Authentic learning project
- 2. This lesson can be used for movies, books, presidential debates, athletic contests, school plays, etc. that go along with the current topic of study. The teacher has students create a separate Twitter account for school, and the students live tweet their reaction to the assigned event. The students can follow what classmates are saying by everyone using the same hashtag. This allows communication to take place back and forth during the event without interrupting it. “Live Tweet an Event”
- 3. The teacher can also create prompts for students to focus on one area of the event (ex. A teacher could tweet a prompt such as: “Today, tweet about 2 things you’ve seen that we discussed in class #gladiatorRMS” to keep the responses on task.) The example I will use is in 7th Grade World History. My cooperating teacher and I showed the movie “Gladiator” after a unit on Ancient Rome. The assignment for these students would be to live tweet while watching the movie in class. Summary cont.
- 4. Educational Technology Standards 6.NC.3.1 Identify careers in various technology areas. 6.CP.1.1 Identify the reasons for using technology tools for interpersonal interactions. Social Studies Standards 6.W.1.7. (Analysis) Summarize the political, economic, and social changes that occurred during the Middle Ages. SD Standards Addressed
- 5. Communication and Collaboration Technology Operations and Concepts Creativity and Innovation ISTE NETS Standards addressed
- 6. This assignment is authentic because a number of professionals in different careers “live tweet” events as a part of their job. Examples: Teachers at workshops, newspaper writers at a controversial trial, sports reporters at an athletic event, updates from a school board meeting, people listening to a motivational speaker, etc. Authentic Learning
- 7. This assignment constantly encourages communication throughout its duration. Students communicate through tweeting their reactions to the movie, and are able to follow and reply to what others are saying by using the same hashtag (ex. “#gladiatorRMS”). Students could agree, debate, react, and reply without interrupting the playing of the movie. As a bonus, conducting an assignment this way ensures that all students are “heard,” not just the louder students who like to speak out in class. Communication
- 8. After the movie is over, students will write a short (well, long compared to their live tweeting!) overall reaction to the movie. Some good elements to have them include in this “review” are: Was it realistic compared to what we studied? How did your feelings about (pick a character) change throughout the movie? Was there an overall lesson in this movie? End Assignment
- 9. Computers for all students and teacher DVD Internet access A way to project the movie Materials and Technologies
- 10. After completing this activity, students will: Have a better understanding of how to use Twitter as a resource Learn to respond to prompts Get practice participating respectfully in online discussions Improve their ability to evaluate and describe what they are seeing Intended Learning Outcomes
- 11. Monday: “Life of a Gladiator” handout Tuesday: “What Kind of Gladiator Are You?” handout Discuss the different types of gladiators and what made them unique Show different types of armor. Assignment: “What Kind of Gladiator Am I?” Use the handouts to write about the kind of gladiator you would be. Wednesday – Friday: Watch “Gladiator” and do live tweeting activity Timeline
- 12. Formative Set a minimum number of tweets required per class period watching the movie Did they do this? Were the tweets focused on the movie? If there was a teacher prompt, did they reply to it? Were responses to classmates respectful? Maximum daily point total = 10 pts. Summative Hard copy of movie review 20 pts. Assessment Plan