A Note On Copyright:
All images for this project are either photographs taken by the author, or have been used with permission from www.123rf.com and are intended for educational use only.
Overview:
Through the exploration of digital visual media such as photography and video, students explore their vision of what it is to live in Lunenburg County. They must select a “theme” that connects them to the driving question. What is their vision of our home? Themes may include but are not limited to: economic prosperity/disparity, history and traditional values, landscape, innovation and development, sustainability and growth, leisure and health, social justice and empowerment.
Opportunities to photograph and film a variety of locations, attractions, people, and events in and around Lunenburg County will provide students with a springboard to delve deeper into the driving question. Course products will explore their aesthetic expression of the physical, cultural and social situations present in our local area, while expanding students’ technological abilities and artistic competencies.
Opportunities to photograph and film a variety of locations, attractions, people, and events in and around Lunenburg County will provide students with a springboard to delve deeper into the driving question. Course products will explore their aesthetic expression of the physical, cultural and social situations present in our local area, while expanding students’ technological abilities and artistic competencies.
Curriculum Outcomes:
The General Outcomes for this PBL have been linked from the Grade 9 Social Studies Curriculum. Below is a list of these general outcomes. The document at the bottom goes into further details as to which specific learner outcomes fit under each category.
Aesthetic Expression: “Graduates will be expected to respond with critical awareness to various forms of the arts and be able to express themselves through the arts.” Citizenship: “Graduates will be expected to assess social, cultural, economic, and environmental interdependence in a local and global context.” Communication: “Graduates will be expected to use the listening, viewing, speaking, reading, and writing modes of language(s) as well as mathematical and scientific concepts and symbols to think, learn, and communicate effectively.” Personal Development: “Graduates will be expected to continue to learn and to pursue an active, healthy lifestyle.” Problem Solving: “Graduates will be expected to use the strategies and processes needed to solve a wide variety of problems, including those requiring language, mathematical and scientific concepts.” Technological Competence: “Graduates will be expected to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.”
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Technology Outcomes:
Information and Communication Technology (ICT) refers to the tools used to create, store, retrieve, and disseminate information (using a variety of media, among them computer-based media); data and information systems; networks; interactive telecommunications systems; curriculum software; and some forms of assistive technology.
* As defined by NS ICT Outcomes Document Framework Strands For The Integration Of Information And Communication Technology Learning Outcomes: There are five strands in the learning outcomes framework for the integration of information and communication technology within Public School Programs.
1. BASIC OPERATIONS AND CONCEPTS Concepts and skills associated with the safe, efficient operation of a range of information and communication technology. 2. SOCIAL, ETHICAL, AND HUMAN ISSUES The understanding associated with the use of ICT, which encourages in students a commitment to pursue personal and social good, particularly to build and improve their learning environments and to foster stronger relationships with their peers and others who support their learning. 3. PRODUCTIVITY The efficient selection and use of ICT to perform tasks such as
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Use of Technology:
Students taking this PBL will be working with technology in a variety of forms, though predominantly we will focus on access to digital media, and student-created original media. The following list briefly describes several of the technologies students will be expected to gain competence with during the course of this PBL.
- Digital Still Cameras
- Digital Video Cameras
- Data Storage Options
- Web 2.0 Applications for Digital Media
- Computer-Based Image and Video Manipulation Software
- Photo Re-Touching and Enhancement
- Digital Visual Presentations
- Printing Options
- Cloud Computing and File Sharing
- Collaboration Over Digital Networks
- Web-Based Research and Inquiry
Exemplars:
Photoblog:
A Photoblog is a photo-centric blog by students detailing a specific idea, investigation, or time frame in their course. Students will blog on their chosen topic, with a minimum number, size and quality of entries as negotiated by the class as a group. Students may only use original photography in their photoblog, and must show clear and insightful exploration of their theme.
Students will be encouraged to view the photoblogs of others in the course, and comment constructively on them. A sample Photoblog has been included as an exemplar: |
Popplet Project:
Popplet is an online mind-mapping and webbing tool that enables students to create posters, timelines, visual maps, and collections with an easy-to-use interface.
Students will use Popplet to create mini-projects that they can share or collaborate on from home. They can present these projects to the class for discussion. Popplet is one example of a media-tool that is Web 2.0 in design and will provide another avenue of digital expression to the students. A sample Popplet project has been included as an exemplar. This project is a simple gallery of photographs on a theme. |
Lesson Plans:
Problem Solving:
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Much of the driving force behind a PBL will be generated by the students. As such, student voice and choice must always be considered when planing lessons to supplement the driving question and main research of the PBL. Below is a list of potential lesson plan topics that could be spooled into the course at the discretion of the instructor, or presented to students a a free-choice list to select from.
Photography Strategies:
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Assessment Plan:
Overview:
Self-Directed Criteria Weighting:
For the purposes of this study, students will also be given the opportunity to select grade weightings on their assessment items submitted at the end of the project. A range of percentage weightings will be given and students will be encouraged to choose how to weight each of their assessment pieces, both from their “portfolio” of build-up activities and mini-projects, as well as their final project presentation.
In order to maintain validity it must be noted that this organization of student-directed grade weightings must be organized, agreed upon and recorded early in the grading period. Allowing students to modify these pre-selected weights after they have had assignments graded and returned would run counter to the proposed theory: that students will work harder, think deeper, and take ownership of assignments if they are allowed choice and voice in the value of their assessments. Special circumstances do occasionally occur, and there must be a built in mechanism to modify grade weightings at need. Students get injured, experience family problems, and unexpected problems do occur. The system is meant to promote flexibility and comfort on the part of students when grading.
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Grading Structure Considerations:
Assessment of PBL is currently being discussed and developed in our District. Since we are new to this project, a variety of grading systems are still being considered and experimented with.
Currently students are not given a numeric grad at the end of their course as they are with all other Grade 9 classes. Rather, they are being assessed in a letter grade format on a separate sheet of their report card. This is significantly different from the norm and presents several problems for staffs to consider:
Evaluation Scale:
A = 90%-100%
B = 70%-89% C = 50%-69% D = 49% or below Sample Assessment Documents:
~Some sample assessment items taken with permission from www.bie.org
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