It's My Life: Multimodal Autobiography Project
Review Publish Date: 2021-05-21 07:48:01
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Location/Link: https://It's My Life: Multimodal Autobiography Project
Endorsements
Flexible Learning Endorsement |
Summary: Students express themselves verbally, visually, and musically by creating multimodal autobiographies, exchanging ideas with other students and sharing important events in their lives through PowerPoint presentations.
In this unit, students write autobiographies, illustrate them, and set them to music. Music is a powerful tool to evoke emotion, and students will carefully select songs to accompany the stories from their lives. Students brainstorm lists of important events in their lives, along with images and music that represent those events. They then create storyboards in preparation for the final PowerPoint project. After making revisions, they present their final projects to their peers in class. If PowerPoint is unavailable, students might create posters and play soundtracks using cassette or CD players.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Does not Meet
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
Reviewer Notes: Stapleless Book requires FLASH - try utilizing the app version of this software to achieve the same learning outcomes b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: FROM THEORY TO PRACTICE
According to William Kist, "students should be able to both read critically and write functionally, no matter what the medium." We have "broadened the concept of literacy" (cf. Kist) to include multimodal projects so that no student will feel isolated, and every student will gain knowledge and understanding from the sharing of ideas. As the NCTE Statement on Multimodal Literacies states, "The use of different modes of expression in student work should be integrated into the overall literacy goals of the curriculum and appropriate for time and resources invested." This lesson plan encourages such integration by asking students to create multimodal presentations.
Further Reading
Kist, William. 2004. New Literacies in Action: Teaching and Learning in Multiple Media. New York: Teacher's College Press. Inclusive Teaching: 0/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 5/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.