PE_final_option_1

Relevant and Innovative learning Scenario

By: Mark Lillquist

1.     Target Audience - High school students, male and female, grades 9-12

2.     Materials - Reservations for the computer lab, training video of what to do.

3.     Objectives – The student will be able to plan a story utilizing the seven-step scaffold provided by storyjumper.com. The student will be able to access storyjumper.com and create a story based on the previously created scaffold. The student will define the universal message or intended purpose of their story in the form of a fortune cookie message. 

4.     Procedure – On Monday:

1. Discuss our artistic voice and how we are all individuals.

2. Watch a training video that I make.  

3. Check out some assets that came with storyjumper and brainstorm and plan our stories.

- On Tuesday:

1.  go to the computer lab.

2.  sign in and activate a storyjumper account. 

3.  create interesting stories.

4. save our work and share it with the class the next day.

5.     StoryJumper is what I designed my RILS around. Storyjumper is an online asset which enables the student to create books on the computer.

6.     Social learning – As we brain storm and plan our stories we will be working and sharing, bouncing ideas off of one another – probably in an exponential spiral to see who can be the closest to the edge without going over; and then, of course, someone will leap off the edge of appropriateness and I will have to catch them and throw them back in to bounds with a look and tone of consternation. Peer review occurred during the synthesis of the story, as students shared their ideals.

7.     Connections – As we study short films and paintings
, we explore universal themes, character curves, and the different parts of the story.  This activity is a nice application of creative thinking and contextual understanding. The Georgia Performance Standards: VAHSPAMC and VAHSPACU are connected to students’ imaginative exploits through the application of this web 2.0 tool.

8.     Product – A book we create online.

9.     Assessment –  Assessment of learning objectives and personal knowledge understood/explored, will be ascertained by the empirical observation of the students participation in the activity, and by reading their fortune cookies.

10. Reflection  - The student will be asked to write a fortune cookie style proverb, which embodies their stories universal theme, moral, or secret encryption. The teacher will read these, rub his whiskers and say…hmmm.

My Reflection of the overall RILS process

Using storyjumper with my class was rewarding because it gave the students an opportunity to have a drastic change from our normal activities. The RILS scaffold was a bit inconvenient, but it forced me to consider the social aspects of learning in blatant manner. The reflection and assessment components helped me realize my weakness in this area.  

The purpose of implementing a web 2.0 tool (storyjumper.com) in my classroom was to engage my students' imagination in a novel project; therefore,  this RILS project was successful.