My PowerPoint slides for tonight's conference.
udpate: I moved the slides to BlackBoard.
Thursday, December 2, 2010
Wednesday, December 1, 2010
Final Elluminate Session
Hi -
I was in the same session as Kari Ann, and I agree that the smaller session size seemed advantageous. Great presentations by everyone. Such a nice way to review the term.
Because of my technical background, I feel like I shouldn't have technical difficulties, but I did. Technical problems are almost to be expected in online learning, don't you think? They are another "learning opportunity." They are also a good argument for back-up strategies. I'm so glad that I created the web page and the PPT slide. Still, neither worked very well for sharing audio.
Great active learning stuff! Thanks everyone!
Karen Sorensen
I was in the same session as Kari Ann, and I agree that the smaller session size seemed advantageous. Great presentations by everyone. Such a nice way to review the term.
Because of my technical background, I feel like I shouldn't have technical difficulties, but I did. Technical problems are almost to be expected in online learning, don't you think? They are another "learning opportunity." They are also a good argument for back-up strategies. I'm so glad that I created the web page and the PPT slide. Still, neither worked very well for sharing audio.
Great active learning stuff! Thanks everyone!
Karen Sorensen
Feedback for Final Live Session
The final live session was an excellent way to synthesize what we've learned throughout the course and to see how other's are connecting these ideas as well. There were only 5 students in my live session this time - the smaller group seemed to work best. I know it's not always possible to regulate the number of participants in the session, but I think the small size really improved the experience for me. We were able to get a little deeper in our dialogue. This has been a wonderful course that has positively impacted my approach to course design. Thank you everyone!
Sunday, October 24, 2010
Chroust-Masin, Strunk Mod4Project
Westward Expansion Jeopardy
Objectives:
1. The student will be able to research and explain one element within the Westward Expansion.
2. The student will be able to work collaboratively with others in a group to generate questions and answers based on their research on the Westward Expansion.
3. The student will be able to compare and experience they’ve had (moving away, starting a new school, losing something they loved) in their live to the another person’s experience during the Westward Movement.
This assignment can be used with a 3rd grade class who is learning about communities or a 4th grade class who is learning about Pioneers and the Oregon Trail. The students in these classes will be required to use the Internet and other resources, books, journals memoires, etc. to gather information on their topic within the Westward Movement.
Here is a breakdown of how it will work:
1. The class will be divided into groups. Each group will be assigned a category that has to do with Westward Expansion. A few examples are: Famous Pioneers, Mining, Fur Trade, Native Americans and the Oregon Trail.
2. Once they are assigned their category each person in the group will need to research their topic using the Internet, books, journals and memoires provided by the teacher and write a one-page summary or paper on what they found.
3. The groups will then come together and compare all of their summaries. At this point they will need to generate 10 questions and answers from their category as a group to be used in a Jeopardy game that they will play as a class with the teacher.
4. Once all the groups have generated their 10 questions the teacher will create a Westward Movement Jeopardy game that will be played by the class in their groups. The class will play the game and interact with their groups to come up with the right answer.
5. Last, They will need to individually write another one page paper comparing an experience they have had (moving away from somewhere or losing something they love, or starting over) to something they found out about the westward movement whether it’s a person an event or a period in time.
6. If they would like to the students will share their personal experiences within their group.
Jeopardy Template Websites
Resources for kids to look up information
http://warp.byu.edu/jeopardy/
http://jeopardylabs.com/
http://jc-schools.net/tutorials/PPT-games/
http://edtech.kennesaw.edu/web/westward.html
http://www.kidinfo.com/american_history/pioneers.html
http://www.suffolk.lib.ny.us/youth/jcsswest.html
http://www.socialstudiesforkids.com/subjects/westwardmovement.htm
http://www.cybrary.org/westward.htm
Western Expansion Project Grading
Name: Date:
Research report
For my report I:
___ wrote many questions which did not fit the topic
___ identified no useful sources in any format
___ did not organize notes; all notes were messy and hard to read
___ presented information which was poorly organized, hard to understand.
For my report I:
___wrote some questions which did not fit the topic
___ identified a few useful sources in one or two formats
___ organized notes and most were neat and easy to read
___ presented information which was poorly organized or was difficult to understand some of the time
For my report I:
___ wrote clear questions which fit the topic
___ identified useful sources in many formats (books, magazines, electronic)
___ organized neat, easy to read notes
___ presented all information in a clear and organized way
Teamwork1
As a team member I:
___ let my partners do all the work
___ did not help my partners
___ did not listen to my partner’s ideas
___ did not share my ideas
___ did not help the group solve problems As a team member I:
___ let my partners do some of my work
___ only helped my partners when they asked me
___ had trouble quietly listening to ideas
___ shared one idea
___ waited for my group to solve most problems As a team member I;
___ did all of my work
___ helped my partners
___ listened to my partners’ ideas
___ shared my ideas
___ helped my group solve problems
Experience report
My report:
___ simply lists events
___ has some organization
___ uses basic sentence structure
___ lists details but does not elaborate
My report:
___ tells a story related something I learned about the Westward Movement
___ has the organization of a story – characters, problem, resolution
___ uses basic sentence structure with some variety
___ uses sensory description or dialogue My report:
___ has an opening hook and tells a story related to the Westward Movement
___ has the organization of a story – characters, problem, resolution and uses transitions effectively
___ has sentence variety and metaphorical language
___ uses sensory description and dialogue
12007 Karen Franker franker@uwstout.edu
Objectives:
1. The student will be able to research and explain one element within the Westward Expansion.
2. The student will be able to work collaboratively with others in a group to generate questions and answers based on their research on the Westward Expansion.
3. The student will be able to compare and experience they’ve had (moving away, starting a new school, losing something they loved) in their live to the another person’s experience during the Westward Movement.
This assignment can be used with a 3rd grade class who is learning about communities or a 4th grade class who is learning about Pioneers and the Oregon Trail. The students in these classes will be required to use the Internet and other resources, books, journals memoires, etc. to gather information on their topic within the Westward Movement.
Here is a breakdown of how it will work:
1. The class will be divided into groups. Each group will be assigned a category that has to do with Westward Expansion. A few examples are: Famous Pioneers, Mining, Fur Trade, Native Americans and the Oregon Trail.
2. Once they are assigned their category each person in the group will need to research their topic using the Internet, books, journals and memoires provided by the teacher and write a one-page summary or paper on what they found.
3. The groups will then come together and compare all of their summaries. At this point they will need to generate 10 questions and answers from their category as a group to be used in a Jeopardy game that they will play as a class with the teacher.
4. Once all the groups have generated their 10 questions the teacher will create a Westward Movement Jeopardy game that will be played by the class in their groups. The class will play the game and interact with their groups to come up with the right answer.
5. Last, They will need to individually write another one page paper comparing an experience they have had (moving away from somewhere or losing something they love, or starting over) to something they found out about the westward movement whether it’s a person an event or a period in time.
6. If they would like to the students will share their personal experiences within their group.
Jeopardy Template Websites
Resources for kids to look up information
http://warp.byu.edu/jeopardy/
http://jeopardylabs.com/
http://jc-schools.net/tutorials/PPT-games/
http://edtech.kennesaw.edu/web/westward.html
http://www.kidinfo.com/american_history/pioneers.html
http://www.suffolk.lib.ny.us/youth/jcsswest.html
http://www.socialstudiesforkids.com/subjects/westwardmovement.htm
http://www.cybrary.org/westward.htm
Western Expansion Project Grading
Name: Date:
Research report
For my report I:
___ wrote many questions which did not fit the topic
___ identified no useful sources in any format
___ did not organize notes; all notes were messy and hard to read
___ presented information which was poorly organized, hard to understand.
For my report I:
___wrote some questions which did not fit the topic
___ identified a few useful sources in one or two formats
___ organized notes and most were neat and easy to read
___ presented information which was poorly organized or was difficult to understand some of the time
For my report I:
___ wrote clear questions which fit the topic
___ identified useful sources in many formats (books, magazines, electronic)
___ organized neat, easy to read notes
___ presented all information in a clear and organized way
Teamwork1
As a team member I:
___ let my partners do all the work
___ did not help my partners
___ did not listen to my partner’s ideas
___ did not share my ideas
___ did not help the group solve problems As a team member I:
___ let my partners do some of my work
___ only helped my partners when they asked me
___ had trouble quietly listening to ideas
___ shared one idea
___ waited for my group to solve most problems As a team member I;
___ did all of my work
___ helped my partners
___ listened to my partners’ ideas
___ shared my ideas
___ helped my group solve problems
Experience report
My report:
___ simply lists events
___ has some organization
___ uses basic sentence structure
___ lists details but does not elaborate
My report:
___ tells a story related something I learned about the Westward Movement
___ has the organization of a story – characters, problem, resolution
___ uses basic sentence structure with some variety
___ uses sensory description or dialogue My report:
___ has an opening hook and tells a story related to the Westward Movement
___ has the organization of a story – characters, problem, resolution and uses transitions effectively
___ has sentence variety and metaphorical language
___ uses sensory description and dialogue
12007 Karen Franker franker@uwstout.edu
Module 4 - Group Project
ELP 510: E-Learning Strategies
Module 4 Group Project
Claud Garrett, Kari Ann Tilson, Allison Bradley
Introduction:
The following project is a group-based composition project for a jazz performance course. The purpose of the project is for team members to work together to compose a 4-part jazz performance piece. The project will build on students’ prior knowledge of a fake book (a book full of abbreviated songs - attached is an example page from a fake book), chord progressions and chords (they will know what notes they can use for their composition) and style. Student compositions will be played in class, peer reviewed, and the top-rated piece will be played in the jazz concert.
Please note: Any musical information that you may be unfamiliar with, but the students will, is in italics through this summary.
Project Description
For the following project, students are responsible for composing background music for a jazz soloist. Students will be put into groups of four. Each group will include one saxophone player, one trumpeter, one trombone and one rhythm section player. Within each team, each member will be responsible for composing backgrounds for his or her section. This background will be used for a piece of jazz music. The entire project will use Finale Notepad – a web based music composition program that allows students to compose, listen to those compositions, and collaborate with other musicians ona piece in an online setting. Through Finale discussion boards, group members will first collaborate and make key decisions on the form of the background (what instruments are going to play where), style type and sound.
Steps
1. Through discussion boards, the group collaborates to determine the song, style, and form.
2. The rhythm section member will be responsible for typing the melody into the top stave and adding the appropriate rhythm section for the style that the group has chosen. He or she posts the file to the discussion board.
3. The rest of the group members individually download and start working on their own portion of the project.
· Each person should add a stave to the file on Finale Notepad and compose their section’s music on one staff. This provides individual accountability for contributing to the group’s final work.
· During the process students are encouraged to post their work for review by other team members. A student’s level of understanding of the required content and skills will be evident through how their piece sounds.
4. When the composition is complete, one group member will combine all the individual sections into one final file and then post the final jazz piece on the discussion board for peer review. The final piece is also sent to the instructor over email.
5. Each group’s piece will be printed and performed by the entire jazz band in an in-person class session.
6. The entire band will complete peer reviews of each piece played. The highest rated piece will be selected for a concert performance. Because each group’s piece will be played and has a possibility of being performed in a concert, there is a group incentive to work together.
Needed Materials:
- Students will be composing their project using Finale Notepad. A trial version can be downloaded from the Make Music web site (www.finalemusic.com).
- Students will also need internet access to access the discussion boards to contact group members.
Student Requirements:
- As a group select one song from a fake book.
- Decide on the form of the backgrounds. Each section should have a minimum 8 measure solo. Anything past that requirement is up to you. If you do not complete your portion of the music, there will not be any music during that portion of the performance.
- Use your knowledge of chords and scales make sure you are using the correct notes for each chord change. If you use the wrong notes then that is not going to have a good sound for your backgrounds (You can always double check your notes by playing back your composition in Finale Notepad).
- Use the discussion board to collaborate with your group members and to post any composition files. Download the file and play what you and other team members have written through the Finale program. This will give you an excellent way to hear your compositions.
- Work with other team members to decide on one person to combine all parts of your completed piece into one final file. That file should then be posted on the discussion board and a copy emailed to the instructor.
Additional Notes
- Each final piece will be printed and played by the entire jazz band in class where it will be evaluated using a Peer Evaluation sheet (see attached).
- The piece with the highest evaluation will be played in the jazz concert.
- You will be graded on level of participation, peer evaluations, and the instructor’s grading (same criteria as peer evaluation).
PEER EVALUATION FOR GROUP JAZZ PROJECT
Names of students in group:
____________________________________________
Please select the number that corresponds with your evaluation of the piece.
Assessment Criteria
1. The notes chosen take into account chord changes accurately.
___________5___________4___________3___________2__________1_______
To a great extent Somewhat To a limited extent
2. The form of background selected adds to the aesthetic value of the solo instrument.
___________5___________4___________3___________2__________1_______
To a great extent Somewhat To a limited extent
3. The style type selected is fitting to the overall piece and is appropriately displayed through rhythm.
___________5___________4___________3___________2__________1_______
To a great extent Somewhat To a limited extent
4. The overall sound of this piece shows mastery of music composition concepts.
___________5___________4___________3___________2__________1_______
To a great extent Somewhat To a limited extent
Other feedback about this project:
_______________________________________________________
_______________________________________________________
------------------------------------------------------------------------------------------------------------------------------------
Fake Book Example:
Module 4 Group Project - Karen Sorensen and Kate Lopresti
Group Project Lesson: Learners Presenting JavaScript Examples
Learning Outcomes: Upon successful completion of this lesson, you will be able to:
Description:
After an instructor-led introduction to JavaScript (JS), a programming language that can enhance user interfaces and create dynamic web site behaviors, student groups work to find a JS example that they like and research the code behind it. Each member of the group then uses the code in their own Web page. Later, in class, groups identify which JavaScript feature they agreed on, present the code that it uses, and then show the examples that each member created.
JavaScript is a popular programming language with a broad range of applications. There are numerous examples on the web and students should be able to identify them after the introduction. Because JavaScript is very customizable, a single use of code can be used to create very different website behaviors.
The assignment provides incentives to work as a team by challenging groups to find a use of JavaScript that all of the group members want to incorporate into their individual websites.
Students are individually accountable for contributing to the group's work by making sure each member understands the code and it works properly in their individual sites. Students are held individually accountable for completing the assignment and for mastering the content and/or skills by the requirement that they incorporate the code into their individual websites and present their example to the class.
Rubric for Individual (or Peer) Assessment:
Learning Outcomes: Upon successful completion of this lesson, you will be able to:
- As a group find JavaScript examples on the Web or in the class readings
- Learn how to incorporate a new piece of JavaScript into your website
- Teach classmates how to use a piece of JavaScript code
Description:
After an instructor-led introduction to JavaScript (JS), a programming language that can enhance user interfaces and create dynamic web site behaviors, student groups work to find a JS example that they like and research the code behind it. Each member of the group then uses the code in their own Web page. Later, in class, groups identify which JavaScript feature they agreed on, present the code that it uses, and then show the examples that each member created.
JavaScript is a popular programming language with a broad range of applications. There are numerous examples on the web and students should be able to identify them after the introduction. Because JavaScript is very customizable, a single use of code can be used to create very different website behaviors.
The assignment provides incentives to work as a team by challenging groups to find a use of JavaScript that all of the group members want to incorporate into their individual websites.
Students are individually accountable for contributing to the group's work by making sure each member understands the code and it works properly in their individual sites. Students are held individually accountable for completing the assignment and for mastering the content and/or skills by the requirement that they incorporate the code into their individual websites and present their example to the class.
Rubric for Individual (or Peer) Assessment:
| Outcome | 4 - Advanced | 3 - Competent, Meets Expectations | 2 - Progressing, does not fully meet expectations | 1 - Beginning, does not meet minimum expectations |
| Research JavaScript solutions | Able to create unique JS solution from different examples. | Finds JS examples and understands how it can be used for their needs. | Finds JS code examples but can’t translate it to their own site needs. | Unable to find examples of JS code |
| Incorporate new piece of JavaScript into your website | Is able to modify JS to fit different site needs. | Incorporate JS code into website and it works properly | Incorporates JS code into website but cannot get it to work properly | Unable to incorporate the JS code into their website |
| Teach classmates how to use a piece of JavaScript code | Teaches classmates not only how to use their particular code but how to modify it to meet their individual needs | Teaches classmates how to use this JS code in their own site. | Shows classmates what JS code they used, but not how others might implement it in their websites. | Cannot explain the code or how it is used in their website. |
Module 4 Group Project - Kelly Mix, Martin Havran
This lesson is adaptable to students at 8th Grade level and up.
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