Artifact 2 EEND-676



Artifact 2

Image result for google site
The second artifact I chose was my collaborative Google Sites project. I am a big fan of Google Sites and using the resource in a manner that incorporates collaboration, creativity and higher-order thinking skills.

For this project, students are placed into reading groups for the graphic novel Fahrenheit 451. I spend a small amount of time reviewing how to use the technology because by the time I get to this unit students have used Google Sites for several assignments and are fairly skilled with the tool. Below is the assignment task analysis:

Assignment Task Analysis 10th Grade :

In the groups you have been placed in by Mr. Riddle, create a collaborative Google site.

1. Page 1 include a picture and all group members’ names.

2. Page 2 include definition/explanation of theme and include at least one picture.

3. Page 3 include an embedded or linked Google Doc that has the three themes your group identified, page number, quotation and explanation. Include at least one picture.

4. Page 4 include the feedback page which should include an embedded or linked Google Doc that students can leave feedback on. Include at least one picture.

5. Visit 2 other group websites and provide feedback on their feedback page. This is the last step of the overall assignment. All class sites will be posted once completed. Due date xx/xx/2017.

6. You will determine roles and themes through group discussion and agreement. All members must agree on their individual roles as well as group selections and product. This occurs through discussion and compromise.

I like this collaborative assignment because it allows all students to participate regardless if the student is an introvert or extrovert. The assignment incorporates creativity which provides students the opportunity to own their learning as well as invest more with the assignment. The main aspect of the assignment that I like is that students are providing feedback to each other. I am a big supporter of social learning and I feel that this lesson hits on all of the key aspects of a successful and worthwhile social assignment. Due to the social nature of this assignment, I remind students that we must adhere to our digital citizenship responsibilities. Student are also reminded that when providing feedback, the feedback needs to be regarding the assignment/task and not something more personal. I often provide feedback sentence starters to help students provide appropriate feedback.

Some of the challenges of this assignment are that it is time-consuming (but worth it), has the potential to go sour (if students are not careful with their feedback) and sometimes students put more effort into the creativity component and less into the academic component. With all of this being said, these issues are easily managed with practice and frequent monitoring.

Each time I implement a lesson similar to this, I find new issues and revise to navigate around them for the next lesson. I doubt I will ever find the perfect lesson; every lesson can be improved upon. One of the things I consider is what should students do with the site after the lesson. Save it for the remainder of the semester/year, save it forever, delete it. I feel that asking them to delete it takes away some of the validity of the lesson. I'll have to discuss with my peers what their ideas are regarding this concern.

Comments

  1. Heidi MorganNovember 14, 2017 at 5:00 PM

    Your positive attitude about putting in the work to manage and monitor these kinds of assignment is so very refreshing. Your desire to always improve shows your dedication to the art and craft of teaching. This is an authentic use of technology to support collaboration and learning.

    ReplyDelete

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