Module+3+Objective+4

=Module 3 Objective 4= With their group, students will select one of the stops along Adam's journey and locate it using [|The Simple Guide Tool] will conduct a live video chat discussing how this stop in his journey contributes to his growth ([]). Students will then post the link to share their analysis of this stop with the class as a whole.

Bloom’s Taxonomy: Comprehension/Analysis/Evaluation
As this novel unfolds, the main character undertakes a literal journey across the country as well as a figurative journey as he experiences his “coming of age.” To demonstrate their understanding of Adam’s literal and figurative growth throughout the journey, students must comprehend the story, analyze his words and actions, and finally evaluate whether various actions have led to growth.

Activity
Each student will be assigned a group based on time available. The group will be assigned a destination along Adam’s journey. During the live video chat using the Simple Guide Tool, students will discuss how their assigned destination contributed to Adam’s growth ([]). Following their conversation, students will post a summary of their discussion to the wiki board in Module 3 Objective 4 to share with their classmates.

Assessment process
This particular formative assessment allows students to discuss character growth with their peers and to literally see various stop points along the journey of the protagonist via Google Earth, which is embedded in the Simple Guide Tool (http://www.simpleguide.com). In addition, this activity allows students to jigsaw their various discussions and share their learning on the class wiki. Further, studies show that using technology collaboratively results in “a modest increase in effect size” (Pitler, 2007 p.141).

Tool’s Strengths and Weaknesses: Simple Guide Tool
Online application, no install required || Bandwidth issues || Free || Need for microphone and webcam || Live video chat || Not all towns are mapped || Building group cohesiveness ||  || **Plagiarism and diversity of learning styles** The continued center-point for this module is the new book Aftershock, a book which is new, relevant to teen readers and due to its currency little online criticism or classroom projects are available online. Thus, students must rely on their own reading, analysis and discussion with their group or the class at large. Meanwhile, this activity allows verbal and visual learners to demonstrate their learning. The GoogleMap portion of the project will help learners to visually grasp the magnitude of the main character’s journey.
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