This week we take a break from introducing new content and take an opportunity to give careful consideration to our DBQ design project. Students will have the opportunity to comment on each others blog posts to give suggestions and feedback. I will take time to meet with each student individually to discuss their project. We will also put finishing touches on next week’s class where we will be guest hosts of #sschat on Twitter.
Students will open an account at Learnist in class on 10/27 and use the site to post their working draft DBQ.
Due date: Nov 3rd.
Learnist is a web-based curation site with built in social media tools – it can collect and comment on videos, blogs, books, docs, images or anything on the web. (Think Pinterest for education?)
Your Learnist board should be tightly focused on documents that help students answer the DBQ’s generative question. Each document should include one or two scaffolding questions which help the student to use the documents to answer the DBQ’s generative question.
For a sample of a Learnist board Incarceration of Japanese Americans During WWII
YouTube Tutorials – Using Learnist
Your peers will be able to make comments after each document on your Learnist board to help you focus the DBQ. Since Learnist is open to the public, you can expect that others outside our class may comment as well. Later we will use your Learnist as part of your guest post on Copy / Paste – example
A man and woman riveting team working on the cockpit shell of a C-47 aircraft at the plant of North American Aviation
Photographer Alfred Palmer
Library of Congress LC-DIG-fsac-1a35284
Last week’s class introduced key elements of lesson design and assigned Lesson Study I. This week we are going to conduct two peer reviews of each lesson study, before it gets “turned in.” This models the student centered approach – with your peers sharing their higher-ordered review of your work – analyzing and evaluating it’s content. Following their feedback, you get to reflect on your work before turning it in.
We’ll manage the lesson study this way:
- You should bring in 3 copies of your 1st draft. (two to share and to one keep their notes on).
- You will be randomly put in the first peer review paring
- Meet and greet: exchange a quick 1 min intro to your lesson study – grade, subject, scope (one class lesson or a larger unit?)
- Exchange written drafts and study for 3 mins. Mark up your copy if you see typos or want to add suggestions. Develop 3 questions you will ask for clarification.
- Student A questions B. Student B responds 3 mins
- Discussion / Brainstorming / B takes notes to captures modifications 3 mins
- Reverse roles with Student A’s work under review
- This should take us about 20 minutes to review each other’s work. You will then be assigned to another student to repeat the peer review process
After everyone has completed two reviews you will then have about 20-30 minutes to make revisions to you lesson study. (A good time to talk to the instructor as well). You should also write a personal reflection on what they learned in developing their first lesson study and participating in the peer review process
Submitting lesson study as blog post: See results here
Students will turn in their revised Lesson Study I assignment as a post on this blog by 10 PM Sept 10th. It should include their lesson study as well as personal reflection. Each post should also have a historic photograph (public domain with citation) that matches the theme or subject of their lesson study.
I’ve prepared some brief WordPress video tutorials. You can find them at this YouTube playlist / WordPress tutorials for using our class blog These tutorials were made with a free Chrome Plug in called SnagIt.
Assignments for class 4 on historical thinking
I’ve used the TEDEd flipped lesson feature to curate a existing YouTube and turn it into a lesson to support next week’s class on historical thinking: Who is the historian in your classroom? Another way to flip a class.
Also do one online reading Thinking Like a Historian By Sam Wineburg
Beach tug of war at Southport, 1917
State Library of Queensland link
Over the next few classes we will devote time to editing / formatting our DBQs for iTunes publication of a class DBQ collection. Peter will provide instruction in using iBooks Author. Students will use material from their DBQ Design project as the foundation for their contribution to one chapter of the class iBook. Peter will arrange for publication on iTunes with all student work credited. DBQ assignment here.
Project Reflection at Ed Methods
Students willing write a reflection on their DBQ design project. That will be done in the form of a blog post to Ed Methods – due by class time 11/25. Students should be sure to go back and quote their original DBQ post and note how their project evolved over time by answering three questions:
- What were the learning goals of this DBQ – what skills or content did you want students to master?
- To what extent did your final project achieve those goals?
- What did you learn about the DBQ lesson design process? (Note: do not discuss the merits of Learnist. It’s about the teaching not the technology.)
The DBQ design blog post should include an image from their DBQ and a link back to their DBQ on Learnist. This post will introduce their DBQ to the world. Peter will also re-publish their post as a guest blogger at Copy / Paste to broaden the audience for their work.
Class DBQ iBook
As a group, the class will review each other’s work before inclusion in the iBook collection of DBQs. Each student (or team) will contribute one DBQ in the form of a book chapter. It will include the project reflection as a way of introducing the DBQ. Students will collaborate on book design decisions and Peter will include a sample chapter and an introduction to the book.
The iBooks will be designed using iBooks Author in the Mac lab. Students will bring digital versions of their DBQs to the lab – including all image and sound files, text files, citations and URLs. Note: YouTube videos will be inserted into the iBooks using ibooksgenerator.
For more see:
Image credit: Typesetters working on linotype machines at the Waterford News. Date: Friday, 29 July 1938.
This newspaper was set up in 1848, and is still going strong as the Waterford News and Star in print and online.
National Library of Ireland Ref.: P_WP_4269