Friday, October 21, 2011

Relevant Innovative Learning Scenarios ( RILS )

PhotoPeach:
Bring Your Students’ Writing to Life!

A Relevant and Innovative Learning Scenario
by Alexandria Jiménez




Brief Overview:  This learning scenario takes early elementary students beyond the traditional writing process by teaching them how to publish their writing using an engaging, easy to learn, multimedia tool called PhotoPeach. It may be implemented in short modules to take place over a week or two, depending on the size of the class and the technology available.

This activity meets the following Common Core Standard for
Writing, Grades 1 & 2:

W.1.6 & W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

1.        Target Audience:
The target audience is one small group of English Language Learners (ELLs), consisting of 11 first graders, from a variety of language backgrounds. Classes take place in a small classroom equipped with a laptop cart, SMART Board, laser printer, and a broadband Internet connection. This scenario will take place during the Literacy block.
2.        Materials:
2.1.         A teacher’s computer with ability to project on a screen or board
2.2.         Computers (PC or Mac), 1 per student
2.3.         Headphones, 1 per student
2.4.         Broadband Internet connectivity in the classroom
2.5.         Teacher’s account at www.photopeach.com, with one student account set up for each child in the class
2.6.         A sample PhotoPeach slide show already created by the teacher, to use as a sample of what will be expected from students

3.        Objectives:
At the end of this scenario, students will be able to:
3.1.         recall the url for PhotoPeach, and sign in using their assigned username and password (knowledge)
3.2.         explain how to search for and download images to their desktop from www.google.com (comprehension)
3.3.         produce an “About Me” slide show using the images downloaded above (application)
3.4.         discriminate between various types of music, transitions, and speeds for the slide show to create a desired mood or feeling (analysis)
3.5.         critique the slide shows of their peers by posting and responding to comments (evaluation)

4.        Procedure:
4.1.         Before Starting:
Students will already have completed three or more sentences for their “About Me’ writing portfolio piece. Ex: I like to sing. My favorite color is blue. I love my puppy.

Students will also have learned how to search for images on the Internet using www.google.com.
4.2.         Review:
Teacher will display his/her own “About Me” sentences on the board, similar to those the students have written, and discuss them with the class.
4.3.         Motivation:
Teacher will grab students’ attention by playing his/her own “About Me” slide show (created in PhotoPeach), illustrating the same sentences discussed above. Ex: slides of a person singing, a blue object, a cute puppy. Tell students that they will learn how to create their very own slide show based on their “About Me’ sentences. This should generate some excitement.
4.4.         Review:
Teacher will review how to search for images on
www.google.com using keywords that directly relate to the “About Me” sentences. Ex: sing, blue, puppy.
4.5.         Model #1:
Teacher will demonstrate how to save a downloaded image onto the computer’s desktop, using the contextual menu revealed upon right clicking. (Right click on image, choose “Save Image As…”, select Desktop as destination, click Save)
4.6.         Practical Experience #1:
Allow one or two sessions for students to experiment with searching for and downloading images to the desktop as described above. Some children will require more guidance from the teacher. Others may master this quickly and help their peers.
4.7.         Model #2:
Teacher will demonstrate how to locate, log in, and log out of PhotoPeach (http://www.photopeach.com) using a username and password. Explain that each of the students in the class will be using their own, unique username and password.
4.8.         Practical experience #2:
Allow some time for students to practice locating, logging in, and logging out of PhotoPeach.
4.9.         Model #3:
Teacher will demonstrate how to upload their saved images from the desktop into PhotoPeach. Also, demonstrate how to easily drag them around into a different sequence, and how to delete them.
4.10.     Practical Experience #3:
Allow one session for students to practice uploading, sequencing, and deleting their images in Photo Peach several times.
4.11.     Model #4:
Teacher will demonstrate how to select music to accompany their slide show.
4.12.     Practical Experience #4:
Allow some time for students to sample different kinds of music to accompany their slide show. It is recommended to use the headphones for this activity.
4.13.     Model #5:
Teacher will demonstrate how to add text, titles, and transitions to each of the slides. The text used will be their “About Me” sentences.
4.14.     Practical Experience #5:
Allow two sessions for students to experiment with their slide show in different ways by adding their text, titles, and transitions until they are satisfied. Finalize the slide shows at this point.
4.15.     Model #6:
Teacher will demonstrate how to view another student’s slide show, and post a comment on it at the end. Replay the slide show to let students see the comments appear at the end of the show in the form of film credits.
4.16.     Practical Experience #6:
Allow students one or two sessions to view their classmates’ work and post comments. Encourage students to comment on the creations of three or more classmates. Provide sentence starters and sentence frames to help students construct their comments.
4.17.     Reflection:
Have students play their movies in front of the class (using the projector/display) and have them reflect on the process of making their slide show. Ask students to think of the part they enjoyed the most, the part they enjoyed the least, the part that was the easiest, the part that was the hardest, etc. to encourage reflective thinking.

5.        Web 2.0 Tool:
http://www.photopeach.com
PhotoPeach is a Web 2.0 tool that allows you to create and share a very simple slide show using still images that you upload. Slides may be further enhanced by adding simple text, transitions and music. This tool is low-complexity (simple interface, few features), but high-interest (colorful, visual) for young learners.
6.        Social Participation/Social Learning:
Students will learn socially as they help one another find images for their projects on the Internet, as they learn to locate and log into Photo Peach, as they explore the steps to making a slide show, and as they present their creations to one another. Students will be encouraged to work together to find suitable images and music not only for their own slide shows, but for their classmates as well. Students who master the skills will help guide others who are struggling.
7.        Making Connections:
This scenario provides several exposures for making connections:
7.1.         Connection with Previous Knowledge
This project will connect to the “About Me” writing portfolio piece that they have completed prior to beginning the creation of their slide show. It will also connect their prior learning on how to search for images on the Internet, in that they will now apply that new skill to search for images relevant to their “About Me” sentences.
7.2.         Connection to Self
This slide show is directly related to themselves, as they will have chosen images that illustrate the sentences they wrote describing their personal lives.
7.3.         Connection to a Local or Global Audience
The slide shows may be shown as part of a literacy celebration that takes place in the school, or they may be played for other classes and teachers in the school. Since the slide shows are available through PhotoPeach online, they are also viewable by anyone in the world, if the privacy setting is set appropriately. This way, anyone in the world can view and even comment on it.

Note: It is important to protect students’ privacy by excluding any personal information or information about their school from the slide shows. Usernames for student accounts should not be so detailed as to reveal their true identity or location.

8.        Create/Produce:
The final product will be a slide show called “About Me”, made up of at least three slides, three sentences, transitions, and some music. The product will be shared with others in the class, as well as people in the greater school community (other teachers, students, administrators, parents.)
9.        Assessment:
The final product will be evaluated using the following rubric:


1

Far Below Expectations

2

Approaching Expectations

3

Meets Expectations

4

Exceeds Expectations
Text
Slide show does not contain any text.
There is evidence of an attempt to include one or two sentences.
Three sentences are included.
More than three sentences are included.
Images
Slide show does not contain any images.
There is evidence of an attempt to include one or two images.
Three images are included.
More than three images are included.
Transitions
Slide show does not contain any transitions.
Slide show contains 1 transition.
Slide show contains 2 transitions.
Slide show contains 3 transitions.
Conventions
Text contains many errors which impede meaning.
Text contains some errors which may impede meaning.
Text contains few errors which do not impede meaning.
Text is error-free.
Comments
There is no evidence of having posted comments on others’ work.
One comment has been posted on others’ work.
Two comments have been posted on others’ work.
Three or more comments have been posted on others’ work.

10.    Reflection:
10.1.     Student Reflection
Students will reflect on the process of making their slide show as they present them to their peers. To help them along, students will be asked to consider the part they enjoyed the most, the part they enjoyed the least, the part that was the easiest, the part that was the hardest, etc.
10.2.     Teacher Reflection
The teacher will be able to reflect upon this learning scenario via verbal feedback from the students, assessment of their final products, and observation of their levels of engagement throughout.

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REFERENCES
[Untitled illustration of boy cooking]. Retrieved October 12, 2011, from: www.kids-cooking-activities.com.

[Untitled photograph of an 8-ball]. Retrieved October 12, 2011, from: www.allysoncondie.com.

[Untitled photograph of an orange sea anemone]. Retrieved October 12, 2011, from: www.deviantart.com.

[Untitled photograph of kids playing soccer]. Retrieved October 12, 2011, from: www.onworldnews.info.

[Untitled photograph of a sewing machine]. Retrieved October 12, 2011, from: www.bestsewingmachine.net.

[Untitled photograph of pizza]. Retrieved October 12, 2011, from: www.graphicshunt.com.

[Untitled photograph of woman singing]. Retrieved October 12, 2011, from: www.wired.com.

[Untitled photograph of sea turtle]. Retrieved October 18, 2011, from: www.travelblog.org.

[Untitled photograph of the number ten]. Retrieved October 18, 2011, from: www.psychologytoday.com.

[Untitled photograph of Ronaldhino (soccer player)]. Retrieved October 18, 2011, from: www.fanpop.com.

[Untitled photograph of I love my sister]. Retrieved October 18, 2011, from: www.pimpmyspace.org.

[Untitled photograph of red iPhone. Retrieved October 18, 2011, from: www.intomobile.com.

[Untitled photograph of chicken fingers]. Retrieved October 18, 2011, from: www.themomtourage.com.



4 comments:

  1. Alex,
    What a great tool! This would be another great tool for me to use to expand my About Me typing assignment. Although my students are in high school, they function at the PreK-2 grade level. This tool look looks simple enough for my students to produce a project almost independently! In response to your comment on my tool, Voki would be simple enough for your students to use if you make the modifications that I did! Thanks again for sharing!

    ReplyDelete
  2. Thanks for that feedback, Kristin. I will take a closer look at your lesson plan to see how you made the modifications. I'm so glad your students have someone like you to help them do something so cool (and relevant!), despite their challenges!

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  3. Congratulations Alexandria,
    Is great not only your RILS Publication, but also the way you manage your blog.is aesthetic and organized. Be perfect as a guide for those who wanted to follow your plan of action or you want to use as a guide. As for the practice of your work is great because working with children. The most I like is that it helps promote creativity. I wish you success on your plan.

    ReplyDelete
  4. Thanks so much, Reinaldo! I love working with the little ones. I also love maintaining this blog! I intend to continue with this as I move forward.
    Much success to you, as well.

    ReplyDelete