Modern Innovators

Title of Project: Modern Innovators

Schools and Teachers

Charles Campagne Teacher: Stacy Bianco

ENL Proficiency Level | ENL Program | Standards | Technology

Transitioning, Expanding, Commanding | Stand-Alone | 3R1, 3W6, 3SL1 | Google Docs

Assessments

Students were given self-assessment checklists and peer editing checklists. Students presented their posters to their peers.

Description

In preparation for a school-wide STEM night, my 3rd-4th grade group decided to create a “Gallery of Innovators” in order to highlight modern and diverse scientists, artists, engineers, etc. Students were able to choose a modern innovator, research that person and their accomplishments, and create a display to share at our STEM night celebration. Students created posters with images, their own text summary, and a QR code with a voice recording of their summary. The goal for the students creating the project was to work on their reading, writing, listening, and speaking skills in a meaningful way. The goal for all students (those working on the project and the student audience) was for students to be able to see themselves reflected in these innovators and walk away with the mindset that they too can change the world.

Content

I can ask and answer questions to show that I understand the text that I am reading. I can identify the important details in a text.

Language

I can successfully participate in collaborative discussions with others. I can speak in complete sentences when sharing my ideas.

Technology

I can use more than one digital source to gather information.

Student work

Student holding up a sign that says "Future Innovator"

Procedure

Phase 1: Look Listen and Learn

Students were provided with a large number of modern innovators that they could choose from for their project. Each person was displayed around the room with a picture and 2 bullet points about their accomplishments. Each student took time to walk around the room and choose a person to research further.

Phase 2: Ask Tons of Questions

Together, the group brainstormed a list of questions that would guide their research. They decided which information was essential to understanding what was interesting and important about each innovator and their accomplishments.

Phase 3: Understanding

Students were provided with research materials (books, articles, and student-safe search engines).
Some students were able to read independently and others were read to. Articles were shortened and highlighted in order for all students to have access to the information.

Phase 4: Navigate Ideas

Students worked on identifying key pieces of information and took notes on a teacher provided notes page that was created based on the questions they had previously brainstormed. They identified which information they wanted to include in their summary and which information they wanted to exclude.

Phase 5: Create a Prototype

Students then participated in a lesson on paragraph writing and worked to turn their notes into a paragraph summary. All students were provided an outline. Some students had sentence frames.
Students then found pictures related to their research subject. They added their pictures and summaries into a google slide template.

Phase 6: Highlight and Fix

After writing their summaries, students worked with a partner to edit and revise their work.
They were provided with a checklist of what to look for and sentence starters about how to give constructive feedback.
Students then practiced reading their summaries with a partner. Finally, they recorded themselves reading their summaries. A QR code with their voice was added to the bottom of their final summary.

Phase 7: Launch

Once each element of the project had been printed (the summary, the slide with images, and the QR code), the students glued each piece to construction paper to make a poster.
The projects were displayed during a school-wide STEM night where other students and families could walk through the “Gallery of Innovators” to read/listen to facts about modern, diverse innovators.
At the end of the display, students could take a selfie of themselves in a “Future Innovator” photo frame.

Resources and Other Materials

Google Docs (with a template from TPT)
Speakpipe.com
QR Code Generator
Google Images
Websites, videos, and articles for research

Reflection

When first creating this project, I was overwhelmed but it quickly came together to be a meaningful and successful unit for the students. They were motivated to do the work, felt part of the school community, and were proud of their accomplishments.

I think the use of technology in this project was especially motivating to students. They enjoyed the independence of navigating websites, articles, and videos and choosing which best fit their needs. They were also motivated by the use of google slides to create their posters. They were especially proud when they heard their own voices after scanning the QR codes.

Throughout the project, students were given agency over their learning which kept them engaged. The method of presentation (their parents and peers would come to see and hear their work) was also very motivating.

It was also a great way to address all four language domains while working on something meaningful to the students.

As someone who is new to teaching ENL, I will continue to give my students opportunities to work on Project Based Learning and Design Thinking units with my students. It was extremely motivating, engaging, and effective at supporting the academic and language development of my students.

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