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PROGRAM PLANNING WORKSHEET THE BASICS Program Information Program Name: "Our Town: Past, Present and Future of a Node in the Global Village" AYV Educators: Stella Maris Berdaxagar Number of Adult Facilitators and Volunteers: 1 Big Idea What is the guiding question that young people will uncover during this media project? (This is the question that is going to motivate youth topics.) What do you know about the past and present of our town that is worthy of being told to next generations in a digital format? How much can your relatives contribute to this?
Program Description: Describe the media project(s) youth will engage in. Form: Videos, collages, infographics , brochures , memes , podcasts and an eportfolio or mash up to integrate all of them. Length: 5-10 minutes. Style or Format: (documentary, experimental, self portrait, etc.) Virtual tour through time lines and coordinates as the setting of people´s lives.
PROGRAM SCOPE Goals
What skills will the youth learn?
Are there state or national standards you would like to align with your AYV program?
Skills:
Estimated development time:
Research, composition of narrative and descriptive texts, collages, infographics, memes, brochures , Yes. podcasts , eportfolios and mash ups. There will be as many 21st Century Skills as possible: creation, collaboration, critical thinking.
3 weeks
Š 2014 Adobe Foundation / Education Development Center, Inc.
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THE PROCESS Process and Preparation Will youth work in groups or individually? How will you select groups? They will work in groups. They will choose who to work with and they will be asked to help one another if necessary.
How will you introduce new media styles to your youth? What media are you going to show to help inspire ideas? As it is a subject about which there is not much information on internet , I will show them media created by people from different parts of the world to inspire them to create something different based on our customs and ways of living. How will you present the media project guidelines to the youth? (Copyright, legal issues, project length, etc.) I will tell them to create all media resources and follow the norms of Digital Citizenship regarding the authorship and validity of information in texts. I will also ask them to cite all sources either oral or written or any other support with evidence. What brainstorming methods will you use? I will use mindmaps in collaborative Google Docs which will be done at home with the aid of relatives and teachers of other subjects.
How much time will you spend on each stage of production? There will be preparation ,brainstorming, ideation and creation in class for about three weeks. We will be connected through Edmodo, so there will be continuous evaluation, timely feedback and full-time scaffolding . How will you incorporate critical review and critique into your program? I will ask them to follow and enlarge a checklist to consider all items that may be improved in the process and in future experiences.
Š 2014 Adobe Foundation / Education Development Center, Inc.
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Describe our town My home town is known as Quemú Quemú which is the head of Quemú Quemú department and means meeting place in Mapuche.It is a small quiet urban area. It is prosperous.My home town is situated in the north east of La Pampa. It is 130 km from Santa Rosa. The nearby cities are General Pico and Catriló and the towns of Miguél Cané and Trilí.Its famous landmarks are Monument to J.F. Kennedy , Monument to Mothers ,Monument to the the Aborigines , Monument to San Martín, One Hundred Anniversary Monument,The Malvinas Island War Memorial, among others. It was founded by Carlos Madero in the year 1908. The population of our town is of about 4,000; It has an area of 950 sq. km. The town has got new and old buildings: Marconi Theatre- Cinema ,Fortín Pampa, The Gym, Schools, the Town Hall, the Police Station, the Post Office, Social, Calandri Hospital, San Martín and Argentinos Clubs, Hunting and Fishing Club, A local TV Channel, an FM radio, a Fire Brigade, Lorenzini Aeroclub, industries, shops, offices , cooperative societies,private institutes, etc.It comprises an urban, suburban and rural area. People from Europecame to live here.Aboriginal groups lived in our province,Mapuches mainly ,who survived Roca´s Conquest of the Desert. In Quemú Quemú, there were frequent festivities related to European immigrants. Now there are all kind of festivities . There is an annual Gaucho Festivity with rodeos and Cowboy skills.Our town has the mos common facilities.In Quemú Quemú, we can go out, meet friends at any time.Children in Quemú Quemú lead a quiet life. Young people in Quemú Quemú go out at weekend, mainly to discos. Adults in Quemú Quemú go to restaurants , meet friends and go to sports events.The main industrial, commercial and cultural activities are the most active part of the town. Living in Quemú Quemú is nice, quiet and coming back is even better.
Our home : a node of the Global Village.
Stella Maris Berdaxagar |
|
November 2014
Students involved : English as a second language students School: Academia de Inglés Internacional Place: Quemú Quemú, La Pampa, Argentina. Year : 2014- 2015 Goals: Empower students so as to : express their creativity though multimedia presentations. create texts about our town referring to its historical, geographical, cultural and economic aspects. Investigate about our past to understand the present and project ourselves into the future. Illustrate their messages through infographics, maps, collages , brochures, memes, videos, music and podcasts . Integrate their productions in a unique portfolio or mash up Use online resources in observance with norms of Digital Citizenship. Reflect upon our mother tongue , the second language and ways of expressing them in multisensorial discourse features , genres and visual literacy. Join the XXI Century Global Creative, Reflective and Critical Citizens for the sake of a better world based on rich interactions.
Abstract As part of a unit plan in a High School Second Form syllabus, the students analyze information about our town in Spanish and in English in order to create texts, visuals and sounds related to the past, present and future of our dwelling place. Through a series of sequenced activities , they create a new way of seeing our town with as many XXI Century Skills in actio ns as possible. They will illustrate narrative and descriptive texts with Infographics, brochures, memes, podcasts, videos and collages to anchor self expression in visual literacy. The plan is to be developed in a private institute of ESL simultaneously. Activity One: The students investigate about the past and present of the town, write narrative and descriptive texts and create collages with now and then photographs. Activity Two: The students create memes, brochures and infoographics about the town with narrative and descriptive texts expressing their feelings , opinions, research data and projects related to the town. Activity Three: The students create podcasts of dialogues with a foreigner who comes to the town to attend a “Gaucho Festivity� and they tell him how to get to the hotel, where the festivity will take place and ask him about his customs. They will work in groups with scaffolding peers in collaboration for about three weeks. Showcase: The students integrate their productions in a video with texts , images , video clips and sounds which will be shown in the blog , in social networks and in a slide show at school. Evaluation: All the process is evaluated through a rubric and direct observation that lead to improvement in subsequent practices. Conclusion: Unit plans which are developed with ICT integration through the TPCK and SAMR models have a huge potential to empower students in XXI Century Skills which include transmedia decodification ,ideation and creation. Through all that process via Edmodo and F2F classes , it is possible to assess literacies and get to know the students in a broader sense and even guide them in their vocation.
Related learning experience:
http://www.pil-network.com/Resources/LearningActivities/ Details/096a8642-5cbc-4501-8f8c-55b3cc524cd9
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