2a-done

**2. Design and Develop Digital-Age Learning Experiences and Assessments**
Teachers:
 * a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.**




 * Description**

Thinking about what superheroes physically look like and what super powers they may have begins the lesson in which students use ComicLife. Students share their thoughts In pairs, then as a group with ideas being written down on large chart paper (so they have access to it later). The discussion continues with the focus on comic strip stories and how they can be told graphically or with the support of text boxes and speech clouds. Examples are shown from the newspaper (and students are encouraged to bring in their own examples from home…either from a newspaper or found online). An example of a comic book is also shared, pointing out that this assignment is not intended to be a comic book, but if they would like to continue their strip on their own time, I certainly would be willing to read it.

Next, students work in pairs or individually if they choose to write their own comic strip. Focus is put on the idea that they may not create theirs based on existing characters, like Superman, Batman, or The Flash (students create their own list of the superheroes they know). They are allowed to draw and scan their pictures or create them using a draw/paint program of their choice. Color from the program is used for the background, and a title and the author name(s) must be included.

Students use creativity in creating their characters, writing their story, creating their titles, and putting the final aesthetic pieces together.


 * Analysis**

This lesson meets the above standard by allowing students to learn a new software program and supporting multiple intelligences (linguistic, spatial, interpersonal, and intrapersonal intelligences). Other digital tools used are a scanner or draw/paint programs. Certainly creativity is used, as their imaginations are the guiding force in the comic strips being completed, both in the story and in the pictures.


 * Appraise**

In assigning this project, I was hoping to accomplish the following:

1. Allow students to become comfortable using ComicLife. 2. Provide the opportunity for students to use their creativity. 3. Provide an opportunity for a different group of students to shine that many other projects don’t reach, whether it was because of their interests, artistic ability, or writing ability.

By the very nature of the project, the first goal is certainly met each time a student completes it (and I have yet to have a student not do it).

Knowing that so many of what students complete in their core classes is content standard-based, I wanted to provide the opportunity for students to use their creative side. After seeing multiple groups of students complete them, I know it does just that. The ideas students come up with are tremendous and worth printing to share with others (upon completion they cover part of my bulletin board under “Wall of Fame”). For this one if they are working in pairs, I let the students choose their own partners. This process is interesting to watch, as many good artists are not necessarily the best students or the class jocks (those who are typically chosen first for teams in other classes). Also, how excited someone gets during the front-loading conversation often guides some in choosing their partners (this has helped me reach several at-risk students with whom I previously had not made a connection).

Regardless of whether someone is fantastic at drawing or using the paint/draw programs, students rely on one another, frequently with someone who is not typically the star, shining in the spotlight.


 * Transform**

If I were a student in my class who was asked to do this lesson, I would have been the good student seeking out someone who is artistic to be my partner. Just the idea of needing to draw something gives me chills (students ask what my stick figures are…not because they’ve never seen one, but because they don’t recognize what it is). It’s humbling for some students and I don’t think that’s necessarily a bad thing. Instead, it helps students recognize and acknowledge others’ strengths.

No matter what level their drawing ability is, though, they all seem to get excited about this project. Because of that excitement, this has become one of my favorite lessons to facilitate! Because of my own hesitation with drawing, I wasn’t sure how it was going to be received by students and I’m thrilled that it has gone well! When all seventh graders finish a project (approximately 160 students in the 2008-2009 school year), it must be a success!