Please enjoy the Jing of my WPP Final Project
Problem
The basic process of Photosynthesis is a tough subject to learn and teach. Unfortunately, students come into the classroom with misconceptions about how plants work. It is hard for them to believe that plants have to make their own food internally using carbon dioxide, water, and sunlight. Most believe that plants take in their food from sources such as water and soil. In my opinion, we add to a student’s misunderstanding about Photosynthesis at an early age. For example, we can all remember hearing from our parents and teachers that soil and water is all a plant needs for growth. Another misconception, is that some students do not see the importance of plants; but we know that nearly all living things depends on them as a food and oxygen source. The educational need is to clear these misconceptions and provide students with a deep understanding of how carbon, dioxide, water, and sunlight will produce sugar and oxygen, which helps the plant grow and develop.
Solution
To try to help students clear these misconceptions, they will be creating an individual presentation using Prezi, a web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. Prezi is highly interactive and if used properly can enhance the process of learning. When compared to other presentation tools, it further increases creativity and individuality.
What is the TP knowledge for the solution?
Prezi is an interactive tool that if used properly could enhance the process of learning. As a technology; Prezi also supports many pedagogical strategies that can be effective when teaching a subject in science. First, students become engaged in the process while also learning how to properly use technology. They need to research, study, and recall the correct information to fulfill the requirements of the presentation. Along with following instructions on how to accomplish the final product, students will discover new information that will support their learning of the subject and also clear prior misconceptions. With any project or assignments we want our students to be creative and express their individuality. If the student chooses to do the presentation on their own, they will have myriad of options to make a creative presentation; if they decide to work in a group then, Prezi will give them a chance to learn to work collaborative and together learn about Photosynthesis.
What is the TC knowledge for the solution?
One of the best features of Prezi is that it can help you create visual organizers that can improve learning of the subject matter. It can also help you see something from beginning to end. In the case of learning Photosynthesis, students need to learn how the raw materials (carbon dioxide and water) come together and with the help of sunlight will produce sugar (glucose) and oxygen. With Prezi then can create a presentation that will show them this procedure from beginning to end. This method by far improves on traditional teaching of Photosynthesis, students are creating their own representations of the subject compared to simply be given the information by the teacher.
What is the PC knowledge for the solution?
Learning science requires inquiry and critical thinking. Students need to resolve their understanding of what happens to many components in the process of Photosynthesis. They need to inquire how a plant uses carbon dioxide and water to make their own food. They also need to further think how the plant uses the product of Photosynthesis for their growth and development and also how oxygen as a product becomes important for other living things. Students must also conduct research to clear prior misconceptions and develop a deeper comprehension of the subject. Another pedagogical strategy to further make a subject understandable to learners is that they need to learn to evaluate information. In other words they need to find specific facts that can support their learning.
Wednesday, November 7, 2012
Sunday, November 4, 2012
Personal Learning Plan
Link to my Personal Learning Plan on YouTube
Script
Hello everyone. I am Samuel Lopez and this is a visual representation of my Personal Learning Plan. I definitely have grown in many ways throughout this program and truly feel that I will become a better educator using technology.
I used to think for years that I was a master of technology. I always owned the latest software and gadgets. PowerPoint was my tool in creating engaging presentations. But for the most part, I think I was teaching in a black and white world, in the world of Web 1.0.
It was difficult to motivate students, they hated to open the book and simply read it; some found it very frustrating and many times even boring. I felt frustrated as well. I needed to find ways to clear misconceptions in science, with tools that motivated and made students think critically about the subject. For example, looking at Photosynthesis, I wanted students to learn that water and soil were not food for plants; instead they use carbon dioxide and water to produce glucose.
Earlier this year, a colleague and I, Ramiro Carbajal, decided to dive into a new adventure. Little did we know that this would become a life changing experience. My initial goal was to enhance my technology skills. At this point I feel that MSU has turned my world around and given me the tools that will be necessary in becoming a better educator. I knew very little of Web 2.0 and the amazing applications that you can bring into the classroom and help students improve their learning experiences.
For example, just last week, I used Prezi for the first time with my students. Although, there were some challenges, many welcomed the experience with open minds. It was rewarding to see that a student afterwards used Prezi for a presentation in another class.
With three remaining semesters, I anticipate learning vast amounts of new information. I cannot wait. I have many plans and goals. First, I will strive to become an expert at using mobile devices in the classroom. Another goal is to be more involved in my school’s professional development. I have already been asked to facilitate teaching new technology within my department. I would also like to keep parents more connected and informed, possibly create a Weebly site, just for them to interact. And finally, be able to mold students into successful 21st century learners.
Script
Hello everyone. I am Samuel Lopez and this is a visual representation of my Personal Learning Plan. I definitely have grown in many ways throughout this program and truly feel that I will become a better educator using technology.
I used to think for years that I was a master of technology. I always owned the latest software and gadgets. PowerPoint was my tool in creating engaging presentations. But for the most part, I think I was teaching in a black and white world, in the world of Web 1.0.
It was difficult to motivate students, they hated to open the book and simply read it; some found it very frustrating and many times even boring. I felt frustrated as well. I needed to find ways to clear misconceptions in science, with tools that motivated and made students think critically about the subject. For example, looking at Photosynthesis, I wanted students to learn that water and soil were not food for plants; instead they use carbon dioxide and water to produce glucose.
Earlier this year, a colleague and I, Ramiro Carbajal, decided to dive into a new adventure. Little did we know that this would become a life changing experience. My initial goal was to enhance my technology skills. At this point I feel that MSU has turned my world around and given me the tools that will be necessary in becoming a better educator. I knew very little of Web 2.0 and the amazing applications that you can bring into the classroom and help students improve their learning experiences.
For example, just last week, I used Prezi for the first time with my students. Although, there were some challenges, many welcomed the experience with open minds. It was rewarding to see that a student afterwards used Prezi for a presentation in another class.
With three remaining semesters, I anticipate learning vast amounts of new information. I cannot wait. I have many plans and goals. First, I will strive to become an expert at using mobile devices in the classroom. Another goal is to be more involved in my school’s professional development. I have already been asked to facilitate teaching new technology within my department. I would also like to keep parents more connected and informed, possibly create a Weebly site, just for them to interact. And finally, be able to mold students into successful 21st century learners.
Thursday, November 1, 2012
WPP: Part D - Findings and Implications
Please view the Prezi Student Samples
Student Sample 1
Student Sample 2
Modifying your curriculum or lesson plans can be extremely challenging. The most important factor is that whatever you integrate or change, must be able to reach every student in the classroom and hope that it can transform student's learning for the better. For the Wicked Problem Project, I wanted to choose a technology that could improve the learning process of Photosynthesis in my Biology class. Prezi goes far beyond PowerPoint, it is more interactive and student's can express their true creativity. A student needs to visualize the concept of Photosynthesis, they need to see what happens to the raw materials and how they give rise to a product which is important to a plant's growth and development.
It would be wishful thinking if I say that the implementation of my project went smoothly. But as teachers, we have experienced it many times, that there are always plenty of ups and downs. First, I did not start the implementation on the day I had planned. The previous unit needed a couple of more days of review and re-teaching. This made it difficult since it took days away from teaching the unit of Photosynthesis. This was the first time I was trying Prezi in my classroom, I had planned to provide students with enough days to work in class on their presentations. Unfortunately, I was forced to shorten this time. I reworked the timeline and had students spend more time at home working on their projects. Another obstacle that prevented a smooth implementation was the initial lack of motivation from students. I think they were hesitant to learn something new. Most of them felt they were more comfortable with PowerPoint and would have preferred to use that instead. On the upside, after my introduction and preview of Prezi, I felt the enthusiasm building up. After the first day of them working on their presentations, most were very motivated and were anxious to create something they would be proud of.
I provided two student samples above. Each met all the requirements in the rubric to receive a high score. If that alone indicates that they understand Photosynthesis, then it seems I have done my job. You would think they mastered this content. But unfortunately, we know that we need to find other modes of assessment. Photosynthesis is usually included in our second Benchmark. This exam has 35 questions and photosynthesis makes up about forty percent of it. After each Benchmark, the Biology Department gets together to determine which areas students were successful on. Last year, my results were less than impressive. Out of 90 students in all my classes combined, about sixty of them scored basic in this topic. In other words, most had very little comprehension of the topic. Although not perfect, this year there was a big improvement, out of 80 students only thirty of them scored basic. There were more students scoring proficient and advanced. Most students were able to remember the photosynthetic equation and answer questions based on it. To further assess their understanding, I also ended up giving a unit exam. There were 30 multiple-choice questions and 3 short answers. Again out of the 80 students about half of them scored 80% or better. I still do not want to assume that they have deeply learned Photosynthesis, but there is definitely an improvement. In the long run, I will have to wait and see the scores of the State Standards Exam.
The preparation, process, and implementation of this project using Prezi took my by surprise. I felt rushed and was not able to fully provide support to students with questions regarding the technology. I was not fully prepared to provide guidance. However, now that I had to work with many students at different levels, I feel that if I have to do it all over again, I have gained enough knowledge of this technology and can provide much more assistance. I would definitely approach it with full confidence and probably try to implement a collaboration part to the project.
There are some lessons that I would like others to learn. First, I would probably introduce Prezi with an easier topic. In my case, I feel Photosynthesis was a tough topic to use the first time out of the gate. Second, limit the number of slides. Third, make sure all the work gets done at school if this is the first time you are trying it out. I had a few students, who did not complete the home assignments because they had no support.
If I truly want to find out if this project does work, I definitely have to try it a few more times. There is not much I would change about the instructions, the rubric, or the timeline. It was my inexperience that made it a little difficult at first, but with my new gained confidence, I know I can make this a better learning experience for all students. Also, by introducing the project with student samples, I am sure students will have a clearer vision of what is required. Overall, this was a successful project and I would surely try it again.
Student Sample 1
Student Sample 2
Modifying your curriculum or lesson plans can be extremely challenging. The most important factor is that whatever you integrate or change, must be able to reach every student in the classroom and hope that it can transform student's learning for the better. For the Wicked Problem Project, I wanted to choose a technology that could improve the learning process of Photosynthesis in my Biology class. Prezi goes far beyond PowerPoint, it is more interactive and student's can express their true creativity. A student needs to visualize the concept of Photosynthesis, they need to see what happens to the raw materials and how they give rise to a product which is important to a plant's growth and development.
It would be wishful thinking if I say that the implementation of my project went smoothly. But as teachers, we have experienced it many times, that there are always plenty of ups and downs. First, I did not start the implementation on the day I had planned. The previous unit needed a couple of more days of review and re-teaching. This made it difficult since it took days away from teaching the unit of Photosynthesis. This was the first time I was trying Prezi in my classroom, I had planned to provide students with enough days to work in class on their presentations. Unfortunately, I was forced to shorten this time. I reworked the timeline and had students spend more time at home working on their projects. Another obstacle that prevented a smooth implementation was the initial lack of motivation from students. I think they were hesitant to learn something new. Most of them felt they were more comfortable with PowerPoint and would have preferred to use that instead. On the upside, after my introduction and preview of Prezi, I felt the enthusiasm building up. After the first day of them working on their presentations, most were very motivated and were anxious to create something they would be proud of.
I provided two student samples above. Each met all the requirements in the rubric to receive a high score. If that alone indicates that they understand Photosynthesis, then it seems I have done my job. You would think they mastered this content. But unfortunately, we know that we need to find other modes of assessment. Photosynthesis is usually included in our second Benchmark. This exam has 35 questions and photosynthesis makes up about forty percent of it. After each Benchmark, the Biology Department gets together to determine which areas students were successful on. Last year, my results were less than impressive. Out of 90 students in all my classes combined, about sixty of them scored basic in this topic. In other words, most had very little comprehension of the topic. Although not perfect, this year there was a big improvement, out of 80 students only thirty of them scored basic. There were more students scoring proficient and advanced. Most students were able to remember the photosynthetic equation and answer questions based on it. To further assess their understanding, I also ended up giving a unit exam. There were 30 multiple-choice questions and 3 short answers. Again out of the 80 students about half of them scored 80% or better. I still do not want to assume that they have deeply learned Photosynthesis, but there is definitely an improvement. In the long run, I will have to wait and see the scores of the State Standards Exam.
The preparation, process, and implementation of this project using Prezi took my by surprise. I felt rushed and was not able to fully provide support to students with questions regarding the technology. I was not fully prepared to provide guidance. However, now that I had to work with many students at different levels, I feel that if I have to do it all over again, I have gained enough knowledge of this technology and can provide much more assistance. I would definitely approach it with full confidence and probably try to implement a collaboration part to the project.
There are some lessons that I would like others to learn. First, I would probably introduce Prezi with an easier topic. In my case, I feel Photosynthesis was a tough topic to use the first time out of the gate. Second, limit the number of slides. Third, make sure all the work gets done at school if this is the first time you are trying it out. I had a few students, who did not complete the home assignments because they had no support.
If I truly want to find out if this project does work, I definitely have to try it a few more times. There is not much I would change about the instructions, the rubric, or the timeline. It was my inexperience that made it a little difficult at first, but with my new gained confidence, I know I can make this a better learning experience for all students. Also, by introducing the project with student samples, I am sure students will have a clearer vision of what is required. Overall, this was a successful project and I would surely try it again.
Wednesday, October 31, 2012
Group Leadership Project: Final Presentation
Final Presentation
The professional development tutorial we created was aim to share the many amazing applications that Google has to offer; so what better way than to use Google Presentation to deliver it. As a web-based technology tool, Google Presentation is easy to use and navigate. If you have used PowerPoint before then you will not have any problems creating presentations using this free technology. The best part of it all, since the presentation is on the Google Cloud, any group member had access and editing rights anytime, anywhere. The video was created using the screen recording feature of QuickTime Player on a Mac computer.
Developing the final product was fun and a new experience for me. The collaboration part of this project was probably the hardest part to accomplish. We had a student from Jakarta, Indonesia; another one from Tokyo, Japan; and two from California. It was a struggle to find the right time to meet because of the time difference, but once we did everything moved smoothly. This was also the first time I had to create a script and storyboard for a project. At first our group was a little lost in trying to decide how to create the storyboard, but then we decided on using the outline form of our presentation. I was in charge of the narration portion, so I had to find and learn how to use a screen capturing tool. I was happy to realize that I did not have to go to far to find this feature already available on my Mac computer; this made my job a lot easier. The narration part was also new to me because of the length of the presentation. In other courses, I had to do one or two minute narration projects, but having to talk for ten minutes was nerve-wrecking. I must admit, there were a few takes before I accomplished something I was happy with. Now that I know my computer has this built-in screen capture feature, I will definitely be taking advantage of it more often.
Overall, I truly believe we created something to be proud of. It was a lot of work, but we were determined to accomplish something that can be useful. I think the primary reason why we used Google Presentation to develop the tutorial, was to show the greatness of Google; but in my opinion, in the future I would like to use something that can include more sound and color such as Prezi. Prezi can help you create a more interactive presentation. Another way to make the production different can be to create a video or digital slideshow using iMovie on a Mac or MovieMaker on a PC.
The professional development tutorial we created was aim to share the many amazing applications that Google has to offer; so what better way than to use Google Presentation to deliver it. As a web-based technology tool, Google Presentation is easy to use and navigate. If you have used PowerPoint before then you will not have any problems creating presentations using this free technology. The best part of it all, since the presentation is on the Google Cloud, any group member had access and editing rights anytime, anywhere. The video was created using the screen recording feature of QuickTime Player on a Mac computer.
Developing the final product was fun and a new experience for me. The collaboration part of this project was probably the hardest part to accomplish. We had a student from Jakarta, Indonesia; another one from Tokyo, Japan; and two from California. It was a struggle to find the right time to meet because of the time difference, but once we did everything moved smoothly. This was also the first time I had to create a script and storyboard for a project. At first our group was a little lost in trying to decide how to create the storyboard, but then we decided on using the outline form of our presentation. I was in charge of the narration portion, so I had to find and learn how to use a screen capturing tool. I was happy to realize that I did not have to go to far to find this feature already available on my Mac computer; this made my job a lot easier. The narration part was also new to me because of the length of the presentation. In other courses, I had to do one or two minute narration projects, but having to talk for ten minutes was nerve-wrecking. I must admit, there were a few takes before I accomplished something I was happy with. Now that I know my computer has this built-in screen capture feature, I will definitely be taking advantage of it more often.
Overall, I truly believe we created something to be proud of. It was a lot of work, but we were determined to accomplish something that can be useful. I think the primary reason why we used Google Presentation to develop the tutorial, was to show the greatness of Google; but in my opinion, in the future I would like to use something that can include more sound and color such as Prezi. Prezi can help you create a more interactive presentation. Another way to make the production different can be to create a video or digital slideshow using iMovie on a Mac or MovieMaker on a PC.
Sunday, October 28, 2012
Mobile Learning Lab
Classroom 2.0
There is no doubt that if integrated properly, mobile technology can definitely have a positive affect on student's learning. It was great to read some of the conversations in Classroom 2.0 and see the success that many teachers are having with using cell phones, iPods, iPads, and other devices in their classrooms. I would love to do the same in mine, but unfortunately there are few road blocks that prevents us from making this possible at my present school. For example, my administration has a zero tolerance for cell phones and there are many teachers who support this idea and are obsessed with keeping students from using them in the classroom. I feel that some people fail to realize that cell phones are becoming integral to a student's life, so why not let them use it to help them in their education. If we are suppose to prepare students for a more technological future, then we should not prevent them from using all types of technology in the classroom.
Poll Everywhere
It was a great experience creating and using Poll Everywhere. I created a poll with three questions and asked my students to answer them during class. They were very surprised when I asked them to take out their cell phones. They thought it a was trick and they were afraid I was going to confiscate them. After a little explanation, they began to participate. However, there were a few problems along the way. First, I assumed everyone had a phone. Those who did not felt left out. Second, many students who had a phone were not getting reception and were unable to send a text. Overall, it seemed that most students welcomed the new experience and were having fun participating. I will definitely integrate this technology again in the future. It is a wonderful tool to find out prior knowledge on a subject and can help you adjust your lesson planning accordingly.
Exploration
I have noticed that many students own an iPod, so I am interested in finding applications and tools that can help and motivate students to learn science. I visited the Wiki site "iPods & iPads in the classroom" and I was glad to see that many applications already exist which can make science more fun and exciting. For example, the application "The Chemical Touch light" provides information about Elements from The Periodic Table. "Convert Unit for Free" is another useful application; it keeps it conversions simple and fun. One of my favorites is "Science Glossary". It provides a large range of information for scientific terms and also short biographies of many important scientists. This could be handy when learning new vocabulary in science.
It is clear that mobile devices and its applications can provide students with a more positive learning experience, but I see myself fighting some challenges that can prevent a smooth integration. First, students do not have access to the school's wi-fi and many of them have limited data plans. On top of that, it is hard to get a strong phone reception as seen during the Poll Everywhere activity. Second, and probably the toughest challenge to overcome, will be to convince the administration to change their policies regarding mobile devices. I am confident that sooner or later, everyone will realize how important mobile learning can be.
There is no doubt that if integrated properly, mobile technology can definitely have a positive affect on student's learning. It was great to read some of the conversations in Classroom 2.0 and see the success that many teachers are having with using cell phones, iPods, iPads, and other devices in their classrooms. I would love to do the same in mine, but unfortunately there are few road blocks that prevents us from making this possible at my present school. For example, my administration has a zero tolerance for cell phones and there are many teachers who support this idea and are obsessed with keeping students from using them in the classroom. I feel that some people fail to realize that cell phones are becoming integral to a student's life, so why not let them use it to help them in their education. If we are suppose to prepare students for a more technological future, then we should not prevent them from using all types of technology in the classroom.
Poll Everywhere
It was a great experience creating and using Poll Everywhere. I created a poll with three questions and asked my students to answer them during class. They were very surprised when I asked them to take out their cell phones. They thought it a was trick and they were afraid I was going to confiscate them. After a little explanation, they began to participate. However, there were a few problems along the way. First, I assumed everyone had a phone. Those who did not felt left out. Second, many students who had a phone were not getting reception and were unable to send a text. Overall, it seemed that most students welcomed the new experience and were having fun participating. I will definitely integrate this technology again in the future. It is a wonderful tool to find out prior knowledge on a subject and can help you adjust your lesson planning accordingly.
Exploration
I have noticed that many students own an iPod, so I am interested in finding applications and tools that can help and motivate students to learn science. I visited the Wiki site "iPods & iPads in the classroom" and I was glad to see that many applications already exist which can make science more fun and exciting. For example, the application "The Chemical Touch light" provides information about Elements from The Periodic Table. "Convert Unit for Free" is another useful application; it keeps it conversions simple and fun. One of my favorites is "Science Glossary". It provides a large range of information for scientific terms and also short biographies of many important scientists. This could be handy when learning new vocabulary in science.
It is clear that mobile devices and its applications can provide students with a more positive learning experience, but I see myself fighting some challenges that can prevent a smooth integration. First, students do not have access to the school's wi-fi and many of them have limited data plans. On top of that, it is hard to get a strong phone reception as seen during the Poll Everywhere activity. Second, and probably the toughest challenge to overcome, will be to convince the administration to change their policies regarding mobile devices. I am confident that sooner or later, everyone will realize how important mobile learning can be.
Sunday, October 21, 2012
Group Leadership Project: Part B - Storyboard and Script
Link to Storyboard/Outline
Link to Script
Creating the Storyboard/Outline for our presentation "Google's Greatness for the Classroom", was a fun but yet overwhelming experience. At first we were not exactly sure how to create a storyboard. Initially, Katie came up with the idea that we should use an outline form of our Google Presentation. After revising that idea, we finally agreed that our outline (storyboard) would consist of detailed information about how each slide would look like but staying away from providing actual snapshots of them. Once we were on the right path, we were each responsible for providing the information for our own slides. We included the text, visual, sound, and transition of each, hopefully providing a sense of surprise.
There will be a total of 22 slides in our final Google Presentation. Jean will be responsible for providing information of Google Translator and also the introduction. Ramiro will dedicate his slides to Google Sites and also provide a conclusion. Katie will focus on Google Drive and making sure our presentation is well designed. Finally, I will share about Google Blogger and will narrate the final presentation using CamStudio. It should be a fun way to end such an intricate assignment and will hopefully be a helpful tool for others to use.
Link to Script
Creating the Storyboard/Outline for our presentation "Google's Greatness for the Classroom", was a fun but yet overwhelming experience. At first we were not exactly sure how to create a storyboard. Initially, Katie came up with the idea that we should use an outline form of our Google Presentation. After revising that idea, we finally agreed that our outline (storyboard) would consist of detailed information about how each slide would look like but staying away from providing actual snapshots of them. Once we were on the right path, we were each responsible for providing the information for our own slides. We included the text, visual, sound, and transition of each, hopefully providing a sense of surprise.
There will be a total of 22 slides in our final Google Presentation. Jean will be responsible for providing information of Google Translator and also the introduction. Ramiro will dedicate his slides to Google Sites and also provide a conclusion. Katie will focus on Google Drive and making sure our presentation is well designed. Finally, I will share about Google Blogger and will narrate the final presentation using CamStudio. It should be a fun way to end such an intricate assignment and will hopefully be a helpful tool for others to use.
Thursday, October 18, 2012
WPP: Part C - Implementation
Link to Implementation Podcast
Subscribe to podcast in a reader
Student Sample of Photosynthesis Prezi
Transcript of Podcast
I learned about Prezi during CEP 810, and ever since I have been dying to try it out. I knew I had to do it sooner or later, so I took my chances with this project. The implementation of my Wicked Problem Project had a lot of surprises, unexpected bumps on the road, but also many delights. Initially I had decided to go ahead and try this out with all of my Biology classes, but at the last minute I changed my mind. I went ahead and only assigned it to one of them. It was hard to determine which class to assign it to, so I ended up choosing the one that seemed to be a bit more technology savvy. It didn’t mean that everyone would not have been capable of completing the assignment since about 80% of the students had never even heard about Prezi. I was surprised how people are more aware of web-based social media than tools that can improve their learning.
One unexpected bump on the road happened during the first day of implementation. I became frustrated because of the lack of willingness from students to learn a new tool. They were so afraid to try something new and there was so much complaining even before they had seen the demonstration I had prepared. One student even said “why do we have to learn Prezi, when we already know how to use PowerPoint”. I spent more time than I had planned on to sell them the idea that they will like working with Prezi better than PowerPoint. Finally, somehow the mood changed after my brief presentation and there were even a few oohs and aahs, and some students actually expressed excitement to start their project. This was definitely a pleasant surprise and I found my mood changing for the better. The few students who knew about Prezi were delighted to finally use their abilities with this technology.
The first day of the project included students doing some research using a search engine of their choice, classroom encyclopedias, or their Biology books. They needed to find enough sources and information about Photosynthesis to be able to understand the subject in a deeper manner and show enough comprehension through their work on their presentations. The total number of slides required were 10, including title page, various topics in Photosynthesis, a conclusion, and a work cited slide. They needed to have the information approved by me before beginning the project. I was surprised to see how quickly this was done, with the correct information of course. I felt that indeed they were surprised to see how easy and fun Prezi really is. For the first day, I had asked them to have 2 slides done in class and 1 more for homework. By the end of the second day in class, many students had exceeded my expectations, and had moved farther into the project. The final project is not due for another few days, but I am sure that every assignment turned in will be creative and unique. Although, it seems that they are enjoying the new technology, I will have to wait to measure comprehension. But if my project proves to be successful, I hope to have all misconceptions about Photosynthesis disappear. At the end I realized that giving the assignment to only one class could actually work for the better, I can use the results of the upcoming summative assessments to compare results between classes, and see if those who worked with Prezi will do better. I will keep my fingers crossed!
Subscribe to:
Posts (Atom)