Reflection: Student Ownership Intro for Culminating Project 1: Stop-Animation Video (Day 1 of Project) - Section 3: Description of Group Member Roles & Selection


When I first decided to implement student created video projects, I used the same philosophy that I had been taught about designing hands-on lab investigations: students work better together if everyone knows (and completes) a specific task or job.  This was at the same time that I was learning about implementing project-based learning, where it was clear that the more based in reality a project was, the more that students were gaining from its completion.  These two ideas were the impetus for creating the four job roles related to student-made videos.  

Any video project that I assign (typically one during first semester and two during second semester) includes these same four job roles.  Because I teach in an area of the city located between Hollywood and Burbank, several of my students have relatives or friends that work "in the business" as well, so they are familiar with the real-world aspect of each role.  Additionally, each role corresponds to a skill set that most students can identify within themselves.  For example, students who express themselves well creatively by producing visual art will typically identify themselves as Set Designers (or will be prompted by their classmates in that direction).  Other creative students who express themselves through storytelling or who are able to envision a "big picture" goal identify themselves as Directors.  Students who are tech-savvy or Instagram afficionados will gravitate towards the Cinematographer role.  And, of course, the usually grade-conscious and project manager type students (usually also type A personalities) will want the Producer role.

I deliberately do NOT allow students to first group up in teams of 4 and then identify who would do which job because I want each student to have a task that he or she will excel with.  If I let students group themselves, their first concern would be grouping with friends and then they might end up choosing a job not well-suited for them as individuals because they are taking whatever is left over.  I also use this tactic as a way to make sure certain students that I do not want working together will not end up in the same group.  It also works the other way around, and I can deliberately put together students who I think will work well together in the same group when they choose different jobs from each other.

  Job Roles and Grouping
  Student Ownership: Job Roles and Grouping
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Intro for Culminating Project 1: Stop-Animation Video (Day 1 of Project)

Unit 3: Chemical Reactions and Stoichiometry
Lesson 12 of 14

Objective: SWBAT create a stop-animation video that shows what happens on the molecular level during a simple chemical reaction.

Big Idea: Bonds are broken and atoms are rearranged before forming new bonds during a chemical reaction; Matter is conserved.

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