C and K Presentation

Here is what I'm going to cover...

• Components of Consistent Application
• Components of Knowledge Centered
• Ways I Plan to Use Them in My Classroom
• How the Students Will be Assessed

Components of Consistent Application

Components of Consistent Application

• The class and learning are no longer teacher-led. The teacher now takes on more of a facilitator type role and the students begin to lead their own learning.
• In this stage, homework and assignments are more project based.
• These projects encourage higher order thinking, engage the students' interests, are cross-curriculuar and involve much more rigor than previous assignments.

Components of Consistent Application

• At this point, students are well versed in the platforms and technology they have available to them. In fact, they probably know the technology piece better than the content.
• Furthermore, the students will also be able to choose how they will complete their project because they are so familiar with the technology.
• That includes tailoring the project's outcomes to compliment their interests and talents.

Components of Knowledge Centered

Components of Knowledge Centered

• The Consistent Application and Knowledge Centered stages have many similarities, but there are some key differences.

Similar Components of Knowledge Centered

• Some similarities include:
• The teacher is still a facilitator.
• The assignments and activities are still project-based.
• Everything is still rigorous and cross-curricular.
• Students still own all of their learning in that the students can customize their projects to compliment their interests and talents.

Different Components of Knowledge Centered

• Some key differences include:
• The Knowledge Centered stage is a little more flexible in what the students can aim to learn.
• That means the students can also take the objectives of the project and tailor them to fit their learning needs or cover what they want to learn.

Different Components of Knowledge Centered

• Some key differences include:
• The project should incorporate some real-world components.
• Examples of that include guest speakers, field trips, or chances to apply what they learned or made in a real world environment.
• This is the most CRITICAL component of Knowledge Centered.

How I Would Implement C and K

This project would be called:
LOST VOICES

The goal of the project is for students to answer what it metaphorically means for someone to "lose their voice."

It is up to the students to decide how someone can lose a voice. Therefore, this project can be about civil rights, rights in other countries, social class, etc.

"Lost Voices" is meant to cover two content areas: English Language Arts and History because the goal is to write a historical fiction narrative.

The standards the project addresses includes:

• W.6.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
• W.6.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• W.6.5 – 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.

The standards the project addresses includes:

• W.6.6 – Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate.
• W6.8 – Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote to paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

The standards the project addresses includes:

• SL.6.2 – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
• SL.6.4 – Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
• SL.6.5 – Include multimedia components and visual displays in presentations to clarify information.

The standards the project addresses includes:

• L.6.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.6.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

The standards the project addresses includes:

• WHST.6-8.7 – Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• WHST.6-8.8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Lost Voices has 3 major parts

• In groups of 4 the students must research a historical period (it can be in any country the students want) where a person or group of people "lost their voice."
• They then must individually write a historical fiction narrative that takes place in the period they researched.
• Finally, they will do a dramatic reading of their narrative in front of a public audience.

Historical Research

• The primary goal of the first part is to have the students answer the question, "What does it mean to have lost your voice?" using a historical example.
• For this part I will put them into groups of four.
• Each group must select an event where a person or group of people lost their voice.
• Once they identified the event they want to learn about they then need to create two infographics.

Historical Research

• One infographic will be about the event itself. The other infographic will be about the decade and city or country the event took place in.
• After the infographic are created each group will present the event and decade they chose to the class using the graphics they made.

Check the Notes for links to example infographics.

Those infographics should be considered first drafts because they need better in-text citations and more sources. However, that is the look and feel the infographics should generally have.

Writing the Historical Fiction Narrative

• Now the students will begin writing a historical fiction short story using the research they did for the infographics.
• The students MUST use the event or decade they researched. (That is why they were able to pick any event they wanted.)

Writing the Historical Fiction Narrative

• In this part of the project, there will be a large emphasis in peer reviewing. While the students will write their story individually, they will peer edit each other's stories in the groups they had while they were researching.
• There will be 2 peer edits. One will be where they peer review their group members' stories. The other will be where one group reviews another groups' stories.
• All peer edits will be done using the rubric I will use to grade their final product so there are no surprises.

Dramatic Reading

• After the submission deadline for the narrative piece passes, the students will begin working on making a dramatic reading for their story.
• The end goal is for each group (the same groups the students have been in the whole time) to select a member to read their story in front of a public audience.

Dramatic Reading

• While each individual student must create a recording of themselves doing a dramatic reading of their story they can still work in their groups to make the brainstorming and recording processes easier.
• Once the recording is complete, each student will then share it with the rest of the class via a CMS like Google Classroom.
• At that point the class must peer review at least three classmates so that way the reading can be improved if necessary.

Dramatic Reading

• After the reviewing process the groups will reassemble and decide which group member will read in front of the audience. This is completely up to the students and the teacher will have no part in this decision.
• Finally, a last dramatic reading will take place after school in front of an audience of family and friends. The students will recieve a flat participation grade based on if they attended the event or not.

This project can easily become C or K by adding or omitting some additional components.

To make it Knowledge Centered...

• I would bring in some guest speakers to show students that adults do these kinds of projects as a profession and to give them some additional resources.
• Examples of possible guest speakers include an actual historical fiction writer and a professional narrator or dramatic reader.

To make it Knowledge Centered...

• In addition, on the day of the formal dramatic reading, the other group members can do a shorten version of their infographic presentation for the public audience before their member's reading.
• This will introduce the audience to the story's setting and show them what kind of research went into writing the story.
• However, because that will basically double the amount of presentations, doing this will make the event much longer and so it will probably taking place across a couple of nights.

How the Students Would be Assessed

The Each Student Will Be Assessed on

• Their infographic presentation
• Their narrative
• Their dramatic reading
• How they think they did on the whole project

The two components that have the most significant impact on the students' grade are the infographic presentation and their narrative story. Therefore, those two components will be graded using a rubric. Students will have access to the rubric throughout the entire project and will even use them in peer editing.

The infographic Presentation

• This is the first item the students will be assessed on.
• Because it will heavily affect the story they will write it is very important that they conduct thorough research.
• That is why this component has its own rubric and will have a significant impact on the students' grade.
• The link to view the rubric can be found in the Notes.

The Narrative

• This is the second componet the students will be assessed on.
• Standards-wise, this is the most important component of the project and it will affect the students' grade the most.
• The narrative piece has its own separate rubric and the students will use the rubric for peer editing.
• You can view the rubric via the link in the Notes.

The Dramatic Reading

• This componet is more of a celebration of their learning.
• The assessment comes more from their peers and the audience.
• Grades-wise, the student will receive full credit as long as they submit their recording and attend the formal reading.

Final Vlog or Interview

• Within a week after the formal readings, I will ask the students to reflect via a vlog or interview on three things they think they did well, one or more things they think they can do better for next time, and if they thought their group helped or hindered them and why.
• This allow the students to assess themselves and how they managed their work throughout the project.

Final Vlog or Interview

• In addition, in the class immediately following the formal reading, I will require the students to email me what they thought was good about the project and what should be improved.
• The last part will assess me and the project so that I can make the project better for future students.

Final Vlog or Interview

• Like the dramatic reading, these last two assessments will be something like a pass/fail. As long as the students do them they will recieve full credit.

And that's that!

Thanks for making to the end. If you have any questions about the presentation or if the links are not working for you, email me at vmorales@nnu.edu and I will get them in working order.