordingly.

The “Text” that will be utilized in this project is the internet, software/applications, digital cameras, webcams, SmartBoard, books when requested, art supplies, and other resources that are student driven in need and that are accessible.

When I first started this project in my classroom five years ago, while I gave my students choice in topic, I checked out books from my county library for students to use solely for their research. Today, we spend time in our computer lab and students get guidance from the technology teacher. We still use books, but the vast majority of our research is conducted through on-line reading and watching.

The project: Amazing Animals Multi-quest

http://amazinganimalsmultiquest.weebly.com/index.html

Main Goal: The main goal of this assignment is to create a multi-genre presentation based on an animal of the students choosing. They share their final products with their school community (fellow students, parents, and other family members) during a designated time during the day or evening or both.

Expectations and Responsibilities: The project is inquiry based. Students will look closely at animals, their habitat, diet, and adaptations to environments. Students will develop new perspectives and understandings about the animals they think they know all about. They will make connections within their community and their world at large. Students will explore issues concerning the animal of their choice and will share their findings with their school community in several creative ways. The creative choices the students have can be countless depending on the resources that you have available. We present them as tasks in our weebly project, however these could also be made into podcasts.

Task 1 – Students are asked to pick an animal.

Task 2 – Students are asked to dig deeper and fill out a KWL chart. There is a link to one within this task.

Task 3 – Students are reminded of or given tips for conducting research.

Task 4 – Students will need to keep all their research (and the sources) together and organized. When we initally created this project we asked students to keep a research journal. However, after taking RDNG681, having students write their notes in a blog would be an interesting and new way for them to present their acquired knowledge. A rubric of expectations for the written journal is linked on this page. Expectations for the blog would be nearly identical.

Tasks 5 and 6 – Students are expected then to sift through all their accumulated information and begin the writing process. Again, this originally meant the traditional pencil and paper product, however, students can use a word processor, digital storytelling, a PowerPoint presentation with pictures, sounds, and imbedded videos or create a pod-cast.

Task 7 – As part of the students dynamic presentation, they will be required to create a poem about their animal. They are given three potential options (but are not limited to these choices) and links to the Read, Write, Think! website to assist them in writing their poem online if they desire. We provide a rubric for the poetry task as well and it can be accessed from the poetry task page.

Task 8 – Students are asked to artistically represent their animal and its habitat in a medium of their choosing. Suggestions are shared, but students are not limited to those listed. Again, after taking RDNG681 we came up with other potential suggestions such as, making a movie or creating an informational poster with graphics using poster wizard or another like program. As with all tasks, we provide a rubric that students can refer to.
Task 9 – Students are asked to become a reporter and create a newspaper article (news feature, informational feature, or human-interest feature) and another link to Read, Write, Think! is embedded so that they may write it on-line and print it. Also embedded in this task is a useful handout that helps students idenify each key element of an authentic newspaper article. A rubric is also provided so that each student knows they are hitting the target. While the newspaper article is an interesting piece, wouldn't be more fun to create your very own news segment? Students could be given this choice and they could ask for the help of fellow classmates in making it happen.

Task 10 – Students are asked to prepare and give an oral presentation. However, this again could be a creative interpretation using a media of their choosing. A rubric is provided, as with all the tasks, for the students to follow. Students are also asked to enhance their oral presentation by designing and decorating a tri-fold board display. This is used more specifically for the sharing of their research with their school community.

Task 11 – Students are asked to prepare a bibliography. Students should already have this information in their research journals or in their blogs. Students are provided with a web-site to assist them if needed.
Virtual Observations LIVE! - students are given opportunities to watch various animals, via webcams, at participating zoo's around the country and world. Youtube (or perhaps even Teachertube) is another resource since we initially made this weebly that has video segments of animals, the Denver Zoo in particular.

Blog: Talk with each other when not in the classroom – this is a good 'shout out' place for information you find.

Contact Me: Students or parents can e-mail the teacher with questions.

Resources: We provide reseach links to on-line sources that we feel are reliable.

It is important for self-evaluation and having others evaluate our work. We provide rubrics for peer and self-eval.

Providing students with enrichment activities such as visiting a local zoo, nature preserve, or skyping with a zoo vet are all possibilities.

Because it is important to not only have student buy-in, but parent buy-in, we provide a parent letter that explains what their child will be working on during the next six weeks.

That sums up the Amazing Animal Multi-Quest! Students always love learning about a topic in detail and then being able to “shock” us with their vast knowledge. This is a project that allows them to be successful and they have fun while they are at it. The multi-quest has something for each type of learner. Students have their 'safe' areas, but we also ask them to enter a domain that may be a stretch for their personality and/or learning style. It has been my experience that students are more willing to take the risk when they have been given choice and feel successful in other areas of the project.

Personal Reflection: In my classroom I strive to use as many resources as are available to me. I know and understand that to reach all learners I must use multiple modes of learning/literacy. However, that can be difficult to attain in each lesson that is taught. It is my professional and personal goal to see that I achieve this ideal.

As important as reaching each learner is, allowing the student choice in multiple forms of representation of said learning is just as important. Again, this is an ideal, but also a teachers nightmare. HOW is grading possible? I still don't even know how to use my SmartBoard to its fullest potential and technology isn't a special offered to my students (unless I specifically ask for assistance during a project). How can one person with very limited resources, a SmartBoard, a document camera, and two student computers, supposed to reach 21 students?

I have thought of a few solutions to help me in my dilemma. First, I need to start out small. I generally give my students choice in language arts during guided reading/literature circles with the books that they read. I also allow them to show me what they read/learned in many different ways. However, they are pencil/colored pencil/paper activities and of course, when they can be creative with colored pencils and drawing paper, they love it. So, what if I extended that further? I have access to a digital camera and my students could create different projects using that technology. Drama is another way that students could show me what they have learned and while technology isn't directly involved in my students creating and acting out a part of the story, it is still reaching kids with a different learning style. And, if they figured out how to bring technology into it, all the better. Adding layer by layer will help me balance any extra time needed in assessing my students work.

Second, I need to keep watch for and attend classes for new literacies at my local ISD. The county where I teach is not so good at offering this type of class/opportunity, but I do not have to limit myself to just the county I teach in. The county just north of us usually has more offerings overall as it is larger. I could also check on class offerings at my local community college or at EMU. In order to stay 'in the loop' and doing the best job for my students, I must put forth effort.

Lastly, my greatest teachers could potentially be my students. By listening to their desires and following their lead, I may just learn more than I ever could in any class.