Hot Topic
| Learning Experience: Hot Topic | Hamilton Central School |
| Author: Lucinda Riedl | West Kendrick Street Hamilton, N.Y. 13346 |
| Grade Level: 5-6 | Phone: (315) 824-3300 Fax: (315) 824-3745 |
Description of Learning Experience
Learning Context:
Description: "Hot Topic" is a learning experience where students focus on a topic, in this case an environmental issue, and utilize "Hyper Studio", a dynamic and exciting multimedia software program, to create a presentation that supports their point of view. This learning experience requires that the teacher and his/her students are familiar with the features of "Hyper Studio" and are comfortable using the applications to make their topic come alive. This presentation technique is useful for any topic or grade level. For those teachers interested in developing this skill, Managing Technology in the Classroom, by Deborah Shepherd-Hayes (Teacher Created Materials, Inc. ISBN-1-55734-517-1) is a wonderful publication that makes the process of learning new multimedia programs, such as "Hyper Studio", easy for even the most cautious Techno-Phobics like myself. The step-by-step approach utilized by the author has supported all my technology needs as a teaching tool and reference. "Hyper Studio" is a hypermedia software that comes on several floppy disks which are loaded onto the hard drive of the Macintosh and Apple IIGS and requires 4 MG of memory to run. This particular software is designed to support both CD-ROM and laser disc hardware. Once you and your students feel comfortable with this program, you will be amazed at the variety of ways you can use it to make learning come alive.
Connection to New York State’s Learning Standards and Benchmarks:
The following numerical system identifying the Learning Standards and Benchmarks addressed in this learning experience were created by McRel to enhance the New York State’s Standards making them clearer and more useful to teachers as they revise their grade level curriculum. If interested in possessing a full set of standards and benchmarks, contact Jim Riedl at Madison-Onieda BOCES at 1-315-361-5550 or Fax 1-315-361-5595.
New York State Education Department’s Standards for Language Arts:
Standard 3: Language for Critical Analysis & Evaluation (Upper Elementary Level)
Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and form a variety of perspectives, their opinions and judgments on experiences, ideas, information, and issues.
Students will:
New York State Education Department’s Standards for Mathematics, Science, and Technology:
Standard 1: Analysis, Inquiry, and Design (Upper Elementary Level)
Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Students will:
Standard 2: Information Systems (Upper Elementary Level)
Students will access, generate, process, and transfer information using appropriate technologies.
Students will:
Standard 4: Science (Upper Elementary Level)
Students will understand and apply scientific concepts, principles, and engineering design,as appropriate, to pose questions, seek answers, and develop solutions.
Students will:
Standard 5: Technology (Upper Elementary Level)
Students will apply technological knowledge & skills to design, construct, use, & evaluate products & systems to satisfy human & environmental needs.
Students will: (Impacts of Technology)
Learning to Learn Skills: (District Exit Outcomes)
Collaborative Worker: Students collaborate as interdependent learning teams.
Complex Thinker: Students listen, read and think with critical minds as they select and support their positions on an environmental issue.
Effective Communicator: Students communicate effectively orally and in writing during their presentation.
Self-Directed Learner: Students maintain organization and direction to complete their own contributions to the team and the final outcome of the project, using rubrics, and thinking frames.
Life-Long Learner: Students use metacognitive reflection to identify how they know what they know.
Context of Unit:
"Hot Topic" is a culminating learning experience from an interdisciplinary, knowledge-based, problem-solving learning unit, "Explore/Exploit – Man’s Impact On Changes In Our Environment", which applies fifth grade level science knowledge and skills, expository/literature based reading, and knowledge and application of a hypermedia program, "HyperStudio", in the context of integrated classroom activities.
During the first three weeks of this unit, students will experience a variety of ecosystems and their inter-related/interdependent affects, the causes and consequences of pollution, local and world environmental issues, and the lessons we could learn form Native Americans that could be applied today to address environmental issues and dilemmas. The major focus of this unit is to promote a better understanding and respect for the communities of ecosystems and how we all can become part of the solution when addressing environmental issues.
This activity will require collaborative teams of students to identify and investigate an environmental issue. They will collectively create their own multimedia presentation that addresses a real life problem concerning an environmental issue.
Prerequisite Knowledge:
This learning experience is a culminating activity, which will require the remaining two weeks of the unit to complete. During the unit’s prior activities, many opportunities for team building have occurred making the transition into a culminating group activity natural and comfortable for the four students in each team. All students have experienced training through the computer lab and technology specialist in the applications of HyperStudio during the past three semesters. This unit and activity will be purposefully implemented during the end of the month of March to dovetail with April when we celebrate Earth Day and have the opportunity to deliver our presentations to the community at our evening "Project Fair". Further, a core of students will have been trained to master the basics/plus of HyperStudio, extending their knowledge beyond the basics (graphics, clip art, button design, and the arrangement of text that all students have utilized during the year) to include Quick Time movie clips, laserdisc images and video. These students become the "Tech Buddies", who will act as resources for other students in and out of their teams who need additional assistance or just a cognitive coach. Students, therefore, will have entry level background knowledge in regional and world environmental concerns, as well as, technological knowledge and skill using a hypermedia program to create their own multimedia presentation. The teacher and students will need to be familiar and comfortable with Macintosh Computers and with the applications of HyperStudio before attempting this learning experience. Students also need to have experience with strategies of critical reading and the criteria that one uses to analyze and evaluate information, and the criteria to support arguments (Dimensions of Learning, Marzano & Pickering).
Procedure:
After the study of the unit "Explore/Exploit – Man’s Impact On Change In Our Environment", student teams of four students each will be created by the teacher using student input. Students have previously selected first, second, and third choices of team members giving their rationale for each choice in writing. The teacher uses this information as teams are formed. Once the teams are formed, the teacher will explain the four different titles and their individual job descriptions. These job expectations are then reviewed and discussed by the teams. The teacher spends as much time as necessary to assure that all members of each team understand their individual and collective roles, focusing on the importance of the "collaborative worker". Each member has a special/unique role for efficiency of worktime and the development of interdependence among group members.
The title/roles being reviewed by each team are:
Project Manager:
HyperStudio Pro:
Laserdisc Pro: ("Tech Buddy" – The Expert)
(Note that this role is not necessary to do the project if the expertise is not available. Also realize that this individual will receive additional support from the media specialist and/or the computer teacher. Titles and roles can be modified based on knowledge, skill, and experience but most classes have what we call "Tech Wonders" – kids that are more advanced than their teachers. Use their skills and expertise!).
Graphic & Scanning Pro:
(Note: The above jobs are on task cards and all students have an additional piece of information to read: "While each member is responsible for specific tasks, the group should be reminded that everyone is responsible for research and editing.")
The teacher reviews the expectations of the culminating project with the students: they will identify their own "Hot Topic" on a regional or world environmental issue/problem and compose a text after researching their issue/problem, and use a variety of tools to showcase the research making a stack of ten cards – the first card being the introduction and the last card, the conclusion.
Then the teacher demonstrates on the overhead how she designed a visual plan before starting work with the technology on her "Hot Topic". The teacher models the process using oral "Self-Speech" as she works through her thought process using this plan as she creates a flow chart using actual index cards to represent the electronic cards. Cards cut out of acetate could be used on the overhead to give students a clearer demonstration of this technique of organizing their ideas. The teacher then gives a list of expectations for the presentation: what should be included, due dates, how the project will be evaluated through the use of a rubric, and the form to be kept by the Project Manager for routine references. The teacher walks the students through their rubrics to assure that all team members understand the criteria for evaluation and the expectations.
The teacher hands out the "Project Guidelines" sheet and the teams review it:
Project: Create a multimedia presentation about an environmental issue/problem using
HyperStudio, laserdisc, and a scanner.
Project Guidelines
Important Dates:
March __ - Flow Chart due
March __ - Project Update Report
March __ - Project Completion and Practice
April __ - Group Presentation Day/Night
HyperStack Specifics:
Presentation Specifics:
Evaluation:
Questions are answered. Concerns are problem-solved. Suggestions noted and recorded by the teacher.
Next the teacher hands out the "Group Project Worksheet" that lists the names of the group members and their roles. The students identify and record their goal and complete the list of things that need to be done to complete this goal. Then they create their own "visual plan" (graphic organizer) of what needs to occur for them to complete their project. They must submit this plan in writing, which will help organize their work. After the plan is reviewed by the teacher and suggested revisions are made the students will brainstorm their ideas on paper in the form of a flow chart or using actual index cards to represent the electronic cards.
Time frame for this introductory segment of the experience: One and a half-hours.
Instructional/Environmental Modifications:
Our classrooms provide "full inclusion services". Students who require "intensive assistance" become assistants to specific team members. Other less impaired students receive additional assistance from team members and the resource teacher, media specialist, and computer teacher to allow them to become an effective and critical member of the team. Re-teaching may be required in specific areas of HyperStudio. A "push-in" program is a must! Additional assistance will occur during "Teacher Choice" three times a week for one half-hour and during "Study Club" after school Tuesday and Thursday nights. Our "Tech Buddies" often volunteer support without prompting. The use of cooperative teams really allows for these students to demonstrate their cognitive skills even though reading and writing are difficult for them. Also, there are so many video and sound sources of information which can be identified, as soon as the team picks their topic, and readied for those students who need this type of modification (i.e. books on tape, voiced alternatives.)
The current physical setting of the classroom contains a cluster of four Power Macintosh 6100/60, a PowerBook 165 (borrowed from the Enrichment Coordinator), VCR & laserdisc player (borrowed from media center along with a bar code reader and scanner. All rooms are equipped with a television. All computers can connect with Internet. The software program, "Decisions, Decisions-The Environment" by Tom Snyder Productions (800-342-0236) is available as an additional resource during the "brainstorming" stage of the project. Also, our computer laboratory is available twice a week for 45-minute blocks of time. Additional time can be arranged with high school students as assistants during recess.
Time Required:
This learning experience assumes that not only the students are skilled in HyperStudio but also the teacher. If not I suggest using Managing Technology In The Classroom (TCM 517) Deborah Shepherd-Hayes, Teacher Created Materials, Inc. P.O. Box 1040, Huntington Beach, CA 92647, as a resource. The time to prepare for such an experience would stretch beyond the 2 to 3 hours necessary for the skilled teacher to prepare her own card stack on a selected environmental concern, the handouts, and overheads for the lesson. This activity will take 10 days with at least one hour and a half devoted to just "student work" and preparation. We acquire more time for those students who do not go to band/chorus and those who choose to work during lunch recess and after school. The more inspired students will find the time creatively in their schedules. The final assessment will occur on the 10th day and will be conducted by a peer review team and a team that consists of several community members, a board of education member, our high school computer teacher, a high school student, and our principal/superintendent. One hour in the morning will be set aside for the presentations.
Materials & Supplies:
The materials, supplies, and equipment needed to successfully complete this learning experience includes the following:
Assessment Tools & Techniques:
Assessment will include both the peer review team and the "School/Community" team results as they evaluate each team using the rubric as a guide. The teacher’s evaluation will include observations of the students as they are preparing their project, responses to deadlines, comments about the planning and graphic organizers, the tasks sheets, and review of the "Group Project Evaluation Form" which every member of each team will fill out. Although proficiency and independence using HyperStudio is important, other aspects of student behavior will be taken into consideration such as the ability to work in a group effectively, how the student solves problems independently and with the group, and the overall product. (See enclosed rubric.)
Reflection:
Although this learning experience will not be implemented this year, as I review my preparations I realize that it is at best, a very challenging project. It is absolutely necessary to allow adequate time to teach the applications of HyperStudio and provide sufficient time for all students to become familiar and comfortable with each process. Demonstrations, guided practice (taking a tour) and independent practice will provide each student the opportunity to get acquainted with HyperStudio by creating a short stack of cards on content topics during the first two semesters of the year.
It is imperative that the classroom teacher do pre-year planning with the computer lab teacher and the media specialist to devise a plan that allows the learning to occur over time and re-teaching when necessary. Also, any support personnel such as the resource teacher and classroom assistants must be involved in this training so that they will be able to provide assistance to their students.
I think that this project has a great deal to offer our students beyond the fact that it is highly motivational. The actual process required to compile and create a HyperStudio presentation requires many problem-solving and critical thinking skills. Although, the presentation is meant to be used inside the computer because the real value lies in the multimedia applications, the verbal presentation of how each student contributed to the project is extremely valuable because it clarifies the process not only for the audience but also for the student. A more extensive self-evaluation component could be added to the assessment portion of this experience promoting metacognitive thinking skills.
"Tech Buddies" was an attempt to address the needs of those students who need to be challenged; yet a student with a learning disability could very easily become an expert too.
In conclusion, I am excited about the prospects this learning experience presents, as well as, the personal challenge!
Group Project Worksheet
Project Manager: ____________________ Hyperstudio Pro: __________________
Laserdisc Pro: ______________________ Graphic/Scanning Pro: ______________
2. Group "Hot Topic": ___________________________________________________
3. List the things that need to be done to complete this project:
Group Project Evaluation Form
If not, why was this a problem?
If no, what caused the problems?
6. What attempts were made to solve the problems?
| Scale: |
Curriculum Alignment/Subject Knowledge |
Graphic & Screen Design |
Organization of Content & Mechanics |
Teamwork & Originality |
| 4 Points: |
Clear evidence of connection to target curriculum; frequent references to facts & properly documented resources. Users are likely to learn from this product. Subject knowledge is evident throughout (more than required). All information is clear, appropriate, and accurate. |
The combination of multimedia elements with words and ideas takes communication to a very high level, superior to what could be accomplished with either alone. The mixture brings about synergy and dramatic effects which reach the intended audience. Screens contain all necessary navigational tools and buttons. |
Logical, intuitive sequence of information. Menus and paths to all information clear and direct. Presentation has no misspellings or grammatical errors. |
It was obvious from the presentation that the workload was equally shared by all team members. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. |
| 3 Points: |
Adequate evidence of connections to target curriculum; clear references to facts and properly documented resources. Users can learn from this product. Subject knowledge is evident in much of the product. Information is clear, appropriate and correct. |
Design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. Screens contain adequate navigational tools and buttons. |
Logical sequence of information. Menus and paths to more information are clear and direct. Presentation has fewer than two misspelling s and/or grammatical errors. |
Most team members contributed their fair share of the work. The product shows evidence of originality and inventiveness. While based on an extensive collection of other people’s ideas, images and inventions, the work extends beyond that collection to offer new insights. |
| 2 Points: |
Some evidence of connection to target curriculum; a few references to facts and properly documented resources. Users find it difficult to learn from this project. Some subject knowledge is evident. Some information is confusing, incorrect or flawed. |
Graphic and multimedia elements apparent but there is little sign of mutual reinforcement. There is no attention paid to visual design criteria such as balance, proportion, harmony and restraint. Random use of graphics. Screens are difficult to navigate. Some buttons. |
Some logical sequencing of information, but menus and paths are confusing or flawed. Presentation has three or more misspellings and/or grammatical errors. |
Most team members participated in some aspect of the work, but workloads varied. The work is an extensive collection and rehash of other people’s ideas, images, and inventions. There is no evidence of new thought or inventiveness. |
| 1 Point: |
No evidence of relationship to target curriculum, no references to facts and properly documented resources. Users are not likely to learn from this project. Subject knowledge is not evident. Information is confusing, incorrect or flawed. |
Exaggerated emphasis upon graphics and special effects weakens the meaning and interferes with the communication of content and ideas. Screens are either confusing or cluttered or barren and stark. Buttons or navigational tools are absent or confusing. |
No logical sequence of information; menus and paths to information are not evident. Presentation has four or more spelling errors and/or grammatical errors. |
One or two people did all or most of the work. The work is a minimal collection or rehash of other people’s ideas, images, and inventions. There is no evidence of new thought. |
Note: The above rubric was adapted from "Multimedia Mania ’99 Rubric" designed by Jamie McKenzie and Caroline McCullen, School Technologies at SAS Institute. (The original chart can be downloaded from MidLink Magazine: http://longwood.cs.ucf.edul-MidLink).