Team+1

Team 1
Member Names: Kala Robert Kathrin (Joined Saturday)

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions: What content areas do you teach?

Robert: I teach School-mandated Middleschool Oral English curriculum, and to this I add original project-based and critical-thinking lessons when I see an opportunity to broaden my student's education, with emphasis on teaching metacognitive thought.

What content strengths do you have?

Robert: My students are very interested in all things American, especially movies. I use this to get them interested in concepts by introducing them through a movie screening. For instance today we watched the opening scene of "The Good, The Bad, and The Ugly" to introduce a lesson on the importance of eye-contact and other nonverbal means of communication to giving an effective presentation.

What content do you find difficult to teach?

Robert: I consider the textbook curriculum very hard to teach, because keeping middleschool students interested in someone teaching "boring" bookwork in a foreign language is a tough trick to master.

What do you consider your role to be as a teacher?

Robert: As a conduit for the deliver the wealth of human knowledge to the next generation of people who will one day be filling my contemporary role and passing it on in turn. My skill is based on how efficiently and effectively I transfer this knowledge.

What instructional methods do you use as a teacher?

Robert: I use games and a fun demeanour to keep my students interested, fair and even-handed reprimanding when absolutely necessary to control the class, and in-depth personally relevant answers to questions students ask of me to deliver a tailored learning experience.

What are some of the persistent problems you encounter in your instruction?

Robert: As a foreign teacher teaching a low-level English class, my most persistent problem lies in balancing using English in an instructional context and Chinese in a managerial context, as well as the inherent problem of my non-fluency in my student's native language.

With your partner, identify possible areas of overlap.


 * Reflection Notes:**

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students?

How many people in your school are content with the current school uniform policy? Begin an open discussion about this topic in class, and break the students up into small groups of four, and have them hypothesize the general consensus amongst the student body. Conduct surveys and interviews to test their hypothesis.

II. How are new literacies featured in your compelling question

Flip Video cameras are used to conduct interviews. Students log in data utilizing microsoft excel. Students analyze data and come to a conclusion based off of their findings.

III. How will you organize or group your students for the PBI?

Students are separated into small groups of four. Each member is designated specific responsibilities that they are held accountable for (i.e. Data collector, interviewer, videographer, group coordinator) then reporting back to the classroom with survey results and coordinate their findings with their peers in order to develop a report on the statistics of their results.

IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI?

Students would first be equipped with knowledge of how to conduct an interview, including the ability to discriminate between a biased and nonbiased question, instruction on how to use their video/audio equipment, etc. Students will need to

V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process?

Excel sheets and similar methods of rigid data collection (emphasis on untainted data - a proper lesson VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). VIII. What technology tools will students use in creation and sharing of their PBI product?


 * Reflection Notes:**

__ QUESTION: How can I determine the aggregate opinion of a large group of people? __
media type="custom" key="7446711"

Content:
How to conduct a survey How to input data into excel Data Analasis - find the trends in the data and begin to come to a conclusion based off of the surveys taken. How to conduct an interview How to use the tools.

Learning Outcomes for this PBI:
This week you'll learn how to:
 * 1) Poll a large group of people
 * 2) Conduct an interview
 * 3) Collect data and organize it in excel (graphs)
 * 4) Analyze data and come to a conlusion based off of the information collected

Method:
__Friday__ (Last 10 minutes of the final period) Pass out an example survey (What percentage of the students in my class are from Beijing?) to the class and have them fill it out. Gather the surveys and prepare a graph, and organized data in an excel sheet for the following class.

__ Monday: __ Present the total data collected from the example survey. Have the students make observations based off of the data collected. Introduce the objective of the lesson for the week, provide a student relatable issue that can be openly discussed amongst the class. Example: "Do the students at Beijing Royal School like the school uniform?"

Illicit answers from the students, and have them explain why they do or don't like the school uniform.

Possible answers:

Pros Cons After getting a few ideas from the students. **Have them think of questions** they need to ask on the survey in order **to determine whether or not** the majority of the student body likes or dislikes the uniform. Explain that it isn't enough just to decide whether they like it or not, but we also need to determine **why they do/don't like it** and **what can we do to improve it if it needs to be changed**. Explain to the students they need to organize a survey questionaire as well as conduct individual interviews with **20 different students** outside the classroom. Possible Survey Questions Illicited:
 * 1) No need to worry about what to wear everyday.
 * 2) allows us to represent our school
 * 3) No social hierarchy. Everyone is the same
 * 1) No freedom of expression
 * 2) I don't like the style. They're very unattractive.
 * 3) I don't like the material. Very uncomfortable.
 * 4) I don't like the color.
 * 1) Do you like the color? Yes No
 * 2) Do you like the material? Yes No
 * 3) Do you like the style? Yes No
 * 4) Do you always wear your uniform? Yes No

Do you or do you not like the school uniform? Why? If you could design the school uniform what would it be like?

**groups of 4 people** (group coordinator and time manager, videographer, interviewer, data collector)
__Group Coordinator__ is in charge of keeping his team on task and reminding them of how much time they have left. __Videographer__ is in charge of videotaping and saving and organizing the videos on to a laptop or classroom computer. __The interviewer__ is in charge of conducting the interview and asking questions to illicit more detailed explanations from the people she/he is interviewing. The __data collector__ is in charge of distributing the written questions and inputting the data into an excel sheet to later be organized and analyzed by the entire group.

PRIOR KNOWLEDGE: How to use excel, how to use a digital camera, and vocabulary words such as "material, style, uniform, etc.)

SUPPORT/ MONITORING: Teachers role: encourage, inspire, and guide students through the project, but never take their role. This project is entirely student run. Will most likely need to keep students on task by reminding them about their data collected and inquiring about how many students they've surveyed.

Assessment:
EVALUATION: Students give a **5-10 minute presentation** on their findings and present a visual aid to display their data collected. They give a **conclusion based off of the data analyzed.** Groups then collectively collaborate the data that has been collected, and come to a **class conclusion** based on the information gathered.

Technology Tools Used:
NEW LITERACIES: Camera for each group Access to Excel and a computer to input data Survey questionnaire