Week | Class Focus | Capstone Focus | Resources Needed |
Jul 18-22 | Mindmap & proposal | · Finish reading all resources to be reviewed · Conduct lit review · Start to think about how I will assess myself (to honour backwards design) · Update process blog | - Library books - Queens library resources |
Today the focus is to think about the assessment piece. I know our rubric is not until one of the last modules, but just in the spirit of backwards design, let me at least think about what I want to achieve.
The following framework by Helen Dunn is Creative Commons-licensed, and offers a framework for the evaluation of one's product (whatever that product might be).
http://gcseproductdesign.weebly.com/product-analysis.html#
Important to me will be the aesthetics, customer (i.e. students), function, and material.
Aesthetics: this project bears relevance to other teachers in my district, and not just my colleagues/ friends who will look through my project out of sheer obligation. I need to make it visually appealing in order to bring in (and retain) an audience. The information needs to be short and snappy, because teachers are busy and won't spend a lot of time scrolling through one site unnecessarily.
Customer (Students): Ultimately, what is our goal as educators if not to serve our students? The resources I recommend should elevate their experience in literature, specifically by seeing books as mirrors and windows (Bishop, 1990), as sliding doors, escape hatches, and more.
Function: The recommendations I make should fit into existing themes and units. This will allow for teachers to either complement existing novels with these more diverse ones, or substitute one for the other. Often, I feel that there is a question about why we should "reinvent the wheel" when we are already crunched for time and resources; if I find ways to bring this project into their teaching context, hopefully it'll seem like a smoother addition or transition.
Material: The resources I select for recommendation must meet our province's guidelines for classroom inclusion. In our case, it means that the text must have already been evaluated by BCERAC (now called Focused?).
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