Collegiate+Classroom+Activity+3


 * Lesson Plan**


 * Date**: 10/08/10


 * Session Time**: 9.50 – 10.50 - Session 2


 * Class**: Samantha 7 and Sam 7


 * Equipment:** Projector, laptop, A1 paper, markers, Post-it notes


 * Learning Objectives**: To be able to contribute and generate a rubric to assess digital stories.


 * Success Criteria**

**All** : Will be able to contribute to discussions which identify the key components of a digital story and give feedback to peers

**Some**: Will be able to look at others work and identify and assess different levels and requirements of a digital story. Can assess what is a good ? and what is needs more work? And give descriptive feedback

**Few**: Will have excellent elements in the digital story, and self-assess ways to improve their work and can give descriptive feedback to improve peers work.


 * Main- Whole :**

Tell the children what the learning objective is for this lesson, and what we hope to achieve in this lesson.

Show the children a digital story, and then ask the children: -

1. What are the key components of a digital story? (Brainstorm this) 2. How do you know these are important? 3. What element of the digital story do you think is most powerful? 4. Can you rate them in importance order?

Children are to justify their answer in a whole group setting.

Then discuss how can we use this information to assess children. Move on to idea of a rubric. Discuss what a rubric is…

A **rubric** is a scoring tool for subjective assessments. It is a set of [|criteria] and [|standards] linked to learning objectives that is used to assess a student's performance on papers, projects, [|essays], and other assignments. Rubrics allow for [|standardized evaluation] according to specified criteria, making grading simpler and more transparent.

Or


 * Rubric: ** A brief statement describing a certain quantity or quality of work, learning or behavior. Rubrics are often organized in descending order, with statements describing, for example, excellent behavior, good behavior, acceptable behavior, and poor behavior.

And how to read the layout of a rubric. E.g. Excellent to Poor, in a grid, that looks at various elements that make up the assessment piece.

Then demonstrate to the children how to develop statements that make up a rubric. Which shows excellent, good, ok and bad work.

· What makes up an excellent………? · What makes up a good……..? · What makes up an ok……..? · What makes up a bad……..?


 * Main - Small**

Divide the children into groups. Each group is to look at a particular element of the digital story as identified above in brainstorm

1. Visuals 2. Music 3. Story – provocative 4. Credits 5. Language Used

Each group is to look at other people’s work in their group and come up with statements for 1 particular area, as stated above. The statements will identify the requirements of: -

· Excellent · Good · Ok  · Bad

They will hopefully be able to identify what they **like** and what they **do not like** about other people’s work and come up with statements that reflect this, by reviewing each other’s work in their group.


 * Reflection -Whole**

Each group to add their statements to the rubric, which identify the various levels: excellent, good, ok and bad

Each group to show the rest of the class examples of excellence, in that particular area and discuss with the class how they came to this conclusion and what you should look for when assessing in digital stories – discuss statements.

Refer to digital story that we watched earlier and give the digital story descriptive feedback that includes 2 stars and a wish.

Ask the children to look at a partner’s digital story and give descriptive feedback - Descriptive feedback should include: -

2 Stars (positive elements to story) 1 Wish (ideas to improve the story)

As well as identifying where the children on the rubric. This will then give the children a clear focus to aim towards and an idea on what to include in their stories to improve them.

Children are then to assess there own digital story and think of ways to improve it, based on the rubric and where they are currently sitting.

Refer to learning objective and success criteria, so that children can check understanding and what they have learned today.

//There were a number of contextual issues that arose that made the need for this lesson to be 'recovered' before any teaching could commence. Half of the students had just returned from their Visual Art session, which often means there have been behavioural issues arising that need sorting out, as well as the kids naturally being a bit rowdy having returned from a noisy environment.//
 * MY REFLECTION ON LESSON:**

//What was great about the lesson was watching Samantha settle the students, even though this took longer than normal, and then commence teaching. There was a resolve to be patient to get them to the level required to get on with learning rather than push on and have a lesson that wasn't as effective. Once Samantha had talked with and calmed all the students, she was able to commence the lesson.//

//We'd talked about the idea of students creating a rubric for them to be assessed on for their digital story. It was powerful in a number of ways. It allowed students to set the standard as to what a great piece of work was, and it also exposed students to the expectations required to polish a great piece of work. As students had been working on their digital story before this session, it as also a chance to reflect on what they could add to their digital story to improve it.//

//Students were engaged in roundtable discussions as they created expectations on a 1-4 ranking system for the different areas of a digital story. This gave them great ownership of the assessment of their digital story.//

//Samantha has introduced me to the idea of staggering the success criteria for lessons. When I'd previously seen success criteria, I had had a range of different areas for students to achieve in, but hadn't though of setting some for lower students, and some for higher. This is a really important thing to add to success criteria as it allows all students to succeed.//