Learner Description: The students are 3rd and 5th graders at Sullivan School. For this unit, the students were given the option to join one of several committees.

Overview

What will be taught

The students will familiarize themselves with several tools of technology (i.e. HyperStudio, the video camera, the digital camera, and web page making). They will also experience interviewing, map making, and creatively displaying information. They will gain more in-depth information about their school. They will also enrich their sense of community and take more pride in their school.

How will it be taught

This will be taught through a variety strategies:

• direct instruction
• cooperative grouping
• experimentation
• problem solving
• peer learning/peer tutoring

What will the students do and learn

Initially, we met with both classes and talked about concerns they had when coming to a new school. The students brainstormed concerns they had and information that would have been helpful for them. They decided to create an introduction to Sullivan School for incoming students and parents. They came up with ideas for ways they would like to present this information. They formed heterogeneous committee based on interest. The following committees were formed: web page, interviewing, video, digital camera, hyperStudio, maps, and posters. In addition to gaining experience on the technology tools mentioned, students got reinforcement in the dynamics of effectively working in groups.

Rationale

They will become better acquainted with all staff members at Sullivan, gain a better knowledge of the lay out of the school, learn to cooperate with a heterogeneous (age and abilities) group of their peers and learn more about Sullivan. Students will learn interviewing skills, listening and speaking skills, writing skills, and skills involved in accessing and using information. They will also be learning how to use the video camera and the digital camera . Students will be learning how to make a web page and how to make a Hyperstudio project.

Why would this quality as an engaged learning unit?

This is an engaged learning project using the following indicators:

The Vision of learning includes:

• Responsible for learning
• Strategic
• Energized by learning
• Collaborative

The tasks are:

• Authentic
• Challenging
• Multi-disciplinary

Assessments are:

• Performance based
• Seamless and ongoing
• Equitable

Instructional model:

• Interactive
• Generative

Learning content:

• Collaborative
• Knowledge building
• Empathic

Grouping:

• Heterogeneous
• Equitable
• Flexible

Teacher roles:

• Facilitator
• Guide
• Co learner- co investigator

Student roles:

• Explorer
• Cognitive apprentice
• Teacher
• Producer

Technology is an important part of this unit because students will:

• Make a Hyperstudio presentation
• Make a Web page
• Learn how to use the video and digital camera
• Use word processing for a purpose
• The use of technology products( digital camera pictures) to enhance presentations 

This project is authentic because it gives the students more of an investment in their school and it gives them an opportunity to showcase their school to younger peers.

Goals - Content, Cognitive and Social

What new knowledge do we expect the students to learn:

• The use of technology skills that enhance presentations
• Writing, listening and communication skills
• Group interaction

What state standards does the unit address:

Goal 1C- Summarize and make generalizations from content and relate to purpose of material

Goal 3C- Writing for a Variety of purposes

Goal 4A- Listen effectively in formal and informal situations

Goal 4B- Speak effectively using language appropriate to the situation and audience

Goal 5A- Organize and integrate information from a variety of sources

Goal 26- Visual arts

Learning Activities

• The two classes met, came up with ideas, and went through a group decision process to select ways to convey information
• They formed expert groups based on interest.
• A regular meeting schedule was agreed upon and in their expert groups, decisions were made regarded the roles of each member
• The learning activities that the students will experience are:
  • Writing and editing skills
  • Technology skills involved in creating Web pages, a Hyperstudio
  • Presentation, using the Digital and video cameras,and keyboarding
  • Interviewing skills
  • Listening and speaking skills
  • Developing assessment skills (rubrics)
  • Presentation skills

Student Assessment

What types of assessment will be ongoing?

• Anecdotal records
• Regular group meeting for reflection and planning

How will the students be engaged in their own assessment?

• Student generated rubrics(for projects, presentations and groups work )
• Student written essays to describe the project, the process, and what they learned. 

How can technology be used to aid in assessment?

• To generate student made assessments and essays.

Resources

• Teachers, technology facilitators, technology coordinator, and technology director
• Computers, Claris Home Page, Hyperstudio, Digital camera, and video camera

Management

• Students were grouped heterogeneously by interest, grade, gender, personalities and abilities
• Students worked in two classrooms with up to five computers in each classroom and the computer lab with technology resource personnel readily available to them
• Management of supplies and materials was agreed upon within the groups

Unit Evaluation

What was effective?

The time that was spent with the two classes spending time together getting to know each other was very valuable. There was a comfort level before we began the actual project.

The next step which was brainstorming together ideas that would be included in our presentations gave the students an opportunity to customize their project to their interests and got them all actively involved right away.

Having the children have input into the expert group that they would be working in was also beneficial. It gave them ownership.

The students in our debriefing session said they found these things to be effective:

• Meeting new people
• Interesting and challenging learning
• Becoming better acquainted with our school and the people who work there
• Choosing your expert group
• Working with another class

What wasn't effective?

• The groups tended to be too large to always be manageable and inclusive.
• Thought and discussion has taken place as to trying to do a project similar to this offering only technology tools as ways to convey information. The ideas for the groups though were totally student generated and that is why we had the variety of non technology activities that we did.

What would I do differently next time?

• In retrospect, we wish we would taken more time to show the groups what the other groups were accomplishing.
• Students said they would have liked even more time to work on the project.
• Students expressed a desire for more communication between groups.