Allyson Watt

http://allysonwatt.weebly.com/
EDU-225
October 29, 2014







Raft Card 1:

ROLE (student) AUDIENCE FORMAT TOPIC
Row 1 Writer for a blog Followers of the
blog
A pseudo interview
with Kate Chopin
What
circumstances led
Kate Chopin to
write a story about
a wealthy woman
who led an
unfulfilled life in
The Awakening?

Objective:
You will learn how the specific events and perspective of an author shapes their writing, using
Kate Chopin and The Awakening as an example.
Student Role:
Writer for a blog
Audience:
Followers of the blog
Format:
A pseudo interview published online
Topic:
How did the circumstances of Kate Chopins life influence her writing of The Awakening?

Directions:
1. After reading The Awakening, begin to brainstorm possible motivations for Kate Chopin
while she wrote the novel.
2. Jot down ideas for your reference.
3. Research Kate Chopins life and the time period of the late 1800s, specifically, the status
of women.
4. Collect your research and write a short summary of the time period as it relates to
womens rights.
5. Use your research to make a list small list of events in Kate Chopins life that may have
led her to write a strongly feminist novel.
6. Create 5 or 6 interview questions and then using your knowledge of Kate Chopin, answer
the questions as you think she would have.
7. Form the questions and answers into an interview article
8. Publish the article and a short reflection on how an authors point of view affects their
writing, on the class blog.
Resources:
Websites to visit:
Biography of Kate Chopin:
http://www.katechopin.org/

List of writing by Kate Chopin:
http://americanliterature.com/author/kate-chopin/bio-books-stories

Timeline of US feminist movements:
http://backtohistory.osu.edu/resources/events/Suffrage%20and%20Feminism%20Ti
meline.pdf

Timeline of history in the 1800s
http://faculty.washington.edu/qtaylor/a_us_history/1800_1900_timeline.htm

Women in the late 1800s
http://www.flowofhistory.com/readings-flowcharts/the-early-modern-era/the-industrial-
revolution/fc114

Assessment:
Write an interview article for the class blog by using your knowledge of late 1800s history,
womens rights, and Kate Chopins life to create and answer questions as if you were speaking
with Kate Chopin in real-life.
You will receive points 20 for having at least 5 informed, thought-provoking interview
questions, 20 for providing answers that reflect your knowledge of the topic, and 15 points for
providing a reflection that answers the topic question.



Raft Card 2:
ROLE (student) AUDIENCE FORMAT TOPIC
Row 1 Lawyer in a
courtroom or a juror.
The courts jury Narrated prezi,
organized blog
comment
In the Outsiders,
is Johnny guilty of
murder for killing
Bob in defense of
Ponyboy?

Objective:
You will learn how to create a persuasive, and logical argument supported by facts. Create an
argument for and against Johnnys defense in the murder of Bob. Teams will then be chosen- one
group of defense lawyers, one group of prosecuting lawyers, and one group of jurors. A trial will
then take place in the classroom; the winner will be decided by the jury based on which team
has the most prepared argument.
Student Role:
Lawyer, defendant, prosecutor, or juror
Audience:
The class jury
Format:
Narrated prezi, organized blog comment
Topic:
In the Outsiders, is Johnny guilty of murder for killing Bob in defense of Ponyboy?

Directions:
1. After reading the book, prepare a preliminary argument in the form of a short, casual
essay both for and against the prosecution of Johnny.
2. Share each argument on the class blog and comment on at least one other students
argument.
3. Use research and events from the book to prepare arguments for each assigned role
a. Lawyers and Jurors-
i. Research laws and definitions relating to murder, self-defense, and
manslaughter, citing at least one precedential court case comparable to this
one in the finished prezi
ii. Use research and events from the book to prepare a defense and
prosecution for Johnny
4. After the arguments have been written, each team of lawyers will create a narrated prezi
that contains all of their main points.
5. Post the prezi on the class blog
6. The teams will present the prezis to the jury in class
7. The jury will then post a comment on the winning prezi of their choice- a 300-word
explanation of why they think Johnny is guilty or innocent based on each teams
argument.
8. The next day in class, the prezi with the most comments wins the trial.
Resources:
The Outsiders

Justifiable Homicide
https://www.justia.com/criminal/docs/calcrim/500/505.html

Self Defense and Murder
http://www.cnn.com/2012/04/29/us/stand-your-ground/

Homicide, Murder, and Manslaughter
http://www.translegal.com/legal-english-lessons/homicide-murder-manslaughter

First degree Murder
http://criminal.findlaw.com/criminal-charges/first-degree-murder-overview.html

Help With Argumentative Essays
https://owl.english.purdue.edu/owl/resource/685/05/

Assessment:
For lawyers-The final narrative prezi that contains solid arguments, supported by facts that
reflect research of the topic and a deep understanding of the events of the book
For jurors- the assessment comment posted on the prezi of choice that states your position and
supports it with facts and evidence

All students will receive points for sharing their preliminary arguments on the class blog and
commenting on another students post
Lawyers will receive points for the strength and organization of their prezi, for adequate
research, and for providing supported evidence.
Jurors will receive points for adequate research, the strength and organization of their 300-word
comment, and for providing supporting evidence







Raft Card 3:
ROLE (student) AUDIENCE FORMAT TOPIC
Row 2 Teacher Students in the
class
Quiz created on
QuizBilder.com
Can you identify
literary devices?

Objective:
You will learn the definition and applications of literary devices such as metaphor, synonymy,
and parallel structure.
Student Role:
Teacher
Audience:
Students in the class
Format:
Quiz
Topic:
Can you identify the literary devices used in class by reading them in context and matching them
to their definition?

Directions:
1. Create a free account on QuizRevolution
2. From the list of literary devices used in class, choose 12.
3. Create a 12 question quiz, each with 4 possible answers that prompts the identifying of
each literary device
a. 4 questions should provide the literary device with a list of 4 possible definitions
b. 4 questions should ask which of the 4 possible answers best represents the chosen
literary device
c. 4 questions should ask for the correct literary device by providing the definition
and prompting the student to choose from a list of options
4. Find all of your classmates usernames on QuizRevolution and share your quiz with them
5. Complete at 5 of your classmates quizzes and print out your results
6. Choose your favorite question from each quiz you took and we will decide on a class
which ones we will use in our class quiz
7. We will compile our favorite quiz questions and then post them on our class website
Resources:
Quiz Revolution
http://www.quizrevolution.com/QR2/create

List of Literary Devices
http://literarydevices.net/

Practice Quiz and Flashcards
http://quizlet.com/271005/identify-literary-terms-flash-cards/

How to Identify a Literary Device
http://classroom.synonym.com/identify-literary-devices-4237.html

Assessment:
Quiz with 12 questions with four possible answers each, printout of your results of 5 other
classmates quizzes, and your favorite question from each quiz.
You will receive 20 points for meeting the required number of questions and answers, 10 points
for having a variety of common and uncommon devices, 10 points for the difficulty of your
answers, 15 points for the results of taking 5 other quizzes, and 5 points for providing your
favorite question from each quiz.















Allyson Watt
EDU 225
Professor Martin
October 28, 2014
Student-Centered Technology
Student-centered technology in the classroom is the key to making any curriculum as
functional and successful as possible. Technology has numerous benefits for students in the
classroom and also has just as many possible uses- the key is finding and implementing
technology that enhances the curriculum without overcomplicating it. The best way to do this is
to utilize technology that is student-centered. Student centered learning refers to instructional
strategies that address the individual learning needs of each classroom and each child.
Technology in the classroom should aid and enhance the curriculums ability to do so.
Student-centered approaches to teaching and learning stress the importance of students
past experiences, exploring individual needs and interests, promoting active participation,
stimulation higher order thinking, and encouraging life-long learning (Hirumi, 2002, pg. 1). It is
important to understand that technology should help to create a learning environment that can
adapt to each child and enable them the most accessibility to the learning material. When
technology caters and adapts to the different types of learners, it allows teachers to move away
from the traditional teacher-centered classroom. Teacher-centered learning does not allow the
students to actively participate in their education and instead, students passively receive
information that is transferred to them from their teachers (Huba and Freed, 2000). Student-
centered technology, like wikis, message boards, and social media allow students to participate
by allowing forums for them to have discussions, share their opinions, or comment on and follow
current events.
There are many ways that student-centered technology has a positive impact on the
quality of learning. Technology, like web-based assessment programs, enable the learner by
allowing the student the ability to evaluate themselves, learn about their own weaknesses, and
move through material at their own pace. Students can also be accountable through their own
learning through technology. Learners can take their pick of the technological tools available to
them, such as the Google tools for education, and use them to facilitate their own learning styles
instead of attempting to match up with that of their classmates (Saxena, 2013). Student-centered
technology also encourages students to think critically. The ability to easily and openly discuss
opinions both with other students and with outside participants through online forums allows
students the opportunity to think critically about their positions and to question and validate
themselves. Some of the best learning happens when students are put in a position that causes
them to question their beliefs. Situations like this are made possible through communication and
connecting technology.
The most effective type of instructional strategy is one that is centered on the student.
Student-centered learning facilitates critical thinking, learning through questioning, building
corrections from errors, and active participation. Building upon that definition, technology that
enhances the curriculum and supports the needs of each student becomes student-centered
technology. Student-centered technology is so important because it connects students to the
outside world and gives the student a chance to take control of their education. The myriad of
tools available to students opens a door for them to explore, experiment, and learn how to
facilitate their own learning.

References
Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments (SCenTRLE):
Operationalizing Constructivist Approaches to Teaching and Learning. Journal of
Technology and Teacher Education, 10(4), 497-537. Norfolk, VA: SITE. Retrieved
October 28, 2014 from http://www.editlib.org/p/9524.
Huba., & Freed. (2000). Comparison of Teacher-centered and Learner-centered paradigms.
Retrieved from
http://www.assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf
Saxena, S. (2013, November 6). Using Technology to Create Student-Centered Learning
Environment - EdTechReview (ETR). Retrieved from http://edtechreview.in/trends-
insights/insights/743-using-technology-for-student-centered-learning-environment