The following entry describes a projected based activity I will use in a 10th grade ESL classroom. Included are the project description, evaluation rubric, and my plan for monitoring and giving feedback to the students as they work towards completion each day.
Project Description
This project asks 10th grade ESL students to consider the theme of communication between individuals in society. In order to do so, they will be tasked with the cross-curricular task of designing a traditional board game together in groups.
The major goals include learning how to give and listen to instructions in English, engaging in collaborative and cooperative planning, and the fostering creative thinking. In order to accomplish these goals, the objectives include proper usage of language targets, giving and listening to logical instructions, and using appropriate board game terminology. Respectively, this means using sequencers (e.g., first, then, finally), correct phrases (e.g., You have to / You cannot) for directions, and vocabulary such as ‘shuffle’, ‘dice’, or ‘drafting cards’ appropriately.
In addition to linguistic targets, this project requires the cultivation and demonstration of important skills related to information and communication, thinking and reasoning, and those required for success in both personal life and the workplace. When necessary, evidence of the these is required to be presented in a Google Docs file to demonstrate technological competence and accountability for on’e’ own work.
At minimum, students will have completed a rudimentary board game complete with a theme, working mechanics, and written instructions for playing. The physical game itself may be printed on paper and the instructions must be written in Google Docs.
Evaluation Rubric
The following is the evaluation rubric for this project created here:
http://www.quickrubric.com/r#/qr/chrisbell/making-a-board-game5
Monitoring and Feedback Plan
This project is scheduled to take seven days in total with the students completing a designated schedule each day. The purpose of this is to accomplish micro-tasks and to avoid being overwhelmed by all the requirements of the project. In order to monitor and provide feedback, I will engage in a series of formative assessments each day to help keep the students on track and maintain an accurate image of where they are in terms of progress.
One the first day, in addition to the rubric in a Google Doc, I will also share with the students a seven-day plan with the objectives they need to accomplish each day. It will look like this:
|
Major Group Products
|
Day 1: Students will demonstrate knowledge of how to use Google Docs (e.g., opening a file, creating content, and commenting) and Canva. Additionally, students will present some potential themes for their game Day 2: Students will delegate roles including designer, rule maker, and mechanics expert. This will require skills from art, English, and math (e.g., basic counting, arithmetic, probability). Additionally, a theme will be decided upon Day 3: Students will present a draft of ideas in Google Docs including the type of game is. Additionally, they will present the basic parts of their game after researching on the Web appropriate vocabulary Day 4: Students will present a rough sketch of their game design either on paper or via an app of their choice if they do not like Canva. Additionally, they will present the basic order the game is played using sequencers Day 5: Students will finalize their instructions on how to play the game including what is necessary and not necessary for game play along with the appropriate sequencers. Additionally, students can present some basic game mechanics (e.g., how to win, how to lose at minimum) Day 6: Students will spend their time finalizing their project. This time is best served compromising and negotiating on the finer points of the design, mechanics and rules for playing Day 7: Students will have completed a rudimentary board game complete with a theme, working mechanics, and written instructions for playing. The physical game itself will be printed paper and the instructions in Google Docs |
|
Major Individual Products
|
Day 7: Each student will have the opportunity to explain and share their game with various groups. Students must use sequencers, clear instructions, and appropriate board game vocabulary |
Each day I will make a point to have short conferences with each group to gauge where they are. For example, on the first day I will meet with each group and ask them to demonstrate basic use of Google Docs as well as some potential themes they have up with so far. Near the end of the project work time, an assigned recorder (which will change each day) will comment in the Google Doc about what we have discussed to serve as a record of their progress that particular day. This process will be repeated each day and if the groups can both verbally explain and write the comments I will give them a single participation point which counts towards their overall course goal, but not the board game project’s final goal.
Additionally, I will comment in Google Docs about what they are doing well on and where they need to improve by referencing the rubric that they already have. For example, if a particular day’s language targets, cooperative communications, and interpersonal skills were excellent I would write a comment about how they are on track but need demonstrate better thinking and reasoning skills the following day. The purpose of this is to complement the seven-day plan with a broad overview of where they are overall in terms of successfully meeting the requirements.
Another assessment method I will use is to directly ask each group at the end of the day to informally give themselves a current grade by adding up the points while looking at the rubric. However, they will not only be required to give a grade, but must also walk me through their thinking process and explain why they gave themselves that grade. The purposes of this exercise are to 1) drive home the concept that this is their project and whether they do well or not is solely their responsibility and 2) provide a way for students to measure their daily formative assessments with the ones I leave each day in Google Docs. In other words, to provide a clear image of the standards of the teacher.
One the last day I will have a representative from each group join another group and explain and play their newly created game. Each player (aside from the student explaining) will assess that representative with a copy of the rubric printed out in front of them by circling or coloring the appropriate region. The purpose of this peer review is to aid me as the teacher in my final grading. That is, if the students’ peers largely felt that the representative was able to hit grammatical targets, gave clear instructions, and used appropriate vocabulary, then my final assessment should reflect this as the students we able to effectively communicate.
With regard to the overall goals, if the students have successfully collaborated (i.e., can demonstrate their negotiations and how they problem solved) to create a board game and can explain how to play it using the proper English grammar and vocabulary, this project will be considered a success.