My students jumped into wanting to get busy with planning their presentation. So, I quickly focused them by asking them to get out their Presentation Guides and notebooks from yesterday's lesson. I brought the Presentation Guide on my Smart Board to optimize their understanding of what was going to happen next. I asked each table team if they had their sheets filled out with rich main ideas that they felt were the most important things to them that they wanted people to know. Then, I read the third task aloud so that everyone could hear as they grouped together looking at their own team sheet. I gave each team a copy of the Presentation Rubric and presented each box to them, so they could set their goals. I told them that they had 30 minutes to complete their task. I expected them to edit any written work by peer editing and that they needed to continue to practice their teaming skills that were so well done yesterday. I encouraged them to listen to one another if they had different ideas about how they wanted to present their work. I listed some suggestions for collaboration if they could not seem to come to an agreement.
1. Listen to your team mates by allowing each one to share their thoughts and ideas.
2. Compliment & support their ideas using kind words. Discuss differences with respectful words.
3. Come to an agreement by either combining ideas or voting.
4. Be sensitive to each other's feelings because everyone's opinion matters.
Then, I asked them if they had any more questions. They did not! So, we were ready to begin!
They Begin! Students began collaborating about their ideas. The chatter was wonderful as I could see that everyone was on task. I could tell that they were already really enjoying the process and excited about their ideas!
When students have choice in my classroom, I notice a couple of things that happen. They either panic because they just aren't used to understanding that the choices they make will be ok. In their minds, everything they do has been attached to a letter grade prior to CCSS or NGSS. So, this creative Process in my class can have a mixture of things happening when I give them choices. But those choices are so integral to the success of mastering the standards!
Rove,Check & Support: I roved the class offering clarification of any misunderstandings, made sure dialogue was supportive and that the team process was being positive for all. I noticed that in this process really supported risk taking skills and the science process of defining what was most important for others to know about the topic. This helps them have confidence in the near future be able to discern what data they collect is most important to share.
Stop to Question: I stopped them at about half way when I could see that it was good timing and asked a whole class question.
Have you double checked to make sure that the information you are sharing is new and important?
Back at it! Students went back to work as I continued to rove. I saw one group's poster coming together with a few misunderstandings and so I did correct their understanding as I assessed my suspicions to be correct. This is important because I didn't want other students to be mislead and I didn't want them to be embarrassed in the middle of the presentation in case another student would catch it. I did leave the ideas that I thought were not terribly important alone because I wanted them to value each other's opinions and I was not formally assessing the main points, but assessing the process of collaboration, ability to glean new information from the movie and their abilities to create a group presentation well.
5 minute warning: I had warned them at ten minutes and told them where I thought they should be. One group with below grade level language skills were finished with their work. They came to me at that point and I helped them edit their work. We finished in 5 minutes, just in time for me to warn everyone again to stop and practice their presentations.
I gave them a few minutes more in practice as I assessed where they were at by asking if they were comfortable and ready. It was time to present!
I opened up this part of the lesson by clapping my hand and announcing it was time! I didn't hear any groaning or any noises implying that they were not ready, which told me that the time, planning, support and good use of collaborative skills had come full circle.
All of them were anxious to present! So, I chose a number between one and ten as one member from the group chose a number. That worked well because no one tied and I could then use the numbers to order the presentations.
We began! I had given students freedom to choose because I wanted them to find ways to collaborate and find their common and comfortable way of presenting information. I think that this allows collaborative groups to learn a lot about each other, possibly extend themselves into areas that are not quite as comfortable because they might have to concede or compromise. It is a good social skill and it also brings out the best in collaborative groups. And, it's just more fun for them! They love choice! On the Danielson rubric for teacher evaluation, designing lessons that contain student choice rates at the highest level. As teachers, that's where we want to be!
Each of these clips show their creative presentations and what was important to them! We began with a rap to introduce the Google Presentation and then followed with the document. A front page of a poster was followed by a surprise second part as they flipped it over energetically and made us laugh. This was followed by a really cute Haiku Deck. And then finally a pamphlet presentation was shared.
We gave each other appreciations by clapping and saying aloud what we thought was good. Students had something wonderful to share with each presentation.