(Photo from my example, made with www.tes.com) A brief description: Unit: The Interwar Years and WWII Topic: Causes of WW2 Digital Tools: Tes Teach I will group the students by the which of the five causes they have shown the least understanding of. This is based on the facts that they used to back their opinions in the pre-assessment (all of the even numbered questions). If they score 100%, I will put them in the group that they think had the least impact on the occurrence of World War II. Each group will have a video to watch based on the results of their digital pre-activity assessment. Students will then analyze the causes of World War II using an activity (the same I linked in the photo above), which includes a digital post-assessment to see if their minds were changed The hardest part of this activity was probably planning for the diverse needs that I may see once the results begin coming in from the Pre-Assessment. Another difficulty was trying to find a wide range of resource types so that the students could find some things that interested them, while also not diluting the information too much and cause “paralysis by analysis.”
This activity was also made with the ISTE Standards for Students in mind: "ISTE-S 3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 3a: plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 3c: curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions." "ISTE-S 5 Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5a: formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. 5c: break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving." (From the ISTE Standards For Students, https://www.iste.org/standards/standards/for-students) The full description of the assignment (including content standards, cited list of resources, and a rubric) can be found here.
0 Comments
Leave a Reply. |