Student-created museums

1. Assessment that is rich, rigorous and relevant Student-created museums

2. Welcome • Introductions • Objectives • Overview • 2007-2008 AATF Small Grant

3. What is a student-created museum? • How is it different from a class presentation? • Research on Project-Based Learning and authentic assessment • Alignment to standards • National Standards • California’s new Content Standards for World Language Instruction K-12

4. How do I start? • Identify a topic (or have students identify it) • Rich • Relevant • Rigorous • Ensure availability of information on topic • Prepare sample research questions • Ideally, students prepare their own, with approval • Locate a venue (field trips are possible) • Is there a way to include local French speakers?

5. What topics interest you? • Pick a level of French with which you would like to try this. • Brainstorm a list of topics on which you already (or plan to) include a unit for this level. • Which of these might you turn into a student-created museum? • What are some sample research questions? • Rich, relevant, rigorous

6. Where might you do this? • Brainstorm a list of possible venues. • Consider the following: • Alliance Française chapter • Local service club meeting halls • Local library • School library • School gym/multi-purpose room • Classroom(s)

7. The process (overview) • Introduce topic (if not student-selected) • Distribute rubrics for museum evaluation • Class meeting to select date and time • All must be present! • Students begin studying and sharing • Students create museum • Students docent

8. Learning time • Student research on their questions • Post learnings on web with other students offering comments, feedback and questions • Conduct a poster session, after which students still offer comments, feedback and questions • Teacher supplements with authentic material • Art, literature, newspaper, film, music • Discussion circles, Socratic Seminars, journaling, artistic response, dramatizations, creative writing, etc.

9. Creating the museum • Help board • Questions • Materials needed • Pairs of students create displays on each research question • They will also be docents • May have some exhibits by whole class • Create intro PowerPoint (or display) • May include student-response pieces as well

10. Photo show

11. Logistics • Venues and scheduling • Keys • Budget • Set up • Break down • Food/drink • Technology • Transportation

12. Assessment • Informal • Ongoing • Based on in-class activities throughout unit • Rubrics • For both the display and quality of student docent activities • Reflections • Each student completes self-assessment/reflection

13. My next steps • Added research questions this year • Should have required draft submissions for text to be used in displays • Next year, will develop guiding questions • To improve focus while they study their self-selected research questions

14. Resources • Learning on Display: Student-created museums that build understanding • Linda D’Acquisto, ASCD, Alexandria, VA, 2006 • My Web site • http://studentmuseums.wikispaces.com

15. Session evaluation • Merci d’être venus • Je vous prie de bien vouloir remplir ma feuille d’évaluation