Thursday, April 12, 2012
Chapter 13 Reflection: Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?
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One of my preferred products was creating a play with my reading class. I will describe the stages of development based on Figure 13.1
ReplyDelete1.We identified the essentials of the play by learning the elements of a play: characters, setting.
2.We recognized the format which was the play itself.
3.We determined the expectations for the play by setting up the process for writing it and rehearsing.
4.We developed a scaffolding strategy by brainstorming the plot,setting and characters. We had a timeline of two weeks. And we developed a storyboard.
5.Step five involved the students going through the steps and stages of developing the play.
6.I evaluated the product and the students through readiness, interest,and individual learning profile.
I believe that by comparing the guidelines to the actual development of the play,I am provided with a blueprint for developing effective products.
Jack Sague
I assigned my whole class to “Be a Teacher for a Day” project. The students has to write a lesson plan, develop an work sheet activity, invent a game that relates to the topic, and bring in some sort of visual aid to compliment the topic. I allowed the students to work alone or in groups of 2. They could choose any topic from our History book. I provided an outline of a lesson plan for them to follow. The kids LOVED this assignment!!!!
ReplyDelete#1: I provided the students with written directions and a blank lesson plan to follow.
#2: I provided several examples of activities the students could use on the directions ditto.
#3: I need to work on this. I just wanted to see what they came up with all by themselves.
#4: The class and I came up with a practice ‘Teacher for a Day” project together on the board. We all completed a lesson plan together and came up with a worksheet and game to use. Then we decided on bring in a movies that correlated to the lesson as well.
#5: I need to work on this a little. I was very specific about what was required to complete but, I was very general when it came to what they could come up with as far as activities to be used.
#6: This was very much a DI project for my whole class.
#7: I continuously walked around and spot checked students work to make sure they were on the right track and understood the directions.
The guidelines are VERY good! I will photocopy Figure 13.1 and tape to my desk for quick review before I assign future DI assignments.
Susan Castleman
One of my favorite projects for the start of the year is doing a 3D for "On the Turtles Back", it is the Iriquois myth of how the world got populated.
ReplyDelete1 We cover all the facts the students need and we go a step further, they need to find another cultures myth of creation.
2 3D is my favorite but they can choose a different route like, act it out or do a RAFT.
3 In my class all three are assessed by using a Rubric.
4 In this area I need to incorporate more of these ideas, like timelines, or storyboards.
5 I have certain rules and steps to follow that insure the student did understand the overall assigement.
6 Differentiated Instruction is a key player in the student readiness, interest and their learning profile is always used and factored in.
7 My role is always their to lead support.
Figure 13.1 is a good model to base your projects on because it gives you DI and best practices to follow and model!
Efrem Figueredo
As a class we read the play Sorry Right Number. Before we started reading the play, the students discussed what they knew about the author Stephen King.
ReplyDelete1. I gave the students the questions they would have to answer.
2. Next I told the students to decide how they would answer the questions: setting, conflict and solution.
3. I than explained how I would be grading the assignment and what they all needed to show.
4. After reading the play as a class we talked about different ideas and their personal views.
5. Finally the students told me how they would present the information and they decided to work together to show understanding of the play. It was funny, because they presented a play to show comprehension of the play they had read. They put it in their own words and created costumes and other things.
6. I modified the assignment, by the student interest and let them decide how they would present the final product.
7. I checked in with the students to make sure they had a clear understanding and to answer any questions. The students were graded based on the work they put into the assignment and their final presentation.
Merrissa Bailey
One of the most effective product assignments was when my students had to design a futuristic product to solve a current problem. The following explains the correlation with Figure 13.1:
ReplyDelete1. The students identified the essential concepts about the unit: Inventors and the process behind their inventions.
2. The format for the product was a step-by-step poster in which they explained the steps they would follow to get their product made.
3. The expectations in quality were determined for the content, process, and final product.
4. Scaffolding was done through brainstorming of ideas at the beginning, and revising and editing the final product.
5. For this assignment, the students had to show their understanding of the steps they had to follow and present a high-quality product.
6. The versions of the assignment were differentiated according to their English proficiency level.
I think these guidelines should always be followed to plan any product activity.
Claudia Ocampo
With my low level readers, I created an activity for them on how to understand the difference between cause and effect and how to identify C&E in a reading passage. Comparing my activity to Figure 13.1, I did follow the guidelines for students needing to identify the essentials of this particular study. I used a short sport bloopers video as my hook to draw my students in which I would then ask them to identify the cause and effect of a particular clip. This kept the students interested and since they now had a better understand of cause and effect, they would freely give their examples of it that they have personally experienced. The guidelines in Figure 13.1 definitely broadened my understanding of creating a powerful product assignment. I do, however, wish that I would have focused more on scaffolding the assignment in order to assist my lower students who struggle with identifying C&E in a passage.
ReplyDelete-Jessica Collado
My most effective "product" assignment was when I took my whole group and placed them in small groups of 5's and 6;D.I., to do an activity from Willie Wonka and The Chocolate Factory. I was able to allow them to tap into, and bring out more of their creative ablity. Based on figure 13.1 I did have a lot of the product that I see here with this project. The packaging options for the product were visuals, exploritory measures,it was a talent/passion driven productivity. The students clearly understood what was expected of them. As a teacher I expect high quality work, and high quality work is what they gave; the content was their, (information, ideas, concepts, materials)process, (planning, goal-setting, research, editing;and product, (size, construction, durabiltiy, expert-level, expectations. The insight in figure 13:1 Opened my eyes to other things I'm to expect from a product. It is a powerful product to be used for guidance or coaching for success. Karen Smith
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ReplyDeleteOne successful homework product assignment was to reinforce the whole group unwrapping of the benchmark, Advanced Words and Phrases. Students were analyze a predetermined set of rap lyrics, defining the advanced words that were used and explaing the phrases that were used. They also had to explain why the use of these advanced words and phrases helped the lyrics be more interesting than if they had been written with basic language.
ReplyDelete1. Essentials -
Students had to know what advanced words and phrases were and understand examples of them. Students had to be able to define advanced words and interpret advanced phrases in the context that they were read.
2. Format - Exploratory
3. Determine expectatiion for quality in -
process - defense of viewpoint and
4. Scaffolding -
We did a sample lyric in class together as an example of what was expected for homework. We defined the advanced words and interpreted the phrases together, and I was able to answer questions that students had for clarification during this time.
5. Develop a product assignment -
This assignment clearly said to the student that you should show you understand advanced words and phrases and can define and interpret them at a high quality level.
6. Differentiate or modify versions of the assignment -
Some students were only able to define words that were unfamiliar to them within the lyrics; some students were able to substitute the words that were unfamiliar to them within the lyrics with synonyms that they found; some students were able to interpret the meaning of the advanced words and interpret the phrases as they were intended to be used in the lyrics.
7. Coach for success -
After the in-class example that we did together, I also provided students with helpful websites to help them with their assignments.
dictionary.com - to assist with defining advanced words
lyrics.com - for students to needed to view the original version of the lyrics (that may include explictive) to help with author's meaning of lyrics
rapgenius.com - a website where people post their interpretation of lyrics to help students come up with their own conclusions about what they think the lyrics mean if they get stuck or to get started
I believe that for this assignment, the areas of match were steps 1, 3, 4, and 7. The mismatch came in steps 2, 5 and 6. This analysis helps me see that the next time I ask my students for this product, I need to have a more clear explanation of the format of the product as well as allowing for more differentiation in the product.
This analysis also helps me understand that every product assignment does not fit exactly with each of these guidelines.
One of the most effective product assignments I have done was to do a video transliteration of "The Necklace" Students had to respect the plot of the story, but had to change the characters, the setting, and the object that was borrowed. Students had to have a full understanding of the story so that they could reproduce it without loosing its message. It was lots of fun and the effectiveness alloud the students to keep in their memory what they did so it accomplished the goal for a powerful product assingnment that its understanding should remain a long time in student's memories. The most effective product assignments are those created according to the students levels of interest, and at the same time reflect their level of understanding of the content for a long period of time. Since there are so many levels of interests the end product should correspond with those interests. I think there are many effective products. The guidelines suggested by Fig. 13.1 seams like a great task card to design a powerful product assignment.
ReplyDeleteMy most effective lesson was the poetry unit. My goal was to ensure that the students were able to produce and understand high-quality poems. The areas of the guidelines match my poetry unit assignment perfectly with the exception of area 1 and 2 on the guidelines were combine in my assignment. I planned the unit with the student’s interest, readiness and learning profile in mind. I wanted to make sure that they truly understand poetry and was able to product their own poems based on the selected categories. Prior to the introduction of the unit we brainstorm for ideas, develop timeline for project submission, developed a rubric as a class. These activities prior to the introduction of the unit made the unit more meaningful for the students. I was able to create differentiate product assignment for the unit based on the students interest. This was very beneficial for the students.
ReplyDeleteMy students did a bag book report. The students had detailed instructions of how to carry out the project and what was expected. These instructions were reviewed together in class and we revisited them and addressed any questions as needed throughout the project. The students had to use a brown paper bag from the grocery store. They were asked to illustrate on one face of the bag either their own cover, a favorite scene, character, etc. On the opposite side, they had to write three clues about three important elements of the story. Inside the bag they need to place three items either created by themselves, store bought or pictures that were part of the story. The last item was a short summary of they book and their reaction about the book. Lastly, they had to orally present the bag book report to the class. Based on the cover they drew, the clues and items in the bag, the class had to predict what the book was about. Immediately, after their presentation I gave students feedback on their work. I think this product "matched" with points 1,2,3,4,5 and 7. However, after taking this class I realize it was "mis-matched" in the differentation area. Although the project had various elements for the different types of learners, every student was given the same project :/.
ReplyDeleteOne of the most effective assignments I assigned my students was a project on the “Five Elements of a Story”. Students were assigned to create a product that illustrates the “Five Elements of a Story”. The story can come from their favorite book, movie, TV Show, or cartoon. They can focus on a particular scene or episode. The “Five Elements of a Story” must include: characters, plot, setting, conflict, and theme. Students had various ways to illustrate their comprehension of the “Five Elements of a Story”. They could do a PowerPoint presentation, brochure, comic strip, or any other creative way.
ReplyDeleteThe areas “match” between my product assignment and the guidelines are that the students had prior knowledge of the elements of a story. The “Five Elements of a Story Project will satisfy all seven components of Creating a Powerful Product Assignment (Figure 13.1). In Component One, Identifying the Essentials of the unit/study, Comprehension of the “Five Elements of a Story” would be the objective of the assignment. Component Two, Identifying one or more formats for the product. Students were given numerous ways to complete the product. Component Three, Determine Expectations, students will be provided an example of a project. The example will illustrate the expectations, which are the content, process, and product. Component Four, Scaffolding, students will be provided with generic grading rubric that only focus on the content, process, and product. Component Five, Develop a Product Assignment, the product will be their choice. Component Six, Differentiated Instruction, the groups will be assigned base on their interest in the product. For example, a kid that likes to draw will choose a comic strip. Component Seven, Coach for Success, teacher navigates throughout the room for any misunderstandings or need of clarity. As the teacher walks around, the teacher will immediately know the comprehension of the concept from all the students.
The insights this analysis give me about the product assignment is that when I give assignments, I should make sure it includes all seven components of a powerful product assignment.
Patreece Perry-Pelt
• One example of an effective product assignment I issued was for students to create a model of the solar system. For the essentials, the students needed to know the planets and identify their physical characteristics. The format was for them to make a three dimensional project, charting, or using power-point. The expectations were for students to be able to align planets correctly and to show rotation around the sun. They also needed to research the distance of planets from the sun and how they revolved. To promote success, (scaffolding) I developed a rubric, and students understood the criteria very clearly. Every object needed to be labeled. In other to differentiate the product, students were asked to use their imagination on how they will build the model of the solar system. The suggestions were: building a diorama; use clay; use cardboards; the use of foam balls or yarn; drawing on a chart; or a power-point presentation. It was a homelearning project, however, I coached them by providing them with several websites, and I helped them as much as possible with their ideas in class. All the areas of my product match, and I follow the same guidelines.
ReplyDeleteAn effective product assignment I have assigned is that of a family tree. We had been studying generations as a precursor to the assignment. I felt this assignment served two purposes: Parent involvement and interest to know more about their past and be more creative. Students were to conduct a series of interviews, where as they would interview family members as far back as possible. So they were to keep a written journal, once that was completed they would jump right into designing their structure. As far as their family trees, they were free to be as creative as possible.
ReplyDeleteScaffolding was used so that each student can be successful. I feel this assignment really accentuated students' creativity. Students had the basic rubric...(MATCH)
Where the assignment was (MISMATCH) was in building their stucture,the innovation and the different thought process that went into building their family trees.
I received a lot of insight from the students on this project. Such as: different websites where students can access ancestors. More vivid questions to ask during the interview. It was a successful project!
-Blanca Gonzalez
After reading the drama, novel, and watching the movie, “The Diary of Anne Frank”, I asked my eighth grade students to create a diary as if it was written by Anne. They needed to include pictures, memoirs, history, poetry, a song, cultural similarities or differences, political events, etc. The students were able to identify the essentials of the unit and demonstrated the different formats they chose for their project. The diaries displayed the students’ many talents and most of the diaries were superior in quality. Prior to the onset of the product, we brainstormed about the historic events and compared the drama to the novel and the movie. We included a rubric and a peer revision list. Some students’ products clearly depicted more history which demonstrated their interest in finding out more about the Hitler era. They also included information about the Jews, their religion and culture. There were modified versions of the product based on student readiness, interest, and learning profile.
ReplyDeleteI DID IT AGAIN!! I FORGOT MY NAME! Who would be so kind as to show me how to delete? Thank you!
DeleteI am posting it again (see below)
After reading the drama, novel, and watching the movie, “The Diary of Anne Frank”, I asked my eighth grade students to create a diary as if it was written by Anne. They needed to include pictures, memoirs, history, poetry, a song, cultural similarities or differences, political events, etc. The students were able to identify the essentials of the unit and demonstrated the different formats they chose for their project. The diaries displayed the students’ many talents and most of the diaries were superior in quality. Prior to the onset of the product, we brainstormed about the historic events and compared the drama to the novel and the movie. We included a rubric and a peer revision list. Some students’ products clearly depicted more history which demonstrated their interest in finding out more about the Hitler era. They also included information about the Jews, their religion and culture. There were modified versions of the product based on student readiness, interest, and learning profile.
MARIA SANTIAGO-PARRENO
The final work product was a sampling of students prior knowledge of phonemic awareness, Phonics, decoding, and prewriting skills. Journal Entries were implemented and a rubric was used to assess samples. Students responded well to a designated and free writes choice. Monitoring and redirection was used to maintain task completion. Scaffolding and related instructional accommodations were used to enhance performance. Specific learning styles enhanced the transition of learning tasks. The product was composed by student’s written interpretation of pictures in story formats. There was no mixed match according to the reference guide.
ReplyDeleteThe product will be a repetitive sample that will be on going as a summer Program title “We Write Program” that I initiated and developed from an end of the year survey. I feel that the students will buy into it because the plan was personally about the things they planned for the summer. I interacted with the parents, and they loved the idea. The journals can help keep the kids focused. Maybe they can use them for a beginning entry for their classes next term, it would be a very stimulating activity. I enjoyed acting as a facilitator.
Barbara Harris
The most effective product assignment that I have encounter with my students were teaching them about “The Cell’ of the human body, which was very engaging. The subject was very stimulating and provided level curiosity and maintained the student interest. I guided students through an inquiring structure where they could acquire knowledge through questioning. The questions and answers strategy generated responses to the study. My students were not aware of the cell, and had no prior knowledge of a cell. I wanted them to understand that we are made up of cells and there are components of a cell that drives our body to do what it does. As an example I gave them an example within the classroom: that the wall that surrounds us are the cell wall, which lets certain things/people in and lets certain things/people out, and everything inside that cell wall have a job to do: such as the students, the teacher, and the paraprofessional. The format that I used for the product was exploratory. There was very little information known about this activity or the cell, so we as a group research and actually compile any and all pre-existing knowledge about the Cell.
ReplyDeleteThe strategies that I used were visual and hand manipulative so that my students fully understood what the cell does or to see it components. We did an activity which called for them to make the Cell using a: Zip lock bag, various kinds of candy, and Jell-O. The scaffolding that I needed was the goal setting; the students had to meet their goal in stating some knowledge of the cell. The product assignment that I implemented to the class to assure me that they understood the concept of the lesson was to name one part of a cell, its shape, and to state one thing the cell does. The Students were engaged in an acquiring knowledge and instruction was provided according to their ability level. I feel that my product met the guidelines for this activity.
Carolyn Collins
Retelling the Story Broken Chain
ReplyDeleteWhole class discussion about being happy about the way you look.
Two in the story we read about a seventh grader named Alfonso, who likes many people
Students worked in groups to preview vocabulary
To build background knowledge I informed the students that broken chains takes place in a Spanish-speaking neighborhood in Fresno California. Students were required to look up Fresno California on the computer and write a short article.
Reason for reading. Read to find out what things Alfonso worries about and how important those things end up in his life.
Students instructed to list the things Alfonso worried about and how they affect his life
As an assessment the students permitted get together and present by acting out the story or retelling the story with a different ending
Larry Williams
I once issued a computation package which included a combination of assignments (addition, subtraction, division &, multiplication that we as a class had previous done throughout the semester. The students needed to be able to do (skills) as a result of the unit/study.
ReplyDeleteEach package contained lessons designed for the individual student. The task ranged from simple, moderate to difficult. Also the number of problems differs from student to student. I used the Hook approach to get the student ready for the product and encouraged each individual to do their best.
My expectations of the product was to see if the skills taught were stored as knowledge and if the student were able to automatically apply the content to their product.
I revised the product as needed.
The assignment was based on student readiness and learning profile.
Constant Coaching and monitoring done throughout the task.
Pamela Robinson
After FCAT, I focused on the 50 states. Because most of my class was ELL, my objective was for students to learn about a state that they randomly picked out of a paper bag. Using Florida as an example, I showed the students what was expected. They needed to know name, nickname, resources, major landforms, etc. Then as a visual, students were to place items in a decorated paper bag that depicted the major points of their state. They would use the paper bag and the items inside to give us a quick oral presentation about their state.
ReplyDeleteThe areas of match between the product assignment and the guidelines were: 1,2,3,5. My mismatched areas were: 4 because I realize now that they really needed more planning and goal setting as well as revising time. The other thing I did not do was differentiate the assignment. I see areas where things could have gone better with more organized planning. Being in this class has allowed me to see the different areas that I need to work on as a teacher so that my students’ needs are met more effectively.
Zina Berman
A few years ago I was teaching 7th grade language arts, and was doing a unit on Greek mythology, and decided on using the story of “Orpheus and Euridice”. Studying this myth in class provided exciting options for product differentiation. The language arts skills that were to be demonstrated were related to story structures, characterization, analyzation of figurative language, and detailed vocabulary skills. Upon reflection, I determine that I could have made the lesson more focused at the beginning of story by making the learning outcomes more clearly defined.
ReplyDeleteThe learning products, however, did show a variety. One group of students imagined Orpheus as a contemporary singer/songwriter, and found a popular song that expresses a similar feeling to what Orpheus may have felt throughout the myth. This activity focused on characterization. Another group focused on story elements and rich, colorful vocabulary. They decided to produce a fully-illustrated comic strip, complete with captions. Another student decided to take all of Euridice’s attributes and make a characterization drawing. This student is an exceptional art talent, and also deaf, so for her drawing Euridice’s emotional states was the best way to connect to a character.
I'm a relatively new teacher and education was sadly not my major in college so I have always felt like I have a disadvantage. I have taken classes at Dade for my permanent cert so I have been feeling a bit more capable. I am beginning to notice that the professors at Dade College have been teaching DI and have been given us DI style lessons. I have to say, I have learned quite a bit in a short amount of time without strain and noticing it. The result of all this is that I have been using DI in the classroom instinctively. I consider myself quite blessed. I cannot wait to implement more DI style lesson plans next year.
ReplyDeleteGissell Sanchez
After studying Geometric Shapes for several weeks I have my third grade tier three math students participate in a school wide scavenger hunt. The students work in flexible groups trying to locate 27 different shapes located throughout the school. I give the students one hour to locate the shapes and write down their locations. This long-term product is highly motivating and successfully assesses the students knowledge of what they know.
ReplyDeleteWhen teachers differentiate product assignments in the classroom it helps encourage the students to use personal interests and their strengths to grow and understand the material. The assignment needs to be clear to students about what knowledge, understanding and skills they must show in their work.
ReplyDeleteAfter using many different activities to understand the color red, we had community based instruction. We went to the mall and had the girls pick red shoes. One little girl chose red stripper shoes and wore them proudly.
ReplyDeletewhen the teacher is clear on the knowledge ,understaning and skill the product must incororate time to decide on what format the product will take.A product assignment as a way to help students explore modes of expression unfamiliar to themto create a museum exhibit.The best product assignment should stretch student application of understanding
ReplyDeleteBY:Alden
High-quality product assignments are also excellent ways of assessing student knowledge, understanding, and skill. Many students can show what they know far better in a product than on a written test.
ReplyDelete
ReplyDeleteAnonymousJune 16, 2013 at 3:23 PM
High-quality product assignments are also excellent ways of assessing student knowledge, understanding, and skill. Many students can show what they know far better in a product than on a written test.
Tony Casas
Chapter 13
In an ability classroom D.I. assignments are beneficial for several reasons, if all product relate to the same key then students can share in conversations among them in small groups this can occur even as students work in ways that addresses their own readiness levels, interest and learning modes.
ReplyDeleteChapter 13 content is quite applicable for assisting and/or designing a Science Project/Exhibit with your class. It definitely entails the D.I. assignment that will involve a thorough "processing out" of the creating product steps that are enumerated on Fig. 13.1, on pg. 87. Of course, as you are mutually involved with your students, you should be continually modeling and assessing at certain checkpoints where modifications should be offered to enhance each students opportunity to be satisfied with his/her outcome of their final product. Also, guidelines should be occasionally revisted to keep all student work teams on track; especially ELL students.
ReplyDeleteHigh quality product assignments I have noticed that gives the students as well as myself the opportunity to see where the students falls and the areas of great need. Formatting the product is extremely important and essential for the students. It shows the students an outline of what is that they are going to work with. We need to make sure that we listen to our students and are mind fold of their ideas.
ReplyDeleteUsing the information provided in 13.1 it is a guideline on how to create a powerful product assignment. Using this guideline as a checklist we can incorporate meaningful product assignments in our classroom and avoid a mismatch between the assignment and guidelines. The product assignment because they represent students understanding and application of curriculum.
ReplyDelete
ReplyDeleteIn analyzing my most effective product as they compare to the information on Figure 13.1, I realize there is room for improvement to turn an effective assignment into a "Powerful Product Assignment". Considering these points (fig 13.1)and thinking of myself as a "coach" will be greatly helpful. Great guidelines!
The most effective product assignment where students demonstrated their understanding, applied the concepts learned, and took ownership of their learning was a geography terms project. Students were learning landforms and water ways terms such as hill and mountain, canyon and valley, cay and island, bay and harbor. The goal of the lesson was for students to distinguish landforms and water ways and use terms correctly. They also needed to accurately identify the landforms and water ways when reading a map, globe, or atlas. The lesson began with an introduction of geographic terms, examples of landforms and water ways, and their locations.
ReplyDeleteWhen comparing how the geography project was created and assigned to the criteria in Figure 13.1, the areas where the product assignment matched is Identify the essential of the unit where students must know the geographic terms, understand differences among similar landforms or water ways (hill and mountain; bay and harbor) and be able to distinguish them from other forms. The assignment also matched for content (facts), process (research), and product (construction of a three dimensional model). In order to provide scaffolding for students who may need additional instructional support, the project was given a time line with check points to monitor and check progress. Additionally, students were to demonstrate their own understanding of the geographic term they were assigned based on their readiness to complete the task (research and replicate the landform or water way in 3D), and their level of interest based on their self-selection of a geographic term to research.
Where the assignment did not completely match was No. 2, packaging options. There was no hook to entice students to do the project and although they self-selected their geography term, it was not based on talent or passion. However, they were required to produce a geographic product.
The understanding gained from this process is that all aspects of Creating a Powerful Product Assignment are necessary to create a product assignment that meets students’ needs. These considerations explore the scope of students’ ability to produce a product where they gain knowledge, is aligned to their strengths yet meets the class’s goal, differentiates on content, process, or product, considers student readiness, interest, and preferences, and factors in scaffolding for students who need additional support.
The product assignment which I like to use best with my students is a "Book in the Box". Students are encouraged to read as many AR books as possible in one month. At the end of the month the students choose one of their favorite books and create the setting of the book in the box. They will then have to find characters that resemble those they read about in the book and incorporate them into the setting in the box. They will use the sides of the box to demonstrate vocabulary learned, text structure of their book and demonstrate it with a graphic organizer on the back, and retelling of the book. This product will provide insight into how well the student understood their choice of reading. Guidelines are clearly stated, but the student will create their own product depending on their understanding of their chosen reading and level of understanding.
ReplyDeleteEffective product design identifies basic components that must be present: clear understanding of skill/concept, identifying product options, expectations for end-product, scaffolding of instruction, and differentiation of assignment based on readiness, interest or learning profiles. A match between my assignment and the Figure 13.1 include: clearly identifying skill to be demonstrated, “after reading The Lorax by Dr. Seuss, the students created a persuasive piece (letter, essay, cartoon, poem or story) that clearly discussed the issues present in the story and persuaded the reader to save the earth. Students had ample opportunity to plan and design format – I was available to support and facilitate the writing activity. The mismatch occurred when I did not differentiate based on student readiness or learning profile. This analysis of the product made me realize that I did not consider learner readiness and their individual facility as writers. The guidelines are good for guiding product assignment.
ReplyDeleteOne of my effective productive assignments was to performance Chinese New Year song. Through our performance, the students have learned the basic Chinese sentences, how to greet people on the New Year day, Chinese customs of celebrating Chinese New Year and most of all: having fun and enjoy learning.
ReplyDeleteThe areas “match” between my product assignment and the guidelines are that the students had prior knowledge of the elements of the song. I have taught them the knowledge of Chinese story of “Nian”, What people celebrate the Chinese new year, and why there is Chinese new year according to Luna Calendar. With all these knowledge, I created the show with dancing , singing and chatting to the music at the same time.
Scaffolding was used so that each student can be successful. I feel this assignment really accentuated students' creativity. Students had the basic rubric. (What I want them to do for the show... (MATCH), Where the assignment was (MISMATCH) in building their knowledge of Chinese cultural and ability to speak and acting the show.
I received a lot of insight from the students on this project. Such as: How they receiving my instructions, how they mop the movement, how they overcome their shyness to be able to go on the stage and do the performance. I could see how happy after they got the big applause from the audience! Through the performance, they built up their confidence and self-estimate. Above all, they are more interested in learning Chinese language and are eager to learn more. It was a successful project.
Effective product design identifies basic components that must be present: clear understanding of skill/concept, identifying product options, expectations for end-product, scaffolding of instruction, and differentiation of assignment based on readiness, interest or learning profiles. A match between my assignment and the Figure 13.1 include: clearly identifying skill to be demonstrated, “after reading The Lorax by Dr. Seuss, the students created a persuasive piece (letter, essay, cartoon, poem or story) that clearly discussed the issues present in the story and persuaded the reader to save the earth. Students had ample opportunity to plan and design format – I was available to support and facilitate the writing activity. The mismatch occurred when I did not differentiate based on student readiness or learning profile. This analysis of the product made me realize that I did not consider learner readiness and their individual facility as writers. The guidelines are good for guiding product assignment.
DeleteT. Junious
ReplyDeleteI am just reading and learning about effective product assignment, match and mismatch. I do have plans to actually do an assignment with it with my students.
We are currently reading the novel Maniac Magee and I am going to plan a lesson on "Heroes" as well as "racism" and try to figure out a way to incorporate a worthy product assignment.
I think I will be successful because this novel is invoking conversation in my class that I have never really had before and now I will take it to the next level by having the students to write their thought provoking ideas.
The most effective product assignment is one that contain elements on the what standard are being taught, the objective goals, what steps should be taken to achieve knowledge and the positive results of the explicit task. In one way I match the product assignment with my students in math I explained to the students that if they learned the value of coins and dollars, no one will be able to swindle them out of the earning. This how I will use the power of product assignment to build student’s success. The essential question in teaching a task to students that have difficulty learning is to create a supporting system that gives them the opportunity to experience success. The product assignment guidelines on differentiate instruction are very useful in helping design a less plan that presents numerous options for the teacher to produce a quality assignment that promotes success for all students.
ReplyDeleteIt is my opinion that assignments full of high quality (based on what the students need, based on problem solving techniques, based on higher and complex strategies) give teachers as well as students an insight about the students’ strongest and weakest learning areas. When we take into account the process of product formats, the students feel more comfortable at the time of instruction as well as the time they and the way we are going to assess the content. In other words, why don’t teachers listen to their students and consider them?
ReplyDeleteBy Mr. Flores De La Paz December 11, 2013
Several years ago I taught high school 9th-12th grade English to students. these students had been identifies as students having a variety of disabilitites. Overall they were poor readers and poor writers. They had no confidence in their acadmeic skills or abilitites and had each, one by one decided that high school greaduation was not attainable for them. I researched a variety or projects and wanted to find a long term writing project that would reuqire some research and a variety of writing genres. The project title was not very original, " Introducing /Getting to know, All about "ME". As a class we invested a great deal of time in learning how to write first person, narrative, expositiory, prose, and several others. We read and wrote for several weeks. I introduced the actual project with a diamonte poem, the students each wrote about themselves. They were very engaged in this process and it was surprising how we made use of antonyms, synonyms, adjectives, etc. Teaching each of these concepts had been a drag, boring for them and boring for myself. Now they were excited, what a joy for all of us! then one by one I introduced eachof the essay topics and the rubric that they were to be paying attention to. The topics ranged from, " The day I was born", to where I hope to be in five-ten years from now. there were a total of 10 separate essays eash introduced every few days. the students engaged in drafting, revising and rewriting. It was amazing to see these students engaged in every step of this process. they brougth in phots, they created covers, they used the computer to produce their final copies. The final outcome brought these students closer to parents as they interviewed for information and sought out photos to complete their projects. Using figure 13.1, this product assignment could have benefitted from better overall planning. Students struggled with the writing process, but at a minimum they were engaged. due to the very personal information presented, gradeing became so very difficult. These student were pouring their hearts out in a never before explored format. They were discovering facts about themselves and their families that they were not previously aware of. The overall expectations were adjsted several times over the none week period of the project. Still lacking even after the completion of the project were well developed writing skills. thinking back now, perhaps students could have researched the information and created a variety of final products. Such as a video, flip story, etc. rather than a final written product. so the format packaging options could have been varied. The quality of the project/writing was appreciated and at times the mechanics of the writing were not "graded", so the overall expectations of the final writing should have been clarified in mus=ch more detail prior to the assignment. These student were coached and encouraged every step of the way. They became encouragers of one another and some of the students made the final product a gift to a parent encarcerated, a parent they had not seen, a grandparent or some other loved one. With some further development/differentiation this "All About Me" project has great potential. There is no greater thrill than excited, engaged learnrers. ,
ReplyDeleteChapter 13
ReplyDeleteTeachers are the ones who decide on levels of quality and quantity need in the final product. As the performance of the product increases the teacher will be the one tweaking the process based on students’ learning profiles, interest and readiness. Teacher will provide clear instructions to the students, in a written and/or recorded format, as to the work processes. This should include knowledge, understanding, skills, work habits, timelines, in order for the student to complete the final product. Students and the teacher can make adaptations according to the product design. Some students may require mentors with the necessary expertise to assist in the hands on process, or if they may want to work individually and/or groups, or about materials, technology, etc., then the teacher will be available to provide assistance and make final decisions.
Chapter 13 Reflection: Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines? The high quality product tasks are a very good way of assessing your student knowledge, understanding, and skill. To create a powerful product assignment are the following areas need to be considered: identify the essentials of the unit/study which students need to know: know (facts); understand (concepts, generalizations), be able to do (skills). identify one or more formats or packaging options for the product: required (poetry, an experiments, graphing, charting), hook, exploratory, talent/passion driven; determine expectations for quality in: content (information, ideas, concepts materials), process (planning, goal-setting, defense of view-point, research, editing), product(size construction durability, expert-level expectations, parts); deciding on scaffolding you may need to build in order to promote success: brainstorming for ideas, developing rubrics/criteria for success, time lines, planning/goal setting, storyboarding, critiquing, revising/editing; develop a product assignment that clearly says to the student: show what you understand and can do these things, proceeding through these steps/stages, format, level of quality; modify or differentiate versions of the assignment based on the following: student readiness, student interest, student learning profile; Coach for success and finally teacher's job is to make explicit whatever you think was implicit. All students can grow from appropriate challenges. And the teacher focuses on those skills/components she/he deems appropriate and essential to all her/his learners.
ReplyDeleteOne of my favorite lessons while working at Miami Springs Senior Highwas having my Senior class of Learning Disabled students role play. Their assignment was to be Teacher for a Period. Each student had to write a Lesson plan, it had to include an activity as well as a teaching aid, like a posster, a book, ect... The students were able to individually or with a peer. They had to choose a topic from their Learning Strategy book. The students were provided with the following:
ReplyDeletea. written directions
b. blank lesson plan
examples of activities that I had uesd in class with them.
Each student had to shor their understanding of the ssubject area, and an understanding of the steps they had to follow in order for the lesson to flow and make the lesson a quality lesson. All the students took the assignemnt seriously, and to my surprise they used different strategies that they had picked up from my teaching skills. I was touched to see how they had observed me and how they used my styles. The versions of the assignments were differentiated according to each student's level as well as their disability.They learned that by having guidelines that they followed it allowed them to plan appropriately and it had an excellent product at the end.
1. I will describe the PLAY of three chicharrones dialogue
ReplyDelete2. I will give them the parts (script)
3. Determine expectations for quality ,determine the expectations for quality
4. I will give them the content (rehearsal, time goal setting materials to use, editing.
5. Scaffolding criteria for success, time line, planning, goal setting
6. Develop the product finally the students will tell me how they would present the information and they decide to work together to show understanding of the play. They will present a play to show comprehension of the play they will read. They put it in their own words and created costumes and other things.
6. Differentiate or modify versions of the assignment I evaluate the product and the students through readiness, interest, and individual learning profile
7.The area of mismatch was that they already know the story but they like acting and have a dialogue
One of my favorite units ever was with the Giver. In one particular week my students explore nonfiction articles about climate change.
ReplyDelete1. Students needed to know how to use elements of a nonfiction text - text features. They needed to understand the concept of climate change. They had to analyze why the elders of the community in the book would decide to control the climate by making connections from the nonfiction to the novel.
2. The packaging was pretty basic. I showed a slip. They read an article and some students conducted online research. The passion was mostly teacher directed, not intrinsically inspired.
3. Originally the only part that was differentiated was the process, where the lowest students were supported. If I needed to revise part of it then I would vary the product too! It would have been a great part to allow some students to present and become experts on their own.
4. I used a text based writing rubric (scale of 4) and students were able to revise and edit. But success could also be promoted by allowing for flexibility and creativity in submitting.
5. My product was just a Lit Response, like I mentioned, but I think I would like to tweak it to have students role play an "elder committee meeting" to walk through the decision making process. Or have a debate where they choose a side.
6. I think the hardest area to modify it would by interest. Its a very "sciencey" topic. But maybe have them choose an area/region on the globe and then have them draw conclusions as to how their area of choice is impacted differently by environment.
If I compare what I consider my most effective product assignment to the pattern for a powerful assignment on Chart 13.1; I can clearly see areas of match and areas of mismatch. Among the areas of match that I noticed are for example, when I created the product; I had thought about the many different ways of learning that my students have. Another area of match is that for my product I had contacted the parents of students so that they know in which way they could help, and in which ways they should avoid participating. Another area of match was that I had planned that the assignment to last the entire period of time devoted to the lesson except for the last ten minutes to wrap up and do the exit slip. On the other hand, the areas of mismatch that I realized now are for example the lack of technology implementation of technology and how this fact affects the way in which people use these skills in order to apply them in the actual world.
ReplyDeleteI cannot decide on my most effective unit, but one that comes to mind is a recent one on Modernism /A Changing Awareness (1910-1940). This one in particular, I assigned to my English 3 students who were reading The Great Gatsy. I had planned a Roaring 20s culminating activity, but after assessing their knowledge of the times, noted that their awareness of the background history was riddled with gaps. Hence I decided these gaps would be filled by student interest.
ReplyDelete1) I surveyed topics of interest including: the arts, film, dance, education, music, Harlem Renaissance, social classes, consumerism, fashion, food, architecture, advertisements, sports, cars, social classes, politics, gangsters, police corruption, illegal activities, economy, etc. (as many topics as students).
2) Students selected their topic based on interest, but were not allowed to repeat a topic.
3) They were to research the topic and create a power point with videos clips, footage, music, symbols, artistic representation, photos, etc. to share with the rest of the class.
4) They were expected to link their research to the novel.
5) They were assigned to properly cite their source on the power point.
6) They had to become “experts” on the topic and make their 5-8 minute presentation both interesting and informative.
7) They were to orally share their power points with the class.
The final products were so successful, that the only areas of “mismatch” would have to be to add an audience critique so that I make certain that everyone stays attentive and on task.
After teaching my 7th graders at Palmetto Middle School the concepts of design, we created magazine covers. The students applied the principles of design taught during the lesson. They included balance, alignment, repetition, contrast, and proximity in their cover designs. Previous to the final product, we worked on smaller activities that allowed them to fully grasp the concepts of each principle of design (sense-making activities). The expectations for the final product were outlined in a rubric which the students would use to assess each other's work. When students were done with their magazine covers, they would present to the class, who would them assess them using the rubric given by me.
ReplyDeleteOne year I gave my students a culminating project that encompassed Math, and Language Arts. The Essentials: They had to think about their favorite vacation spot in the United States. They had the role of a travel agent. They had to plan a vacation for their family. They also had to calculate the total cost including transportation, lodging, and tourist attractions. The planning of the trip helped them utilize the skills they learned in Math. The researching of information and creating a visual presentation (trip itinerary, budget spreadsheet, travel brochure, and narrative describing why they chose their vacation spot) helped them utilize the skills learned in Reading and Language Arts. (The format or packaging options)
ReplyDeleteThe areas “match” between my product assignment and the guidelines are that the students had prior knowledge of each of the elements of the project. The math that was needed to complete the project was taught during the year. The research techniques and creating visual presentations was all skills they learned throughout the year in Reading and Language Arts.
With scaffolding, the students were given due date for deliverable, so they wouldn't wait until the last minute to do everything. I gave them time to brainstorm, plan, and create during class. In addition, I gave them feedback, and had the students edit/revise their work. When developing this project, I kept in mind the various needs of my students. I gave them options of the deliverable that needed to be turned in. Those who liked to write could everything, those who liked to draw and are creative, could choose their unique way of completing the project.
The most effective product assignment that I have given was a travel brochure which was based on a story that dealt with landmarks. I place strips of paper with the name of different landmarks around the world. Students pulled a strip of paper and that was the landmark that they had to research. They were given explicit directions on what to look for as well as the rubric for the final product.
ReplyDeleteThey were given ample time to research in class since some of them do not have computers at home. I was available to answer questions before, during, and after school. Students were given the choice of either drawing the landmark or pasting a picture. At the end of the week, they presented the final product to the class. Students received a grade for language arts, reading, and social studies. The project was a success, they loved it!!!!
Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines? I assign career projects at the beginning of the year.. I match on 1.Identifying the essentials of project 2. Giving a choice of three ways to create project (collage, picture concept map, or PowerPoint). 3. Provide a sample of project as well as templates with headings and information required under each heading. 4. I provide a rubric and review expectations with students. I do my best to differentiate how the assignment is completed as well as how the students will present. I provide ongoing feedback as students work on the project. I feel that I am mismatched when it comes to sticking to timelines. For the most part I am on point with the the guidelines. It is a great tool to include in my lesson plan notebook to reference for future projects.
ReplyDeleteIf teaching is an art, I believe all real teachers are true artists in their own way. What do I mean by that? Each time a teacher is mandated to deliver a lesson he or she has to have in his or her own mind what would be the best form of presentation that he or she would use to sell his or her artistic product to the students. With my newly acquired knowledge on differentiated instruction . I can easily think in what ways my product matched or mismatched my product assignment.
ReplyDeleteIt was in a social study class during the Lozano's trial case in Miami.
where students were to act as jurists ,lawyers and judges to come up with a verdict prior to the end of that unit.
It was amazing to see how the most timid students were able to defend their position on the case as they acted as judges and lawyers. It was the most enjoyable student presentation I ever seen in my teaching career. However, there was some areas that I felt could have been better addressed. if I had taken the time to assigned each student a part where I think they could be more successful.
I feel I could have invited a lawyer to explain the legal procedure that must be followed when dealing with a criminal case.
As an artist I m certain that I m a learner as well, but with just a little more experience than my students.
Think about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of "match" between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?
ReplyDeleteAs part of my Self Determination class I teach my students how to independently travel throughout the community; as well as, the road signs and rules in Florida. As a culminating activity I take my students on a scavenger hunt throughout the community. While on the trip, they are required to point out, or take pictures of specific road signs, traffic patterns, and road rules in action. After analyzing that lesson, I realize that I match on: 1. identifying the essentials of the unit, 2. identify one or more formats for the product (scavenger hunt sheet/pictures/videos), 3. determine expectations for quality (prior to scavenger hunt we go on a virtual field trip, 5. show you understand and can do things on scavenger hunt sheet.
Areas of mismatch: 4. I need to develop timelines in order to prepare for scavenger hunt; usually, I feel I drag the instruction until everyone is successful; 6. Differentiate versions; I only have one version of the scavenger hunt sheet; however, students are allowed to demonstrate knowledge of each item in different way (pictures, videos, pointing out action to teacher). At the end of scavenger hunt, grade is determined from points accumulated for each item.
In a differentiated class the students have multiple options for getting the ideas and understand what they are learning. The teacher provides the students different ways for acquiring the content, and develop product so the students can learn effectively. Teachers meet the students's diverse needs. In an effective differentiated classroom the teacher use flexible grouping, this give the teacher the possibility to accommodate students who are strong in some areas and weaker in others, Differentiated instruction is more quality than quantitative. Teachers assess the students' readiness levels, interests, and modes of learning. It also provides multiples approaches to content, process and product.
ReplyDeleteChapter 2: I Agree with these statements because we as teachers have to look at a classroom through two categories of students, those who are advanced and those who struggle. To process the content we are trying to teach the students need to use their prior understanding, interests, belief and attitudes about themselves. The teacher should be very well organized in a differentiated class, The students have to be pushed a little bit ahead of where they actually are. The student's motivation increases when there is interests or passion. Advanced learners need help as well because they have to develop their abilities and learning experiences designed to fit them, On the other hand, for the students who are struggling the teacher has to be clear on what students must know, set important goals, help the students connect their lives with ideas and skills and plan teaching and learning through many modalities
ReplyDeleteChapter 3: This statement means that the teachers in our schools has to play an outstanding role if they what to have high quality in their classroom. We, as teachers can be seen as the main character in a story and each students as secondary characters with their individual differences; each of them playing important roles and given them, including the teacher time for performing at at given moment. The teacher play can also play the role of the coach with different goals for the team (students), but also for every individual in the classroom taking into consideration their needs, as wells as their needs and strength. Both the main character and the coach play an important and very active role. This is the way we have to see the teacher. To make differentiation possible the teacher should also be clear on the key concepts she/he is teaching. We have to think of assessment as a road map for thinking and planning. The lessons for the students should make emphasis in critical and creative thinking. There should be a balance between students, teacher assigned tasks and working arrangement.. We have to organized the classroom for effective activity, monitoring and coaching the students at all time in the process of acquiring what they need to master.
ReplyDeleteChapter 4: Every student has the right to be treated with respect and is the teachers' responsibility to ensure that each student get what they need to grow and success.
ReplyDeleteEvery day teachers face many challenges in the daily teaching such as the behaviors and academic problems. We also have to deals with the students different cultures and customs as wells as interests and ways of learning, weather they are low or advanced students. The learning environment is another factor that affects the student. It is our responsibility to create a nice atmosphere in each classroom. An effective learning environment where all the students feel welcome and contributes to each other, where there is also mutual respect, and always an expectation of growth and the teachers teaching for success. In a differentiated classroom there is always a sense of fairness, trying to make each student get what they need. The teacher should constantly coach the students so they can be very active members in a group. and plan with flexible grouping in mind. This can be achieved by knowing the students readiness and interests for each task. Flexible grouping is a central part of respect for all learners taking into consideration differences, collaboration and teaching for success
Based on the definition of differentiated instruction, we need to focus and plan appropriately to led the students to the same product, but we need to scaffold the process to guide the students lower and advanced learners to a good final product. After reading the story of The Red Guards, I ask the students as a final product to do a power point for the advanced group with information gathered in which they have to present what happened during the China's Cultural Revolution, that is linked to the story of the Red Guards, and for the lower group, they need to bring a summary of a research of the Chi's cultural revolution.
ReplyDeleteChapter 13:
ReplyDelete1. Essentials:
I had students make a flip book about the different changes in seasons
2. Packaging Options
They all had to draw and summarize what they did in each season
3. Expectations
That everybody can differentiate all the seasons and what happens in all of them in spanish
4. Scaffolding
Brainstorming, Revising, Planning
5. Product Assignment
Students showed they understood the project by correctly identifying the seasons after in a presentation with their group
6. Modify Versions
Student readiness and interest
7. Success
I am their biggest cheerleader as their teacher
Analyzing what I consider my must effective product assignment:
ReplyDelete1. Essentials
Students created a flower base from a carton of milk.
2. Packing options
Students explain and discuss how they create the flower base.
3. Expectations
Students can explain the difference between the concepts of
reusing, and recycling showed on the materials and the crafting
process of base.
4. Scaffolding
Brainstorming for ideas, developing criteria for success,
planning/goal setting
5. Developing a product assignment
Students show their understanding of the process to complete the
craft piece.
Students proceed through the steps to complete their vases.
6. Modify versions of the assignments based on:
Students interest
Students learning profile
7. Coach for success
Detailed explanation of the process
Assist students during the process
Chapter 13: One of the most effective product assignment that I have done in my class is the Hispanic Heritage Month project where the students work in team and research about the different Hispanic countries. With this project the students should be able to present in groups and discuss about different cultural aspects such as music, food, cloth as well as historical aspects, and so on. They have the choice to pick a country according to their interests, so many of them pick their countries of origin or their parents. My expectation with this project is that they learn about the Spanish speaking countries , I always plan with the students what we are going to do in class, they can also research at home. I also develop a rubric for success and the student revise an edit in class what they do every day before the final presentation. I tell each student what they are going to do in the team, it can be draw the flag of the country, explain the elaboration and ingredients of a typical dish from the country or any other cultural aspect. I do this based on the student readiness, interest and learning profile because it is a big project. I coach them for success at all times, and they really like this project. The day of the presentation they bring food and have a lot of fun with this activity.
ReplyDeleteCharter 13 : After read a story, whole class discussion. Students worked in group to using the information 13.1 It is perfect guideline on how to create a powerful product assignments considering these point and thinking of myself as a coach will be greatly helpful guideline.
ReplyDeleteI think one of the most effective product assignments was when we did Validity and Reliability of information. It's one of the harder benchmarks for the students and the process was extensive over a 2 week period fully scaffolded.
ReplyDelete1. The student needed to fully understand the difference between valid and reliable (concepts that are often confused).
2. To prep students for CC, most of the end products are written. The format in this case would be an essay comparing and contrasting two seperate view points on a given topic to see which was more valid and reliable.
3. The expectations for their writing were that they would draw from the text explicitly stating examples of valid and biased argument and reliable and unreliable sources. They would also develop their own arguments with validity and reliability.
4. The D.I. for each group was extended from brainstorming with each group and building off of those ideas which lead each group to different practices developing individual arguments from the text and revising, editing, to final draft.
5. To clearly demonstrate the product expectations, I found that it was beneficial to produce a final product of my own based on a different topic so as not to bias them. Developing arguments from text, siting examples, explaining crucial concepts while developing valid arguments of their own.
6. Modified versions of the assignment would be based on interest and readiness.
7. Coach for success through observations and subtle suggestions that offer students multiple writing options so that they can end up with a product that reflects how they really feel and think.
One of my most effective product assignments was when my group of students worked on a lesson about the Solar System. I began with brainstorming what the students already knew and then proceeded to opened up the lesson using a few visuals such as Study James and Brain Pop to begin engagement. This was their hook. I shared the objectives of the lesson the process and we continued to brainstorm what they knew now. This was an open-ended assignment, so I let students know they had choices as to how they were going to go about completing their assignments. However, everyone had to present their findings to the class and the class was going to give the presenter points as to the quality of their presentation, etc. We discussed the objectives and goals for the lesson, what they need to know, developed a timeline. I created a packet with all of the information, including the rubric and guides for the various presentation models, so each student could choose their path for success. All in all this was an enlightening moment for me as an educator, because the students took off and came up with many creative ways to present their knowledge. We had a lot of fun, however, I this lesson/activities was not based on student interest, because I was following the district pacing guide. What I did was give the students choices as to how they could present what they learned and this is what made it special. Now, as I look at the Product Assignment guide, I am aware that their is a guideline and will use it whenever I am creating assignments and products for my students and their lessons.
ReplyDeleteIt's the teacher's job to make explicit whatever you thought was implicit. This quote should be the driving force behind creating a powerful product assignment. A powerful product assignment I would do with my students is creating 2D and 3D architectual and geometric design of a city, fictional or real. The students complete this product after lessons and formal/informal assessments on Big Idea 3 Geometry, involving 3D and 2D characteristics, area, perimeter, and surface area.
ReplyDelete1. Identify the essentials of the unit/study.
I make it clear to the students the end goal, what the students must know, understand and be able to do as a result of the unit/study.
2. Format: Next time I would want to expand the format of the product, available to students. Maybe designing software would be excellent resource for this product, rather than paper and pencil
3. Expectations are set for quality. I show my students many quality examples of the product, explicitly discuss what is expected in the areas of content, process and product requirements.
4. Scaffolding in a variety of ways based on student's readiness and interest. Based off the student's vision of how they want to create their geometric city, I provide the appropriate scaffolding.
5. I break up the products into stages and steps so it does not become overwhelming to the students, the students focus on each aspect and don't rush through each stage.
6. In the past I have modified the process of the assignment based on readiness. Allowed freedom to students to create the geometric city to match their interests.
7. Coach for success: I would make myself available during the process of each step of the product, provide different levels of scaffolding and types of scaffolding for each group. Coach and encourage the students through the process. Make the students excited about what they can and will accomplish.
One of the most effective product assignments I've used is making a vocabulary book. Students are assigned vocabulary words from the passage and they fold two papers in half, staple it in the center, and create the book. Then they choose 4 of the vocabulary words assigned and use the Frayer model to break down each word to complete the book. Students can definitely identify the essentials of the unit because I model it, and the students complete one of these book at least once every two weeks. Unfortunately they don't identify more than one format because there is really only one way to do a Frayer model. There are expectations for the quality of the work. Students need to complete all 4 Frayer models, and have the correct answers in their boxes. The only way I can say we scaffold the vocabulary books is that students are able to choose the words they want to analyze. When I model the assignment I clearly state to the students what I'm looking for. I try to differentiate this assignment based on student readiness and learning profiles. What I got from going through these steps with the vocabulary books is that there are definitely ways to improve how I approach this assignment.
ReplyDeleteThis past school year I tried different product assignments. The one that stands out the most is creating a seasonal/interactive word wall.
ReplyDeleteThe essential of this assignment for my ELL students - L1 through L4 - was for them to: a. learn about different American celebrations, b. gain language/vocabulary related to the seasonal celebration and c. be able to research multiple word meanings.
The formats of presentation varied depending on the seasonal theme, for example the students could draw a pumpkin for Halloween and write the different vocabulary components such as part of speech, syllables, multiple definitions, synonyms, antonyms, and root word, as well as word translation for L1 students.
The expectations were clearly outlined for each student or group. The students were not grouped according to any criteria, mainly if they worked well with each other. (That will change this upcoming school year.) Each student received a passage related to the season and an assigned word. The students were allowed to use the technology available to them i.e. cell phone, computer. I also encouraged them to stick with the traditional reference material - dictionaries and thesauris. The students were instructed to create a word card. Some of the students went on the create brochures, flip books, book marks...they took off with it without my instruction.
At first the students were not quite sure where the activity was going but after brainstorming with each one we were able to set up a timeline -- one period over two days -- set goals of gaining vocabulary. This was followed by the students over a series of different seasonal word walls began revising the way they explored the different word components.
As mentioned above the students eventually began creating and adjusting the items they wanted to feature on the seasonal word wall. Eventually, the students just received the word and knew what they had to and completed it.
This school year I will look at tweeking this activity by using interest, readiness or learning style grouping. As well as possibly incorporating a differentiation menu
The Guidelines of 13. 2 for Product Possibilities are a great help and guide teachers to come up with a specific product which can be used in the real world. For example, creating a subject dictionary about a series of songs in Spanish can be used to write a musical which can be demonstrated by using various musical instruments. All these ideas can be used in small groups and assigned according to interest , readiness, or both!This way the whole class is working as a group buy yet select other facets of thier interest. They can contribute many different ideas and skills used by real people in the real world. This allows for critical and creative thinking. Students blend modes of expression, materials, and technologies. They are stretched to the limits usually not used in a whole group instruction. In Figure 13. 1 the creation of apowerful PRODUCT has 6-7 steps. The essentials, formats or " packagging otions" expectationsfor quality , scaffolding( rainstorming, rubrics, time lines, planning, storyborading, critiquing, revising) ware just a few example of teaching students to proceed w/ these steps. Product assignments motivate because they bear the students thumprint and the student owns the product. This chapter reminds me my current team lesson plan where collaboration is a priority to accomplish a worthwhile product in the form if DI.W
ReplyDeleteI decided to do something with Time For Kids that focused on the importance of text features and how they aid the reader. I thought the assignment was effective and successful. In that assignment, I took away all of the headings and sub-headings from the article. Students had to read the article and draw a conclusion as to what they believed the heading to be. I did NOT differentiate. In viewing the chart (Figure 13.1), I see how I could have had greater success with EVERY student, had I thought to use such a guide to drive my instruction for that particular assignment. There are just no real short-cuts to "explicit" instruction. Teachers have to STOP assuming/presuming when it comes to students. In order for a student to produce the BEST product, teachers must provide the BEST instruction. Our lessons must be of "high quality, interactive and differentiated"- if our students are expected to reach their highest potential which is to meet learning goals. In short, guidelines are a MUST for an expected outcome or end result!!
ReplyDeleteMy most effective product assignment was during Reading, my target was students comprehension. I included different strategies such as: prior knowledge, questions and answers, visualizing, context clues and summarizing. I integrated the arts by having students make their own puppets using arts and craft supplies and creating the setting. Then in groups students created a "play" with the puppets and this also served as a fluency lesson.
ReplyDeleteThe areas of match between my assignments and the guidelines are 1. identifying unit of study- comprehension
3.determining expectations- I provided clear instructions to develop their product.
4.scaffolding- brainstorming for ideas of how to create their characters and setting their goal.
5.developing the product assignment- the students developed and presented a quality product showing they comprehended the story.
6.differentiate the assignment- the students were grouped by interest based on the character they wanted to make and readiness was also included in the length of the summary of the story.
7. coach for success- I believe I served as a facilitator and made explicit into implicit.
My mismatch was
2. Packaging options- I did not provide more than one option for the activity.
After studying figure 13.1, I realize that I am creating powerful product assignments. I also realize that there is room for improvement. Now I have the knowledge to apply all seven guidelines for a powerful product assignment.
Thinking about my most effective product assignment, I think it was a cross-curricular African American Inventors project that I assigned for Black History Month. After analyzing the assignment I found that the areas of "match" between my product assignment and the guidelines were: 1) Identifying the essentials of the unit/study, 2) Identifying one or more formats or "packing options for the product, 3) Determining the expectations for quality in content,process, and product, 4) Developing a product assignment that clearly says to the student that they should show they understand and can do these things, proceed through the steps/stages in a particular format and at a particular level, and 5) Coaching for success.
ReplyDeleteAreas of mismatch were: 1) Differentiating or modifying versions of the assignment based on student readiness, interest, or student learning profile, as I assigned each student their inventors and assumed all of my students were ready for the level on which the assignment was given.
In retrospect, this gives me insight as to what I might do differently next time. Perhaps I could allow students to chose their own inventors from a list, or perhaps I could have done more scaffolding in terms of assisting them more through the planning and goal-setting stages a bit more.
My favorite differentiated product assignment was part of a larger project to study the United States Presidents. For #1 & 2, I created a formal outline for the assignment and differentiated the choice of president by student readiness, allowing students to pick the final choice from a pregrouped set, yet also allowing any prechosen options to further accommodate student interest. For #3, the students had a rubric and schedule set for in-class work and checkpoint stops along the path to completion. I also showed student samples from past years. For #4, we worked together to brainstorm different ways to present their material, worked to meet the timelines and met for critiquing with peers and teacher. For #5, at each step we reviewed the rubric and where their level of work would fall thus far. For #6, the students all had to complete the report for, but could present in any fashion they developed. I had everything from art to drama as a presentation piece about their presidents. I think the Scaffolding piece could be better by using more class time to have students compare their projects and develop ideas early on and help drive the work to a higher level.
ReplyDeleteOne of my favorite most effective product assignments was when I taught the inclusion Reading/ Language Arts subject areas.
ReplyDelete1. We Identify it was a fable, and the events were unrealistic. We discussed the basic elements of a fable such as characters, setting, and plot.
2. The format was the fable, with vivid characters. The students realized that the conclusion was unrealistic.
3. After thorough discussions, the students identified the moral of the fable.
4. Throughout the read aloud and discussion, we brainstormed for ideas, possible meanings of the fables, and traits of the characters.
5. Students had the opportunity to use their imagination to write about any one of their favorite characters.
6. Not all students were readers or writers. Students were offered these choices: made a poster, wrote a small book with illustrations, wrote a poem, or just wrote about a character in the fable that they liked or disliked. Students shared their work with their peers.
7. Coach for success: I should not allow students to choose a character from the fable because this students did not use their imagination.
Compared to the information provided in 13.1, my effective product assignment was that students had to demonstrate their understanding of the “American Dream” by making a poster with one of their favorite celebrity’s picture that they look up to. They need to explain why this person is so successful? What values does he/she uphold? And why we should strive to be like this specific celebrity? The goal of the lesson was for students to understand how dominant Values are reflected in, and reinforced by the mainstream media. This product will create insight into how well the students understood their choice of a “role model”. Also, guidelines were clearly stated, but they had to come up with their own product depending on their understanding about how they see or understand their celebrity’s style.
ReplyDeleteOne of my most effective product assignments is when I taught the five elements of a story. My students were having a hard time understanding what the difference was between them and then remembering what each of them was. I split the class into groups based on learning profiles and used the website-Flowcabulary to provide my musically inclined students to write and perform a rap song that explained what each of the five elements of a story was. Some students made a comic strip and others presented the information using a powerpoint. After having read this chapter and comparing what I did to the information on figure 13.1, I see that there were many similarities. I will need to delve more deeply in step 3 of figure 13.1 where I will be more explicit in determining expectations for quality with my students.
ReplyDeleteMy most effective product assignment is when I gave the students a chance to “teach a lesson.” I gave this assignment before FCAT. The students were put into groups of 4. They got assigned a topic in which they would have to present it to the class. They would have freedom to teach/present it however they like. Together as a class we would brainstorm all the different ways they can present the lesson. They had a guideline that entailed what their expectations were. I would meet with the groups to see their progress. The students presented their topic in different ways: rap, poem, and poster broad.
ReplyDeleteThink about your most effective product assignment. Analyze the assignment by using Figure 13.1 and the accompanying explanation. What are the areas of “match” between your product assignment and the guidelines? Areas of mismatch? What insights does this analysis give you about the product assignment? About the guidelines?
ReplyDeleteAreas of Match are the following:
1. Identify the essentials of the lesson
• Understand
• Be able to do as a result of
2. Determine expectations for quality in the lesson
• Content
• Process
• product
3. Decide on scaffolding needed to promote success
• Brainstorming for idea
• Developing rubrics
• Timeline
• Planning/goal setting
• Critiquing
• Revising
4. Differentiate or modify versions
• Student readiness
• Student interest
• Student learning profile
Areas of Mismatch are the following:
1. Identify one or more formats or packing options for the product
2. Develop a product assignment that clearly says to student
This analysis give insight to how easy and effective it is to create an assignment for students. The assignment itself can range from easy to difficult, but as long as you have the steps listed students can be successful at completing the task. The guidelines serve as a rubric of what it needed to make the assignment a success.
I teach Kindergarten, so the product assignments at the end of a unit or chapter cannot be as creative or challenging as other grade levels. Kindergarten students can be given choices. However, simplicity in this grade level is a priority in order for them to understand and not be frustrated. One effective product assignment I can think of that I have done with my students was when I taught the cycle of the butterfly. Four years ago, I taught Math and Science to 18 Kindergarten students. During Science, I started the unit by reading a story, discussing the butterfly habitats, etc. Each student had an observation log to record their observations daily. I ordered a caterpillar for each student with a parent donation. Each student had a caterpillar. They labeled theirs on the first day, and I explained the observation log. They had to discuss the changes with a partner, and draw and write what they saw each day. This activity was very interactive and a lot of discussion took place amongst the students.
ReplyDeleteLooking at Figure 13.1, this assignment has a lot of the areas of match such as: the essential of the unit of study, the "packaging option" for the project was the experiment and completing the daily journal. Through this activity, I scaffold in order to promote success. For instance, I brainstormed ideas with the students, we revised the logs, and also I created a timeline to give me an idea of the length of the activity/observation. The product assignment was the same for all the students. After completing the observation log, students had to write and draw what they learned. They also had to write about some facts they learned about butterflies. The culmination of the activity was releasing (setting the butterflies free) the butterflies outside.
I taught a lesson on plot and setting. I began by having them think of a story that they knew rather well . It could have been from childhood or a recent story they had read or even a movie. I had them retell the story in their journal. Then we shared and discussed it out loud. I then introduced the pertinent vocabulary that went with the lesson: characters,setting,events, climax,resolution. Then I had the use a graphic organizer that layed out the structure of the plot and setting lesson. They proceeded to work with partners and fill in their graphic organizer and again share. They first shared with their partners and the with the class.finally we read the story we were do do in the pacing guide, and applied/filled in the elements as we read in a new plot and setting organizer. . It seemed to work well. In regards to figure 13.1 . I feel I hit numer 1 ok. We addressed the concepts and applied them. We then used graphic organizer for number 2. Their product to produce a well layed out graphic organizer addressed the expected quality in the product as expressed in number 3. As for number 4, we addressed scaffolding buy, brainstorming, developing a rubric, planning, and revising within pairs. Number 5 the students clearly showed whether the got the lesson from showing indicators for example in the climax and resolution of the story. I feel I failed or rather could have done better in number 6. I did not address their learning profile as well as I could have . Perhaps lets the artist create a picture book or act out the climax. I need the product to assignment to be more versatile or lend itself to more creativity. I felt I did coach for success as I scaffold and released.
ReplyDeleteCreating a Powerful Product Assignment
ReplyDelete1-Essentials of the Unit:
Application of the Exponential Sequences-The Pyramids Scheme
-History of Pyramids Scheme
-Examples
-How they are related to Mathematics
(Students have to write an essay base on researches and relate social studies with mathematics)
2-Identify one or more formats
-Required graph,illustrations and writing,and preparation for a presentation as well.
3-Determine expectations for quality:
-Provide a detailed rubric.
4-Decide on scaffolding you may need in order to promote success:
.Discuss previous ideas
.Show the students examples and non examples
.Develop critical thinking
5-Develop a product assignment that clearly says to the students:
.Model and provide steps with certain level of complexity
6-Apply differentiation by offering different levels of complexity.
7-Model and coach for success
One of the most effective product assignments I have done was when we read Tears of a Tiger in class daily. My students were so engaged into the book they did not want to put it down at all. They were so engaged and into the material. Half way through the book, I had sudents act some sections of their favorite part of the book. Most of the students chose the section of the car burning in with the main character. But all respected the plot of the story, but some changed the characters, the setting, and the object that was borrowed. Students needed had to have a full understanding of the story so that they could reproduce it without loosing its message. It was lots of fun and they really got into the book.
ReplyDeleteVivian Marzall
In my classroom, product assignments are created and implemented often. The reason to why I enjoy product assignments is because I am able to assess students over a long term, not just at the end of a unit. Not only that, "well-designed product assignments can be highly motivating because they will bear their creator's thumbprint." Students make the projects their own. One effective product assignment was based on Romeo and Juliet. The students had many options when completing the product assignment. Looking at figure 13.1, the assignment meets the criteria of many of the components, especially 1, 2, 4, and 6. Romeo and Juliet is a difficult text and the students were engaged because they had choices in the products and I addressed it to their personal readiness. The guideline that was the most mismatched was number 3 because it was difficult to explain the expectations when I added too many components and options. Upon reflecting, I know that I need to have a clear focus of what is expected of the students and the specific outcome of the product assignment.
ReplyDeleteI enjoy creating product assignments for my students. A product assignment causes students to think about, apply, and even expand on all the key understandings and skills of the learning. I like to use product assignments because it helps the students explore modes of expression unfamiliar to them. One product I use in my classroom is the tic-tac-toe board for The Outsiders. The students have many options when completing the product assignment. While looking at figure 13.1, the tic-tac-toe board meets guideline numbers 1, 4 and 6. The students enjoy this product because they are exposed to different modes of expression. However, like my classmate Kristine stated, the guideline I most mismatched with is 3 because it was very difficult to explain the expectations.
ReplyDeleteLast year, I worked with my second grade class to prove that the motivation can improve their writing abilities. In this activity, my students demonstrated writing readiness through pre-writing activities by: completed selected words with missing letters, simple sentences and provided missing words, followed verbal directions, described objects in oral sentences, and showed comprehension by following commands. Furthermore, they created a three-dimensional room identifying the different objects and described characteristics of the objects. One of my goals was to keep the students moving and animated about writing in Spanish. Every lesson was designed to be implemented for half an hour during a week, for four weeks. Each week the teacher, put into practice mini-lessons that develop the new vocabulary. This vocabulary was about Materials of the classroom. This process took more time than expected, but when the students saw my sample project, it went much more effective. It is necessary to add that the parents did not cooperate to bring the box to do the project. For this reason, it was so much complicated that I anticipated.
ReplyDeleteI made a fishing rod using a colorful stick tying it to a piece of string, which is connected to a magnet. The students traced fish on different colors of construction paper. They cut the figure traced before and I asked them to write the new vocabulary on it. Then, they put paperclips on the figures (mouth of the fish). Next, they put the figures in a basket and the students take turns fishing for words and to read them out aloud. I evaluated as an Oral assessment .Finally, they did the project, labeled all of the Materials of the classroom. Such as, board, pointer, teacher’s desk, chairs and so on. At the end, they had as a final assessment to write about Materials of the classroom. For my lowest group I assessed to complete sentences using the new vocabulary. This project it was an exciting activity, and I was surprised how this project impacted the students as learners, they even wanted to write more on the final test.
Maria Gonzalez
One of my most effective assignments focused on figurative language. The essentials of the assignment were that they could effectively act out the five main types of figurative language. We focused on: hyperbole, simile, metaphors, Idiom and alliteration. After thoroughly teaching each type, using explicit instruction, foldables, and showing several examples via Youtube, it was their turn to create a script where they acted out all 5 in 3 minutes. As far as expectations, they were required to clearly demonstrate, via their acting abilities, all 5 of the forms of figurative language we discussed in class. All members of the group were required to participate, they had to submit their scripts prior to filming, and they had to stay within the three minute guideline. In order to ensure success, I helped each group with their scripts by developing a clearly outlined rubric. They knew exactly what they needed to do to ensure they were meeting the expectations of the assignment. If I had to do this assignment again, I would choose the groups in stead of allowing the students to choose their groups in hopes of differentiating by readiness. Many of the students grouped together struggled due to their overall levels.
ReplyDeleteHigh-quality product assignments is beneficial for several reasons: Students can share in conversations among individuals, small groups, and whole class. Students work in ways that address their own readiness levels, interests, and learning modes. When I offer variations on designed activities, I can encourage my students to draw on their personal interests and strengths and can grow from appropriate challenges. This also helps me focus specific curriculum components. According to picture 13.1,I implement items number 1, 2, 3 , 4, 5 , and 6 in my ESOL classes. These components help me design an effective product and at the end of a given chapter I give them summarizing quizzes to check their understanding and progress.
ReplyDeleteIn kindergarten we were studying animal habitats and I assigned a project for them to build an animal habitat using a shoebox. First, I talked about the project and what I expected from them. I showed them an example of how it should look and/or some ideas they could use. Then I sent home a letter to parents explaining the project and explaining that it would require their assistance. Students had time in class to read on the habitats using the reader leveled books I had available in the class. They could also look at pictures in books and magazines to choose which habitat to represent. Once the due date arrived the students presented their projects to the class and they talked about it. After the presentations, I placed all projects in the library to display for the whole school. It was really a fun activity for all of us. Reading through the guidelines for a successful product assignment, I believe this one matched.
ReplyDeleteElda
1. Identify the essence of the unit/study.
ReplyDeleteWhat students must know:
a. The students need to know the following vocabulary: describe, characteristics, explain, changes, contributed and sequence.
What students must understand:
b. The students need to understand what a characteristic is, what is to explain, what sequence of events is, what is to recall and what are changes.
What students must be able to do:
c. The students need to be able to describe the characteristic of the first five fruits in the story (e.g., texture, name, shape and color), explain the changes in the caterpillar and recall the sequence of the story.
2. Identify one or more packaging options for the product.
a. Required:
• The students’ prior knowledge regarding the topic will be assessed.
• The students will go on a Community Based Instruction (CBI)/fieldtrip to Butterfly World.
• The students will listen to the story “The Very Hungry Caterpillar” read-a-loud read by the teacher; they will have the opportunity to listen to the story on tape, watch the story on video or the computer or reread the book
b. Hook:
• The students will come together in three small groups to observe the changes that occur when their groups’ real life cocoon housed in a jar turns into a beautiful beautify.
c. Exploration
• During recess in the butterfly garden, the students will observe and count the number of cocoon or butterfly they encounter
d. Talent/passion driven
• The students will have an opportunity to recall the sequence of the story through drawings, in writing, through a play/skit, through a poem, or by writing a song
3. Determine expectation for quality in
a. Content b. Process c. Product
• The students need to be able to describe the characteristic of the first five fruits in the story (e.g., texture, name, shape and color), explain the changes in the caterpillar and recall the sequence of the story.
• The students will be exposed to the content using a variety of formats. In our classroom library there will be a variety of books on different levels related to the topic.
The students will go on (CBI) field trip, listen to the story The Hungry Caterpillar read to them, and listen to the story on tape and on storyline on line. We will purchase four life cocoons housed in containers at butterfly World and bring them to class to explore the true story of the caterpillar. The students will look at, smell, touch and take the fruits eaten by the caterpillar in the story book. We will make a smoothie drink from the different fruits.
• The students will have an opportunity to recall the sequence of events in the story through drawings, in writing, through a play/skit, through a poem, or by writing a song.
continuation
ReplyDelete4. Decide on scaffolding you may need to build in order to promote success.
a. The teacher will preview the book and discuss and pre-teach the vocabulary. The teacher will model, demonstrate by displaying an example of what is expected of the students in the content, process and product areas. The teacher will tap into the students’ prior knowledge by asking them to share their experiences about the topic. Using visual aids such as graphic organizers, pictures and charts this will allow the students to visually represent words, ideas and concepts. Utilizing group discussions, brainstorming, Think-Pair-Share allows the students for greater comprehension of the topic. Ongoing evaluation of students understand is a must; formative assessments allow for students to receive assistance before they get too far behind.
5. Developing a product assignment that clearly says to the students
a. The students will have an opportunity to recall the sequence of events in the story through drawings, in writing, through a play/skit, through a poem, or by writing a song.
b. The students will come together in three small groups to observe the changes that occur when their groups’ real life cocoon housed in a jar turns into a beautiful beautify. They can write about their experience, draw pictures, write a song, perform a skit or play, utilize puppets or a variety of mediums to tell their story.
6. Differentiate or modify version of the assignments based on students’:
a. readiness
a. At tier assignment could be used such asking a group of students to cut out the four main events from the story and glue them in correct order and write a sentence blow each picture to stating what is happening.
b. Or asking a group of students to cut out the four main events from the story and glue them in correct order and draw a picture.
c. Use a blank graphic organizer and ask the students to draw a picture and write the sentence for the picture.
d. Other students may choose to place manipulatives of the food from the story in the correct order
b. Interest
a. Some students may enjoy art and would enjoy creating caterpillar and butterfly crafts, others may want to build a 3-d model using play-dough of the caterpillar/butterfly. Using crossword puzzles or word search utilizing content related vocabulary.
c. Learning Profile
a. Some students are kinesthetic learners and seem to always be on the go; they have difficulty seating still.
For these students I would allow them to do their work in a position that they feel comfortable, came adjustments regarding activities that would complement his style and give him his designated space in an area of the class.
Product assignment analysis: Grade 1 Unit 4 Week 4
ReplyDeleteStudents must be able to identify point of view of key characters in a story.
Identify the format: Fantasy story and non fictional text. We reread the fantasy story "Fly Guy" looking at the character's interactions and feelings. Next, we read the nonfiction story "Meet the Insects" looking at key text features and the author's point of view of bugs.
Determining the expectations for quality through the use of content, materials, process-planning and product-constructing of point of view.
One of the most effective product assignments I have done was a Cereal Box Project for Black History Month. My first graders had a choice of the person he/she wanted to learn more about based on their interest. Throughout the month of February, we read and had discussions on famous African Americans and how their contributions had an impact in the world. My students were given a letter with specific directions on how to complete the project with a suggested schedule to help with planning their time.
ReplyDeleteThe areas of match between my product assignment and the guidelines are: (1) Identify the unit of study – Black History Month, (2) Identify one format for the product – cereal box, (3) Determine expectations for quality in content, process, product – I provided explicit instructions to complete their project, (4) Decide on scaffolding – brainstorming for ideas, resources; library books, internet, magazine, etc., rubrics, time lines, and planning, (5) Develop a product assignment – The students presented a quality product by sharing with the class what they’ve learned, (6) Differentiate or modify versions of assignment based on – student interest (7) Coach for success – I modeled and assisted students.
Area of mismatch - I could’ve differentiate or modify versions of the assignment based on student readiness and learning profile as well. Overall, I now have the knowledge on how to apply all 7 guidelines to create a powerful product assignment.
The product will reflect what students have learned over a long period of time. Using Figure 13.1
ReplyDelete1. What students must know.
In my kindergarten class my students wrote and illustrated about the story of two consecutive weeks. They had to use the proper high frequency words, verbs and write their opinion about the topic. Different skills were taught in this assignment. At this time students are between levels 1 - 6 of stages of writing.
2. Students wrote about opinion which is also related to their interest. They presented their writing, illustration with their points of view and learned from others too.
3.As teachers it is important to maintain our higher expectations for them to work their project with challenge. I presented the guidelines and
what they needed to do. I noticed how they enjoyed because of their efforts and passion they did this assignment. When I do this type of assignments I provide flexibility by the readiness or level. Students work in a two days frame. At the end the product is the same. They used High Frequency Words, they used verbs and write about their opinion using their own illustrations.
4. I scaffold, brainstorm ideas using the resources I have from curriculum as well as materials in the class.
5. The students presented their assignments, what they have learned.
6.All differentiate assignments were in the three areas; readiness ,interest, learning profile.
7. I modeled and assisted my students.
One of the most effective product assignment I had given to my students was after finishing a unit about Native Americans. My students had to create a diorama about Native Americans Housing. After analyzing my assignment and comparing it to figure 13.1, I found some matching areas as well as mismatch with the guidelines. Some areas where my assignment match with the guidelines where:
ReplyDelete#1. Identifying the essentials of the unit and what students must know and understand as a result of the unit. #2 Identifying one or more formats for the product; my students had to write a report, but they were also able to explore what materials to use in order to build the diorama. #3 Determine expectation for quality. Some of my students really met my expectations in regards to content and product. #6 Differentiate or modify versions of the assignment. I was able to modify the versions of the written report based on my students' readiness as well as interest. I gave the opportunity to my students to choose which Native American Housing they were interested in creating; they also had choices as far as writing the report. Some students used pictures, drawings and/or creating a list of facts while others responded to an open ended question. #7 Coaching for success. I think that my students had a great time working on this project, but after analyzing my assignment and reviewing the guidelines, next time I do this assignment I will definetely develop a timeline as well as determine expectation for process such as setting more time for planning and goal setting. I believe this assignment was motivating, exciting and demonstrated the students' understanding about Native Americans Housing.