This is the third post related to this project. You may want to start at the beginning here to read about CRAs or view the previous post to read the rationale of using Google Slides and Google Sites.
After a few tweaks, the first part of the project has moved smoothly. The entry document becomes the students first artifact due to the questions and scaffolding included in their copy of the Google Slides. When completed, their “trip itinerary”contains information on where they are going, who is going with them, the distance they will travel, how long they will be gone, and how much money they plan on spending. This plethora of information should make writing a report easy, right? Today is day three of the project for my students, meaning that a few are ready to move on while others will need one more day to complete their calculations. Therefore, I rolled out the
Today is day three of the project for my students, meaning that a few are ready to move on while others will need one more day to complete their calculations. Therefore, I rolled out the CRA assignment, sentence starters resource, and example paper out today. In reflection, it does appear that the amount of support appears to be high. However, I feel this is appropriate for my students because many struggle in the writing department. The introduction of the sentence starters further supports students that need further remediation; however, those that do not need them do not have to access them. I did clarify to several of my higher level students that the writing piece was a short report, not an essay. They were worried because the assignment instructed them to use three paragraphs; They wondered if they had to come up with two more paragraphs (They are accustomed to an introduction, three body paragraphs, and a conclusion). I reassured them that it was not a trick or a trap, and three paragraphs should be long enough for a short report.
The purpose of the report is to have students think about the math needed to plan their trip and explain how they calculated their budgets. The audience of their reports is their family and friends, so an extensive use of math terms and conventions is not expected. However, student writing will expose their mathematical reasoning as they explain how they determined the amount needed for each budget item. Although the math needed for this project/CRA is not high, the focus is on writing about math and not the math concepts themselves. The math calculations are complicated enough to provide good practice for students who are writing about math at an emerging level. In other words, students will not be lost in the math and can focus on writing a good report.
It is time for me to begin providing feedback on completed trip itineraries and on rough drafts of travel plan reports as students submit them. The revision process is an important part of the CRA. This assessment is as much FOR learning as it is OF learning – The aim is to have students make revisions until they reach a level of proficiency.
I will post again once we have moved through the revision process, which will also include information on our project rubrics.
The project and its resources may be found here.