Ms Spence

Project Overview

Why is it important to care about the feelings of others?

Brief Overview

            This year students will have opportunities to explore the importance of understanding their own feelings and caring about the feelings of others.  Through immersion in a character education video that present, explore, and examine the subject of caring as a character trait, students will broaden their understanding of why it is important to care about their own feelings and the feelings of others.

            Students will engage in a variety of activities that will support their explorations.  Initially, they will brainstorm through thinking maps their current understanding of their own feelings and what it means to care for the feelings of others. The character education video on caring will immerse students in scenarios around which they can discuss in small groups, blog with each others, and respond in writing to video scenarios that will examine what it means to care about the feelings of others. Students will then be able to create their own videos illustrating caring for others.

Goals

 

·      80% of targeted students will be able to demonstrate ability to use, access, navigate, Internet and websites

·      80% of targeted students will be able to build on each others comments in small group discussions using flip camera, rubric, and checklist

·      80% of students in target group will be able to improve oral communication by participating in small group presentations as documented by rubric, flip camera, checklist

Common Core Standards-CCSRL2.1abc

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

a.     Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

b.      listening to others with care, speaking one at a time about the topics and texts under discussion).

c.     Build on others’ talk in conversations by linking their comments to the remarks of

Others

80% of targeted group will improve literacy skills by writing complete sentences with correct punctuation in journals and blogs.



Common Core Standards-CCSW2.1 abc

Demonstrate command of the conventions of standard English capitalization,

 punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names.

b. Use commas in greetings and closings of letters.

c. Use an apostrophe to form contractions and frequently occurring possessives.

d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → 

    boil).

d.     Consult reference materials, including beginning dictionaries, as needed to check and

correct spellings

 

·      80%  of targeted students will receive an on grade level rating using a writing rubric to respond to video scenarios on caring

·      80% of targeted students will create puppets and write a caring scenario using a story board to perform an individual or group puppet show about caring

·      80% of targeted students will be able to demonstrate in writing what they learned about caring about others

 

Common Core Standards: CCSW2.1, 2.2, 2.5, 2.6, 2.11

1.     Write arguments to support claims in an analysis of substantive topics or texts, using   

valid reasoning and relevant and sufficient evidence

 

2.     Write informative/explanatory texts in which they introduce a topic, use facts and 

definitions to develop points, and provide a concluding statement or section.

 

5. With guidance and support from adults and peers, focus on a topic and strengthen   

     writing as needed by revising and editing

 

6. With guidance and support from adults, use a variety of digital tools to produce and

     publish writing, including in collaboration with peers

 

11. Create and present a poem, narrative, play, art work, or personal response to a

      particular author or theme studied in class, with support as needed

 

Goal: 80% of students will be able to demonstrate in a video what it means to care about others 

Standard

6. Use technology, including the Internet, to produce and publish writing and to interact and

    collaborate with others

 

  • 80% of targeted students will use flip camera to videotape each other’s puppet show

 

Teacher’s Goal:  to identify and explore the use of several technology mediated activities to: 1) engage, monitor, and evaluate students in small group collaborations; 2) use, monitor, and evaluate use of technology within the classroom, and 3) monitor, evaluate, and provide timely feedback to students’ writing. 

 Results-Internet Navigation & Small Group Communication

Goal

·      80% of targeted students will be able to demonstrate ability to use, access, navigate, Internet and websites

Results

Goal met. 80 % of targeted students reported in their end of project technology assessments that they were able to access the Internet (Explorer); Kidblog, and Powerpoint

 

Goal

·      80% of targeted students will be able to build on each others’comments in small group discussions using flip camera, rubric, and checklist

Results

Goal partially met. Based on teacher observations and video footage, 100% of targeted students reported in their checklists that their small group used accountable talk. However, the small group discussions in the targeted group were facilitated largely by the teacher.  Students did not demonstrate by themselves that they could use accountable talk without the teacher’s oversight.

Goal

·      80% of students in target group will be able to improve oral communication by participating in small group presentations as documented by rubric, flip camera, checklist

Results

Goal met. 80 % of targeted students showed improvement footage in small group discussions via video footage. Four out of the five targeted students were increasingly able to focus on asking and answering questions.  One student did not demonstrate the maturity necessary to focus during small group discussions

 

 Results- Student Writing

Goal

·      80%  of targeted students will receive an on grade level rating using a writing rubric to respond to video scenarios on caring

Results

Goal not met. 20% (one out of five) of the targeted students received an on grade level rating using a rubric responding to a video scenario on caring. Three students experienced difficulty with writing mechanics and received an approaching grade level rating.  One of the five students did not write at all and received a far below grade rating.

 

Goal

·      80% of targeted students will create puppets and write a caring scenario using a story board to perform an individual or group puppet show about caring

Results

Goal met. 80 % (four out of five) targeted students wrote caring scenarios and created puppets to perform a caring scenario.  One of the five students did not write a story board scenario but created puppets.

 

Goal

·      80% of targeted students will be able to demonstrate in writing what they learned about caring about others

Results

Goal not met.  40% or two out of five of the targeted students were able to demonstrate in writing what they learned about caring.  Although two of the three remaining targeted students completed writing about what they learned, the writing was unreadable due to extremely poor penmanship. The fifth student did not write at all, which mirrored the issue he was having in the classroom.

 

Results-Technology-Students’ Video Scenarios

Goal

  • 80% of targeted students will be able to demonstrate in a video what it means to care about others 

Results

Goat not met. 20% (one out of five) targeted students were able to demonstrate in a

video what it means to care about others. The remaining four students either experienced difficulty transferring their scenario story boards into impromptu scenes using their puppets.

 

 

 

Goal

  • 80% of targeted students will use flip camera to videotape each other’s puppet show

Results

Goal not met.  Due to time constraints this aspect of the project was not done

 

Reflections

The goals of this technology project were ambitious both in terms of time as well as in the abilities of the targeted students (and class’). In retrospect, most of the goals reflected the abilities of students who were on or near grade level.  This is particularly true in terms of the writing goals.  The targeted group was below or far below in writing abilities and this project did not help to improve those abilities.  However, the targeted group met most of the technology and accountable talk goals.

 

Overall, the initial and final phases of the project were most successful.  For the most part, the targeted students were able to articulate in small group discussion the places in the school where caring is not occurring as well as what caring should look like in these parts of the school. However, the teacher greatly facilitated these discussions.  Another part of the initial phase was immersion in the caring through a caring video.  The viewing and subsequent small discussions challenged the students as they tried to identify and articulate the uncaring and caring behavior. The final phases of the project that included the making and practicing with the puppets were also successful. Videotaping of the puppet scenarios proved more problematic because the students could not improvise smoothly.

 

Based on these results, it is important to begin the project earlier and to design goals that are closer to the abilities of the students.

 


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