Revolutionary War Learning Experience EDLC 536 Learning Science & Instructional Design Dr. Kozloski 5/29/2009 1

Revolutionary War Revolutionary War Learning ExperienceLearning Experience

EDLC 536 Learning Science & Instructional DesignEDLC 536 Learning Science & Instructional DesignDr. KozloskiDr. Kozloski5/29/20095/29/2009

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• Learning Goals and OutcomesLearning Goals and Outcomes• Pedagogical TheoriesPedagogical Theories• LearnersLearners• Learning Experience ProcedureLearning Experience Procedure• Learning TechnologiesLearning Technologies• Learning EvaluationLearning Evaluation• Sample Screen DesignSample Screen Design• ResearchResearch

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To research, complete analysis To research, complete analysis and collaborate on the topic of and collaborate on the topic of the Revolutionary War as a the Revolutionary War as a student group activity.student group activity.

• Demonstrate an understanding of Demonstrate an understanding of the historic significance of the the historic significance of the Revolutionary War. Revolutionary War.

• Construct important Construct important timelines/milestones and there timelines/milestones and there relevance to the outcome of the relevance to the outcome of the Revolutionary War.Revolutionary War. 3

• Compare and justify arguments for both the Compare and justify arguments for both the English and the American side of the English and the American side of the Revolutionary War.Revolutionary War.

• Evaluate and explain the impact of the Evaluate and explain the impact of the Revolutionary War on today’s politics and Revolutionary War on today’s politics and democracy. democracy.

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•Deeper thinking will come from the analysis of the Deeper thinking will come from the analysis of the impacts on today’s politics and democracy and also impacts on today’s politics and democracy and also the differing arguments on the sides taken the differing arguments on the sides taken (English versus Americans). (English versus Americans).

•Scaffolding is built into the project. By following the WebQuest developed in support of this project, students will have the necessary tools needed to follow along in detail. The WebQuest can be found at: http://zunal.com/webquest.php?user=28012

Scaffolding will also be achieved by the support structure built into the collaborative aspects of the project. By teams using tools such as Gmail’s voice and video chat, the students can get real-time support as needed from teammates and instructors.

•Focusing on higher-level thinking Bloom categories, I utilized Focusing on higher-level thinking Bloom categories, I utilized Bloom’s verbs to create the learning goals.Bloom’s verbs to create the learning goals.11

•Based on Bloom's Taxonomy of educational objectives, the main Based on Bloom's Taxonomy of educational objectives, the main domain covered in this project will be cognitive (mental skills).domain covered in this project will be cognitive (mental skills).22 5

•See chart below to view comparison on learning See chart below to view comparison on learning goals and their alignment to Bloom’s verbs.goals and their alignment to Bloom’s verbs.

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Bloom’s Verbs CategoryBloom’s Verbs Category33 Learning GoalLearning Goal

Comprehension: Understand the

meaning, translation, interpolation,

and interpretation of instructions

and problems. State a problem in

one's own words.

Demonstrate an understanding of the historic Demonstrate an understanding of the historic

significance of the Revolutionary War. significance of the Revolutionary War.

Analysis: Separates material or

concepts into component parts so

that its organizational structure may

be understood. Distinguishes

between facts and inferences.

Compare and justify arguments for both the English Compare and justify arguments for both the English

and the American side of the Revolutionary War.and the American side of the Revolutionary War.

•See chart below to view comparison on learning See chart below to view comparison on learning goals and their alignment to Bloom’s verbs.goals and their alignment to Bloom’s verbs.

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Bloom’s Verbs Bloom’s Verbs CategoryCategory33 Learning GoalLearning Goal

Synthesis: Builds a structure or

pattern from diverse elements. Put

parts together to form a whole, with

emphasis on creating a new

meaning or structure.

Construct important timelines/milestones and there Construct important timelines/milestones and there

relevance to the outcome of the Revolutionary War.relevance to the outcome of the Revolutionary War.

Evaluation: Make judgments about

the value of ideas or materials.

Evaluate and explain the impact of the Evaluate and explain the impact of the

Revolutionary War on today’s politics and Revolutionary War on today’s politics and

democracy? democracy?

• This learning This learning experience is focused on experience is focused on 6-8th graders.6-8th graders.

•These are the typical These are the typical grade year where grade year where history lessons become history lessons become more prevalent and more prevalent and robust and lead to robust and lead to higher levels of higher levels of thinking.thinking. 8

• The final product will be a website The final product will be a website created by the students on the created by the students on the Revolutionary War lesson objectives. Revolutionary War lesson objectives.

•The students will first be broken into The students will first be broken into working groups that will cover certain working groups that will cover certain topics provided by the instructor such as topics provided by the instructor such as the Boston Massacre, The Declaration of the Boston Massacre, The Declaration of Independence, The Boston Tea Party, Independence, The Boston Tea Party, Washington Crosses the Delaware, Washington Crosses the Delaware, Valley Forge, etc…Valley Forge, etc…

• The groups will also be divided on The groups will also be divided on similar topics but from different sides similar topics but from different sides (English versus Americans).(English versus Americans).

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•The students will collaborate in each The students will collaborate in each group to decide who will do which group to decide who will do which section of the project.section of the project.

•The project will start with the research The project will start with the research and data gathering as a team.and data gathering as a team.

• Each team member will select a sub-Each team member will select a sub-area for their chosen topic. area for their chosen topic. •There are three main areas for sub-There are three main areas for sub-group work and two group group work and two group collaborations. collaborations.

•The final website will be created by the The final website will be created by the entire class.entire class.

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•Breakdown of tasks as follows:Breakdown of tasks as follows:

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Area of StudyArea of Study AssignmentAssignmentResearchResearch The team will research sub-areas for The team will research sub-areas for

each topic that they chose and place each topic that they chose and place

there information in Google Docs.there information in Google Docs.

WritingWriting Two students will collaborate using Two students will collaborate using

Google Docs word processing to Google Docs word processing to

compile the research, wordsmith and compile the research, wordsmith and

complete references for the written part complete references for the written part

of the project.of the project.

SpreadsheetsSpreadsheets Two students will collaborate using Two students will collaborate using

Google Docs spreadsheets to plot the Google Docs spreadsheets to plot the

timelines for the group’s topics. They timelines for the group’s topics. They

will use the research information will use the research information

provided by the entire team to develop provided by the entire team to develop

the significant milestones.the significant milestones.

•Breakdown of tasks as follows:Breakdown of tasks as follows:

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Area of StudyArea of Study AssignmentAssignmentGraphicsGraphics Two students will split topics and Two students will split topics and

create images from scratch create images from scratch

depicting the events using Gimp, depicting the events using Gimp,

etc…etc…

Final WebsiteFinal Website The class will work together to The class will work together to

create a final website based on create a final website based on

their individual assignments. They their individual assignments. They

will use PageBreeze to create the will use PageBreeze to create the

final product. They will post their final product. They will post their

website and make it available via website and make it available via

Google sites.Google sites.

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Learning Learning

TechnologyTechnologyLearning with Learning with

TechnologyTechnologyNETS-SNETS-S NETS-TNETS-T

Internet for Internet for ResearchResearch

Students utilize the Students utilize the internet to gather internet to gather information on the information on the Revolutionary War.Revolutionary War.

Research and Information Fluency

Digital Citizenship

Promote and Model Digital Citizenship and Responsibility

Design and Develop Digital-Age Learning Experiences and Assessments

Google DocsGoogle Docs•Word ProcessingWord Processing

Students combine their Students combine their findings on the findings on the Revolutionary War into a Revolutionary War into a document.document.


Technology Operations and Concepts


HTML ProgramHTML Program•PageBreezePageBreeze

Students create and Students create and organize a website on organize a website on their final project.their final project.



Model Digital-Age Work and Learning

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Learning Learning



Google DocsGoogle Docs•SpreadsheetSpreadsheet

Students utilize Students utilize spreadsheets to spreadsheets to formulate formulate timelines/milestones of timelines/milestones of Major events.Major events.

Critical Thinking, Problem Solving, and Decision Making



Graphics CreationGraphics Creation•GimpGimp•InkscapeInkscape•Paint.netPaint.net

Students create drawings Students create drawings to depict images of the to depict images of the Revolutionary War.Revolutionary War.

Digital Citizenship


Promote and Model Digital Citizenship and Responsibility


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Learning Learning



Collaboration Collaboration •GmailGmail

•VoiceVoice•Video Chat Video Chat

Students collaborate Students collaborate with each other on their with each other on their findings in their sub-findings in their sub-groups.groups.

Communication and Collaboration


Engage in Professional Growth and Leadership


Facilitate and Inspire Student Learning and Creativity

Final Website Final Website HostingHosting•Tripod SitesTripod Sites

Students post their final Students post their final website to share and website to share and present their final present their final project.project.




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CATEGORYCATEGORY 44 33 22 11 %%ContentContent Covers at Covers at

least five least five separate separate topics in-topics in-depth with depth with details and details and examples. examples. Subject Subject knowledge is knowledge is excellent.excellent.

Covers at Covers at least four least four separate separate topics. topics. Includes Includes essential essential knowledge knowledge about the about the topic. Subject topic. Subject knowledge knowledge appears to be appears to be good.good.

Covers at Covers at least two least two separate separate topics. topics. Includes Includes essential essential information information about the about the topic but topic but there are 1-there are 1-2 factual 2 factual errors.errors.

Covers at Covers at least one least one topic. topic. Content is Content is minimal OR minimal OR there are there are several several factual factual errors.errors.

30%30%

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CATEGORYCATEGORY 44 33 22 11 %%OriginalityOriginality Product Product

shows a large shows a large amount of amount of original original thought. thought. Ideas are Ideas are creative and creative and inventive. inventive. Five Five examples of examples of the impacts the impacts on today’s on today’s politics and politics and democracy.democracy.

Product Product shows some shows some original original thought. thought. Work shows Work shows new ideas new ideas and insight. and insight. Four Four examples of examples of the impacts the impacts on today’s on today’s politics and politics and democracy.democracy.

Uses other Uses other people's people's ideas (giving ideas (giving them credit), them credit), but there is but there is little little evidence of evidence of original original thinking. thinking. Three Three examples of examples of the impacts the impacts on today’s on today’s politics and politics and democracy.democracy.

Uses other Uses other people's people's ideas, but ideas, but does not give does not give them credit. them credit. Two examples Two examples of the impacts of the impacts on today’s on today’s politics and politics and democracy.democracy.

20%20%

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CATEGORYCATEGORY 44 33 22 11 %%WorkloadWorkload The workload The workload

is divided and is divided and shared equally shared equally by all team by all team members. members. Members Members define their define their roles and roles and produce produce spreadsheet spreadsheet showing the showing the division of division of work by work by content content category.category.

The workload The workload is divided and is divided and shared fairly by shared fairly by all team all team members, members, though though workloads may workloads may vary from vary from person to person to person person Members Members define their define their roles and roles and produce produce spreadsheet spreadsheet showing the showing the division of division of work by work by content content category..category..

The workload The workload was divided, was divided, but one but one person in the person in the group is group is viewed as not viewed as not doing his/her doing his/her fair share of fair share of the work the work Members Members define their define their roles and roles and produce produce spreadsheet spreadsheet showing the showing the division of division of work by work by content content category..category..

The workload The workload was not was not divided OR divided OR several people several people in the group in the group are viewed as are viewed as not doing their not doing their fair share of fair share of the work. the work. Members Members define their define their roles and roles and produce produce spreadsheet spreadsheet showing the showing the division of division of work by work by content content category.category.

20%20%

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CATEGORYCATEGORY 44 33 22 11 %%OrganizationOrganization Content is Content is

well well organized organized using using headings or headings or bulleted lists bulleted lists to group to group related related material. material. Contains at Contains at least five least five organized organized sections of sections of content.content.

Uses Uses headings or headings or bulleted lists bulleted lists to organize, to organize, but the but the overall overall organization organization of topics of topics appears appears flawed. flawed. Contains at Contains at least four least four organized organized sections of sections of content.content.

Content is Content is logically logically organized organized for the most for the most part. part. Contains at Contains at least two least two organized organized sections of sections of content.content.

There was no There was no clear or logical clear or logical organizational organizational structure, just structure, just lots of facts. lots of facts. Contains at Contains at least one least one organized organized section of section of content.content.

10%10%

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CATEGORYCATEGORY 44 33 22 11 %%MechanicsMechanics No No

misspellings misspellings or or grammatical grammatical errors.errors.

Three or Three or fewer fewer misspellings misspellings and/or and/or mechanical mechanical errors.errors.

Four Four misspellings misspellings and/or and/or grammatical grammatical errors.errors.

More than More than four errors in four errors in spelling or spelling or grammar.grammar.

10%10%

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CATEGORYCATEGORY 44 33 22 11 %%AttractivenessAttractivenessMakes Makes

excellent use excellent use of font, color, of font, color, graphics, graphics, effects, etc. effects, etc. to enhance to enhance the the presentation.presentation.

Makes good Makes good use of font, use of font, color, color, graphics, graphics, effects, etc. effects, etc. to enhance to enhance to to presentation.presentation.

Makes use Makes use of font, of font, color, color, graphics, graphics, effects, etc. effects, etc. but but occasionally occasionally these these detract from detract from the the presentation presentation content.content.

Use of font, Use of font, color, color, graphics, graphics, effects etc. effects etc. but these but these often distract often distract from the from the presentation presentation content.content.

10%10%

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• Below is a sample layout that can be provided to students for their final website design.

•PedagogyPedagogy•http://en.wikipedia.org/wiki/Pedagogy

•WebQuestWebQuest•http://www.zunal.com

•Instructional TheoryInstructional Theory•http://en.wikipedia.org/wiki/Instructional_theory

•Bloom’s TaxonomyBloom’s Taxonomy•11

http://www.teach-nology.com/worksheets/time_savers/bloom/•2, 3 2, 3

http://www.nwlink.com/~donclark/hrd/bloom.html

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•Learning TechnologyLearning Technology•NET-SNET-S

•http://www.iste.org/Content/NavigationMenu/NETS/For_Students/NETS_S.htm

•NETS-TNETS-T•http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

•Google DocsGoogle Docs•https://www.google.com/accounts/ServiceLogin?https://www.google.com/accounts/ServiceLogin?service=writely&passive=true&continue=http%3Aservice=writely&passive=true&continue=http%3A%2F%2Fdocs.google.com%2F%2Fdocs.google.com%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign%2F&ltmpl=WR_tmp_2_lfty&nui=1&utm_campaign=en&utm_source=en-ha-na-us-=en&utm_source=en-ha-na-us-bk&utm_medium=ha&utm_term=google%20docsbk&utm_medium=ha&utm_term=google%20docs

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•Learning Technology (cont’d).Learning Technology (cont’d).•GIMPGIMP

•http://www.gimp.org/http://www.gimp.org/

•InkscapeInkscape•http://www.inkscape.org/http://www.inkscape.org/

•Paint.netPaint.net•http://www.paint.net/http://www.paint.net/

•PageBreezePageBreeze•http://www.pagebreeze.com/http://www.pagebreeze.com/

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•Learning Technology (cont’d).Learning Technology (cont’d).•GmailGmail

•https://www.google.com/accounts/ServiceLogin?https://www.google.com/accounts/ServiceLogin?service=mail&passive=true&rm=false&continue=hservice=mail&passive=true&rm=false&continue=http%3A%2F%2Fmail.google.com%2Fmail%2F%3Fuittp%3A%2F%2Fmail.google.com%2Fmail%2F%3Fui%3Dhtml%26zy%3Dhtml%26zy%3Dl&bsv=zpwhtygjntrz&scc=1&ltmpl=default&lt%3Dl&bsv=zpwhtygjntrz&scc=1&ltmpl=default&ltmplcache=2mplcache=2

•Tripod SitesTripod Sites•http://www.tripod.comhttp://www.tripod.com

•Learning EvaluationLearning Evaluation•http://rubistar.4teachers.org/index.phphttp://rubistar.4teachers.org/index.php

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Documents

Revolutionary War Learning Experience EDLC 536 Learning Science & Instructional Design Dr. Kozloski 5/29/2009 1