EDTech 542: PBL Reflection & Perfect

It feels odd reflecting upon my project that I have created as a 5th grade unit at this point.  I have recently accepted a different position where I’ll be teaching computer science for grades 6-9 to start.  In reflecting upon the overall project given this new development it changes my perspective quite a bit when I think about actual implementation.

 

As far as who will be involved in the process, I envision having numerous discussion regarding the creation of a digital portfolio with my new principal and the president/chairman of the board for the new charter school in which I will be working next year.  After several conversations over the past few weeks, they currently do not have a portfolio process in place.  I plan on adapting this project to be done with students in grades 6-12. This would be a fluid ongoing assessment/showcase of students growth throughout their educational careers as it pertains to meeting various standards that include the NETs, CSTA, as well as, core content standards.  I foresee the initial vision being formulated by myself and the administration then filtering the digital portfolio for a positive digital footprint into other contents as well.

 

Given my new position in a charter school that is in its infancy.  The beginning of the process will be to establish a scope and sequence of which I foresee the Positive Digital Footprint project will be introduced during the 6th grade year.  We will begin with the creation of artifacts that have digital reflections upon the learning as it pertains to the NETs and CSTA.  In addition, students will create the word cloud as one of the next phases as a visual way to represent who they are.  Students will complete the 6th grade portion of the matrix to organize their artifacts.  These artifacts can be created in any content area as well as in enrichment activities provided during the regular term or during the summer enrichment camps offered.  Student will begin to create their Positive Digit.  al Footprint by beginning the digital portfolio process.  Students will create a homepage explaining the purpose of their digital portfolio and a brief introduction to who they are.  They will add their word cloud to their home page.  They will then add a page to their Google site for their 6th grade year and upload any artifacts along with digital reflections they possess.  Their design team will review and provide feedback on their site for revision.  At this point, students will be assessed and given feedback from the course instructor that they can use for further revisions.  Student sites will be shared with the computer science teacher.  Depending upon the result of further conversations, I envision it may be shared other classroom teachers, with parents, the principal, and president of the board for the charter school.

 

In year two, students may be assigned to a new design team.  They will review their 6th grade page with attached artifacts and reflections.  Students may want to make revisions and adjustments to this page in order to improve its content.  In addition, they will revise their homepage to include any additional new interests and their current grade levels.  As 7th grade students they will have completed the digital footprint graphic that will be the header of their 7th grade page that will be added to their digital portfolio.  Students will upload new artifacts that have been outline in their artifact matrix along with relevant reflections pertaining to their learning process.  As in the prior year, the student design team will review each others portfolios and provide feedback for improvement prior to final submission to the instructor.  The students will again be assessed and given feedback from the course instructor than they can use for further revisions.

 

The 8th grade and subsequent years of will follow the same process of artifact showcase, reflection, peer feedback, revision, and submission.  As students approach the time of applying for college, further discussion will take place as to students sharing these as part of their college application process.  At the present point, the school is only 6-8, however, a grade will be added each year until the charter school is 6-12.  Given the fact that I’ll be creating the curricula for the department and the overall mission of the school, I feel that this environment will provide more flexibility for the PBL model of education.

As a result of all of this, I am finding that I need to go back and make some revisions to the timeline of my initial project.  In addition, the matrix needs adjustments as well.  I believe that I may want to add additional information about digital citizenship into the mix as well.

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