2c-done

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers:
 * c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.**




 * Description**

I created these project descriptions as a way to let students have "play time" like I used to see children do in early elementary grades. So many times our students are caught in the web of "more content" and less on the free side of creativity, unless, as high-schoolers they take an art or digital photography class. At the middle level Maine's Learning Results are focused more on technical writing and I wanted to give students a chance to learn more about taking pictures and video with a fun twist. My explanation has been that the only limitations are the ones they set, of course, making sure whatever they choose is school appropriate.

These projects were to provide the opportunity for students to have a creative voice, using less than technical language, if desired.


 * Analysis**

I have used the artifacts above because I believe they show the flexibility each student needs in order to be successful using digital tools. Though the guidelines are specific about which programs they must use, their organization of putting their project together varies. In the iPhoto project, some students choose to write their story first, some record it first, and some take the pictures first. Each method has its perks for the different children who follow it. Those who have a strong linguistic intelligence, typically start with writing or recording their story. This allows them to synthesize their information and determine which pictures would best depict their meaning. Some children know what they want their topics to be, but struggle "getting the words on the page". Taking pictures and inputting them in iPhoto helps them determine the path they want their story to follow.

Since students work in groups on the iMovie project, they must have delegated roles. Some students choose to be their group's recorder, others brainstorm ideas, some are stronger with the technical aspect of what they're doing and become their group's "techie", solving recording and/or editing issues. This project allows students to work based on their strengths and interests.


 * Appraise**

These projects have been successful thus far in my classroom. Our school policy requires students to get the principal's permission by signature (there's a form for them to fill out) before filming or taking a photograph. At first I was put off by this, because it seemed it was a time waster, however, I've changed my view on that. Now I see it as a good rule. It prevents students from taking pictures that would be deemed as inappropriate (in the locker room, for example). It also shows students that use of people's pictures requires permission and makes them think about what they're putting on their Facebook or MySpace pages.

Though I've heard the technical voices from students about content in their core classes, it's refreshing to hear light-hearted, sense of humor voices from them as well.


 * Transform**

Last summer I learned much about the Minimalist Theory of Learning while taking EDT 616 (thanks to Sarah Sutter). I have embraced this theory and use it with my own students. Particularly at this age level, so many of them are torn with wanting more independence, yet still needing guidance. These projects allow me to provide both. Those in my classes know if they're struggling to find a topic, I'm more than happy to help them; however, most choose a topic and off they go!

I love when someone comes to ask, "May I do my project on...?" It means they're thinking about their own interests and the creative juices are flowing. And let me tell you, the topics they have come up with are far from anything I would have considered! Some are silly, some are serious, but all have value when they're complete.