Casey+Echelmeier

Casey Echelmeier

__**Visual Ranking**__

I will be using my visual ranking tool throughout my unit. To begin, the students will brainstorm in groups characteristics of greatness. This will be open ended, not limiting the scope of answers. After, the student groups will then explain their characteristics and these will be discussed whole class and charted on a class list. This list will then be entered into the VRT. The students will then analyze, evaluate, and rank the class list. The students will determine and rank which characteristics they feel are the most important in determining greatness. The student teams will then compare and discuss the other rankings. The students will then be introduced to the unit project. After discussing the Famous Missourian project, the students will then be allowed to rerank their original greatness list focusing on potential characteristics of individuals.

Another use of this tool will be having the students briefly research the possible Famous Missourians and choose one to further investigate. After the list of FM have been chosen, the student will rank in order of importance the FM they feel made the most impact on society. This will be done before any deep research. The student teams will then compare and discuss the different points of view of other teams. After the research and presentations, the teams will then rerank the FM according to the importance of their contributions to history and society.

One potential problem I see is those students who may not take the time to fully analyze and discuss the possibilities for ranking. Thinking of last year's class, some of my best higher level thinkers were alo my speed demons and wanted to finish quickly, often shortchanging possibilities for higher level thinking and discussions. I would also be worried about those who feel there would have to be a right way to order (even though explanations would be to the contrary).

I would like feedback for any other possibilities with this project using this tool.


 * __Seeing Reason__**

I can see me using this tool in a variety of ways. I will definitely introduce with PBS at the beginning of the school year. I can also see using in a variety of other units throughout school year. I am going to also try using during book clubs investigating relationships between characters and actions during reading. This could also be useful in viewing different perspectives throughout year in different units, etc.

I will use this tool for Greatness:The Price of Fame. The students will determine effects of fame and if the price of fame is really worth it. This could also be completed by looking at different perspectives. (From famous person, public).

I can definitely see a complex cause/effect relationship happeneing especially when the students discover when greatness increases fame increases. Hopefully the students will come to realize complex increases and decreases in relationships can occur.

I definitely think this is not as user friendly as the visual ranking tool. I can see this tool not fitting with all units as easily as VRT. This tool would also take a little more prep time bin preparing. I do like however that you can view the process of thinking through the team maps. This could be used as an assessment tool in order to gauge student input, cooperation, understanding, etc.

The feedback I would like would be to improve what I have so far, and offer any other suggested uses.

**Seeing Reason Sharing**
1. Did you try out an idea for your main unit or for a different project idea? I love this idea! It's hard to keep reteaching the older grades the same lessons, but this will give it a new spin. (AM)
 * //I created one for PBS to be used at start of year.//**

2. Considering your test results, do you think you will keep this tool in your Unit Plan? //**I do think I will keep. It will really have the students think about what price fame and greatness may have on an individual's life & quality of life. I may even, as an extension activity, have the students revisit their seeing reason map and look at the price of fame from the Missourian's perspective.**// HE - I like that idea!

3. How do you see the use of the Seeing Reason Tool fitting in with the objectives and standards you are trying to target as well as your overall plan for your unit? How will the use of this tool help students meet the requirements?

4. How do you see the Seeing Reason Tool enhancing your students' higher-order thinking skills as well as collaboration and communication in your classroom? //**Answered in question 2. This will also open possibilities of one's understanding of greatness and fame.**//

5. What questions do you still have about this project's design, implementation, or assessment? //**I'm still curious at how the students will handle this assignment. I do think as thinking gets deeper, more connections are made, but will that affect the ability of some students to understand the relationships and meanings? Be hard to read? What about my attention defecit/hyperactivity kiddos???**// HE - I agree. I had the same question on mine. I think this seems like the most difficult of the 3 tools, so I am anxious to see how my 3rd graders will handle it too.