Module+3+Objective+2

=Module 3 Objective 2= Students will reflect upon their own lives and, during a recorded Skype interview with a classmate, will draw parallels between the main theme in //Aftershock// and their own lives and experiences. (Connections to self/analysis/application)

Instructions for Skype in the classroom

media type="custom" key="6596535" **Bloom’s Taxonomy: Comprehension/Analysis/Application/Self-Reflection** Like the previous objective, objective 2 requires the comprehension of the text by the student in order to adequately perform this task. However, a student must also be able to analyze the book to apply parallels and differences between themselves and the protagonist. Additionally, the act of self-reflection and putting themselves into the story or point-of-view of the protagonist pushes students to synthesize their own “story” with that of the character in the book. The act of articulating that self-knowledge with members of their learning team will help to solidify their understanding of themselves and the novel.

Activity
After a brief overview of [|Skype] from the TeacherTube video, students will plan a synchronous recorded discussion based upon how they are similar or different from the protagonist in the novel. They will delve into the question of how their own lives parallel the theme in Aftershock ([] and []). Students may wish to use a survey mechanism such as [|PollEverywhere] or [|SurveyMonkey] to determine what time works best for each of the group members ([] and []).

Assessment process
The recorded Skype discussion will be the tool for assessment ([]). Since the teacher will not necessarily be able to be a part of each discussion, the recording will serve to provide an overview on the depth of conversation. Depth will be evaluated based upon direct connections to the book, character, plot and theme as they parallel the lives of individual students. Self-reflection will be an integral part of this learning as students make connections between the experiences of the protagonist and their own lives. All students in the small group are expected to contribute their own self-reflections and to question, comment and extend the thoughts of their classmates using personal experiences and direct evidence from the book. The recorded discussion will be posted for teacher review and for other students to review as well. A rubric will be provided.

Tool’s Strengths and Weaknesses: Skype
Synchronous real-time discussion || Possible bandwidth issues || Multi-platform functionality || Students will not be able to use public computers for this application || Voice and video available || Scheduling logistics || Free for Skype to Skype || Need for microphone and webcam if video is desired ||
 * //Strengths//** ||
 * //Weaknesses//** ||
 * //Weaknesses//** ||

Plagiarism and diversity of learning styles
As with the first objective, the currency of the novel prevents the use of other sources to successfully meet this objective. Next, because a deep response necessitates deep reflection on the part of the student, contributions will be unique to each reader’s experience. This particular assessment lends itself to learners who excel at verbal self-expression and gives them the opportunity to literally share their voice. Further, because students will be in small groups for this activity, everyone will have a chance to be heard, unlike a classroom of 30 students. As a result, those who are intimidated by a large group will feel less pressure in this more intimate setting as they draw connections between their own lives and those of the character in the book and as they listen to the connections of others.