Learning Adventure Project

PART THREE: Learning Adventure Project (15%)

Today we are starting a new project, learning adventure. We will work on it for the next four classes. You have all created lesson plans, digital stories, a personal website, and more. Now it’s time to integrate all of your skills into one project.

RUBRIC: Here is the learning adventure project rubric.

Recommended Due: April 22nd, Monday 11:59 pm.

Absolute Due: April 23rd, Tuesday, 11:59 pm

How to Submit: Create a page called “Learning Adventure” in your portfolio and link to your learning adventure page.

 

One way I will suggest to all of you for this design is— Don’t follow the order of the rubric.  Think about the idea of BACKWARD DESIGN. We do it all the time.  Think about cooking.  Do you go buy everything and start to think about what you want to cook?  No!  You have the recipe in mind first and then go buy what you need to cook.  You have the products in your mind first.  So try to think about what you want your students to learn first!  And then think about how you are going to make learning happen!!

EXAMPLES

Before we get to all the details, let’s first look at some examples of Adventures created by former EDIT 2000 students. You are basically creating a web site for students, parents, and teachers. The site is meant to guide a student through an adventure of your choosing (of course, it’s nice to offer them choices within your adventure as well).

Adventures Down Under– An exploration of Australia

Purposeful Poetry

Go Green in 2014

Dream Vacation

What Makes A Healthy Student?

RESOURCES:

Here are some resources for you to think about your project.

  1. Tubric– If you want to use one of the Tubric to help you and your teammates to make your ideas into a good essential question, feel free to grab one.  But please return it to me before you go!
  2. Assessment Tool– This website is about assessment.  How can you assess your students?  If you do have trouble in thinking about something interesting to work on, start thinking about what kind of assessment you want to have for your learners.  Then maybe that will help you think about some good essential questions.
  3. Project-based Learning Database by BIE– You can search for projects.  This website is completely about PBL.  They have more hundreds of projects.  If you can’t come up with a good essential question, maybe you will find one from these projects.  Then you can design your own content.
  4. 20 Ideas for Engaging Projects–  Here are 20 ideas for PBL.  Maybe you can find a good one here.

 

Individual OR Partners

You can work alone or with a partner for this project. I am open to people working alone, but you need to be forewarned that this can be a lot of work – being able to share the work load will help you stay on target.

 

PART ONE: Adventure Project Requirements

Review the rubric. This form will also serve as a guide to how you might pace your work so that it can be completed by the due date.

 

PART TWO: What is an essential question?

You’ll want to get students interested in your topic by starting with an essential question. We’re going to try and write a few ourselves today.

  1. On an index card, write a question related to a topic about which you enjoy learning. For example, “what happened to the dinosaurs?”, “why did the Titanic sink”, etc.
  2. Get in a group with 3 other classmates, and use a tubric to turn your question into an essential question.
  3. How good is your question? Use the essential question development checklist on the last page of this handout to see how well you did.
  4. Wonderopolis is a great place to get information and ideas for your adventures.

 

PART THREE: Getting Started

For the remainder of today’s class, you’ll want to work with your partner (if you have one) to come up with ideas for your essential question.

You’ll also want to create a new Google site (not a new page in your current site) and do the following:

o   Make sure the title of your site reflects the nature of your adventure.

o   Share permissions within your site with your partner (if you have one). You will want to make sure both of you can make edits. Here’s a video to help you choose the correct settings.

o   Make sure your navigation bar reflects the sections in the rubric distributed in class today.

 

PART Four: Backwards design: Student Product

Sometimes the best way to figure out what you want to teach is to first figure out what you want students to be able to do. When you’re cooking, most of the time you decide what you want to eat BEFORE you get together your ingredients. At least, in the more successful times that you are cooking. So, let’s figure out what kinds of projects your students might complete – then we’ll working on organizing resources to help them create their projects. Just as we choose a recipe by looking at pictures, a lot of kids will choose your adventure based on the project they will complete.

Now it’s time to brainstorm project ideas. What kinds of projects might your student do? Will they create a glogster poster to show how they define a hero? Or will they create a video to talk about recycling? Maybe you’ll encourage your student to start a blog to help other middle schooler’s learn how to keep their personal hygiene. Here’s a long list of project ideas. Read about Twenty Ideas for Engaging Projects for more ideas.

Once you have a question and a project in mind, it’s time to figure out how you’re going to help students come up with an answer to your question and show you what they know (i.e. what they believe the answer is) with some type of project.

 

Part Five: Hook

By now you’ve come up with a topic, decided on a project for your students to complete, and have possibly come up with some engaging wording for your “Driving” or “Essential” or “Interesting” Question.  The next step is to collect resources that students can use to increase interest in the topic, to begin thinking about the question, and to begin gathering information to accomplish the task/create the project. This is the “Hook” section of the rubric for this assignment. You can review the rubric.

The hook or anticipatory set should be designed to focus the attention of your learners. It’s the part that hooks them into your topic. You’ll do some of this in your introductory video, too – but this “Hook” section should get them really into your topic.

Let’s look at some “hooks” from previous adventures and  Third Grade Health Adventure.

 

Part Six: Explore

Where can you go to find interactive games and resources to use in this section and the “Explore” section?  Thinkfinity  is an appropriate resource regardless of grade or subject area.

Author Information

***Make sure to put you and your partner’s name on the main page of your website. Also, include a picture of each of you – especially if you’re not all going to be on the introductory video.

 

PART Seven. Introduction video

As you know you need to create a video introducing yourself (and your partners) and your learning adventure. You can use Photo Booth if you are using Mac or you can use Flipgrid to record your introduction video. A movie trailer might be fun, too. Be creative.

You don’t want to be on the video? Here is a way to create an avatar to speak for you using GoAnimate.

 

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: