Views on College Life
1 At Home Day 1
Assign the articles for students to read for their flipped instructional content. If you are using a learning management system like Edmodo, Google Classroom, or OneNote Notebook Class Creator you can share the article with your students using that. Students' after reading assignment is to generate a list of 5-7 questions from the articles that would be great for a Socratic Seminar or Four Corners Debate Activity. For more information on Socratic Seminar click on this resource from Read Write Think: http://www.readwritethink.org/professional-development/strategy-guides/s...
1. Read the online articles on "Choosing the Right College For You".
2. Create a list of 5-7 questions about the article that would be great for a Socratic Seminar/Four Corners Debate on the content with your peers in class the next day.
2 In Class Day 1
1.Before class, Choose the "University Campuses" collection in Google Views. Choose a campus you'd like to view so you can demonstrate how to do a virtual tour of a college using Google Views/Maps.
2. As a warm up, ask students to do create a list of 5 college campuses they would like to visit? Why?
3. Pick one of the colleges or universities from their list. (Make sure you choose one that is part of the University Campuses collection) Take students on a virtual field trip to that university. Allow students to guide you through, what to click on, what they want to see next, etc. Try to demonstrate some of the different navigational features and images, video content. Demonstrate how to capture a screenshot (students will need to use these in their presentation)
4. Have students arrange the room for the Socratic Seminar/Four Corners Debate activity. Have students debrief.
5. Explain the College Research Project students will conduct and the requirements:Choose 2-3 colleges, using Google Views/Maps and the campuses websites to take a virtual college tour of those campuses, Capture images/screenshots of your tour, take notes of your tour experience considering: geography/setting/size/type (things in the articles you read); Then, create a culminating project of their choice
1. Warm Up: Create a list of 5 college campuses that you would like to visit. Why are these on your list?
2. As you view the virtual college tour, make suggestions for other parts of the university that you would like to explore.
3. Bring your list of prepared questions to the socratic seminar/four corners debate activity.
5. Listen to the project requirements.
3 At Home Day 2
Give students the link to Google Views/Maps, and an electronic version of a planning sheet with the questions they need to consider and space for adding screenshots. Have students remember to record all their websites on that page too so they can go back and refer to them later at the end of their presentation on the "References" slide/page. Students will submit their planning sheet notes in Edmodo.
Conduct a virtual tour on the 2-3 college campuses you chose. You will start with Google Views but then you may want to visit the campus webpage for more information. Use the planning sheet to guide your research and capture your images. You will submit your planning sheet notes in Edmodo.
4 In Class Day 2
Students will work independently for 15 minutes on drafting the writing part of their product (i.e. comic strip text; text for deck slides or photo essay); students will partner with another student and review their peer’s draft and provide feedback or ask any clarifying questions.
Work independently to create the text/script for your product on your colleges. After 15 minutes you will review the work of one of your peers. Then, you will consider their feedback and make any revisions or edits.
5 At Home Day 3
Have students finish working on their drafts for the text/scripts to their findings or getting more information with additional research.
Student will complete final draft of writing part. (Optional) Students watch YouTube or SchoolTube videos on how to use technology they are using for their product for help/support.
6 In Class Day 3
Give students access to the technology needed or available. (iPads, computer lab) to begin working on their products. They should use their planning sheets as a guide.
Use the technology available for the product of your choice, to communicate your response to the question whether the colleges you researched were a good fit for you.
7 At Home Day 4
Find some videos on delivering great presentations, slide design, or other helpful resources so they see good examples of what their final product should look like.
Students watch video of how to deliver a great presentation and some short sample presentations.
8 In Class Day 4
All the links to resources are provided above.
Students will continue to finish working on their products and get peer reviews on their product.
9 At Home Day 5
Give students a day off from instructional content so they can prepare for their presentations the next day.
Students prepare for presentations.
10 In Class Day 5
It's time for students to share their presentations and final products. Provide a peer evaluation form or link to an online tool feedback/survey form of your choice for students to provide peer feedback.
Students will deliver their final project presentations and complete a peer review on a classmate's presentation.
Key Standards Supported
Speaking & Listening
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.