· What do the ISTE Standards and Common Core State Standards look like when used together in the classroom?
· How can the ISTE Standards support the implementation of the Common Core State Standards?
As part of your submission you are required to include contact information, a detailed abstract, answers to four questions about your pedagogical practice, and the standards addressed in your submission. You should address both sets of standards at the indicator level.
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Rise of the Frankenstuffies: The Industrial Revolution
Contact Information: Petra Willemse, firstname.lastname@example.org, 604 903 3666
Seycove Secondary School, North Vancouver, BC, Canada
Secondary Submitter: Bryan Hughes, email@example.com, 604 903 3666
Seycove Secondary School, North Vancouver, BC, Canada
By the end of the project-based inquiry, students will have created a Frankenstuffie creation with a background creative writing and video that demonstrates how biology and/or electricity can be used to drive change. Although this course was designed for a 1:1 tablet class, it can be adapted and used with almost any classroom, with any access to technology.
In the course of this project based learning unit, students will learn:
Materials and Preparation
Grade Level and Subject Area
Grade 9/10 English Language Arts
Grade 9/10 History/Social Studies
Grade 9/10 Science
Measures of Success
Literature Circles: quality of discussion and active listening, reflections on reading, investigation into topics.
Creative Writing: depth of meaning, careful organization, effective style, appropriate use of style.
iMovie: careful planning with storyboard, focussed filming, appropriate use of audio, titles, credits, evidence of sequencing, stylistic transitions.
Frankenstuffie: defines the challenge, builds on knowledge, generated ideas, presented to audience, show strong use of originality/value/style.
Science: application of DNA knowledge in the creative writing and/or use of a working simple circuit in the Frankenstuffie
By drawing upon cross-curricular content and integrating technology fully into the project-based learning inquiry, students go deeper with their understanding of the content.
In the literature circles, students develop their narrative reading fluency (CC910.R.L.188.8.131.52.10.) and simultaneously their non-fiction reading fluency with the historical readings (CC910.R.184.108.40.206.10.) and science reading (CC910.R.4.5.7.). However, when the technology is added with their blogs, students are also collaborating and sharing to new extents (ISTE S2. and 5).
By creating the Frankenstuffie, students create a science experiment with either the DNA aspect or simple circuitry of science (CC910.R.3.) and use technology to research and problem solve (ISTE S3.1. and 4.b.), coming to a result that works with their narrative and creation.
With the narrative writing, not only are students creating a narrative (CC910.W.3.a.b.c.d.e.220.127.116.11.), but also they are going beyond with the technology to then bring it to life through a movie (ISTE S1.a.b.c.).
Students are not just gaining understanding of the content of socials, English Language Arts, and science, but also they are making connections between that learning and the real world.
The rubrics used (as adapted from BIE) explicitly address the standards and indicators with regards to creativity and innovation (Frankenstuffie), writing (creative writing story), and video. Additionally, the use of the app Freshgrade keeps the conversation between home/school in regards to assessment current as the PBL unit unfolds.
Checking the students’ blogs regularly and looking for deeper learning is also key. The use of exemplars and rubrics is necessary to achieve quality reflection from the students’ on their blogs.
Technology allows for the differentiation of learning for diverse learners in this project. Students have no limits in their creations, in their narratives, or even in their readings.
The Frankenstuffie creature can be made as complex as the students wants, once the base requirements are met. Therefore it is easily accessible for any level of learner.
The readings in the task can be adapted up or down in complexity to suit the needs of the learner. Gifted students can read a more challenging text, and low level readers could read a simpler one. Additionally, an audio version of the book can help many learners with their comprehension.
The narrative writing and movie task can also be levelled to meet a diversity of learners. The bare requirements for the task should be accessible to all learners, however, the depth of the inquiry can be adjusted to suit any learner in terms of complexity.
Finally, with the use of a tablet device, the technology differentiates learning in all the best possible ways with assistive adaptations, like text to speech, word definitions, shared annotations etc.
This is a project we have taught over the past few years. Student exemplars can be found as follows:
Frankenstuffie Video Exemplars
Nash's video is less traditional. He uses a lot of Explain Everything to create the video and doesn't even show his actual creation.
Teva's video is an excellent blend of Explain Everything and green screen effects all brought together in iMovie.
Tylo's video shows a good use of the green screen effect. To do the editing for that effect, he used the iMac.
Jackson's video shows a traditional Frankenstuffie video made from his own Frankenstuffie and his friends.
Creative Writing Exemplars
Kirby's blog post does an excellent job of showing her thought process as she revised to her final draft.
Harry's blog post has some excellent pictures of the creative process for building the Frankenstuffie.
Gabi's blog post has a great time lapse of the sewing of her Frankenstuffie.