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The Beginning
Google Doc Due to Hopkins reading "Night" and studying the Holocaust, and Yeatts' class creating videos on bullying, Joyce wanted Yeatts' and Hopkins' classes to help show connections between other events in which society said "never again". Yeatts and Joyce made a Google Doc and shared with Hopkins to get her thoughts on how to make this PBL come to life. -
Planning
Discussed how to take the Bullying Project to a higher level, which involved the following: creating a Canvas shell, adding teachers to site, creating modules for each teacher, and collaborating on a Google Doc. Elizabeth Joyce discussed the possibility of Yeatts' photography class at Morehead and Hopkins' English II class at McMichael collaborating on a Human Rights PBL. -
Making Connections
Yeatts' class had a discussion on Koney 2012 viral video. It was at this point that collaboration between teachers initiated the need for national connection to human rights before making a global connection. This is where we got the idea to read the book "Warriors Don't Cry". -
Pre-assessment
We started with a pre-assessment using linoit.com. Students were asked to discuss what they thought specific human rights would include. Students viewed the book trailer "Warriors Don't Cry" and posted discussion questions in Canvas. Reviewed rubric on how to post a proper discussion and reply. -
Organization
Met with Mr. Kelley about joining the project through Canvas. Mr. Kelley posted discussion questions about Koney and the Invisible Children. Joyce and Yeatts discussed the problem of organizing such a large unit of study with so many students involved. Generated a Google Doc posted on Canvas to help students select what information from their research was appropriate for the project. -
The Journey
Continued reading "Warriors Don't Cry" and had students continue responding to "Warriors" discussion questions. Shared News & Record newspaper articles with class. -
Women's Rights
Assignment given to read and respond to a speech by Hilary Clinton on Women's Rights. Based on Joyce's reading student posts, it was noticed that many students were not comfortable with reading and analyzing informational text. As a result, Joyce posted the speech on the ActivBoard and annotated text, showing students how to analyze. -
Assessment Time
See FormStudents filled out a Google Form that checked what they had learned so far, what help they needed, and how they felt their collaboration was going with their partner. Several students expressed concerns that were easily addressed. Some responses indicated that 1:1 conferencing was needed. -
OH NO!
It should be noted at this point, that in a PBL of this magnitude, the teacher MUST keep up with reading and responding to student posts. (Yeatts did not, on spring break. Joyce did!)
SET NOTIFICATION FEATURES IN CANVAS! -
Bite and Write
3 hour collaboration on how to show the connection between PBL, Common Core and Bloom's Taxonomy for High School Collaboration session at DMHS. Wanted to show teachers the importance of the role collaboration plays in lesson plan development. -
Creation of Website
Due to students not having access and the diffuclty with navigating the Google Sites, students decided to experiment with an online, web-based site called Wix.com. -
Adding US History classes
Invited T. Buck and K. Steagall's US History class to join PBL using the "Warriors Don't Cry" content. -
Averting Disaster
Joyce went to McMichael to assist Hopkins' students with logging into Canvas and resetting network ID logins. -
Common Core Tree
Shared the journey with RCS teachers across the district in how this PBL came to life.
