Family Ties

Name of Project: Family Ties

Subject: Social Studies

Grade Level: Kindergarten

Teacher: Ms. Suhailah Booker

Project Idea: Summary of the issue, challenge, investigation, scenario, or problem: After reading from an old journal, students will be inspired to learn more about their family and community from that era.  Students will then keep their own journal so they can pass on information about their community.  Students will interview grandparents and parents to collect data from their lives.  Groups of students will use the computer to research their town and how it has changed through time (they will create a display).  Students will collect data and create a timeline of their life from birth to age 5.  End product will be an oral presentation with a map/model/or display.

Content (Concept/Understanding and Skill/Ability) Standards: Students will collect data to compare and contrast characteristics of generations from past to present within their community

Driving Question:       How do past generations impact older generations?

How do past generations impact our community today?

Prerequisites Skills:  21st Century Skills, Social Studies and Geography

21st Century Skills (Information and Communication Skills):

1.1.   Learning Skills and Technology Tools: Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information

1.2.   Teaching Strategies Culminating Activity: Give students guidance, information and necessary materials to construct maps or models of their assigned community.

Evidence of Success: Group members will work cooperatively to create a map or model of their assigned section of the community and communicate information.

Presentation Rubric

1.3.   Learning Skills and Technology Tools: Student uses electronic drawing and paint programs to create graphics. Student participates in a group to locate and create pictures, clip art, graphs, tables and other appropriate objects and to insert into documents and presentations.

1.4.    Teaching Strategies: Give students guidance and information to programs and websites to locate pictures, clip art, and/or graphics to use for projects.

Evidence of Success: Groups will collaborate and locate pictures, clip art, and/or graphics to insert into projects.

Collaboration Rubric

Group Observation

  1. 2.      

Performance Objectives:

How to collect data and sequence events?

How and where to search for information?

How to explain differences?

 

How to compare and contrast?

 

How to do a Venn diagram?

 

How to interpret simple visuals?

 

How to use the computer to find websites?

 

How to show positive social and ethical behaviors?

 

How to complete a K-W-L chart?

 

How to work in groups ?

 

Do

 

Create timeline

Work on the computer

Interview grandparents and parents

Oral presentation

Create a Venn diagram

Create a map or model

Collect pictures, clip art, or graphics from computer websites

Role-play

Contribute to group project

 

Resources Needed:

 

City Map

Art supplies
Computers, printers, Internet, data projector, screen or white board
Checklists
Rubrics
Research Folders

 

Standards:

 

New York State Standards

;

Standard 2: Social Studies, World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from variety of perspectives,

 

Standard 3: Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local-national, and global-including the distribution of people, places, and environments over the Earth’s surface.

 

Mathematics, Science, and Technology

 

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

 

The Activity Procedure:

 

Introduction of the Activity:

 

Students will create a journal/or diary that portray their experience in their community or school. Then with kindergarten groups, students will pair with older students from 4th grade or up, to help with collection and recording information. This project should be done during the end of the second semester of Kindergarten.

 

Step One: 

Invite members from the local historical society, representatives from a nearby museum, or librarian from the local library to speak about the importance of recording information concerning important events during their lifetime and keeping artifacts to corroborate these recordings.  Students will be able to ask questions of the presenters and the presenters may give ideas on where and how to find information the students may need.

 

Step Two: 
The whole class will begin work on filling the K-W-L Chart before research is started.  They will include things that they will need to know in order to complete the project.  The students will explore websites that pertain to their city/area as a whole group activity using a computer with a data projector.  Investigate the various websites for information needed for the students’ research.  Discuss which items on the website menu will be helpful to them.  Explain how to retrieve the information. 

 

Step Three:  
Students will be divided into teacher assigned heterogeneous groups of four-five students.  The teacher will remind students how to work in groups by reviewing the teamwork/collaboration skills necessary and discuss the Collaboration Rubric.  Have high school TV crew visit and speak about how they gather information and how they present the information to others.  Students will be able to ask questions of the high school TV crew.  Assign one high school TV crewmember to each group to help as needed with gathering information during computer lab.  Students will gather information about their assigned section of the community and locate pictures, clip art, and /or graphics for their projects.  The materials will be placed into the research folder.

 

Step Four: 
Groups will use the information they collected to create a Venn Diagram of the characteristics of communities.  These should be placed in the research folder.

 

Step Five: 
Students will collect data about their life from birth to age 5.  Parents will help students collect data from home.  Using the Content Rubric and the Timeline Template, groups will construct timelines.  These will be placed in the research folder.

 

Step Six: 
Students will use the Interview Checklist to practice interviewing each other in the group and then will use the Interview Checklist to interview parents and grandparents about their past in school and the community.  Parents will help students complete the interview checklist.  Students will give an oral presentation of differences in people from the past using the Oral Presentation Rubric as a guide.  The Interview Checklist will be placed in the research folder.

 

Step Seven: 
Each group should compile their research and decide on using a map/model/or display with their final project.  

 

Step Eight: 
The students will practice their presentation to the class.  The class will use the Presentation Rubric for the students to review before the final presentation.

 

Step Nine: 
Each student will present their final project to the class.  Parents, Grandparents, representatives from local Historical Society, local museum, and the local library should be invited to attend the presentations.

 

Step Ten: 
The class will complete the “What I learned” column on the K-W-L Chart.  Each student will complete a self-evaluation (Collaboration Rubric, Content Rubric, Presentation Rubric) about the project.  The class will also discuss their experience with the PBL lesson

 

Assessment/Evaluation:

Students will create an oral presentation with maps and/or models to compare and contrast characteristics of past generations to their present generation within the community.  They will follow the criteria listed in the Presentation Rubric to complete the project.

 

 

Project Evaluation: Students will complete a Daily Reflective Exit Slip.  Students will write a journal entry weekly.  At the end of the project, the class will discuss the project and how the community affects their lives (past, present, future).  The class will also discuss these questions:  How did the project go?  Did you enjoy doing a project?  Would you like to do another project like this one?  Did you enjoy learning this way?  The teacher should keep a journal as to how the project and the activities are going and how the students are doing throughout the time period of the project. Then, after the project evaluation, the teacher should compare his or her own journal notes with the comments of the students

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Bibliography

Collaboration Rubric UP3502WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS2.doc

Content Rubric UP3502WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS3.doc

Daily Reflective Exit Slip UP3502WS4.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS4.doc)

Group Observation Checklist List UP3502WS5.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS5.doc

Individual Observation Checklist UP3502WS6.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS6.doc)

Interview Checklist UP3502WS7.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS7.doc

Journal Entry UP3502WS8.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS8.doc)

KWL Chart UP3502WS9.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS9.doc

Oral Presentation Rubric UP3502WS10.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS10.doc

Presentation Rubric UP3502WS11.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS11.doc

Project Checklist UP3502WS12.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS12.doc)

My Timeline UP3502WS13.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS13.doc

Venn Diagram UP3502WS14.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS14.doc

 

 

 

 

 

 

 

 

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Flipped Classroom

Flipped Classroom

1

  • This flipping model can be effective for students who need to learn at their own pace or different learning styles work for them..Also, it is another new way of learning for the digital generation and the flipped model allows students to use technology in a way they understand…………

This is my comment from the http://www.knewton.com/flipped-classroom/.

 

2.   Flipped Classroom is a lecture and direct instruction done at home via video and/or audio, where home work is done in class, so the instruction is considered flipped. I believe this non-traditional model of instructing can be effective for many students who might not be grasping the traditional model, but of course this non-traditional model of the flipping classroom can have its pros and cons. The pros and cons of the flipping classroom are as follows:

http://www.knewton.com/flipped-classroom/

Pros:

1)      Students can learn at their own pace because they can pause or rewind the video to write down notes.

2)     Students can help one another to learn and understand concept better.

3)     Student’s behavior will be better because they do not have to apply their knowledge to the classroom.

Cons:

1)     There are no teachable moments like raising their hands to answer questions

2)   No interaction with the peers.

3)   Students might zone out when watching the videos.

 

3. The three interesting websites about the flipped classroom.

  1. http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

The article discusses how the flipped classroom changes the way teachers talk with parents, and how two teachers changed the way they taught with the flipped classroom model. The teachers noticed when they used the flipping model, their interaction with parents and students were different because they were able to connect with them on one to one basis instead of the traditional way of interacting in a group setting

  1. http://www.eschoolnews.com/2012/02/21/make-thinking-visible-3/

The website discusses how the flipped classroom increases student’s achievement because of the changing roles of the teachers and students are different than in a traditional classroom where students are mentoring themselves while teachers coach them.

  1. http://educationnext.org/the-flipped-classroom/

This wonderful website discusses how flipped classroom saves time on online instruction and class time for learning. But they explored how flipping is just more than showing videos, it is giving students the opportunity to use technology instruction to guide and enhanced their learning. Flipping is more than watching videos, it has shown to be effective for many students, the article states.

 

 

 

 

 

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Chapter 7 of Disrupting Class

In Disrupting Class, by Clayton M. Christensen, students who are motivated to learn will most likely learn effectivitely which is great for the education system but when students are unmotivated, the education system needs to figure it out or the dropout rate will increase.  Although, the factors that contributed to students being unmotivated are a major issue for educators and teachers because they need to find a solution to the problem so more students are interested and motivated to learn.  The only way to determine how to make students wanted to learn are to convince them that learning is a good thing and finding a school that is interesting to their particular life style. For instance, some students who reside in the inner city or a poor environment might not have time for school or have problems with school for many reasons, so therefore, having a school that is geared to deal with the student’s individual need or interest might be a great for students who have these issues.

Nonetheless, FLVS and Kahn Academy curriculum and delivery models can be used within a school to enhance student’s motivation because online classes allow students to interact with other students from different places around the world since students become a part of their learning environment which motivates students. Also, both schools motivate students because of the learning styles. Kahn academy particularly does not lecture that much and this is great for motivating students because of hands on learning. Moreover, FLVS motivate students with blended learning by allowing students to learn at their own pace which encourages and motivates students to learn.

Furthermore, the role of the school’s leader to enhance student’s motivation according to Alisa Berger’s curriculum, I believe students should be given a learning environment that allows students to be independent, deep and critical thinkers. But the learning environment must feel and look like how Alisa Berger states “ the teacher being in charge of student learning, at some point the student should be saying that is what I need to know and this how I know it.’ Furthermore, students are motivated when their learning environment are comfortable, engaging and a place they enjoy come to every day.

 

 

 

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My AHA moment of Disrupting Class

My aha moment in the book was the chapter on business and language dancing because I have a toddler who has some developmental delays which includes speech. This chapter provided me with a positive great outlook on language development and it has helped me to understand language more. I learned the more you speak to your young child will help the child develop speech and I am definately do this with my toddler, he is presently beginning to increase his speech patterns which will lead to him talking. So therefore, this is my Aha moment of the book.

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Dirupting Class, Chapter 8 & 9

In chapter 8 & 9 of Disrupting Class by Clayton M. Christensen,  description of “heavyweight” and “ autonomous” teams are the types of teams required to deal with the problems innovators confront but in the education system these types of teams enable schools to perform certain tasks. The heavyweight team create new ways of working together, when the architecture of a product or process needs to change, the representatives have to change their mindset from defending the traditional turf of their department to focus on “a better way to knit things together” (pg 204). However, the autonomous team is designed when “managers are tacking a disruptive business model” that is when the existing business units in a company cannot prioritize (the model) relative to other investments they have the options of making” (pp. 204-205) The autonomous team provides the tools necessary to create new economic models by minimize the finances involved in separating them from mainstream market. Furthermore, a charter school can become innovative in their educational practices because this type of education, ”a student comes from a certain background and this type of school is designed to work with and fit a particular circumstance. “(p.211) In addition, heavyweight team like student-centric curriculum uses another innovated way, technology is not attached to the current practices and this allow teachers to be coaches of their given interest while students are part of the real world.

 

 

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The Impact of Earliest Years on Student Success

In chapter 6, of Disrupting Class, Christensen says parents need to communicate frequently with their children before the age of 3 because this will impact the way children are motivated to choose a profession when their older. Although parents with less education may talk to their children less than parents who educated since they have a broader vocabulary which contributes to the way children communicate. But parents communicate with their younger children in two ways language dancing and business talking according to the author. The author describes language dancing as the way adults converse with one another, whereas business talking is questions parents usually uses when they want something from a child, like ” Can Mommy have the cup please”. It is imperative that parents talk to their children as young possible, even in the womb can help children communicate better and efficiently

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Student-centric Learning, Chapter 5 and 6 Disrupting Class

In this paper, I will be answering three questions from our class book, Disrupting Class by Clayton M. Christensen. The three questions I am going to answer are: Describe the disruptive innovation of “student-centric learning?, Give clear examples according to the reading of the benefits of “student-centric learning., and  Discuss one way you would like to enable “student-centric learning” in your work environment.

Disruptive innovations, which are technological innovations, products, services, that also can apply to business, where, the disruptive innovation might under perform existing technologies or not satisfy customers in the mainstream market. Meanwhile, a disruptive approach have to be careful of different children’s needs when motivating students toward academic success.  However, disruptive innovation of student-centric learning is when the insertion of computers was an unlikely disruptor because it did not change the usual instructional models in regular usage, but using computers to provide student-centric education could do so.  It is not computer use but how the computers are used that makes it disruptive innovation possible. Although, in the book student-centric learning provides some benefit that are based on the business model; they are user generated content and the emergence of a facilitated network.  The user generated content develops distributing textbooks and other instructional material through tools that support collaboration and the benefit facilitated network, provide that gateway to have collaboration and to communicate with students, teachers and parents.

However, I am not presently in the classroom but the way I would enable student-centric learning when I returned to classroom. I would make sure the learning environment have the following qualities:

  1. What will the classroom look like?
  2. What will the classroom sound like?
  3. What will the classroom feel like?

The classroom will look like the students are actively engage with their learning, the teacher moves from one co-operative encouraging,  helping where necessary, teaching a particular skill that the group needs. Students teach one another within the groups and often groups teach other groups. Also, students with different level of achievement and content knowledge using a different range of resources and producing work appropriate to them and different learning styles are being used. Moreover, the classroom will sound like the following: student ideas and questions are welcomed, valued and encouraged. Students will be listening to each other and the classroom will have times of vigorous discussions, collaboration, cooperation and individuals learning. It will also have times of reflection by teacher and student. Teachers seek out student interest and they are willing to explore student viewpoint and perspective. Furthermore, the classroom will feel like the following: Students will feel safe to take risks with their learning. Teachers will take time to get to know their students and consider their students as individuals. The curriculum will be adjusted to better support students wherever they are in their development. Students will have options of how to demonstrate their knowledge and show what they are studying. Lastly, students will have opportunities to work together in constructing knowledge by creating a positive learning environment. This is how I would enable student-centric learning.

 

 

 

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