As mentioned in a previous post, I am currently teaching
moderately cognitively impaired students who have various levels of computer
literacy. Keeping this in mind I chose
an assignment that I would have my career and technical education students use
to demonstrate their understanding of the 4 p’s of marketing or the marketing
mix (product, price, place, and promotion)
The R.A.T. model is a tool that would work well for many
assignments in my marketing class.
For the REPLACEMENT piece, I would target the overused
powerpoint presentation and instead instruct them to use linoit. This web tool allows them to present their
understanding in the form of sticky notes.
It also allows them to use videos and photos. So their assignment would be to identify
specific qualities about each P in the marketing mix and provide a picture and
video to further explain each P of the marketing mix.
Next, for the AMPLIFICATION piece I would assign them to develop
their own POWTOON that integrates each P of the marketing mix. A thorough understanding of the marketing mix
is very important because it provides the groundwork for those interested in a
career in marketing. As a teacher, it gets kind of boring just reading papers
to measure student understanding. I, as well, as the students would really
enjoy the creation of a POWTOON to demonstrate their understanding. One of the top levels on the scale of
understanding is “student will be able to synthesize”. Assigning a POWTOON will assist students on reaching
this level.
When teaching Marketing, in order to integrate writing I would
have the students write a 100 word essay describing how they experienced a
facet of marketing during the week. It
could be any one of the 4 p’s of marketing or a topic that was discussed in
class, (e.g. customer service, logistics, sales presentation). It was due every Monday. In most cases I would allow them to type
their papers in class. For this
assignment I would TRANSFORM the delivery of this assignment and have each of
them start their own blog. In fact, I would
set it up similar to this class. I would
have a class blog, they will have to enter their blog by a specific time on
Mondays and comment on two of their classmates blogs on Tuesdays. At the beginning of the semester, I will let
them complete the commenting portion in class so I could monitor them. After 10 weeks, they will have to complete
their comments independently.
11th and 12th graders get bored pretty
quick, so I most likely would tweak this last assignment to keep them
interested. By the school year being set
up for 42 weeks since Michigan added extra hours that ultimately extended the
school year, I would try other tools such as Twitter, Google Classroom, or even
Facebook every 10 weeks so that the students will be exposed to various ways
this same assignment can be completed using different tools.
Monica,
ReplyDeleteIt sounds like you have utilized a bevy of Web 2.0 tools to interact with your students and push their thinking further. I am familiar with PowToon, but have never used it fully in instruction. Can the students submit their videos to you when they are finished, or does it give you some sort of final file that you can save someplace, or is it a paid product?
Blogging is also a great way to get students to interact with each other, and I think it is smart that you monitored them so closely early on and then gradually let off with your expectations as the semester moved on so they could take greater ownership of the process. Which class blog website are you using?
Thanks again for sharing and happy Sunday,
Alan
I've never heard of PowToon before this class and I admit I haven't gotten a chance to play around with it yet. It seems really cool. Do you use it a lot in class? How do students react to it?
ReplyDeleteI also haven't used Lino before either. It seems like a great organization tool and I'm excited to try it out and see what I can do with it!
As for the blogging, I always saw it as an amplification more than transforming an assignment. I suppose the communication between classmates could qualify it under "transform" but I'm curious why you thought it was more of a transformation than an amplification. Any specific reasoning?
I viewed it as a transformation because the assignment would be transforming from an individual project that I, the teacher only viewed because the students turned it in I checked it, gave them credit and moved on. The transformation aspect is the assignment is transforming from pencil and paper to technology as well as the students will be engaged in blogging. Additionally, they will learn that what they print can be subjected to and criticized by their peers, and they will be able to read and share how their peers marketing experiences compared to their own.
DeleteMonica,
ReplyDeleteThe dedication it takes to touch the lives of cognitively impaired students is inspiring. The reasons for their mental capacity are about as diverse as the capacity itself, and it can affect them mentally, emotionally, and socially. I wonder if some of the web 2.0 technologies could be used to bridge the gaps between mental synapses and the shifts in learning style that widen as their condition worsens or their brain damage seeps in. What do you think?
I do believe that some of the web 2.0 technologies would fit my classroom and I am tackling it with this week's assignments. The biggest challenge is that lack of assistive technology that would assist the students with technologies. Our district's technology specialist personally warned me that there is a big void in this area.
DeleteIn the broader sense, Jeremy, think about the social aspect of sharing work and having it being recognized. Many learners with special needs (from LD to CI to EI) have struggled in school, and the little victories they have often go unnoticed by the larger population. Having your work recognized and applauded is great for social and emotional development. Further, students with differing abilities have the opportunity to contribute and express their knowledge in a variety of ways.
ReplyDelete