1. Think about your most effective product assignment. Analyze the assignment by using Figure 3.1 and the accompanying explanation. What are the areas of “match” between your product and the assignment guidelines? Areas of mismatch? What insights does this analysis give you about the product assignments? About the guidelines?
2. Choose a product from Figure 3.1, “Product Possibilities” on page 89 for your class. Describe the activity and the accompanying product.
I have been doing so much thinking about differentiation based on my reading lessons that I decided to change gears and look at Social Studies. In 4th grade, we study famous Ohioans. I think it would be really neat to have the students research famous Ohioans. They would then all be required to complete a writing assignment about their person, probably writing a biography. Then the students would have a choice in the product they would then complete. They may design a poster depicting the person's life including time lines. They may choose to dress in character and do an oral presentation similar to a book talk. They might choose to make a diarama of the person's life. Those are a few of the ideas I have after reading the chapter. I definitely need to give it more thought as well as how I will assess their projects. I remember when my son was in 3rd grade. he had to do a report on Jesse Reno, the man who invented the escalator. He rocked the oral presentation. He continued to do that every year after that. He had a teacher in middle school who thought he was a mediocre student until he did an oral presentation and blew her away! Some children are oral, some like to write and others like to create with their hands. I want this project to engage all students! My other thought is how testing has made me limit the amount of projects I do in the classroom, just because of the amount of time they can take.
ReplyDeleteI agree that testing has limited the number of projects we do. I feel like everything we do should somehow look or sound like the OAA.
ReplyDeleteSarah
I LOVE your idea, Michele! It reminds me of 'Working on the Work' in addition to being highly differentiated. Isn't it amazing how the needs of our own children can sometimes inspire us? Lee Ann
ReplyDeleteLast year for the first nine weeks I attempted to have the students choose between three novels to read. They then read it and answered questions about the story and created a product at the end of the story to show what they had learned. Several students created game boards about the story. Many of the the rules to the games were rather complex! They ended up writing cards with answers on them and if the player answered it correctly they would move two steps ahead....that kind of idea anyways....they loved doing it but I must say many of them were not exceptionally well done in terms of having enough cards and the game boards....well they were definitely not Candy Land quality. I really think that if I were to attempt this again, I would have some examples to show the students what I was looking for in their product and a rubric. It was definitely a learning experience for me. But I have to say that the students really enjoyed doing the product aspect of showing what they learned. Dennine
ReplyDeleteI totally agree with you girls. I has become OAA readiness all of the time. There doesn't seem to be the time needed to do these kinds of things in the classroom. My problem with this also is the typical students who show no desire to put any effort into these products. They have had several weeks to complete and simply put it together in what seems like 10 minutes. There needs to be teacher organization as to what is expected weekly from these students. I think this will take some time to accomplish. Dennine
ReplyDeleteChoose a product from Figure 3.1, “Product Possibilities” on page 89 for your class. Describe the activity and the accompanying product.
ReplyDeleteI have not been able to use a product possibility yet this year due to general education teacher’s providing my students with their grades. I try to adhere to the assignments they require the students to complete. At the site I was at previously, we hosted a Thanksgiving Feast. The students were in charge to create a survey and ask their classmates and teachers which Thanksgiving foods they have for the holiday. The students then took that information and created a chart. The students sent out formal invitations to the homerooms asking for their presence at the feast and asked for a covered dish. The students also had to decide how many turkeys, potatoes and pies it would take to feed the invitees. We then used newspaper ads to formulate how much our Thanksgiving Feast would cost. The students had to find the best prices and add, multiply and divide the results. We, the intervention specialists, would go shopping for the turkeys, potatoes and pies and actually cooked the turkeys and potatoes in our classrooms. The pies, we prepared the filling and the dough with the students and took the pie dough and filling and cooked them off. Each classroom used this time to figure out what is the best way to feed the students and prepared dishes in their classrooms. It was a huge success every year. The students loved it and they learned real world applications as well as met their goals and objectives in their IEPs.
To comment on Dennine's statement...I find myself having to model most assignments, whether it is morning work or a written response, my students generally do not know what is expected and will turn in anything to get the assignment out of their lives. I had to show students how to number their paper and where to place their names through modeling. Do they have it down yet, no, but they are improving. I think modeling takes the guess work out of misinterpretations that occur frequently in the classroom. Rubric help, but when the students see a make and model up close and personal, I think they can photograph the image and what we will receive will be at least what we showed them. There will always be some who take the model and run with it and that is the idea right...
ReplyDeleteDennine - love your idea of the games for reading! The kids would have to think so much to come up with the game cards that it wouldn't really matter if they weren't Candy Land Quality. I be the kids were really proud of those games.
ReplyDeleteLoving all of the product ideas.
ReplyDeleteMichelle, the kids will love dressing up as their favorite Ohioian. My own children had to do that and to this day they can tell you all about that person.
Aleicia, WOW!! The Thanksgiving idea is great. Maybe we can think of a product activity to do together.
Sarah and Dennine, OAA is an issue with me. I do find that everything I do is based around OAA and the WOW gets put at the bottom of the pile. I need to find ways to put these two together more often.
Product possibilitie:
With this week being anti-bullying week I will have my class write scenerios about bullying. My class will write and produce a play about bullying. The students(who love to draw) can choose to help with the props and settings. Students who love to write can write letters of invitations. Due to my large class I might have to have 2 groups perform the play to other classes. Some students might like to video the plays. I am hoping to complete this by Thansgiving break. Kara
I am so impressed with everyone's products! Even though OAA cramps styles, it's still not keeping you from doing some true to life and worthwhile activities. Remember, students are still learning, even if they're not answering paper pencil multiple choice questions! Lee Ann
ReplyDeleteI think what we all need now is time to implement all these wonderful ideas!! I read everyone's blogs and I think wow! I just need more time!
ReplyDeleteAfter further thinking, I am going to do my big Social Studies project after testing. But, I will have them start doing the research during testing. Their silent work will be a book on a famous Ohioan. This week they will have plenty of time to read!
ReplyDelete