The 20% project has evolved over the course of this school year. A driving force behind this change is the change in my teaching area for next year; instead of 4 Reading sections and 2 LA sections, I will have 4 LA sections while teaching just 2 smaller Reading Lab classes.
If you were to read my last blog entry, you would see the focus was on increasing the amount of reading students in my class are able to do digitally - using their Nooks, Kindles, iPads and Smartphones to get kids not excited about reading interested in books, and increasing the amount of conversation kids have about books in my classroom.
My goal now is to take that same spirit and apply it to digital writing projects with my LA students next year. All of my students will start their own blog using Edina Apps, evolving from simple daily posts in the beginning to more advanced collaboration and reflection, using RSS feeds for news & info gathering, embedding photos and videos, and linking to important/influential research and articles.
A larger end goal is with the PBL developed for this class: students will conduct research and develop and publish a persuasive essay (of some form) to help solve a problem in today's world, whether it be local, national, global, cultural, societal, environmental, etc. This will lead to the 2nd part of every students' digital writing project...
For their final persuasive 'essay,' students can have their work be in the form of:
-writing (to be published old-school and online)
-Glogster
-Photostory and/or Smilebox production - especially if photography is key to their research/issue
-podcast
-video production
-other approved and/or appropriate forums...the form chosen may well depend on who the final intended audience happens to be!
I am excited and nervous for both the implementation of the 20% project and how it will eventually tie in to the PBL.
Showing posts with label Jon Moore. Show all posts
Showing posts with label Jon Moore. Show all posts
Tuesday, June 14, 2011
Tuesday, April 5, 2011
Jon Moore's 20% Project
My 20% project has centered around increasing student access to independent reading and class reading material through different media. Specifically, allowing my students the opportunity to take advantage of new technologies for their independent reading, as well as research for class. For this project, I have done plenty of outside reading - Educational Leadership, Mindshift, and NY Times Learning have been great, specifically - to help in my decision making, as well as becoming aware of some benefits and challenges to increased use of portable devices for reading.
Working through this particular project has helped me in professional growth in two specific Technology Teaching Standards: 3 - Model Digital-Age Work and Learning, and 5 - Engage in Professional Growth and Leadership. In regards to Standard #3, my students all use Google Docs for writing and collaborating in Language Arts, have gained experience in using Google and other search engines for research topics, have 'dabbled' in Google Reader/Books to see how some of the text they know is used and displayed digitally. All year long, my students have interacted with my classroom website, accessing articles posted, unit notes, and class news. I have roughly 105 students in Reading this year. About 8-10 students use a Nook/Kindle/I-Pad for the independent reading, and 4-5 use their SmartPhones for independent reading. I have had students do research on their SmartPhones in class when computer lab space is not available. Without the confidence I gained from research and the support of my administration, I would not have made these strides this year.
I have already touched on Standard #5. So much of what I have done this year has been a reflection of the reading and research I have done. Using Twitter professionally, taking advantage of groups and hashtags to quickly gain access to information, and broadening the scope of what I read has greatly impacted my knowledge on technology in teaching and learning. Throughout the year, I have periodically reflected on this experience on my professional blog: http://mrmooredreamteam137.blogspot.com/
Working through this particular project has helped me in professional growth in two specific Technology Teaching Standards: 3 - Model Digital-Age Work and Learning, and 5 - Engage in Professional Growth and Leadership. In regards to Standard #3, my students all use Google Docs for writing and collaborating in Language Arts, have gained experience in using Google and other search engines for research topics, have 'dabbled' in Google Reader/Books to see how some of the text they know is used and displayed digitally. All year long, my students have interacted with my classroom website, accessing articles posted, unit notes, and class news. I have roughly 105 students in Reading this year. About 8-10 students use a Nook/Kindle/I-Pad for the independent reading, and 4-5 use their SmartPhones for independent reading. I have had students do research on their SmartPhones in class when computer lab space is not available. Without the confidence I gained from research and the support of my administration, I would not have made these strides this year.
I have already touched on Standard #5. So much of what I have done this year has been a reflection of the reading and research I have done. Using Twitter professionally, taking advantage of groups and hashtags to quickly gain access to information, and broadening the scope of what I read has greatly impacted my knowledge on technology in teaching and learning. Throughout the year, I have periodically reflected on this experience on my professional blog: http://mrmooredreamteam137.blogspot.com/
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