PT #1: Veronica's Social Media PT
This is a beefy PT! 30 pages of reading, writing, analyzing... It's great! I love that you were able to pick a topic that is so relevant to teenagers. Have you found this engagement level to be high with this PT? Does this only take 2 days to do? As I was going through your sources, they felt a little more biased towards the negative aspects of social media, and I felt the argument against it was stronger than the one for social media. Was this intentional on your part, or maybe was it harder to find pro-social media articles? I'm curious to know what side most students took. Overall great PT!
PT #2: Aaron's Logo Design PT
I love that you are having students create their own logo! It's something we see everywhere, but don't usually think about. A good logo I imagine is hard to design, and it's great that you take the time to have students look at logos and analyze them before trying to make their own. Do you find having them get a physical decal of their logo makes them feel more proud of it? I would think so seeing as it is something they can show off. When you ask students if we should have logos, what do they say? I can imagine a great discussion around logos and ads! The level of research and thought that students have to put into this before they actually get to create their own is great. Shows the level of thought and amount of work you put into this PT!
Thank you Michelle for your feedback to both Veronica's and Aaron's PT. Great questions for both of them regarding logistics of their PT's. It must be interesting for you to view two completely different PT's from high school and see what content your colleagues are demanding of their students ( your former students). At least your kids will be ready for the academic rigor of the PT work form your classes. I will respond to your PT separately via email. Thanks again for taking this course!
Mike Amaral’s PT:
The presentation of the materials is very professional. I liked that the assignments are on school letterhead . It reinforces that the performance task is a formal school project, and it reinforced school pride.
The layout and instructions are very clear. I thought the videos were very informative and they also served as a template for the students when creating their own video for the P.T. I wondered about the vocabulary outlined in the task. Is this vocabulary previously learned as part of the unit? Could the students use their vocabulary charts, and their other class notes during the P.T.?
I loved the Glee flash mob video. I thought it was great fun and created an engaging scenario for the students. The Robert Royston “Line Dancing” video was informative. My question is, when are you going to create your own instructional video for the students?!!
Michelle Walters’ PT:
This is another wonderful PT. Like Mike’s PT, the lay out is so clean and the hyperlinks are so efficient. The Performance Task is clear, and easy to follow.
I noticed how the scientific level of inquiry differs from the ELA level of inquiry. In ELA the students are looking at the author’s thesis, claims, arguments, counterarguments, commentary, concrete detail etc., in a source, and then they have to choose a claim and select evidence to support their claim. In the science PT, the reader is looking at scientific evidence to support the claim that the wolves have a positive impact on the ecosystem at Yellowstone National Park. The student did not have to decide on a claim based on the evidence. Was this deliberate?
I liked that the students were given the claim to argue and, with the “Claims Table, what evidence to look for in the sources. It gives them a greater chance for successfully writing an information essay, as well as learning how to do a performance task.
My question for both of you is how long do the students have to do these PTs?