Manaiakalani Class OnAir Lesson 2 - Collecting Information about Chosen Architect's Work

Link to Manaiakalani Class OnAir to see the whole team.

Direct Instruction

This revolved around the class working in teams to collect information from the internet about their chosen architect. The instruction is about working in their teams, using a shared Google Document and using a shared Google My Map.

Here is the video for the instruction about the whole class shared map - where they live.

Here is the video for the instruction about the small group information collection.
Here is the video of some of the ongoing lesson

Lesson Topic :- Collecting written information about chosen architect
Year Group :-  Year 11
Learning Outcome	To be able to collect information about their chosen architect and their work from an internet search.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Students have inputted work onto a shared map and placed a pin and found information about 1 or 2 buildings that their chosen architect has designed. Students have created a shared map and pinned a selection of building positions. These are backed up with an image and some  information about the buildings and links to where the information is from. Students have created a shared map and pinned a wide selection of building positions. These are backed up with a variety of images and information that explains the design of the buildings and links to where the information is from. Students have looked at the buildings in relation to others on the same street using Google Street View. Students can use the information that they have collected on the analysis document so they can break down and understand the style of the architect. Link to page on class site
Links with the New Zealand Curriculum	NCEA Level 1 - Curriculum Level 6 Outcome development and evaluation Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.
Key Competencies	Thinking - knowledge of their architect’s work so they can find the appropriate information. Using language, symbols, and texts - reading texts online and choosing appropriate elements to describe the work. Managing self - making sure they contribute to the group task in a meaningful way. Participating and contributing - working together as a team of two or three to collect the information. Relating to others - sharing tasks within the team.
Prior knowledge	The students know which architect they are designing a poster for. They have collected images of their work and have analysed the design elements used in those designs. They have designed layouts for their posters using placeholder text. They are now ready to use the real information about their architect on the final poster design.
Lesson Sequence	Session Outline The students will collect the information about their architects in small teams of two or three, depending on who else is using the same architect for their project. Method 1:- On a shared Google Doc Method 2 :- On a shared My Map. Student Activity Teacher Activity Listen to teacher instructions around the front desk. Use the internet to search for information about the life of their architect and two or three of his building designs. Read the information found, decide which parts are relevant and copy and paste those key parts of it to a shared document. Instructions to whole class around the front of the room. Group help where needed. Individual help where needed. Creation and sharing of class map. Sharing of exemplars. Work together in small teams of two or three Decide these groups dependent on which architect they are researching. Share the document between the team and all input the found information onto the same doc. Share this document into the class Google Plus Community for the whole class to see. Listen to teacher instructions around the front desk. Use the shared My Map to have a go with the application and get used to how to use it. Put in two pins on the map - one for where they live now and one for where their family is from. Add pictures of the places to onto the pins. In their small teams, create a shared My Map between them. Put in pins where the buildings are around the world for their chosen architect. Add pictures, links and found information about each building. Drop the “street view” man onto the street in front of the building so they can see their building in context with the rest of the street. Think about the effect this style of architecture has on the people who see it as it is so different to the rest of the street. Share the completed maps into the class community and make them public to be able to be embedded onto their portfolio google site. Take screenshots of the street view scenes ready to put onto their portfolios.
Resources	Computer room (T2) Teacher to make a shared MyMap to share with the whole class. Example MyMap to show class what they are to do with the architect information.
Next Steps	Next Lesson Complete the information collection onto the map. Further in this project Use this information in the analysis process so they have the written work ready for their poster designs.
Reflection and Analysis
	What went well. Lesson Content :- The work on the Google MyMap went well. The students enjoyed doing this as it was a new way to present work. Lesson Pacing :- This content was over 2-3 sessions so the students were able to get into the content without rushing. Lesson Delivery :- Having everyone work on the same map to start with was effective as they were supporting each other and were really interested in what each other was putting on the map. Some of them even branched out into putting more “interesting’ places on the shared map - like the Fukushima nuclear plant, which gave them all a laugh about the activity. The actual architect map that they then went on to make went well, and they shared out the work between them. Student Understanding :- It was interesting to watch how fascinated the students were to see where in the world the buildings were, instead of just reading about them. Student Outcomes :- Most teams have created a good map full of information. The maps show how widely spread the work of the architects is. What still needs work. Lesson Content :- I should have pre-structured the groups before the activity, as there was a lot of shuffling about around the makeup of the groups. Lesson Pacing :- I need to give time limits for individual tasks so that they don’t drag out and affect the timing of the next thing to do. This is especially true when I am planning on a few activities within a set of lessons. Lesson Delivery :- I think I probably spoke a little too long at the start again. I never seem to hit a happy medium here. I don’t know whether to tell them everything all in one chunk or to keep getting them back round the front for smaller chunks. Getting them round the front is a bit of a mission sometimes though and it disrupts their work flow. Student Understanding :- Working in teams has been good but I do worry that a couple of the students were just “riding” along, so their understanding might have suffered along the way. Student Outcomes :- Not all students completed everything in the time given. Other Comments. Finding a more interesting way to present the information that they have to find worked well. This can be quite a dry part of the project for them so I am keen to try anything that will get them into it.

Link to Completed Gaudi Map made by Tyli and Chelsea