Reflection - Columbus

Reflection - "Columbus Movie" by Griffin Bailey
By Maureen Childs
October 14, 2007

My initial impression of this student work.

            I was very impressed because the level of detail about Columbus was very high.  Griffin conveyed the character as real and the work and research we know he had to have done, was phenomenal for a student his age and grade.

How would I evaluate a project and presentation like this compared to a more traditional report.

            I would use a rubric or checklist as an assessment and let the student know ahead of time the criteria they'll know what I'm looking for and what they'll be graded on.  In college, I've been evaluated in this way many times and it's worked well.  As long as you let the student know your aims and goals for him to achieve through the project, he will be clear on what you're looking for.  Everyone gets the same criteria at the outset, therefore, you are fair and objective instead of leaving yourself open, as a teacher, to being perceived as unfair and subjective.

What were Griffin's strengths and challenges?  How did he problem-solve?

            The first challenge was selecting an explorer who would make an interesting subject.  Griffin did a fine job (probably through some initial research) of selecting a subject and making him interesting. 

Making Columbus interesting had to be a challenge.  Griffin's interview format fulfilled the criteria to present in the explorer's own voice.  Also, the question and answer piece of the interview broke it up and made it interesting. Griffin was very clever in portraying himself as a tough reporter asking "tough" questions and making Columbus squirm.  Very clever way to overcome the challenge of making the project interesting.

What did Griffin learn about his learning?

            Griffin brought up the fact that he would get tired and had trouble staying focused because the project stretched over such a long period of time and was full of pretty intense research.  This was definitely a challenge for him.  When it got to be too much, he would simply step away for a while.  He also had the support of his parents.

            Griffin brought up the fact that the internet didn't have all the information he needed; in the way he needed it.  He resorted to using books!  This was important to him and other kids.  They need to know that sometimes books are more efficient and better resources.

Is this iMovie evidence of problem-solving, communicating, and other higher order thinking skills?  How so?

            The answer is, of course.  As I mentioned earlier, the level of detail that was conveyed, in character, required higher-order problem-solving, communicating and thinking throughout the entire project.  First, through thorough research which uncovered more than just the superficial facts we've all been taught about Columbus.  Second, in writing an entire script for both characters, Griffin engaged very high-level thinking and communication skills.  Finally, Griffin demonstrated high-level problem-solving and thinking skills in working out his characters and filming the interview.

If I were Griffin's teacher how might I use Griffin's iMovie as a teaching tool.

            First, I would approach the use of Griffin's movie, being cognizant of his feelings and the feelings of the other students and how their projects compare.  I would acknowledge his exceptional work and get the classes input on possibly using this method as a model for our next problem-based learning project.  We could brain-storm about what worked for Griffin, what didn't work, suggestions for additions and improvements.  This way, the entire class has worked together, with Griffin participating was an equal, and created the model for the next project.  Everyone has ownership and will be enthusiastic about making their own iMovie and Griffin will be perceived as part of the process, a great contributor, and not teacher's pet.