CoETaIL Online Cohorts Beginning Soon!

CoETaIL Online Cohorts Beginning Soon!

Only 11 Spots Remain!

Online Cohort starting on September 9th: Taught by Kim Cofino, this will be our first September start online cohort. There are only 11 spots left after pre-registration on the website. Be quick to grab one of these last remaining spots! Click on the link above for details.

2nd Semester Start!

Online Cohort starting in February: Taught by Jeff Utecht, this cohort follows the same timeline as the Online 12-13 and Online 13-14 cohorts. Registration is now OPEN!

CoETaIL Course 5 Project Final Post

CoETaIL Course 5 Project Final Post

Our COETAIL Certificate Course has come to an end and with it comes my final project post. As mentioned in previous posts (here and also here) our whole 5th Grade team willingly took on a Science/Social Studies technology rich project for our Sustainability Unit of Study.

 

Final Project Details

Using iMovie, every 5th grade student, either in a group, pair or individually, created a Public Service Announcement (more commonly known as a PSA) to demonstrate their knowledge of a problem of sustainability, how that problem continues to be a problem if we don’t take action, and how we can take action.

Overall the PSAs were a huge success.  The technology piece was, at times, frustrating for different classes, but the quality of the PSAs and my student’s ability to express what they learned and how they can made a difference, impresses me.

Reflecting on My Role (COETAIL Reflection Post)

The rubric used for the teacher in this project can be found here.

I feel that I’m meeting the redefinition criteria of the rubric in all areas.

One particular strength I have, is being able to use “just-in-time” learning during any use of technology. I use the strengths of students to help other students and my class knows that I do not know everything – we all help each other.  Hanging in our classroom is our Tech Experts Chart.  As we use particular tools during the year, students have the opportunity to volunteer as experts for that tool.  They are the “go to” people when you don’t know how to do something, not me, them!  This works brilliantly and would have to be one of the best things I have ever used in the classroom.

Another strength that I personally believe you need if you are using technology in the classroom is calmness.  We don’t panic or get stressed out when things don’t go quite right.  I am a firm believer in modelling this to your students at all times, so that they in turn model calmness when things don’t work out the way they want.  We’ve dealt with “lost work”, corrupt files, the spinning colour wheel and a raft of other things that often go wrong when using laptops in the classroom.  Nobody ended up in tears, nobody tore their hair out and everyone successfully completed their PSA and has it uploaded to YouTube.   (You can watch all 12 of our PSAs from here).

The Sustainability Unit will be getting some tweaks here and there as we reflect on the whole unit as a team.  There’s already some things I’d like to add to make it easier for next year but that’s for another post!

Sustainability – Taking Action (4)

Sustainability – Taking Action (4)

COETAIL Course 5: Reflection Post 4

Our Peer Review Process

Today we spent a 45 minute session watching and peer-reviewing each others’ completed PSAs.  Unfortunately, due to two days of closure right before our Songkran break, we needed to export our iMovie projects to a finished product BEFORE a peer-review.  I would be extremely hesitant to export again before a peer-review.   The conversations and feedback that were taking place in the classroom during this session was awesome and I could see the realisation of mistakes on student’s faces – it was disappointing for me and for them in not to be able to give them class time to go back, refine, reedit and re-polish their projects.

Before this session, we had watched all of the PSAs, on the big screen, as a showcase, clapping and cheering, with no commenting or reviewing – just for sheer celebration of hard work and a finished project.  This I recommend as it’s fantastic just to enjoy the finished product and take a breather from all the hard work without the creators feeling that their work is straight away, under the microscope.

I created this google doc and shared it with my all of my students prior to this session.

This was a brilliant idea!  All our feedback was on one document.  We went through the document first and talked about answering the questions based only on what you saw and heard in the PSA.  As a class we also decided that you need to watch the PSA at least 3 times – each time concentrating on a different section (content, polish or copyright) at a time.  Before we begun documenting our feedback, we also went through the gdoc, group by group and added the title of the PSA and the peer reviewers names to their section of the document first.  This was so that everyone was adding their feedback in the right place.  Each group of 4 had two laptops – one with the google doc open, the other with YouTube open to watch the PSA.

We had groups of 4 (either made up from each pair of creators, or two single creators teamed up with a pair of creators).  We had 4 individual projects and 8 pair projects to review).

Today, each group reviewed 1 PSA each.  In our next review session, we will probably review one more, with some groups reviewing two more.  I expect that the reviewing will be much quicker as they will all know what they’re looking and listening for.

Sustainability – Take Action (2)

Sustainability – Take Action (2)

COETAIL Course 5: Reflection Post 3

You might also be interested in this earlier Reflection Post which details our Final Project for Course 5 in more detail.

We are almost at the end of our Grade 5 PSA making adventure for our Sustainability Unit called Time to Take Action! Here is how we broke the unit into manageable learning chunks.

Proposed Timeline:

  • 1 x session to Investigate
  • 2-4 x sessions to Plan  (invest the majority of your time in this stage – the better prepared your students are in this storyboard phase, the better the creation process will be)
  • 1-2 sessions to Create
  • 1 x session to Peer Review
  • 1 x session to Reflect

Actual Timeline:

In reality it looked a lot different! (But in a good, learning curve kinda way!)  Sessions were generally 45 minutes long.

  • 3 x sessions to Investigate
    Thanks to my good friend Jamin who suggested we watch the model PSAs and build our own success criteria together! Fantastic idea – it worked a treat and really gave everyone some clear goals and guidelines plus ownership of what was going to be important in our PSAs.
  • 6 x sessions to Plan
    We broke the storyboard plan down into  3 parts:  3 images for what the problem was, 3 images for causes and effects, 3 images for Action Plan – this worked really well, narrow enough for some of the more struggling learners and encouraged more articulate learners to be concise and clear!
  • 4 sessions to Create
    We did not experience any problems during the create sessions but a few of my brave (because they took on this project with such commitment), and enthusiastic (because of the total willingness to take this kind of project on) colleagues experienced some heartaches and sheer frustration moments.  This part of the project, therefore will be reworked, so that next year some of those frustrations will be eliminated.
  • 2 sessions to Peer Review
    Our school faced 2 days of closure towards the end of our project – so I modified our review part simply because of time constraints – we exported our iMovie projects without the peer review and are doing the peer-review more as a feedback for the next time we do a project that involves multimedia.  I’ll share with you the google doc we used to collate all our feedback for each other, in my next post.

We have our Reflection session still to complete – Each PSA will be posted on the creator’s blog and a reflection paragraph – based on the feedback received, teacher feedback and own personal feelings & comments, will be written.  This will probably be a homework assignment rather than a class session.

My Reflection

Overall I’m really impressed with the learning of iMovie that my students achieved.  I’m impressed with their overall products, even though a lot of them realise that they should have paid more attention to the polish part of their project.  For the most part, their messages were clear and concise and their action plans doable.  Let’s hope that their messages will be heard and differences will be made.

COETAIL Course 5: Reflection Post 3

Student Work

If you have time to check them out I’d really appreciate it and so would my students.  The playlist is embedded below (for your convenience) or all 12 projects can be found on techcoachisb’s YouTube channel. We will also feature one at a time on our classroom blog too!

Sustainability: Take Action – Planning

Sustainability: Take Action – Planning

COETAIL Course 5: Reflection Post 2

Grade 5 is using a google doc to help each other teach our students the technology skills required in order to complete the Culminating Project for our Environments/Sustainability Unit for Science/Social Studies.
In pairs or as individuals, our students will be creating PSAs (Public Service Announcements).They will need to analyze one aspect of their family’s environmental impact (i.e. electricity, water usage, garbage, paper usage, etc), research why there is such an impact and create an action plan with their own innovative ways to diminish that impact in order to create a preferable future. The PSA will make a compelling recommendation for change based on evidence (that includes written, oral and visual aspects) and that includes specific actions to take in order to improve their family’s environmental impact.
To help my colleagues help their students to successfully complete this project using technology, the following planning has been started on a google doc which we can all add to as we progress through the final stages of our Sustainability Unit.  The google doc will also serve as a reflection point for future reference when we are planning for this unit again.  Please add in the comments below anything else that may need consideration or documentation.  We’d like to share and learn from not just each other, but fellow educators that may be doing something similar or have done something similar –  wherever you may be.

Take Action

Here’s what the project planning has so far by using the Understanding by Design planning:

Proposed Timeline

  • 1 x session to Investigate
  • 2-4 x sessions to Plan  (invest the majority of your time in this stage – the better prepared your students are in this storyboard phase, the better the creation process will be)
  • 1-2 sessions to Create
  • 1 x session to Peer Review
  • 1 x session to Reflect

Tools Used

  • Inspiration (optional) for brainstorming ideas
  • iMovie (PSA)

Investigate

Plan

Your Public Service Announcement will need:
  • 1st  min max = explain what the problem is
  • 2nd min max = why is this a problem? (causes and effect)
  • 3rd min max = what are we going to do about it (go further on something we’re already doing)
  • Research why the aspect you have chosen creates such an impact (it’s cause & effect on the environment)
  • Use a storyboard to plan out your PSA
  • Write a script based on the research
  • Find pictures, talk about research, citing sourcing, how to save and organize images
    Use: Compfight or Search:Creative Commons (both search flickr)
  • Find creative commons music for the video (no copyright probs)
    Use:  Jamendo

Create

  • Create PSA in iMovie  (Book Tech Co-ordinator if you’re not familiar with the basics of iMovie – use your “experts” in class)
  • Subject the movie to peer review before final posting and make necessary changes

Evaluate

  • Rubric – (generic digital storytelling rubric currently being tailored to suit this project)
  • Conduct class discussion of what could have been improved
  • Self-Assessment Rubric (generic digital storytelling self-assessment rubric currently being tailored to suit this project)
  • Students upload their PSA to their blog and write blog post reflecting on their personal experience with the project.
    What did they learn? 
What was difficult? 
What was easy? 
What would they do differently next time?

What’s your thinking?  What are we missing?  What could be added?

Postscript

Reflection Post 3 is now published: Sustainability Take Action (2)

COETaIL Course 5 Begins

COETAIL Course 4: End Reflection Post

The final project for Course 4 of CoETaIL was to create a unit and assessment based around our content area that addresses ISB TAIL Standards (Technology and Information Literacy).

The Grade 5 CoETaIL cohorts, Teresa, Robin, Dan and myself, along with our fellow Grade 5 team members, Jim, Ali, and Sandra have put together this culminating project for our integrated Science/Social Studies Environment/Sustainability unit which we are piloting for the first time this year.

As our Science sessions come to an end, we are about to begin the Social Studies Culminating Project for Sustainability.  This side of the unit has been a challenge for us all.  The Grade 5 team has done a fabulous job so far of integrating tech tools to help their students learn about Sustainability as well as learning some new tech skills.  It’s not only the students who are learning – their teachers have been learning right along side them too.  Our final project will see the use of technology to help us spread our message about taking action and making a sustainable difference.

There will be 4 further posts on this blog, for Course 5 of CoETaIL,  reflecting on the journey embedding technology and whether it makes a difference to student learning as we progress through this specific project.

Final Project Planning Document

Below is the planning that we have created to meet the needs of our CoETaIL requirements:

 

Unit: Sustainability (This is an interdisciplinary unit involving science, social studies, language arts, and TAIL standards / benchmarks. We are only including the S & B’s revolving around the “global citizenship” piece of this unit.) See this google doc for full unit overview.
Grade: 5 (Chrissy, Ali, Robin, Sandra, Teresa, Dan)
Established Goals (Standards)
  • Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (TAILs: 1, 2)
  • locate, access, organize, and apply information about an issue of public concern from multiple points of view (A.c)
  • Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species. (I.f)
  • Recognize and interpret how the “common good” can be strengthened through various forms of citizen action (A.j)
  • Suggest ways to monitor science and technology in order to protect the physical environment, individual rights, and the common good. (T.e)
  • Identify, collaborate, and investigate a global issue and generate possible solutions using digital tools and resources. (TAILs: 1, 2, 4, 5)
Enduring Understandings: Students will develop the understanding that Global Citizens . . . Essential Question
  • understand that sustainability is meeting the needs of the present without compromising the ability of future generations to meet their needs.
  • keep informed about current sustainability issues
  • examine sustainability issues, in depth, in which they’re interested
  • learn how to deal with sustainability issues, which do or can affect them
  • consider probable and preferable futures and human potential to affect change
  • plan and take action towards a sustainable future
  • As global citizens, how can we contribute to a sustainable future?
Stage 2 – Assessment Evidence
GRASPS Task A
GRASPS Task B

• Goal: Help ISB have a more positive impact in creating a sustainable future.

• Role: You are a global citizen concerned about the impact our school is having on the sustainability of the environment.

• Audience: ISB community and other schools around the world

• Situation: You need to analyze one aspect of ISB’s environmental impact (i.e. electricity, water usage, garbage, paper usage, etc), research why there is such an impact and create an action plan with your innovative ways to diminish that impact in order to create a preferable future.

• Product, Performance, Purpose: You will make a compelling recommendation for change based on evidence (that includes written, oral and visual aspects) and that includes specific actions to take in order to improve ISB’s environmental impact.

• Standards for Success: Your product/proposal will be analyzed for your understanding based on the rubric.

• Goal: Help your family have a more positive impact in creating a sustainable future.

• Role: You are a global citizen concerned about the impact your family is having on the sustainability of the environment.

• Audience: Your family and any other interested families around the world

• Situation: You need to analyze one aspect of your family’s environmental impact (i.e. electricity, water usage, garbage, paper usage, etc), research why there is such an impact and create an action plan with your innovative ways to diminish that impact in order to create a preferable future.

• Product, Performance, Purpose: You will make a compelling recommendation for change based on evidence (that includes written, oral and visual aspects) and that includes specific actions to take in order to improve your family’s environmental impact.

• Standards for Success: Your product/proposal will be analyzed for your understanding based on the rubric below.

Other technology skills that will be developed during this unit:

  • Google Earth
  • Blogging
  • RSS feeder
  • Evaluating validity and quality of sources
  • Excel (graphing data)