Step 1: Determining relative advantage

Student-Centered

Inquiry-Based

Project-Based

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  The art class evaluated the comic maker projects weakness,
  
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  The story lines were somewhat random and lacked a story.
  
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  The students wanted to brush up on Narrative writing skills
  
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  The wanted to talk with their Core Teachers about where would be the best place to get some help, but quickly.
  
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  They decided to look over Balanced Reading and brush up on narrative writing skills.
  

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  We talked with digital coach for some ideas on tech resources that could help with narrative writing.
  
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  The students have all been given their own personal iPad that has been pre-approved for the Adobe Voice app.
  
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  They decided to download this app. and watch a tutorial to see if this would be a good resource.
  

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  Outcome: Progress in narrative writing skills for a narrative handmade book project or story board drawing.
  
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  Students will complete a short story on Adobe Voice for progress in writing with a visual picture they can draw from.
  
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  There will be a rubric to assess this project.
  

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  Students will work in groups of four. Students with lower technology skills will be placed with a group with higher skills.
  
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  Students will use materials from Core Teachers about writing a narrative draft.
  
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  Out of the 4 types of Narrative writing, (Personal, small moment in time, Fictional, Historical fiction, memoir), they will choose which one the group will collaborate on.
  
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  They will take at least four possible story lines and choose the one they can elaborate on the best.
  
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  They will watch the tutorial for Adobe Voice and place their narrative choice in the app. and share with class.
  
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  They will research narrative artists to see how they tell their story through art.
  
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  They will upload their story on their camera roll to show the narrative part of the story.
  
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  They were given permission to use web resources for pictures to use along with the narrative story part.
  

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  They needed to begin gathering materials and ideas for writing a narrative.
  
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  Students groups would choose the idea that had the most information for them to begin their story line.
  
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  The divided a page in four parts, with four ideas and started gathering information on each idea
  
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  Gave them an example of one Narrative Artist, Faith Ringgold, who tells narrative stories through quilt making and let them take it from there.
  
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  Each group would present their idea page and show which narrative idea they would pick and why.
  
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  The group would prepare their story on Adobe voice and share with the class.
  
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  The group would share with the group their narrative artist they researched.
  

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  The students had a positive time with gathering ideas with the group, and there were no more short stories of murder, kidnapping and fight scenes.
  
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  They really enjoyed using Adobe Voice, and were able to watch a tutorial done by one of our teachers on campus.
  
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  This helped them get to the project quickly.
  
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  They seemed to learn better by collaborating and finding answers themselves.
  
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  Lesson was easy to understand and second language students, and special ed students were able to participate fully.
  
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  They liked the idea of using Adobe Voice so much, they decided to each make their own individual story!
  
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  The are now ready to draw and make the handmade booklets.
  

Week 5 Assessments

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  Outcome: To have the students interpret and produce Narrative Art.
  

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  Objective: Students will complete 2 assessments, (formative and summative) to check on progress through out the project. Use Kahoot.
  
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  Assess the learning at the end. Go Formative.
  

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  Would have been a better assessment in the beginning to check on their knowledge of narrative art.
  
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  Great formative tool to check on knowledge during the project.
  
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  When students work in groups, it’s hard to tell if everyone is pulling their weight and this web tool allows you to check up on them individually.
  
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  Makes a game out of the learning process, and the students seem to like the energy of it.
  

https://getkahoot.com

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  Allows you to assess how well each individual student understood the material.
  
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  Allows you to assess how well the class understood and gives you percentages on each questions.
  
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  It is a great tool for formative and summative, and allows each type, depending on how you ask the questions.
  
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  Because they are uploading images, you can hide their name so that you can point out details that are good or bad to help the whole class and maintain their privacy.
  
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  You can tell what they missed, or which question you may want to ask in a different way.
  
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  You know instantly what you may need to reteach.