Fall+2015+Team+12

You will use the PBI process to develop your project.
====Be sure to design toward your rubrics for your 5 minute video and 8-10 page paper.====


 * I. PBI Planning Draft of your INITIAL PBI plans. Collaboratively with your partner, complete the following questions by September 29. Write your answers here on the wikispace under each question below. If you don't some of the answers yet, share what you can at this point.**

> ** RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers ** > > ** RL3.2 - ** **Recount stories, including fables and folktales, and myths from diverse cultures: determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.** > > ** RI.3.2 - Determine the main idea of a text; recount the key details and explain how they support the main idea. ** > ** RL3.3 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. ** > > ** RI.3.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ** > ** RL.4.2 **** Determine the theme of a story, drama, or poem from details in the the text: summarize the text. ** > ** RI4.1 Refer to details and examples in a text when explaining what the text says explicitly when drawing inferences from the text. ** > ** RL4.1 Refer to details and examples in a text when explaining what the text says explicitly when drawing inferences from the text. ** > ** RL4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. ** > ** RL4.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) ** > ** RI4.7 - Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. ** > ** RI4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. ** > ** RI4.10 - By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently with scaffolding as needed at the high end of the range. ** Hi,
 * What is your compelling question? How will Voicethread technology increase student’s ability pull details in answering a written comprehension question?
 * What initial ideas do you have for your PBI? We would like to use technology tools to support literacy in small groups, and monitor how this affects the student achievement and engagement.
 * What is your target age group? Students in grades 3 and 4 (ages 8-10)
 * Think about TPACK. What content will you focus on? Reading comprehension (specifically written responses to express understanding of a text)
 * What pedagogical approaches will you use? Our pedagogical approach will involve using discussion, teacher modeling and student practice to demonstrate comprehension of texts through written expression and technology tools. We will employ some aspects of Vygotsky’s social theory of learning in that the teachers will be modeling and scaffolding student learning, and the students will be constructing meaning through collaborative inquiry. As students practice applying the strategies and techniques that the teacher models, they will also learn from each other by using the technology tools to explain their learning and thinking.
 * What technologies will you use? The technology we will use is Voicethread
 * What specific Common Core or Essential Standards learning objectives will your PBI address? ** RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers **
 * What is your timeline for implementing and completing your PBI? We are going to model lessons and collect data through November 9. We will Skype and discuss our results throughout the four weeks. From Nov. 9 forward, we will begin compiling our data to complete our PBI video. On Nov. 13, we will meet again to edit the video before turning it in on Nov. 19.
 * What materials and resources do you need to be successful? Laptop and/or desktop computers to access the internet, document camera, graphic organizers, ipads/ipods,
 * What part of the PBI do you find or anticipate will be most difficult to plan? Having the technology devices available to implement may present a challenge. The school where I teach does not have ipads or ipods available for student use. Sometimes groups are canceled, and we want to ensure that we are able to collect enough data within the timeframe.
 * How do you plan to prepare to overcome these anticipated difficulties? One option is to reserve the laptop lab so that each student can complete an assignment during group times. We have attempted to accommodate for schedule changes by setting a goal to one voicethread each week.
 * What other questions to you have about the PBI project? Since neither of us have a classroom of students, does our PBI sound realistic? What is the recommended time frame to see measureable results of this being used to increase student achievement?

I'm not quite clear about your question.Can you provide more detail about your process so I can understand what you plan to do. I think you both will have students working with voicethread. Will the students from both schools collaborate on a product? Or you both at the same school? You can make the project as short or as long as you need--just adjust the scope of the project to fit the allotted amount of time that you have to devote to it. Maybe you can tell your principals ahead of time that you are working on a project for graduate school and see if the school can work with you to make sure you have access to the technology. Teachers in the past have had good support from the school, because typically the principal and other teachers are interested in new methods of teaching with technology.

Thanks, Hiller, October 2, 2015

Hi Dr. Spires, We are using voicethread images to help students "make their thinking visible." This is a strategy called "See, Think,Wonder." Students look at a picture and talk through the details they see in order to help with comprehension. This addresses several of the common core standards for literature. Since both Priscilla and I work with small groups of students and we specifically work on written comprehension, we thought it would be interesting to see how using this strategy through voicethread would impact their ability to answer a written comprehension question. Yes, both of us have students working on this. We had not thought about collaboration. We can consider that for culmination. We actually work at different schools in different counties, but our jobs are very similar. (We meet with small groups of students for about 30 minutes.) I hope this helps make our compelling question more understandable. Does that help?

Yes, it does. Thanks! Hiller

===II. Design space for paper planning===

===III. Design space for video documentary development===