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CIT 778 Course Project: Develop & Implement Using Animoto as a Tool for Synthesis of Reading Comprehension Skills Develop Phase: The content will be generated and delivered using an online learning management system My Big Campus. This platform will allow students to interact asynchronously with materials and fellow participants. The sequence of content delivery will gradually release mastery to participants through scaffolded activities. Participants will be given a two week window to complete the course expectations and assignments. The project is divided into two separate modules. The first module is designed to facilitate the development of a philosophy surrounding authentic assessments. The intended outcome of the first module is to convince participants of the importance of offering authentic, creative assessment opportunities to their students. The second module focuses on mastery of a procedural task: creating an Animoto video. The intended outcome for the second module involves mastery and implementation of Animoto. Module One Learning Plan: Theory Reception Event 1. Gaining attention Learning Activities http://www.youtube.com/watch?v=17Ye368aQVk Creativity in Education Video. Reflection questions: Do you allow for creativity when assessing reading comprehension? 1. Differentiate between authentic assessments versus teacher-made tools. 2. Synthesize research on the effects of authentic assessments on student performance. 3. Identify learner benefits of integrating choice in assessment options. Pre-assessment quiz label each assessment example as authentic or tradition. (See module) http://www.youtube.com/watch?v=_6w6kZ5BOrQ Watch video that explicitly defines authentic assessments with examples. Read research article on authentic assessments
Wiggins, Grant (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation, 2(2). Retrieved October 28, 2013 from http://PAREonline.net/getvn.asp?v=2&n=2

Executive Control

2. Inform Learner of Lesson Objectives

Retrieval Selective Perception Semantic Encoding

4. Stimulating Recall of Prior Learning 5. Presenting Stimulus with Distinctive Features 6. Guided Learning

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Response Organization

7. Eliciting Performance

Debate the benefits and challenges of authentic assessments with your discussion group. Use examples of authentic assessments to support your opinion. Based on information elicited from the video, article, and discussion, record a 60 second public service announcement on the need for authentic assessments in education. Provide narrative feedback to participants about the PSA product. Comment on participants ability to correctly identify the effectiveness of authentic assessments. Participants share PSA with discussion groups for feedback. Use rubric to assess participants ability to convince an audience about the power of authentic assessments. Participants journal about their current use of assessments and plans for change in their future teaching.

Reinforce-ment

8. Providing Informative Feedback 9. Assessing Performance 10. Enhancing Retention and Learning Transfer

Activate Retrieval Providing Cues

Module Two Learning Plan: Theory Reception Event Learning Activities 1. Gaining attention How would you teach this student? http://www.ted.com/talks/thomas_suarez_a_12_year_old _app_developer.html The needs of our students are changing. We need to provide opportunities for our students to create. Executive Control 2. Inform Learner of Lesson Objectives 1. Create an Animoto video. 2. Integrate the Animoto tool as an option for student self-evaluations. 3. Recognize the value of embedding technology as tool for engaging students in the assessment process. 4. Convince fellow teachers why Animoto is a valuable tool in promoting student collaboration, creativity, and connectivity. Journal entry: What memories do you have from school years regarding reading assignments and assessments?

Retrieval

3. Stimulating Recall of Prior

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Learning Selective Perception Semantic Encoding 4. Presenting Stimulus with Distinctive Features 5. Guided Learning

What did you like about it? What did you not like? http://www.youtube.com/watch?v=_6w6kZ5BOrQ Watch video that explicitly defines authentic assessments with examples. Watch the online tutorial. http://www.youtube.com/watch?v=48194ShehLI\ Create an Animoto video that advertises the use of authentic assessments that include technology options. 1. Select 6 photos from Google Images and save pics to a folder on your homepage. 2. Create a free Animoto account 3. Paste pictures in design layout. 4. Add captions for each picture. 5. Select a transition style 6. Select background music 7. Design a front page 8. Publish

Response Organization Reinforcement

6. Eliciting Performance 7. Providing Informative Feedback 8. Assessing Performance 9. Enhancing Retention and Learning Transfer

Share your Animoto video with a partner for feedback. Critique your partners video. What can be added to improve the content and creativity of the video? Provide narrative feedback to participants about the PSA product. Comment on participants ability to correctly identify the effectiveness of authentic assessments. Participants share PSA with discussion groups for feedback. Teach students how to use Animoto. Allow students to create book trailers of chapter books as a book report option. Use student products to measure success. Write a persuasive letter convincing fellow teachers of the power of Animoto.

Activate Retrieval Providing Cues

Implementation: Third and Fourth Grade teachers will register for the two week Animoto course. The participants will be prepared for the online platform by completing a brief online learning

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boot camp. They will learn how to navigate the My Big Campus learning management system. Each participant will have access to the two modules for two weeks. Prior to enrolling in the course, participants will be aware of the course expectations which include classroom implementation of Animoto and collection of student products. Participants need to be willing to experiment with the newly learned online resource.