Module 4 Reflections

This module ran me through the wringer. I don't recall the last time I did a "student sample" outside of my own imagination. I do see the utility of the process but I cannot say whether or not I'll ever spend the time on the process again. For larger tasks like this, I certainly will consider such a thing. Technology almost demands a "dry run" anyway.

As far as my own project, I utilized Google Docs Presentation. This proved to be interesting while producing the sample. A student is likely to be familiar with the slide show concept, but this step adds a few layers in terms of passwords and such. There will also be a layer of complication when the other students try to view the finished document. A projected show would be simpler, but access to allow students to view at their own pace afterwards would be useful.

Going through the sample caused me to think more about the Essential Question than I am used to. Normally I am aware that it is in the background, but that gets lost in the day to day workings of a project. I think I had to do most of my modifications around the student demonstrating understanding of the Unit Question's supposed outcome. I didn't see much demonstration at first. After a few changes to the instructions and the sample, I believe it is there now. The skills I was looking for are covered to some degree but lacking around the information literacy area. I had instructions for source citations and such but not quality.

Though my sample is trimmed to give the idea of what is possible, a "real" sample should be longer. The idea is to encourage many slides, but not discourage anyone at the same time. A hard balance to find. I really do not want to give students a reason to stop short in production. I believe the quality of the sample's content is what I can expect of a top student. The unit question is answered in two places, which would be more if I had more content in the sample. I intend to have a peer grading element which would include answering the question.

As far as making connections, the class is inherently "hit and miss". History is full of real connections but the challenge from day to day is getting the students to accept those connections as important to their daily lives. My minimum hope is to have a piece of those connections survive until the student is able to see their value as an adult.