Curriculum Project Proposal:
For my final project, I will produce an instructional unit/environment to be used in a formal learning environment. The instructional unit will be a multi-week author study unit of learning. This will be a cross-curricular unit for a third-grade classroom that targets both the ELA and Social Studies standards. The unit will be based on the author, Shelley Gill. According to Cory Cooper Hansen, “creating and implementing an author study that encourages a variety of engagements increases the possibility of meeting the needs of multiple learners and deepens the quality of the response” (2006). Most of the books Shelley Gill has written are based in Alaska and the Pacific Northwest, so the unit will target the 3rd grade social studies standards, in addition to the 3rd grade Common Core ELA standards. The unit will apply the grounded approach to using technology in the classroom. Following the approach set forth by Judi Harris and Mark Hofer, the technology aspect is chosen last during the planning of instruction (2009). The first step in the grounded tech integration begins with the learning goals. The unit will incorporate learning about the author, Shelley Gill; include reading some of her books that are based in Alaska and the Pacific Northwest; learning about the different topography, climate, and wildlife in Alaska and the Pacific Northwest; and culminate with the students making a presentation about the Alaska and the Pacific Northwest region in connection to some of the facts mentioned in the books and other extension activities.
Throughout the unit, even though different learning theories are utilized, the main learning theory it is developed upon is the cognitive theory of multimedia learning. This is evident with the integration of visuals into verbal instruction through the use of videos, photographs, and map exploration. This cognitive theory, originated by Richard Mayer, allows for the learner to build on prior knowledge through both the auditory and visual channels in the brain (David L 2015). This allows the learner to process more information in their memories.
During the instructional day, most of the minutes are mandated to reading, writing, math, and RTI (Response to Intervention- for both reading and math). The lack of time to teach social studies has been an issue, especially in elementary schools, for many years (Hinde 2005). Creating a project that provides additional exposure to literature, further learning in social studies where daily instructional time is minimal, and have students analyze text along with other sources to respond to higher order thinking questions, would provide a resource that targets a variety of standards and learning goals. This project would also allow for the students to form a connection with the places and regions they are studying, rather than studying a place or region around the world with no context for themselves.
The target audience is a third-grade class and aligns with the following Social Studies Standards: Geography Standard 3: Students will identify types of human settlements, connections between settlements, and the types of activities found in each; Geography Standard 4: Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Since the project is cross-curricular, it also aligns with the following ELA Common Core Standards: CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting); CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plot of stories written by the same author about the same or similar characters (e.g., in books from a series); CCSS.ELA-LITERACY.W.3.8 Recall information from experiences or gather information from print and digital sources, take brief notes on sources and sort evidence into provided categories. The project will utilize the use of Chromebooks (or desktops, laptops, or iPads) for the some of the activities throughout the unit, and allows the students to collaborate and create their presentation as their final product (i.e. Google Slide, Prezi, Powtoon). With the students utilizing technology, the project will also align with the following ISTE student standards: 2c Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property; 3c Curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions; 6a Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication; 6b Create original works or responsibly repurpose or remix digital resources into new creations; 6c Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations; 6d Publish or present content that customizes the message and medium for their intended audiences; and 7c Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
The project assumes that the students are already capable of basic use of either a computer, laptop, Chromebook, or iPad. Students should be able to independently access the internet. The students are encouraged to have Google accounts to access the G Suite in order to work collaboratively on their group presentation. Alternatively, should the students decide to use Prezi or Powtoon as their platform for their presentation, then the student, in addition to the teacher, should have familiarity and accounts with those sites as well.
The project will incorporate the use of different parts of Shelley Gill’s website. It will utilize three different video clips from Discovery Education on Alaska, dog sled racing, and a temperate rain forest. It will utilize both the United States National Park Service website, and the United States Department of Agriculture (USDA) Forest Service website. The project will also use Google Maps. The books by Shelley Gill that will be read throughout the unit are Alaska, Kiana’s Iditarod, Alaska’s Three Bears, Up on Denali: Alaska’s Wild Mountain, Tongass, and Sitka Rose. The project will culminate with the students collaboratively working in groups to create a presentation for their peers about their learning on Alaska and the Pacific Northwest region. The presentation will also include how Alaska and the Pacific Northwest region compares and contrasts to Delaware (where they live). Relating the technology use within the TPACK framework, as explained in “What is Technological Pedagogical Content Knowledge?”, the first part of the project with the teacher utilizing the different digital resources demonstrates a knowledge base in the content knowledge and technological content knowledge (Koehler & Mishra, 2009). The use of specific resources presented in different learning styles to accompany the different books throughout the first part of the project exhibits the use of pedagogical content knowledge. Providing the students with the choice of certain platforms to create their presentations for the final part of the project models the use of technological pedagogical knowledge. After reflecting on the technology use within this project through the TPACK framework, the technology has been integrated in a way to creatively create interactions among all three main components.
While most of the digital resources being used in this project and free and open to anyone, Discovery Education is a paid subscription. One difficulty would be gaining access to this resource if it was not already available in your classroom or if funding for it is not available to purchase a subscription.
When completed, there would be many student successes with the project. The students would have demonstrated digital citizenship, knowledge construction, creative communication, and global collaboration. The students would have also exhibited their knowledge on places and regions, in addition to their comprehension of literature. Furthermore, students would have also shown their writing abilities and verbal speaking skills with the final presentation.
References:
About the Forest. (n.d.). Retrieved from https://www.fs.usda.gov/main/tongass/about-forest
David L, "Cognitive Theory of Multimedia Learning (Mayer)," in Learning Theories, September 10, 2015, https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html.
Denali National Park & Preserve (U.S. National Park Service). (n.d.). Retrieved from https://www.nps.gov/dena/index.htm
Gill, P. (n.d.). Welcome to shelleygill.com! Retrieved from http://www.shelleygill.com/
Harris, J., & Hofer, M. (2009). Grounded Tech Integration. Learning and Leading with Technology,September/October, 22-25. Retrieved January 20, 2018, from https://files.eric.ed.gov/fulltext/EJ859576.pdf.
Hansen, C. C. (2006, 11). The Art of Author Study: Leo Lionni in the Primary Classroom. The Reading Teacher, 60(3), 276-279. doi:10.1598/rt.60.3.7
Hinde, E. T. (2005, 05). Revisiting Curriculum Integration: A Fresh Look at an Old Idea. The Social Studies, 96(3), 105-111. doi:10.3200/tsss.96.3.105-111
ISTE Standards for Students: A Practical Guide for Learning with Technology. (2017). Arlington, VA: International Society for Technology in Education.
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
National Governors Association Center for Best Practices, Council Chief State School Officers. (2010). Common Core State Standards for English Language Arts: Grade 3. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/3/
Social Studies / Standards for SS. (n.d.). Retrieved from https://www.doe.k12.de.us/Page/2548