Multimedia Design Project Assessment (MDPA) Report …



Multimedia Design Project Assessment (MDPA) Report TemplatePlease replace the instructions provided with your own narrative.Product URL: Weather and Seasons WebQuest was created for my first grade class. The objectives for this WebQuest are as follows:The students will be able to:Identify and describe the four seasons.Explain how the weather changes with each season.Explain how the weather effects what we wear.While planning this lesson, I had to keep in mind that there are some constraints that would have to be addressed. First, I have to have a plan as to how the students would be able to complete the lesson since there are only four computers in the classroom. Second, we have an iPad cart with 30 iPads, however, only a few of them have been updated. This means that I was not able to use a class set. Next, we have computer labs in the building, but we were not able to use them until a certain of day due to Georgia Milestone Testing. Once the Georgia Milestone was over, the first and second graders had to rotate in and out of the computer labs to take the SLO’s (Student Learning Objectives) and the Computer Adaptive Assessment. In order to be sure that students were able to complete the assignment, I had to pull students after testing to assist the students on the four computers in the room, on my laptop, and on my tablet.Learner AnalysisThe learners are 6 and 7 year old students. All of my students speak English as their native language. 3% of the learners are serviced through special education. The other 97% are regular education students. I would say that 89% of my students have the ability to use the technological devices available at school. The other 11% are not totally unable to use the devices, however, they do require assistance from the teacher or a buddy from the class. My students are familiar with project based learning, however, they are not as advanced with technology as the class I had last year. I taught second graders last year and they were able to catch on quicker than the first graders that I have this year. All of my students are provided opportunities to work in small groups. The small groups are based on their ability level depending on the assignment they are working on. There are occasions that I may put a higher level learner and an on level learner in a group with a couple lower level learners. On these occasions, it allows the students to be the teacher while I am working with students who need one on one assistance. (PSC 2.5, 2.6) Context AnalysisClass characteristics – There is a total of 26 students in my class. My students are with me all day with the exception of the times they go to connection classes such as art, PE, music, and media center. They go to connections for 45 minutes on Monday, Tuesday, Wednesday, and Friday. Our schedule is flexible as long as you notify the administrative team in writing of any changes you are making. They feel that we know our kids better than anyone else, so we should be able to arrange our day as we see fit. Click the link below to view my class schedule. (PSC 2.5)Technical considerations – The students have access to technology through four classroom computers, 2 computer labs, and the iPad cart. Normally, we may use the computer lab anytime as long as we sign up to use it. We were limited on this project due to testing. We were not able to move about the building until an announcement was made that testing was over. One day testing ran over due to a bomb threat that morning. The only special accommodations that I had was to make sure headphones were available to the other students were not distracted. I also had to make sure that usernames and passwords were available to the students who have not learned theirs yet. I also had to be sure that the BrainPOPJr username and password was readily available for the students so they were able to watch the videos. The only adaptive technology used were headphones. I did not need assistive technology for any of my students. (PSC 2.5)(PSC 3.4)Teacher characteristics – Since I have been in the Ed. S. program for Instructional Technology, I have gained a wealth of knowledge on applications, programs, and Web 2.0 tools that I can use in the classroom. I feel more comfortable with incorporating technology in to my everyday lessons. Standards – State or local content and technology standards (NETS-S)S1E1: Students will observe, measure, and communicate weather data to see patterns in weather and climate.a. Identify different types of weather and the characteristics of each type.b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.ELACC1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Coach ISTE Standards2. Teaching, Learning, & Assessments. Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students. Technology Coaches:a. model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards3. Digital-Age Learning Environments. Technology coaches create and support effective digital-age learning environments to maximize the learning of all students. Technology Coaches:a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environmentsb. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environmentsStudent ISTE Standards1. Creativity and innovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expression2. Communication and collaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media5. Digital citizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.a. Advocate and practice safe, legal, and responsible use of information and technologyb. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivityc. Demonstrate personal responsibility for lifelong learningd. Exhibit leadership for digital citizenshipTask AnalysisLearning Objectives – Essential Questions:How can weather be described? How would you illustrate the four seasons?Is weather always the same? Why or why not?Higher Order Thinking Questions:Is weather always the same? Why or why not?What are the different types of weather, and what are their characteristics? How do we measure weather?How does weather affect our daily activities?Enduring Understandings:Weather is the condition of the outside air each day.The basic patters of weather include: temperature, wind, precipitation, and sky conditions (sunny, cloudy, etc.)Temperature is the measurement of cold or hot. Weather is caused by humidity, temperature, and air pressure. Rain drops are really flat, doughnut, like shaped. Snow is a form of precipitation that falls from the clouds, it forms when water freezes inside the clouds. The sun provides light and heat that is needed to sustain the earth. Weather changes every day and throughout the seasonsDispositional Objectives:The students were assigned a student based product based on ability level. They were given the opportunity to work in small groups. Each small group had at least one higher level learner who was able to explain and answer any questions the other students had. Each group was paired with a buddy from fourth or fifth grade that could assist with the student products. The students were also allowed to work one on one with the teacher as needed. (PSC 2.1)DesignOverviewThis WebQuest is focused on Weather and Seasons. In the introduction, I explain to the students in an audio file what they are expected to know. I tell the students what the season are and provide them with a season video. Once the students have viewed the video, they take a quiz to demonstrate what they have learned about the seasons. Next, the learners are to move on to the process. During the process section of the WebQuest, the students are provided with a note taking sheet to record facts about each season. The note taking sheet is to be used with four videos. There is a video link for each of the four seasons. After the students watched the videos and completed the note taking sheet, they were allowed to move on to a season’s game. Then, the students were ready for the evaluation section of the WebQuest. There are three task listed on the evaluation page. Students assigned to group one were paired with a partner. They were given a season and had to create a PowerPoint on the given season. Students assigned to group two had to choose a season and create a riddle detailing facts that would help someone guess the season. Students in group 3 had to write about their favorite season. The learners were divided into groups based on their ability level and assigned to one of the three tasks. Rubrics were provided for each tasks so the students knew exactly what was expected. This eliminated making any assumptions. (PSC 2.1, 2.3, 2.6) The online resources that I used are videos from . The videos were entitled Seasons, Winter, Spring, Summer, and Fall. I also used an online season’s game from . The students used to share their projects. (PSC 3.6) DetailsThe content was differentiated by exposing the students to the material in small group instruction with the teacher. The learners were grouped by ability level which allowed me to provide the lower level learners the information in smaller chunks rather than all at once. The learners were allowed to watch the videos in the process section in whole group instruction with the teacher. However, they were able to view the videos again on their own if they needed to view it again. I provide a safe and nurturing learning environment where I encourage my students to take risks and ask questions as needed. The products were assigned based on the students’ ability level. My lower level learners had to write about their favorite season. The paragraph had state the season they were writing about and include two facts that described characteristics of the season. My on level learners were assigned the task of creating a riddle on a season of their choice. The riddle had to include at least two facts about the season. The facts had to be clear and aid in helping others guess the season they are describing. The beyond level learners had the task of creating a PowerPoint with a partner on a season assigned by the teacher. The PowerPoint had to include facts about the season, at least four pictures throughout the presentation that represent the season, activities that can be done in the season, and the type of weather for the season, what you would wear during that season. (PSC 2.5) The two UD strategies that I used in my multimedia project are providing multiple means of action and expression and providing multiple means of engagement. Means of action were present through the ways the students were about to navigate the site. Learners could navigate the pages by the tabs at the top of the page or by the buttons located at the bottom of each page. The learners were able to express what they know by completing the task based on their ability level. I recruited student interest by incorporating videos, quizzes, and a game for the learners. The students were also able to regulate their attention and pace themselves as needed to complete the task. This provides them with the opportunity to become more effective in coping and adapting to the learning environment. (PSC 2.6) This assignment was presented to the learners in whole group. The students were assigned to groups based on ability level. The learners were allowed to work individually, in a small group, or with a buddy. The multimedia elements that I used are text, still images, audio, video, and an interactive platform. Each of the multimedia elements used support the instruction and are grade level appropriate for first graders. The learners were able to complete the task which demonstrates an effective learning experience. (PSC 2.6) I could use assistive technology as a resource to support my lower level learners with auditory disabilities. I could use the Go Talk, Go Talk 4, or the Big Mac devices for students who need to hear or work with the content more closely with the teacher or individually. I could record the seasons on the devices and have the learners select the image to match the correct season. (PSC 3.4) DevelopmentThe Development section describes how actually developed the project. What was your timeline for getting it done? What tools did you use (and perhaps have to learn) in order to complete the development of the project? (HTML, LMS, Wiki, Blog, Google Pages, etc.) (PSC 3.3, 6.1) During the development process, double-check to ensure the Internet links work, documents download properly, and video and audio is embedded correctly. (PSC 3.5)ImplementationI propose that this project be implemented after introducing students to the content they are expected to know. A teacher may pick and choose what parts of the WebQuest they would like to have their learners complete. I advise anyone that is implementing the project to put emphasis on the essential questions and enduring understandings that are provided on the standards page. I made sure that I introduced and discussed the vocabulary in depth before allowing the students to dig into the content. After introducing the vocabulary, we discussed what we already knew about the seasons and weather. The students were given a pre-assessment that gave me data that showed where the students were and what I needed to focus on more. After the students became more familiar with the content, I introduced them to the Weather and Seasons WebQuest. The WebQuest introduction was done over the interactive whiteboard so that all students could see the screen. I modeled how to navigate the pages and how to access the videos, the quiz, and the game. I made sure that I spent some time showing them where to find the task and the rubrics that went along with the tasks. After I modeled how to navigate the pages, I called students up and had them show the class how to get to specific pages. Since this was my learners first time using padlet, I went to a wiki space that I created last year with my second grade students. This allowed them to see how to use padlet and what their finished product would look like. In the beginning, my higher level learners were given the task to complete a video on Educreations which is in app on the iPad. The students did a really awesome job, however, we could not figure out how to share the videos they created so I had to have them create a PowerPoint. Once I saw that time to complete the projects was becoming an issue, I pulled a few students from fourth and fifth grade to assist the students who needed more help. I also went ahead and set up each students’ padlet naming it with their initials. This saved time because all they had to do was find their initials, click the pencil to edit, and add their information. I asked for the students to include an image of their season. To save time on this part, I saved several images that they were able to choose from. This way the students didn’t get caught up on searching for an image to upload. (PSC 6.3). In order to implement this project, an individual would need to schedule time ti use the computer lab or checkout iPads or laptops. The technological device will need internet access. You would also need the username and password to access the videos that have been included. The learners will need the note taking sheet and paper and pencil as needed to brainstorm and create a draft of their product. In my case, I had to call in the technology coach to try and assist with the videos the learners created on Educreations, however, she was unsuccessful in her attempt to share the videos so I could link them to the WebQuest. (PSC 3.1, 3.2, 3.5) Students used the same classroom management strategies we always use for managing students behavior. The strategy we use is a color system. The students will be advised to use the digital tools and resources appropriately. The teacher logged into BrainPopJr on each technological device so the students could view the videos. They should not use their computer time to access inappropriate materials or make posts that are inappropriate. They will be reminded to make wise use of computer time because we have 26 students and only 4 computers in the classroom. The timeline for the WebQuest was four weeks which was not five days. We only have science two days a week so we began working on it every Monday and Tuesday the last week in March. After seeing that the students needed more time we began to change our schedule accordingly to ensure they were able to complete all sections of the WebQuest. (PSC 3.2)I ensured equitable access to the Internet while implementing the WebQuest by making sure each student was allowed time to access the information. I did this by creating a rotation schedule to make sure they all were able to use the technological devices as needed. I also allowed students to use my laptop and my tablet to complete the WebQuest. (PSC 4.1)I have collaborated with the teachers on my grade level. Two of them are not interested in completing the WebQuest this school year, however, one my teammates says she is going to have some of her students complete it for extra credit. Her role will be to review the material with her students and to facilitate the learning. I will assist her and her students in any way that I can. (PSC 3.7) Possible implementation and differentiation strategies depends on the grade and level of the learners. Teachers can incorporate more advanced content and harder questions to ensure their students are being challenged. The teacher could also offer enrichment activities such as having the learners write their own weather report and record them presenting the weather. You could have older students complete all of the tasks given on the evaluation page. Also, the WebQuest does not have to be implemented in its entirety. It is strictly up to the teacher. Also, the learners could be provided with other tools for sharing such as Prezi, VoiceThread, or Wordle. (PSC 2.5)EvaluationI will know if this WebQuest actually helped the students and is well-designed by checking for understanding through the quizzes offered after the videos. I will also check for understanding of the content through the student products. I will use the rubric to see if they have mastered the materials. I will also check students for understanding by doing teacher observations and listening to group discussions. At the end of the unit, I gave the students a unit assessment and compared the data to the scores made on the pre-assessment. In order to find out student perspectives of the WebQuest, I talked with the students about their feelings and attitudes toward the WebQuest. They enjoyed it and wished we had more of these type activities. Some of the students stated that they would like to do WebQuest more often. They also wish we had more time and more working technological devices. The next time that I create a WebQuest, I will gain student perspectives through an anonymous survey that the students will complete.Student Learning –The learners were expected to produce a seasons PowerPoint, a season’s riddle, or a paragraph about their favorite season based on the group they were placed in. I used the rubrics provided in the WebQuest to assess the students. I also used quizzes and teacher made assessments (pre and post) to assess the students understanding of the content. The students were allowed to check one another’s drafts for mistakes. There were allowed to tell them something they liked, something they could add, and what they noticed that needed to be corrected. I did take notes throughout the project. At the beginning, I noticed the students were having a hard time navigating the pages with the tabs at the top. I decided to add a button at the bottom of each page that would take them to the next page. This eliminated them having to go to the tabs at the top of the page. (PSC 2.7)Product Design –I know the project is well designed because the students were successful in accessing the content and producing their products. I took notes as the students used it. While observing my students, I noted that I needed to add a button at the bottom of each page for easier navigation. The students were not given a survey to express their perspectives of the WebQuest, however we did discuss it. The students stated that they would like more projects such as this one. They said the task was clear and they understood what to do. Some of the students said the WebQuest had too many pages, but they were able to get through each page. They loved the videos and the tasks they had to complete. Although the students offered valuable feedback, I would create a survey for older children. They would be able to tell what was clear, what was unclear, what they liked most, and what they did not like. When I use this with my first graders next year, I will create a survey for them to share what their thoughts. ReflectionProject Development – As a result of developing this project, I learned that I needed more time to create and implement the project than I anticipated. The WebQuest worked well with my students. They were able to get the information from the videos in whole group as well as individually and in small groups as needed. We began to run out of time to complete the assignments due to Georgia Milestone Testing because we could not move about the building until testing was over. It helped my students and myself by pulling fourth and fifth graders to help me with assisting my students. One thing I would do differently is to provide the students with a timeline listing what should be done each day. I would also allow my students to use another tool to post their products. I was out for three months on maternity leave and my students were not as fluent with other web 2.0 tools as my students were last year.Instructional Design – I believe this WebQuest worked well overall. The students enjoyed completing the activities and the student products. One thing that I would like to have improved is getting the students educreations videos uploaded. There were really good, however, we could not get them to share so we could upload them on the WebQuest. I would have also used some other tools with my students other than padlet. I was out for three months on FMLA so I did not have the time needed to get them familiar with other tools fluently. I am proud of my WebQuest. I am sure there is room for improvement, however, I believe it is pretty good for my first one.Personal Growth – I learned that I have really grown in the area of implementing technology since beginning this program. I feel much more comfortable with allowing my students to use technology in daily lessons. I find myself helping other teachers find ways to include more technology in their lessons as well.For Others – One thing that I would suggest to other teachers/colleagues is to present their students with opportunities such as this one. Think positive and don’t be afraid to make mistakes. It allows your students to take responsibility for their learning. They are forced to pace themselves and they know exactly where they should begin each day until the project is complete. Technology is steadily growing so we want our students to be able to compete with the best of them. It would help them succeed if the teacher carefully models using technology and allowing the students to practice before giving them task to complete on their own. ResourcesVideo Links:Seasons -? - -? -? -? Game:(PSC 4.2) ................
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