Authentic learning assigment
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This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
Authentic learning assigment
- 1. AUTHENTIC LEARNING TEACHING LIT CIRCLES FOR THE DIGITAL AGE BY DEB SCHUELKE
- 2. SUMMARY LITERATURE CIRCLES WITH A MODERN TWIST Lit Circles are a great way to get students discussing literature. It often involves reading a novel, pencil & paper tasks, and discussions. We don’t want to remove the face-to-face aspect of Lit Circles, but we want to improve student buy-in and add authenticity by making the final project technology-based.
- 3. WHAT MAKES IT AUTHENTIC? Lit Circles model a business environment by having a small group discussion about the same topic. Collaboration is a skill that should be practiced. By giving each member a “job”, they contribute something specific to the meeting, much like a business environment. By giving the students autonomy over the meeting and some scoring, the teacher is removed as the authority, which helps prepare them for adult life. Online communication and presentations are utilized in personal and professional capacities. Using a podcast as a final project gets students working with technology that can be used in many ways. Learning to use new technology and becoming comfortable with it at a young age is essential in the digital age.
- 5. LEARNING GOALS GOAL 1 Students will utilize language arts skills and concepts to comprehend, analyze, and synthesize a work of fiction. GOAL 2 Students will take on roles on the group in a way that mirrors a work environment. GOAL 3 Students will work cooperatively in groups. GOAL 4 Students will use technology (specifically podcasts) to communicate their understanding of the text.
- 6. Novels (in sets): Job Packets (complete sample attached) MATERIALS LIST The Princess Academy Tangerine, Freak the Mighty, Summarizer, Making Connections, Golden Lines, Illustrator, Characterization, Leader for the Maze Runner, Beastly, Day Drums, Girls, and Dangerous Pie, The Misfits, Hoot, Al Capone Does My Shirts, Shug, Touching Spirit Bear, Rash, Rules, The Hunger Games, The Lightning Thief, Uglies Organizational Materials for student groups: Calendars, vocab bookmarks, post-it notes Technology Needs: Computers with video and microphone capabilities Podcast Design Website www.podbean.com www.podomatic.com
- 7. PACING READING Middle Level students will need approximately 4 weeks to read a novel and hold meetings. Schedule group meetings twice per week. Plan additional time to complete the final project (depending on availability of computers). MEETINGS The teacher should distribute materials and explain each job and the required task before the meetings commence. At the first group meeting, the students will develop a timeline for reading and a schedule of jobs (Leader, Illustrator, Golden Lines, Summarizer, etc.). The meetings should be managed by the students. At each meeting, students will share their jobs, analyze the text, discuss questions and vocabulary, make predictions about the novel, and plan the next meeting. The teacher simply monitors progress and offers suggestions if asked. FINAL PROJECT After reading is complete, students should begin work on final projects. The teacher should guide a discussion about possible formats for the podcasts (news show, critic’s corner, video diary, etc.). The concept should be developed by the group and approved by the teacher. This step may take about one week if computers are available.
- 8. Online communication is a powerful tool in modern society. A podcast is a medium that students can use to share their ideas with the world quickly and easily. By placing the podcast on the web, they are communicating their ideas with people they may never meet. Most students at this level have not created their own podcasts, so this project will be a good exploration of the medium. The group will decide how best to present their novel as a podcast. They will carefully consider whether to write a review, consider a scene from a different point of view, debate whether it should receive an award, present the action of the novel as “news”, record a video diary as one (or more) of the characters, write poetry or a song based on the novel, etc. While the podcast can take many forms, it is essential that students demonstrate their understanding of the novel, including elements such as characterization, theme, plot, author’s purpose, conflict, point of view, etc. Students should develop and write a script for their podcast. This should be approved by the teacher before recording begins. Students will record podcast using online tool such as podbean.com. Finished podcasts will be shown to the class and linked through the class Wikispace for viewing by parents or other interested parties.
- 9. ASSESSMENT
- 10. FORMATIVE ASSESSMENT: Much of this unit is designed for formative assessment. Completion scores are enough for Lit Circle jobs if deemed necessary. Students can score one another for meeting participation. A rubric may be designed by the teacher or the team. (Often students will choose to score the same thing as the teacher, but the autonomy of their own rubric is compelling for them.)
- 11. SUMMATIVE ASSESSMENT: The final project will be scored based on a pre-determined rubric. I like to have the students grade their own project and discuss with them why they earned that grade. (They are usually very accurate!) The teacher may elect to score them without student input.
- 13. COMMON CORE STANDARDS Speaking and Listening Comprehension & Collaboration 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Writing Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
- 14. Reading Literature Key Ideas & Details 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 3. Analyze how particular elements of a story or drama interact. Craft & Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
- 15. ISTE-NETS STANDARDS NETS – for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
- 16. NETS – For Teachers 2. Design and Develop Digital Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.