Project
Creation of the video-lesson “My future profession. Reported speech”
Participants: Zhanel Ardakovna, Alyona Sergeevna
2017
Identifying the challenge
1. The authentic challenge in our project:
The name of our project is the “Creation of the video-lesson “My future profession. Reported speech” and its Essential Question is “How to create the video-lesson “My future profession. Reported speech?” The length of the project is 6 weeks. The grade on which the project is designed is 10-11. The subject on which the project is based is English.
The aim of our project is to reveal the interest of creating projects among students.
Objectives of the project:
Educational - an independent study of the theme "My future profession. Reported speech ";
Developing - the development of the imagination, the ability to express their point of view, a personal attitude to the problem posed. Ability to argue his statement;
Upbringing - education of the communication culture of students, the ability to cooperate, tolerance towards each other, the formation of a personal position in choosing a profession, using recommendations from friends, teachers, relatives, the formation of responsibility for themselves.
Our project consists of 4 stages: Preparation, Research, Activate, Presentation.
At the first stage, the teacher must:
1. Show the corresponding video, on the basis of which students will shoot their own film;
2. Explain how to properly identify a problem issue and help with the choice of the theme of the project, the genre of the film and its name;
3. Students with a teacher's help should compile a time scale, i.e. Plan of the project and also they should be divided into two groups.
The second stage includes:
1. Writing a script by students;
2. Distribution of tasks and roles for each participant;
3. Discussion of the finished scenario of students with the teacher;
4. As a result of the second stage, the students will have to develop a brochure or poster for the film, develop a rubric for evaluating the project and design a trailer for the film.
The third stage involves the creation of the final film itself.
The fourth, last, stage consists of:
1. Presentation of the project (film) to the teacher and the second group;
2. Evaluation of the project by the teacher and the second group using pre-prepared rubrics.
Focus on significant content - At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.
Develop 21st century skills - Students build skills valuable for today's world, such as critical thinking/problems solving, collaboration, and communication, which are taught and assessed.
Engage students in in-depth inquiry - Students are engaged in a rigorous, extended process of asking questions, using resources, and developing answers.
Organized tasks around a driving question - Project work is focused by an open-ended question that students explore or that captures the task they are completing.
Establish a need to know - Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Questions and create project products.
Incorporate revision and reflection - The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning.
Include a public audience - Students present their work to other people, beyond their classmates and teacher.
The product of our project was a film that was filmed by students of grade 11. Also an attachment to the film is a brochure, a project plan, a trailer and a film script. I believe that we were all set goals and fulfilled all the necessary tasks.
2. Sharing the ideas with a colleague. Discussion the following:
1. Can you make the challenge more authentic and more likely to lead to deeper learning?
Our project make the challenge more authentic and more likely to lead to deeper learning, because our Essential question is global and open-ended and it requires to develop some other lexical and grammatical units.
2. Review the scope of the challenge. Do you need to make it more manageable?
As in many projects there are certain problems and our project is aimed at the fact that it can be more challenging.
3. Can students refine the challenge?
Students can refine these challenges because our project work is corresponds to the secondary level (10,11 grade) and, of course, it would be difficult to work with this project for the students of elementary level.
4. Put a “soft focus” on your standards. does the challenge help students learn the content of your course?
The challenge help students learn the content of our course.
5. How could students present their solutions at the end of the project? To whom?
The product of our project is the video-lesson and students can present it to teacher and for other students.
3. . Imagination of the students at the end of the project. What will they know? How will solving the challenge add to their knowledge and lives?
The idea of our project is to make up the video-lesson at the process of which the students, have an opportunities to develop their learning skills, which is used at the material of the video.
Crafting the Driving Question
Our project consists of three levels: Level of complexity, level of coherence, level of authenticity.
Level of complexity.
We think that our essential question corresponds to the level of complexity for 11 grades, because our question is problematic, this question directs students to think more abstractly and allows the student to find various ways of solving the question. Our question is challenging, because creating a film about the ideal English lesson has no limits, it means that students can develop and use their creative thinking to answer the question.
Level of coherence.
This project students to coordinate their work in stages. In the process of working on a project each student has a certain responsibility which allows to involve all students in the work.
Level of authenticity.
Our question is unique, because in this work on the project the creative thinking of silent is used and developed which makes it possible to make their project different from the other projects.
Start with results. Section 1
1. How will the project involve the community or allow students to interact with other adults outside the classroom?
The students have the opportunity to interact with others outside the classroom when they will work with the creation of the video, they may do it in an every places they want (in library, at home etc.)
2. How will students share their products/solutions/ideas with an audience?
At the English lesson at school students will show your final video to their classmates and to teacher.
3. List the key skills that students must master to succeed in the project.
Students must have such skills, as 4 main skills (reading, writing, listening, speaking), to be able to work in groups, to be able to work with the technology tools, to be responsible, creative and industrious.
4. What technology tools will students use to support their learning?
At the process of the creation the project students can use Internet, lop-tops, camera, whiteboard, and technologies such as Screencast, Powtoon, Power Point Presentation, Publisher etc.
5. Identifying the core concepts that students will learn in the project.
In the process of the creation the project students will be able to learn the new topic, for example “My future profession” (vocabulary, answering the questions, making own sentences by the topic), the rule “Reported speech” etc.
Building the assessment
| Criteria | 5 (excellent) 100% | 4 (good) 75% | 3(satisfactory) 50% | 2(unsatisfactory) 30% |
| Organization | All materials are suitable and information is easy to understand | Most materials are suitable and most information is easy to understand | Some materials are suitable and some information is easy to understand | Materials are not suitable and information is not easy to understand |
| Content | The presence of clear aims and objectives, introduction, main part, conclusion and references | The presence of aims, objectives, introduction, main part, conclusion. The absence of references | The presence of aims, introduction, main part and conclusion. The absence of objectives and references. | The presence of only main part of content. The absence of aims, objectives, introduction and conclusion. |
| Teamwork | Each group members took part in the project organization, worked in concert, without controversy | Most members took part in the project organization, worked in concert, without controversy | Only a few team members worked on the project | The team worked inappropriately, swore and argued a lot |
| Presentation | The information was presented with clear knowledge, creatively, without mistakes | The information was presented clear and understandable | The information was presented not so understandable and not so interesting | The presentation was incomprehensible and uninteresting |
Video Production Rubric
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| Excellent 5 | Good 4 | Fair 3 | Poor 2 |
| Creativity | Very original composition and delivery. Strong evidence of critical thinking skills.
| Mostly original in composition and delivery. Adequate evidence of critical thinking skills.
| Somewhat original in composition and delivery. Some evidence of critical thinking skills.
| Little to no originality in composition and delivery. Limited to no evidence of critical thinking skills. |
| Storyboard | Complete and detailed evidence of planning throughout the entire storyboard including sketches, sequencing, pacing, and consistent storytelling. | Evidence of planning throughout most of the storyboard including sketches, sequencing, pacing, and consistent storytelling.
| Some evidence of planning throughout the entire storyboard including sketches, sequencing, pacing, and consistent storytelling.
| Very little to no evidence of planning throughout the entire storyboard including sketches, sequencing, pacing, and consistent storytelling. |
| Content | Content is clearly presented and is relevant to the story and theme. The message is very clear. | Most of the content is clearly presented and is relevant to the story and theme. The message is mostly clear. | Some of the content is clearly presented and is relevant to the story and theme. The message is somewhat clear. | Little to no content is clearly presented and is relevant to the story and theme. The message is not clear. |
| Videography | Strong videography skills – including camera angles, framing, and lighting add to the overall impact of presentation. No errors.
| Many elements of videography skills – including camera angles, framing, and lighting add to the overall impact of presentation. Few errors.
| Some elements of videography skills – including camera angles, framing, and lighting add to the overall impact of presentation. Many errors.
| Little to no elements of videography skills – including camera angles, framing, and lighting add to the overall impact of presentation. Heavily flawed. |
| Video Editing | All transitions, audio and video effects, and edits are appropriate to the subject matter, add to the flow of the video, and are not distracting. | Most transitions, audio and video effects, and edits are appropriate to the subject matter, add to the flow of the video, and are not distracting. | Some transitions, audio and video effects, and edits are appropriate to the subject matter, add to the flow of the video, and are not distracting. | Little to no transitions, audio and video effects, and edits are appropriate to the subject matter, add to the flow of the video, and are not distracting. |
| Promptness | Project turned in at the beginning of class. | Project turned in by the end of the day. | Project turned in one day late. | Project turned in two or more days late. |
FINAL SCORE _____________________________
Enroll and engage
1. Plan the first two days of the project. Check tools to be used to begin the project.
| Entry event |
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| Handouts |
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| Need to know chart |
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| Rubrics |
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| Contract |
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| Driving Question refinement |
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| Norms setup |
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| Protocols |
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| Project timeline |
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| Team formation |
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| Exemplars |
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Focus on quality
1. How will you form teams?
The method of mosaic. Students are given parts of text or images, and they need to find students who have other parts of this text or image.
2. List team-building/training plans
There are two groups in our project. Each group has the same task – to create the video-lesson. In the process of the creation each group need to create the brochure, the trailer, the scenario and the main video according to the theme which students are choose.
3. How will you use revision and reflection to assure quality products?
The way to do reflections in our classroom is our Traffic Light Reflections. It contains on three main features: “I need to improve…” , “I am still working on…” and “I am most proud of…”. At the end of the project it help students to understand what they need to develop and what they don’t need.
End with mastery
1. How will you prepare and practice for the exhibition or public event?
To begin with, the project will be pre-present before two days. There students will be able to try to collect all of their material in one unit and the teacher can correct mistakes, if it necessary.
2. How will students reflect on their performance at the end of the project?
They need to conduct the reflection using some activities, for example, as we said before, “Traffic Light Reflections”, also “The tree of success”, “Plus-minus” and others.
3. How will students celebrate their success?
Students may to say some pleasant words after the presentation the projects, share teir impressions with each other, etc.
4. Have you planned to reteach, if necessary?
If there were any mistakes in the project, the students will have the opportunity to retrain and present the project at another time (after about two days).
Improve the project
Protocol
| Process | Time | Person |
| Introduction: Facilitator introduces processes and time periods for the presentation; keeps process going and keeps time | 2 min | Facilitator Class |
| Presentation: Project name, Essential Question, aims & objectives, Culminating Products, Entry Event | 5 min | Presenter |
| Clarifying Questions: The class make sure they are factual questions | 5 min | The class ask presenter and team members |
| Class shares what they liked about the project; shares their concerns and questions for consideration | 4 min | Discussants to Presenter and team members |
| Discussion: Class refer to facts and responses to probing question to offer ideas about ways to improve plan, offering warm and cool feedback (presenter and team take notes, but do not talk; sit out of group if possible) | 8 min | Discussants offer ideas about improvement while presentation team takes notes |
| Presenter and team says what is helpful and what next step might be | 4 min | Presenter |
| Debrief Process can be at end of all | 2 min | Facilitator |
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