Multimedia Design Project Assessment (MDPA) Report Template

Product URL: http://romeoandjulietchhs.weebly.com/

Analysis
The project was designed for 9th grade students taking the 9th grade literature
course in a collaborative classroom environment. The learners are all general
education students but eight receive accommodations through special education
services. The learning objectives were for students to analyze the text the project
was designed for which was Romeo and Juliet and to connect the characters traits
to conflict and resolutions. I wanted the students to analyze what conflict a
character had in the text and connect that with a historical conflict they
researched. After researching, I wanted the students to find a conflict resolution
that might have helped the character in Romeo and Juliet and the historical
conflict as well. There is technology available at the school but its limited at
times depending on what other classes are needing it so I had to plan way in
advance on when the students would be working and presenting their projects to
the class. Since there are eight students that receive accommodations, I had to
make sure those were arranged prior to the introduction of the project so that
those students would have everything they needed to be successful. Most of the
learners have a average background with grades in literature as well as their
reading levels, there are a few students who received ELL services in the past and
all the students have the technical abilities to work on the project. The only
assistive technology software that was needed for some students was read aloud
software so sites and tools were recommended for those students to use if they
needed them during the process. All sites had a zoom feature in case any students
had vision difficulties. This assignment was created for students to work on
individually and design and presentation were the focus on how the project should
be created once the research was finished. The students have about 55 minutes of
class time to work on the project and students can come before/after school or
during advisement to work on the project in the media center where there are
plenty of computers, laptops and mobile devices for students to use. I wanted
students to improve on researching and text analysis because those are difficulties
that are troubling the kids the most. Im comfortable with technology and
demonstrated to the students how to navigate and use sites that would help them
with research and textual analysis.
The standards that are connected with this project are:
Gwinnett County Public School System Academic Knowledge and Skills
(AKS)
1. A - Reading Literary Text

analyze a particular point of view or cultural experience reflected in a work of

literature from outside the United States, drawing on a wide reading of world
literature

analyze how an author draws on and transforms source material in a specific work
(e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare)

analyze how an authors choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create
such effects as mystery, tension, or surprise

analyze how complex characters (e.g., those with multiple or conflicting

motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme

analyze the representation of a subject or a key scene in two different artistic

mediums (e.g., Audens poem Muse des Beaux Arts and Breughels painting
"Landscape with the Fall of Icarus"), including what is emphasized or absent in
each treatment

cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text

determine a theme or central idea of text and closely analyze its development over
the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text

determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place;

read and comprehend literature, including stories, dramas, and poems, at the high
end of the grades 910 text complexity band independently and proficiently, with
scaffolding as needed at the high end of the range, by the end of grade 9
2.C - Writing

conduct short, as well as more sustained, research projects to answer questions

(including selfgenerated questions) or solve problems; narrow or broaden
inquiries when appropriate; synthesize multiple sources on the subjects,
demonstrating understanding of the subject under investigation

develop and strengthen writing as needed by planning, revising, editing, rewriting,

or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience

draw evidence from literary or informational texts to support analysis, reflection,

and research

gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format
for citations

produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience

use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technologys capacity to link to
other information and to display information flexibly and dynamically

write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence

write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content

write narratives to develop real or imagined experiences or events using effective

technique, well-chosen details, and well-structured event sequences
3. D - Speaking and Listening

adapt speech to a variety of contexts and tasks, demonstrating command of formal

English when indicated or appropriate

evaluate and/or reflect on a speakers point of view, reasoning, and use of

evidence and rhetoric, identifying any fallacious reasoning or exaggerated or
distorted evidence

initiate and participate effectively in a range of collaborative discussions (e.g.,

one-on-one, in groups, and teacher-led) with diverse partners on grades 910
topics, texts, and issues, building on others ideas and expressing their own clearly
and persuasively

integrate multiple sources of information presented in diverse media or formats

(e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source

make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest

present information, findings, and supporting evidence clearly, concisely, and

logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task
4. E - Language

acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression

apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening, and to write and to edit work so that it conforms
to the guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for
Writers, APA Handbook) appropriate for the discipline and writing type

demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing

demonstrate command of the conventions of standard English grammar and usage

when writing or speaking

demonstrate understanding of figurative language, word relationships, and

nuances in word meanings

determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grades 910 reading and content, choosing flexibly from a range
of strategies
ISTE NETS for Technology Coaches (NETSC)
1. Visionary Leadership: Technology Coaches inspire and participate in the
development and implementation of a shared vision for the comprehensive
integration of technology to promote excellence and support transformational
change throughout the instructional environment. Technology Coaches:

Contribute to the development, communication, and implementation of a shared

vision for the comprehensive use of technology to support a digital-age education
for all students

Contribute to the planning, development, communication, implementation, and

evaluation of technology-infused strategic plans at the district and school levels

Implement strategies for initiating and sustaining technology innovations and

manage the change process in schools and classrooms

2. Teaching, Learning, & Assessments: Technology Coaches assist teachers in

using technology effectively for assessing student learning, differentiating
instruction, and providing rigorous, relevant, and engaging learning experiences
for all students. Technology Coaches:

Coach teachers in and model design and implementation of technology-enhanced

learning experiences addressing content standards and student technology
standards

Coach teachers in and model design and implementation of technology-enhanced

learning experiences using a variety of research-based, learner-centered
instructional strategies and assessment tools to address the diverse needs and
interests of all students

Coach teachers in and model engagement of students in local and global

interdisciplinary units in which technology helps students assume professional
roles, research real-world problems, collaborate with others, and produce products
that are meaningful and useful to a wide audience

Coach teachers in and model design and implementation of technology-enhanced

learning experiences emphasizing creativity, higher-order thinking skills and
processes, and mental habits of mind (e.g., critical thinking, meta-cognition, and
self-regulation)

Coach teachers in and model design and implementation of technology-enhanced

learning experiences using differentiation, including adjusting content, process,
product, and learning environment based upon student readiness levels, learning
styles, interests, and personal goals

Coach teachers in and model incorporation of research-based best practices in

instructional design when planning technology-enhanced learning experiences

Coach teacher in and model effective use of technology tools and resources to
continuously assess student learning and technology literacy by applying a rich
variety of formative and summative assessments aligned with content and student
technology standards

Coach teachers in and model effective use of technology tools and resources to
systematically collect and analyze student achievement data, interpret results, and
communicate findings to improve instructional practice and maximize student
learning
3. Digital-Age Learning Environments: Technology coaches create and support
effective digital-age learning environments to maximize the learning of all
students. Technology Coaches:

Model effective classroom management and collaborative learning strategies to

maximize teacher and student use of digital tools and resources and access to
technology-rich learning environments

Maintain and manage a variety of digital tools and resources for teacher and
student use in technology-rich learning environments

Coach teachers in and model use of online and blended learning, digital content,
and collaborative learning networks to support and extend student learning as well
as expand opportunities and choices for online professional development for
teachers and administrators

Troubleshoot basic software, hardware, and connectivity problems common in

digital learning environment.
5. Digital Citizenship: Technology coaches model and promote digital
citizenship. Technology Coaches:

Model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers

Model and facilitate safe, healthy, legal, and ethical uses of digital information
and technologies

Model and promote diversity, cultural understanding, and global awareness by

using digital-age communication and collaboration tools to interact locally and
globally with students, peers, parents, and the larger community
6. Content Knowledge and Professional Growth: Technology coaches
demonstrate professional knowledge, skills, and dispositions in content,
pedagogical, and technological areas as well as adult learning and leadership and
are continuously deepening their knowledge and expertise. Technology Coaches:

Engage in continual learning to deepen content and pedagogical knowledge in

technology integration and current and emerging technologies necessary to
effectively implement the NETSS and NETST

Engage in continuous learning to deepen professional knowledge, skills, and

dispositions in organizational change and leadership, project management, and
adult learning to improve professional practice

Regularly evaluate and reflect on their professional practice and dispositions to

improve and strengthen their ability to effectively model and facilitate
technology-enhanced learning experiences

Design
Overview
The introduction included elements to show what the main topic of the project
was about and that was connecting Romeo and Juliet to conflict. After the
introduction, I wanted students to immediately know what their goal was for the
project so I included that in the task section. To avoid confusion or difficulties
starting the project, I laid out the steps that the students needed to do in order to
reach their task. I made sure I listed it step by step so that they wouldnt forget
anything. Along with the steps, I wanted to make sure the students had a rubric to
reference when doing the work so that they knew what should be included in
order to receive a good grade and presentation. That was in the evaluation section
and in the conclusion section I reminded students to submit their projects to the
Eclass dropbox so that they could present the material to the class when it was
time for that.
Details
Describe how will you differentiated content, process, product or learning
environment to meet the diverse needs of all students. (PSC 2.5) Your project
should adhere to Universal Design principles. Universal Design (UD) is an
approach to the design of all products and environments to be as usable as
possible by as many people as possible regardless of age, ability, or situation.
Please include at least two UD strategies in your multimedia project. (PSC 2.6)
I differentiated content by allowing students to choose whichever character they
enjoyed and felt the most comfortable analyzing and multiple
conflicts/resolutions. I wanted to give a variety of historical and current conflict
options so that students could find something that appealed to their interests. I
allowed multiple ways to present the information and added flexibility with
research and analyzing tools so that students could choose those that were most
comfortable to them. I reserved multiple tech tools for students so that they could
find one they were able to use that they felt comfortable with the most. I kept the
Web Quest neat and organized and in a step by step format to keep the learners
from being confused and to know what exactly was expected of them. Since the
project was an individual assignment it was important that I knew the needs of all
my learners and what their ability levels were when designing and implementing
the project as well as reserving technology for them to use. The only assistive
technology software that was needed for some students was read aloud software
so sites and tools were recommended for those students to use if they needed them
during the process. All sites had a zoom feature in case any students had vision
difficulties.

Development
I developed the project through the website weebly.com. I had a few weeks to
plan and begin working on the project. The students had about a week and a half
to complete the project with the total hours being around 32. I had to know how to
use audio, video and image tools to insert things into the project and I had to
familiar with the website before developing. I also had to understand the
components of Eclass, which is the site KSU uses and Google apps such as
Google Slides. During the development stage and after I had to check frequently
to make sure all components and links worked correctly that way the students
didnt have technical issues when working on it.

Implementation
I implemented this project towards the end of our unit on Romeo and Juliet. I
thought it was a great time to reflect on the characters and the different situations
they were involved with in the text. I had to make sure I had reserved technology
in advance and to give the students proper amount of time to prepare
arrangements if they needed to work on the project at home or at school when not
in my class. Having students work on it individually seemed to work out well as
they were able to each gain a good understanding of the characters and text to
prepare them for an assessment later on. I thought that if it were a group activity
that it might take away some from reflecting on the text and missing out on
important research and analysis strategies.

Evaluation
The Evaluation section describes how you will know if this WebQuest/project
actually helps students learn and if it is a well-designed project from the student
perspective.
Student Learning
I assessed student learning by frequently checking web quest and Google activity
to see if they were following directions and were able to understand the
connections and characters correctly. I simply viewed a students responses and
gave feedback and notes on their project so that they could make corrections if
needed. They also had a chance to ask questions and to clarify anything as they
went along through messaging on the tech tools. The product they used to
demonstrate their learning was Google Slides and they were to show their
learning in the correct order as listed in the process tab. A rubric was used to
evaluate their learning as a whole and the assessment that they took after the
project showed me if they understood their characters and the situations that
occurred in the text. At the end of the unit the students had a slip that they wrote

what they liked, didnt like, and other suggestions and turned it in. Students do
this after every unit they go through.
Product Design
I gauged if they project was well designed by feedback from students and
observations as they worked on the assignment. There was no confusion and the
students navigated through the WebQuest with ease so I assumed it was planned
just right. Based on the feedback from the unit slips, students said they felt
comfortable doing the WebQuest and that they liked the step by step instructions
so they could follow along and not miss including anything.

Reflection
It takes a good deal of planning and researching to find the
appropriate lesson and tools needed for your students to have a
engaging WebQuest activity. What worked well for me is the
planning and the time I allowed for the project to be developed
and implemented. I would allow more options and allow the
students to use audio or video to present their projects if I were
to do this project again.
I thought the structure was good for student learning as each
component was built on the previous one. I did this to prevent
confusion and for students to take something they learned from
a previous component and apply it to the next one as they
completed the assignment. The types of students I had and the
accommodations some of them need guided my decisions on
when and where to use the multimedia features. I would choose
a different audio tool for students who need read aloud
accommodations.
I can grasp new technology quickly now than I used to be able to
do though this project. It was challenging and fun. I also learned
that I can present new technology and explain it well enough
that students who dont have previous experience with some
tools can understand them well enough to be successful.
I thought using Weebly.com, thinglink.com, and Google were
good options for a webquest activity. For some one of the
components might need to be changed and some material might
need to be shortened based on student needs and technological
resources. Its important for teachers to reserve technology early
to ensure that all students will have it available when they need
it. In order for you to succeed make sure you know your students
well and plan activities that are challenging but realistic for them
to complete.

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