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- Impact on Learning
Work Sample: Social Studies Project Bulletin Board
Reflection:
This work sample is a bulletin board displaying a social studies final class project that I implemented with my second grade students during my student teaching in the Spring 2013 semester. The title of the social studies unit that I implemented this final project in is called “How Can One Person Make a Difference in their Community?” I titled the bulletin board depicting the students’ final project as “Leaders Who Made A Difference,” as seen in the picture. The bulletin board above features two canvas painted portraits of leaders in history, one enlarged photo of another leader of our past, the leaders’ names in big, colorful letters, and three posters filled with informational sentences describing the leaders illustrated in the portraits. My students created the canvas painted portraits of the two leaders as a collaborative effort in two large groups (one for each leader) as well as composed original, informational sentences on these leaders through research using various technologies. I chose this work sample not only because it demonstrates a positive impact on student learning, but also because it illuminates the potential and far-reaching abilities of these second graders. In addition, I included this work sample because it represents the extensive social studies unit that I created for my students in order to enhance and deepen their learning.
This work sample made an impact on P-12 learning in many ways. One way was that it showed students how different technologies can be used to research information on various topics or people. The students had to independently research their assigned leader on the computer using the website PebbleGo and then create a complete sentence about a specific part of that leader’s life or contribution to society. This composing of the sentence was comprised of a few steps and impacted students’ learning in a writing capacity by allowing them to practice the writing process via prewriting, first draft, revision, and final draft. Each student’s sentence was edited by me and then rewritten by them in their neatest handwriting so it could be displayed in the bulletin board on the colorful posters. Another way this final project bulletin board impacted student learning is through the integration of an extensive art project that allowed the students to practice their art skills of drawing, sketching, hand-eye coordination, and painting. Students were able to learn how to transfer an image in a photograph onto a blank canvas through sketching, coordination, and finally painting. In addition, this work sample greatly promoted student learning with collaboration and teamwork. Two different groups of nine students each created the canvas portraits on the bulletin board so that each student only had a small section of the leader’s face to create on his/her mini canvas. Hence, the students had to work together in their groups to make sure the continuing lines of the leader’s face on their canvas matched up with the same lines on the classmate’s canvas next to theirs and monitor each other so that everyone was completing their canvas accurately. This was not an easy task, but they did it well so that in the end these painted canvas portraits of the historic leaders Rosa Parks and Helen Keller turned out to be marvelous masterpieces.
The activities related to this work sample include research worksheets, prewriting, first draft of sentences, final copy of sentences, voting of leaders, exit slips, group presentations, concept worksheets, analyzing of media videos, written tests, art connecting, art sketching, and painting. These activities enhanced my ability to understand and assess student learning by giving me informal and formal feedback on their progression throughout this social studies unit. The exit slips were a huge indicator of student understanding of the content taught in various lessons throughout the unit. I could tell if students truly understood the concept or idea instructed in the lesson by the answers they gave me in these exit slips. The formal test gave me plenty insight into what knowledge presented throughout the entire unit was retained by the students. Most students did extremely well on this unit test. With the writing of sentences and research part of this social studies unit I was able to assess my students’ abilities to conduct independent research using familiar websites as well as their abilities to compose a complete, informational sentence about a person. Several of my second graders struggled with this research component and composition of informational sentences, which told me that this is a skill that deserves more attention in the classroom. My observations of students working together on the art component of the final project gave me insight into which students had proficient skill in collaboration and effective communication skills with others in order to achieve a mutual goal as well as which students who were still developing this skill. Similarly, through the painting and sketching process of the pictures onto the mini canvases I was able to see which students understood and effectively implemented different art techniques that their art teacher taught them such as how to correctly hold a paintbrush or make soft lines.
This work sample is a bulletin board displaying a social studies final class project that I implemented with my second grade students during my student teaching in the Spring 2013 semester. The title of the social studies unit that I implemented this final project in is called “How Can One Person Make a Difference in their Community?” I titled the bulletin board depicting the students’ final project as “Leaders Who Made A Difference,” as seen in the picture. The bulletin board above features two canvas painted portraits of leaders in history, one enlarged photo of another leader of our past, the leaders’ names in big, colorful letters, and three posters filled with informational sentences describing the leaders illustrated in the portraits. My students created the canvas painted portraits of the two leaders as a collaborative effort in two large groups (one for each leader) as well as composed original, informational sentences on these leaders through research using various technologies. I chose this work sample not only because it demonstrates a positive impact on student learning, but also because it illuminates the potential and far-reaching abilities of these second graders. In addition, I included this work sample because it represents the extensive social studies unit that I created for my students in order to enhance and deepen their learning.
This work sample made an impact on P-12 learning in many ways. One way was that it showed students how different technologies can be used to research information on various topics or people. The students had to independently research their assigned leader on the computer using the website PebbleGo and then create a complete sentence about a specific part of that leader’s life or contribution to society. This composing of the sentence was comprised of a few steps and impacted students’ learning in a writing capacity by allowing them to practice the writing process via prewriting, first draft, revision, and final draft. Each student’s sentence was edited by me and then rewritten by them in their neatest handwriting so it could be displayed in the bulletin board on the colorful posters. Another way this final project bulletin board impacted student learning is through the integration of an extensive art project that allowed the students to practice their art skills of drawing, sketching, hand-eye coordination, and painting. Students were able to learn how to transfer an image in a photograph onto a blank canvas through sketching, coordination, and finally painting. In addition, this work sample greatly promoted student learning with collaboration and teamwork. Two different groups of nine students each created the canvas portraits on the bulletin board so that each student only had a small section of the leader’s face to create on his/her mini canvas. Hence, the students had to work together in their groups to make sure the continuing lines of the leader’s face on their canvas matched up with the same lines on the classmate’s canvas next to theirs and monitor each other so that everyone was completing their canvas accurately. This was not an easy task, but they did it well so that in the end these painted canvas portraits of the historic leaders Rosa Parks and Helen Keller turned out to be marvelous masterpieces.
The activities related to this work sample include research worksheets, prewriting, first draft of sentences, final copy of sentences, voting of leaders, exit slips, group presentations, concept worksheets, analyzing of media videos, written tests, art connecting, art sketching, and painting. These activities enhanced my ability to understand and assess student learning by giving me informal and formal feedback on their progression throughout this social studies unit. The exit slips were a huge indicator of student understanding of the content taught in various lessons throughout the unit. I could tell if students truly understood the concept or idea instructed in the lesson by the answers they gave me in these exit slips. The formal test gave me plenty insight into what knowledge presented throughout the entire unit was retained by the students. Most students did extremely well on this unit test. With the writing of sentences and research part of this social studies unit I was able to assess my students’ abilities to conduct independent research using familiar websites as well as their abilities to compose a complete, informational sentence about a person. Several of my second graders struggled with this research component and composition of informational sentences, which told me that this is a skill that deserves more attention in the classroom. My observations of students working together on the art component of the final project gave me insight into which students had proficient skill in collaboration and effective communication skills with others in order to achieve a mutual goal as well as which students who were still developing this skill. Similarly, through the painting and sketching process of the pictures onto the mini canvases I was able to see which students understood and effectively implemented different art techniques that their art teacher taught them such as how to correctly hold a paintbrush or make soft lines.