Dyad+29

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The technology project we will create is a sample survey with strong and weak questions. Students will evaluate the effectiveness of each question. We will also create a sample student presentation. || With the advent of the Common Core standards, there is an increased emphasis on collaboration, application of argumentative analysis, critical thinking, and technology integration. In order encourage our students to think critically about relevant topics, we have developed a PBI lesson based on the following question: How might students support a stance on a controversial subject by: As we continue to advance into the 21st Century, literacy is no longer determined by someone’s ability to read and analyze the information. According to Derek Sievers, it is and will be determined by one’s ability to learn information, unlearn in some cases, and relearn constantly. To our students, we will pose the following controversial question: Should the current dress code be replaced by mandatory uniforms? In this lesson, we want our students to use the Internet to find and analyze sources, create digital surveys and evaluate the results, and create digital presentations to support their claims. Indirectly, our students will begin to think introspectively, examining and evaluating their own feelings regarding self-expression. To help foster those ideas and cause students to think about self-expression in relation to international schools, students will examine dress codes/uniforms not only in the United States, but in at least one other country in the world. To complete the lesson, students will be put into groups of four according to the intended audience and stance. Each group will have an intended audience, such as the school board, school faculty, and peers. The intent is that students will compile their information into a presentation suitable for this group. It is imperative that students come into the lesson with necessary skills and knowledge. For students to be successful, they need to know the basics of conducting an Internet search, have appropriate keyboarding skills, and be able to evaluate websites for reliability, accuracy, and validity. All of these skills will culminate in the creation of an effective digital presentation. To scaffold and support our students’ gathering and analyzing of information, our students are taught and given practice time by our school’s media specialist. Time would be scheduled in the media center for media instruction on basic and advanced searches, as well as making citations. Student progress will be monitored by activities to determine their mastery of concepts. For example, after students complete a lesson on basic internet s earches, they will have to conduct a Boolean search. For website evaluation, students will be presented with three predetermined websites that they must evaluate based on the evaluation lesson. Both of these activities will be assessed by the media specialist. This instruction will take roughly three class periods. We feel it will take three additional class periods to complete the research component. In order to acquire additional information, students will be required to compose a five questions survey on school uniforms. We will conduct a lesson on how to create a neutral survey using Google Forms. This Google Forms survey will be used for a mini-lesson to show students how to create an unbiased survey by showing students biased and unbiased survey questions. The lesson will end with students brainstorming and creating their own survey that will be teacher-approved. We foresee this lesson taking one class period. Students will conduct their survey will at least ten participants. To present their findings in a digital presentation, students will be given the choice of using Animoto, Prezi, ShowMe, or VoiceThread. With the assistance of the media coordinator, we will create a pathfinder that will link to each of the presentation forums and give a synopsis of each one. The teacher will have examples of each forum for the students to view. The groups will then choose one of the presentation modes. Each group will determine and assign roles for its member. These should include a facilitator, recorder, timekeeper, and scriptwriter. Each group will turn in a sheet with assigned roles to us. We feel that students will need two class periods to complete their presentations. Students will share their presentations with their classmates and explain in-depth their findings. When we evaluate the projects we expect to see the following components included: When the students begin the project they will be given a rubric containing the criteria stated above so they will know how they will be evaluated. We have two technology components that accompany our PBI instructional plan. We created a survey in Google Forms to use with our students when they are gathering information. This survey will allow us to demonstrate biased and unbiased questions. Students will use our examples to create unbiased questions for their surveys. The additional technology product is a sample presentation. It will include the components that we expect to see in our students’ projects. We have created a sample student project to share with our students to show them the basics that we expect to be included in their digital presentation. [] [] The three of us created the **Google Forms survey** together. We all created questions and choose/edited the best ones. Since none of us had used Google Forms before, we all worked on the survey together. Travis and Toni worked on the **Prezi Student sample** together. Each of us looked for and evaluated Internet resources for the product. Each of us found pictures that would be suitable for the Prezi. Together we decided which pictures would be appropriate. We created the Prezi together, deciding which resources and information would work the best. As educators of new literacies we feel prepared, yet apprehensive, about giving our students complete control over their learning and creation of a multi-media project. Over the course of the week, we have stepped outside of our comfort zone. This will allow us to empathize with our students as PBI will be outside of their comfort zone. We feel that the incorporation of unfamiliar Web 2.0 tools will let us grow as professionals and prepare our students for life in the 21st century. Standard 8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. b. Apply //grade 8 Reading standards// to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How might students support a stance on a controversial subject by:
 * Using three credible sources to support their claims;
 * Creating a teacher-approved digital survey for peers and parents;
 * Analyzing the survey results; and
 * Creating a convincing digital presentation supporting their claim and present it to a selected audience? ||
 * II. How are new literacies featured in your compelling question? || * Students will use the Internet to find and analyze sources
 * Students will create digital surveys and analyze the resulting data
 * Students will create digital presentations to support their claim ||
 * III. How will you organize or group your students for the PBI? || Students will be grouped according to the audience for their digital presentation ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Students will need to know the following in order to complete the PBI lesson:
 * Prior knowledge of conducting a basic Internet search
 * Keyboarding skills
 * Evaluating websites for reliability, accuracy, validity
 * Create an effective presentation ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Everything needs to be front-loaded, i.e., the teacher needs to explain and model effective web searching, web site analysis, and survey creation. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will have digital presentation choices and the teacher demonstrate each choice. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Students will create a convincing digital argument supported by data. It will be graded by a rubric. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * **Plan:**
 * Compelling Question:**
 * Using three credible sources to support their claims;
 * Creating a teacher-approved digital survey for peers and parents;
 * Analyzing the survey results; and
 * Creating a convincing digital presentation supporting their claim and present it to a selected audience?
 * New Literacies:**
 * Grouping:**
 * Gathering and Analyzing Information:**
 * Synthesis of Information:**
 * Evaluation:**
 * The presentation states the group’s stance. It must be well supported with research conducted by the group.
 * The presentation is created so that it is appropriate for the assigned audience.
 * The presentation includes graphics, such as pictures or videos that enhance the quality and purpose of the project.
 * The presentation should be free from below grade level grammar error.
 * Technology Products:**
 * Technology Product A - Google Forms Survey**
 * Technology Product B - Prezi Student Sample**
 * Technology Products Annotations**
 * TPACK**
 * Learning Outcomes for this PBI:**
 * 8th Grade ELA Common Core Writing Standards**
 * Standard 7**: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
 * Standard 9**: Draw evidence from informational texts to support analysis, reflection, and research.


 * We have publish via Prezi, Google Forms, wiki, video**
 * We will share via Dropbox, email, Twitter** ||