Assessment strategy for one of my mini-lesson

 Mini-Lesson #3: Reflection Presentation (Answering their questions through research)


Description: The students will be working in groups of 2-3 to do research on questions they brought up during the first mini-lesson, Manifest Destiny Photo Exploration. They will narrow their focus down to 1-2 questions to research and answers or find explanations. Students will present their findings through a web 2.0 tool i.e. Google Slides, Prezi, PowerPoint, PowToon, or another approved digital resource. Students will learn different factors that played a role in westward expansion and hopefully discover a deeper understanding of the content. 

Information Fluency/Inquiry: On the first day of the mini-lesson I will show my students the Manifest Destiny picture by John Gast. I will have students take about 3 minutes to individually analyze the photo. Then I will call on students to take turns coming up to the board and highlight on different aspects of the painting. This will driver our conversations and get the questions flowing in their brains. I will not answer the questions they have but I will ask them why they may think their highlight is important. I will then have students come up and "park" their questions on the white board with a sticky note. This parking lot of questions will be our driving force for inquiry in this lesson. Student focused questions with a research presentation component to address some of there questions with credible sources from the web. 

Bloom's Digital Taxonomy: This lesson encompass all the levels of the revised Bloom's Digital Taxonomy, (Remembering, Understanding, Applying,  Analyzing, Evaluating, and Creating). 

  • Remembering/Understanding: Doing research on reasons for Manifest Destiny and why America was feeling the need to grow.
  • Applying: The students will apply their research questions to the content to better understand the causes and effects of westward expansion.
  • Analyzing: Students will analyze different resources to determine if the resources aids them in answering their questions. Students will also analyze the painting to formulate their questions for this mini-lesson. 
  • Evaluating: Students will evaluate each others work and give peer-to-peer feedback on their projects. 
  • Creating: Students will present their findings through a web 2.0 tool i.e. Google Slides, Prezi, PowerPoint, PowToon, or another approved digital resource.
SAMR: This mini-lesson pulls from Augmentation and Modification on the SAMR model. Students will pick a web 2.0 tool to present their findings to the class. Students can collaborate their ideas and questions through google slides and work on the project simultaneously.  

Technology: Students will be using GALILAIO and Google Scholar to conduct their research. Once they have gathered information to answer/explore their question they will use Google Slides or another approved web 2.o tool to present their findings to the class. 

Assessment Strategy: Group Report/Reflection Presentation. Students will present their findings to the class in groups of 2-3 students. Students will take turns presenting their findings and explain how it is related to the question they were exploring. I also give students the freedom to choose a way to present. I prefer Google Slides but will allow other tools if they get approval. 

Resources: 


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