Photo story in the classroom 201

Candice Walton

FRIT 7737

Understanding by Design Unit

Spring Semester
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Title of Unit Photostory in the classroom Grade 6th-8th

Level
Curriculum All Discipline Areas Time
1 lesson
Area Frame
Stage 1 – Identify Desired Results
Content Standard (s): NETS-T

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology
to facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments. Teachers:
b. engage students in exploring real-world issues and solving authentic problems using digital
tools and resources.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified in
the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity.
b. develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and
exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources. Teachers:
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology
skills of others.
Understandings: Essential Questions:
Teachers will understand that:  What is a photostory?
 Photostory can be used to implement  How can it be implemented into the
instruction in all subject areas. 21st century classroom?
 The steps to create a photostory.  What are the benefits of using
photostory?
 What features create a well designed
photostory?
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Knowledge and Skills

Knowledge Skills
Teachers will know: Teachers will be able to:
 The importance of using photostory in  Read and interpret information from
the classroom. podcast and wiki page.
 Students tend to perform better when  Understand the process of creating a
they are actively engaged with photostory.
technology.  Insert images, clips, and audio into a
photostory.
 Construct a photostory.

Stage 2 – Assessment Evidence

Performance Task(s)

Design in GRASPS form:

Goal:
 Your goal is to introduce your class to a topic within the subject area you teach.
Role:
 You are a teacher at a middle school in Dougherty County, GA.
Audience:
 The audience is your students.
Situation:
 You have been instructed to use photostory to give an engaging and informative
presentation about a topic within the subject area you teach. Plan your presentation so
that the students are able to gain an awareness of the topic.
Product Performance and Purpose:
 You need to create an engaging and informative photostory presentation to spark your
students’ interest in learning.
Standards and Criteria for Success:
Your presentation needs to include:
 Title
 Pictures or clipart
 Audio
 Narration
 Captions

Performance Task(s)
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The teachers will create an engaging and informative photostory on a Georgia Performance
Standard (GPS) that they teach.
Other Evidence
(e.g. tests, quizzes, work samples, observations)
Constructed Responses: (Work Samples)
 Create a photo story
Dialogue and Discussion:
 Listen to a screencast and ask questions
Informal Observations:
 Monitor their progress as they work

Student Self-Assessment and Reflection

Self-Assessment:
 Review and revise their photo story

Reflection:
 Complete an online questionnaire with www.surveymonkey.com to critique the
presentation
Stage 3: Learning Plan
(WHERETO will be utilized.) Each activity will be labeled with its corresponding letter.

 The media specialist will begin the lesson by sparking the teachers’ interest with
essential questions and reviewing the significance of using photo story with a
PowerPoint presentation. (What is photo story?) H
 The teachers will view a screencast that outlines the importance of using photostory as
well as how to create a photostory. (W & E)
 After viewing the screencast, the teachers will be allowed to ask questions. (R)
 The media specialist will give the teachers the link to a PBworks wiki page that
outlines the steps to create a photostory, and they will view a completed photostory. (T
&O)
 The teachers will utilize the page to aid them in creating an actual photostory on a
Georgia Performance Standard that they teach. The media specialist will monitor
teachers as they work and give feedback. (E2 & T)
 At the conclusion of the lesson, teachers will share their perceptions about using
photostory and evaluate my presentation at www.surveymonkey.com. (E2)
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