"C" & "K"

"C" & "K" Builds on "H" & "A"

• Next steps in the H.A.C.K. Model
• H & A steps require considerable amount of input on teacher's part
• C & K Step away from this...

Characteristics of "C": Student Choice

• Teacher provides guidelines/rubric
• Students are given the freedom to choose how they will meet these guidelines.
• Personal interests and creativeness are encouraged

Characteristics of "C": Teacher = Facilitator

• Huge culture shift in classroom
• Teacher was provider of knowledge becomes facilitator of knowledge
• Students begin to inquiry of interdisciplinary or cross curricular projects
• Teachers guide students through learning process

Characteristics of "C"-Consistent Use of Tech

• Multiple forms of technology have been explored
• Students are now fluent in use of technology
• Its no longer a barrier to learning
• Instead, it is seen as a vital tool for learning and successful application

Characteristics of "C": High Rigor

• Students work on creation of projects
• Process of creation forces students to build academic stamina
• And use critical thinking skills such as: Analyzing, evaluating, synthesizing, and creating new ideas based on all of the above.

Summary of Consistent Application:

• Student Choice
• Teacher as Facilitator & Shift in Culture
• Consistent use of Technology
• Rubric-Based Grading
• Cross-curricular/Project based Instruction
• High Rigor =Building Academic Stamina

Characteristics of "K":

• Teacher is facilitator
• Teacher instructs as needed pushes, and supports students
• Encourages, pushes, and supports students to reach full potential

Characteristics of "K":

• Student becomes owner of learning
• Students have already been exposed to this kind of learning through student choice
• "K" reinforces and builds student ownership of learning process through continued student choice

Characteristics of "K":

• Personalized Targeted Goals
• Students work toward provided learning goals and incorporate own wants, desires, passions, and needs
• Students are able to make meaningful connections to learning

Characteristics of "K":

• Teacher provides rubric
• Students use critical thinking skills to inquire and create project

Characteristics of "K":

• Pushes beyond "brick & mortar" classroom
• Students interact with outside contributions to learning
• Adds meaning to learning through "doing":
• Field trips, interviews, community involvement

Summary of Knowledge Centered Classroom

• Student Owner of Learning
• Teacher as a Facilitator
• Personalized Targeted Educational Goals
• Rubric/Inquiry/Project-Based Instruction
• Pushes Beyond "Brick & Mortar"

Example of "K" in My Classroom

Spanish Language & Culture

• Learning a language involves more than learning vocabulary and grammar, it also helps us learn how to communicate and relate to other people
• This project aims to engage students in the intricacies of other cultures and get students thinking about they influence our daily lives.

Starting Off on the Right Foot

• Teacher will introduce students to project with first hand experience of a culture's history and influence on daily life.
• Students will take a field trip to a local Mexican restaurant to interview the owner.
• Students will be provided with sample interview questions.

Cross-Curricular Content

• Project will include (but is not limited to) interdisciplinary content such as: History, Geography, Art and/or Music.
• Other culturally related information may be included if all members agree.

Some (of the many) SWBATs:

• Listen and understand instructions in Spanish.
• Read, comprehend and gather information in Spanish about topic.
• Analyze impact of chosen historical figure(s) and/or event(s) on culture.
• Present project to classmates and invited community members.
• Answer follow up questions

Essential Questions

• Students will keep in mind the following questions throughout their research:
• What impact do historical events and/or historical figures have on the culture you have researched?
• What impact do these historical events/figures have on today’s world?

Spanish Project Overview

• Students will work in groups to create a 12-15min presentation on important characteristics of the target culture.
• Students will also provide comprehensive notes to audience outlining information included in presentation & explanation of how information has influenced the culture and our lives.

Prior & Background Knowledge

• As an end of year project, students will have had instruction on vocab, grammar, and use of technology (iPads & computers).
• Students will use these tools and knowledge to research cultural information, create a 1-2 page paper/outline, & include it in a chosen platform to create a presentation.

Guidelines

• Presentations should: focus on one Spanish speaking country.
• Include info on: a historical figure and/or event, specific city and geographical location, regional art and/or music.
• Groups should keep EQ's in mind and think about how to discuss them in final presentation.

Student Choice: Research

• Student groups will choose the Spanish speaking country they will focus their research on.
• Groups will also choose: historical figure and/or event, specific city, art and/or music of region.

Student Choice: Platform

• Presentation is not limited to Power Point or Slide Show.
• Student teams will decide on the platform used to present.
• Examples of choices include (but are not limited to): brochure, slide show, skit, documentary, news report, recorded interview.

Student Autonomy

• Students will work in groups of 4 or 5 and be expected to collaborate equally.
• Students will use autonomy to decide how the work will be divided up.
• Participation will be graded based on observations and student's self evaluation.

Expectations

• Teacher will provide rubric outlining: participation, process (checkpoints), and presentation guidelines.
• Please see next few slides for checkpoints and rubric

Checkpoints

• Research findings 1-2 pg paper.
• Initial plan/idea check-in - Type of presentation and outline.
• Practice with digital tools - exploring templates, gathering visuals, figuring out how to add sound, music, etc.
• Final proposal - model & notes to be handed out.

Checkpoints Cont'd

• Time for creating/adding to presentation - recording, adding photos, music, etc.
• Handout to be provided at time of presentation
• Final proposal - model

Participation Rubric:

Checkpoint Rubric

Rubric

Example (on next slide) Meets Requirements:

• Spanish Speaking Country - Spain
• Geographical Area & Cities
• Historic Figures - Artists
• Cultural Food (not required, but good addition)
• Historic/Traditional Event - Bull Fighting
• Music/Dance - Salsa & Flamenco

Example of Platform Presentation