Overview
Students were given the opportunity to work individually or in groups to create any type of project they desired, using any type of technology they wanted to. There were no specific tools or design elements that need to be used. The only criteria was that their finished product related to historical events that took place in the 20th Century.
Operation
Students decided whether they would work together or alone, and discussed what historical event they wanted to complete their project on. While discussing the technology mediums that would and could be used there was a few individuals who ended up switching groups or working alone. This was very interesting as the decisions were based on the tech tools more than the content. Students then had one week to complete their various projects to be displayed to the class on the last day of school.
Outcome
Tuesday, June 21, 2011
Wednesday, May 18, 2011
Project 49
The Hinsdale Central School Sr. class started the 2010-2011 school year questioning school spirit, participation, and what they felt was a negative reputation forming around many classes. They purposed that they would work to change as many of these things as they could, and wanted to leave behind something tangible that would encourage students who followed them to take Pride in who they were, and where they came from. The class brainstormed ideas and Project 49 was born.
Students decided they wanted to paint a mural of the school in Room #49. This is the room that is dedicated to Study Halls throughout the day and is frequently visited by all members of the student body. The desire was to keep it a secret and reveal the mural during an assembly that would focus on having pride about yourself and your school. At the completion of the painting the Sr. class inscribed their names in bricks that make up the school, laying the foundation for the classes that would come behind.
Day 1 -
Day 2 -
Day 3-
Day 4 -
Students decided they wanted to paint a mural of the school in Room #49. This is the room that is dedicated to Study Halls throughout the day and is frequently visited by all members of the student body. The desire was to keep it a secret and reveal the mural during an assembly that would focus on having pride about yourself and your school. At the completion of the painting the Sr. class inscribed their names in bricks that make up the school, laying the foundation for the classes that would come behind.
Day 1 -
Day 2 -
Day 3-
Day 4 -
As Project 49 gained momentum it turned into a project that extended beyond just the current Sr. class painting a mural. The assembly enabled the current seniors to take turns reflecting about their school career as they shared "Proud Moments" about academic, athletic and community involvement. These moments were opportunities or them to share about something that made them proud to be part of the Hinsdale family. After these Proud Moments Sr. class member Troy Hillman challenged the students to be proud of where they come from and put forth their best in whatever they do in life. He told then that in order to make a change they first need to be the change.
A band was brought in to perform at the assembly. It consisted of three members of the 2010 graduating class and a current senior. They performed "Chain of Pride", a song written by the Civics/Government class that tells the story of the challenges faced by an incoming student and how he was encouraged to always do his best and help those who come behind.
As I begin to walk these halls for the first time in my life, I feel scared and out of place it just didn't seem right.
Then a Senior took my arm and looked me in the eyes, He told me not to be afraid and gave me some advice.
Reach out to those around you and forget what others think, If you try to stand alone all you is sink
Let me share my father's words to me when I was in your shoes, "Others will always see your best when you take Pride in what you do"
I told him I was grateful for those words he spoke to me, When I said I felt I owed him, he just answered quielty
You don't owe me anything I've been there too, Someone once helped me out the way I'm helping you. You relly wanna pay me back? Here's what you can do, dont let the Chain of Pride end with you.
Everything soon became easy I guess I had nothing to fear, No matter where I stop to look Somone was always near,
I wathced so many leave this place they left their mark behind, As this happened year to year these thoughts came to mind,
You don't owe me anything I've been there too, Someone once helped me out the way I'm helping you. You relly wanna pay me back? Here's what you can do, dont let the Chain of Pride end with you.
As I walk across this stage dresseed in my cap and gown, Been thinking bout the past few years ready to leave this town,
Saying goodbye to all my friends Won'dring what to pass along, Bobcat Pride comes to my mind and the lyrics in this song.
As the band performed the song the following slide show of the painting project was played on the big screen revealing Project 49 to all those in attendance.
The assembly was also the time that the additional aspects of this project were shared. Room #49 not only has a mural, but would also be receiving additional updates on a yearly basis. A Chain of Pride will be painted with a new link being added every June. This will be a time when the outgoing Sr.'s and the incoming Sr.'s (current Jr.'s) will together add a link to chain and the new Sr. class will inscribe their names pledging to not the let the chain end with them.
What started with some simple questions and desire, turned into an event that created excitement and energy throughout the entire school. Project 49 will hopefully leave a legacy that will be remembered for years by those who come behind...
Tuesday, March 8, 2011
Writing on the Wall
Overview
The Spring 2011 Government class took some time to explore the Constitutional Convention in a 21st Century way. Utilizing MyFakeWall.com students created Face book style pages of particular members of the Constitutional Convention. This was a simple activity to gather information, incorporate technology, and do some simplistic writing.
Operation
Students researched individuals who attended the Constitutional Convention. They gathered information about their age, education, family, and additional information and then constructed a profile of the individuals. Students were encouraged to be creative with their comments and posts, and kept a good balance between humorous and serious.
Outcome
Here are links to some of the walls that were created during our study of the Constitutional Convention.
William Livingston
Richard Bassett
Luther Martin
Gouverner Morris
The Spring 2011 Government class took some time to explore the Constitutional Convention in a 21st Century way. Utilizing MyFakeWall.com students created Face book style pages of particular members of the Constitutional Convention. This was a simple activity to gather information, incorporate technology, and do some simplistic writing.
Operation
Students researched individuals who attended the Constitutional Convention. They gathered information about their age, education, family, and additional information and then constructed a profile of the individuals. Students were encouraged to be creative with their comments and posts, and kept a good balance between humorous and serious.
Outcome
Here are links to some of the walls that were created during our study of the Constitutional Convention.
William Livingston
Richard Bassett
Luther Martin
Gouverner Morris
Wednesday, February 23, 2011
A Different Way to Write
Overview
Our focus for U.S. History class for the past two weeks has been writing. In an attempt to increase creativity, incorporate technology, and infuse history we have turned our attention to YouTube and to Fodey.com. This assignment was to focus on the creative elements of writing and inferring.
Our focus for U.S. History class for the past two weeks has been writing. In an attempt to increase creativity, incorporate technology, and infuse history we have turned our attention to YouTube and to Fodey.com. This assignment was to focus on the creative elements of writing and inferring.
Operation
Students examined primary source document to gain background information, and then were given net books and instructed to watch the following clip from YouTube about the Battle of Wounded Knee. They were instructed to act as a newspaper reporter and prepare to write an article about what is taking place.
After watching the clip students then used the Fodey Newspaper Clip Generator to write a reflective piece to their audience. They were challenged to be descriptive in their writing and create meaning for their audience.
Outcome
The student generated articles provided for a fun way to utilize simulation in a simple technology exercise that focused on writing. Below is just one example of the student pieces that resulted from this assignment.
Wednesday, January 12, 2011
Wagons West
Overview
The sixth period 11th grade U.S. History class took an opportunity to learn Westward Exploration in a whole new way. In an attempt to utilize the Project Based Learning approach and promote creativity and interaction with their learning, Mr. Griffith created the “Wagons West” project for the class. Students were to work in groups and prepare a wagon exhibit that they would use to showcase and demonstrate what they learned.
Operation
Students were able to research one of four different westward destinations. They then put together displays of miscellaneous artifacts, images, and maps into a wagon that they created for their project presentation. The collected items were used to assist them in presenting their wagon display to the rest of the class.
Outcome
Student presentations took place in class and each group took their wagon to the front and presented the wagon contents and the information surrounding the items in the wagon. The interactive exploratory components to this project allowed students to pursue their own interests and present them in a creative format.
The sixth period 11th grade U.S. History class took an opportunity to learn Westward Exploration in a whole new way. In an attempt to utilize the Project Based Learning approach and promote creativity and interaction with their learning, Mr. Griffith created the “Wagons West” project for the class. Students were to work in groups and prepare a wagon exhibit that they would use to showcase and demonstrate what they learned.
Operation
Students were able to research one of four different westward destinations. They then put together displays of miscellaneous artifacts, images, and maps into a wagon that they created for their project presentation. The collected items were used to assist them in presenting their wagon display to the rest of the class.
Outcome
Student presentations took place in class and each group took their wagon to the front and presented the wagon contents and the information surrounding the items in the wagon. The interactive exploratory components to this project allowed students to pursue their own interests and present them in a creative format.
Thursday, November 18, 2010
Parent Strategies for Juggling Imvolvement and Life
by Leah MacVie
Today’s students have crammed schedules. They wake up early, shove food in their face, jump in the car, run from class to class, go to band practice followed by soccer practice, get their homework done while eating, and then off to bed. If you think that is stress inducing, imagine their parents, who work full time and juggle schedules for 3 kids.
As a parent, you have to choose your priorities. Here are a few strategies for balancing life and being involved in your child’s schools.
Support your Child
Coming up with a consistent schedule during the week will definitely help students to nail down a routine. Show an interest in not only what your child is attaining in school, but also what they are learning and interested in. When adults keep asking about the grades, students begin to believe that’s all that matters. There is more to school than grades. There are experiences, friendships, open minds, innovative ideas, and current events.
Meet the Teachers
Today’s students have crammed schedules. They wake up early, shove food in their face, jump in the car, run from class to class, go to band practice followed by soccer practice, get their homework done while eating, and then off to bed. If you think that is stress inducing, imagine their parents, who work full time and juggle schedules for 3 kids.
As a parent, you have to choose your priorities. Here are a few strategies for balancing life and being involved in your child’s schools.
Support your Child
Coming up with a consistent schedule during the week will definitely help students to nail down a routine. Show an interest in not only what your child is attaining in school, but also what they are learning and interested in. When adults keep asking about the grades, students begin to believe that’s all that matters. There is more to school than grades. There are experiences, friendships, open minds, innovative ideas, and current events.
Meet the Teachers
For younger students, contact your child’s teacher a few weeks after the start of the school year to say you want to stop by and introduce yourself. For the older students, you may have this opportunity at an open house.
Stay up to Date
Some teachers will send out newsletters. While you don’t always have the time to comment face to face on these newsletters, you can e-mail questions and comments at any time of day. Also, check the school Web site, and contact the webmaster if you notice it is out of date. If you can, attend school board and PTA meetings, even if for a short amount of time.
Volunteering Time
If you are lucky enough to have a flexible employer that supports families, then it’s definitely a great idea to ask your child’s teacher when an extra pair of hands will be needed and to schedule it in advance. If you don’t have daytime hours to spare, then ask your child’s teacher how you can volunteer in other ways, like baking or assembling handouts.
Juggling involvement and life isn’t easy, but being consistent with these simple strategies will help you to maximize the time you have.
Leah MacVie blogs about educational choices at http://www.leahmacvie.com./ She loves contemplative comments from bloggers like Rob Griffith and appreciates helping faculty that think online learning is an interesting choice.
Monday, November 1, 2010
Gubernatorial Glog!
Overview
In an attempt to introduce students to the candidates for New York State Governor race, the Participation In Government class conducted research on Carl Paladino and Andrew Cuomo to put into a Glog poster. GlogsterEDU is a technology tool that allows the Glog creator to make a digital interactive poster. Glogs can include voice, text, images, video, and links to additional websites and information. This is the first Glogster project that these students have been able to work on. The students worked collectively to assemble a Glog that would demonstrate the political positions, background, and personal profiles of the these two Governor hopefuls.
Operation
Students were divided into two groups and each group assigned on of the two gubernatorial candidates. They independently began to research different aspects about the candidate they were assigned, and put all their finding together into one political Glog about the candidate. Utilizing GlogsterEDU they created a multi-media digital poster that represents the research of multiple students working together on the same component of the assigned project.
Outcome
Below are the two Glogs created to showcase the New York State Gubernatorial candidates. they were created to portray all aspects of the candidates, and explore more than just the political rhetoric discussed by the news media. Enjoy
In an attempt to introduce students to the candidates for New York State Governor race, the Participation In Government class conducted research on Carl Paladino and Andrew Cuomo to put into a Glog poster. GlogsterEDU is a technology tool that allows the Glog creator to make a digital interactive poster. Glogs can include voice, text, images, video, and links to additional websites and information. This is the first Glogster project that these students have been able to work on. The students worked collectively to assemble a Glog that would demonstrate the political positions, background, and personal profiles of the these two Governor hopefuls.
Operation
Students were divided into two groups and each group assigned on of the two gubernatorial candidates. They independently began to research different aspects about the candidate they were assigned, and put all their finding together into one political Glog about the candidate. Utilizing GlogsterEDU they created a multi-media digital poster that represents the research of multiple students working together on the same component of the assigned project.
Outcome
Below are the two Glogs created to showcase the New York State Gubernatorial candidates. they were created to portray all aspects of the candidates, and explore more than just the political rhetoric discussed by the news media. Enjoy
Subscribe to:
Posts (Atom)