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by PBworks 17 years, 11 months ago
International Teen Life Project
Purpose
The purpose of this project is to have teenagers from different locations around the globe exchange their thoughts and perceptions of what their lives are like. By viewing, reading, and listening to the perspectives of others from around the globe, they will gain a greater perception of the similarities and differences of people's lives around the world. I DO NOT want to do an international project where kids learn about the holidays, foods, etc, of another nation. I presume we have all been through enough of these already. I am looking to dig deeper, to have kids dig, read, write, etc. I want them to explore issues, and work intensely to gain a clearer understanding of concerns that people have in a global world.
Participants
There are five participants in this project:
Central Framing Questions
- What are the central issues and concerns that people my age, in my place, have about their lives, about their futures, or about the issues that are facing their nation and the world?
- How do I relate to these issues?
- How are these issues similar and different from other people my age in different places around the world?
- What is it like to be ____ (your age) in ____________ (your state or country)?
Ideas
- We need to design a project that is:
- loose enough that everyone can relate to it in their own place
- tight enough that the products produced can be related to each other
- whose ongoing discussions occuring over time can be related to each other
Stage 1: Relating to Each Other: The kids will get to know each other in a more intense way through reading each others blogs, posting photos, possible Skype calls. This will get them familiar with each other, the issues they are discussing, and the perspectives of kids in each nation. (Do we want to agree on a common starting point? A prompt or reflection, or personal introduction to help students find each other, perhaps - Jamie) (I also like the idea of a central starting prompt. We read your blog post this morning, Jamie, and are going to use something similar, but it would be nice if we had an actual focusing question or idea that the kids can write from - Kim)
Stage 2: Their central questions are framed, they continue to blog, post photos, maybe several focused Skype calls around specific issues can be held, or an exchange of podcasts about specific topics.Looking at planning, I 'm wondering if this stage should be eliminated? If the kids frame their topics in stage 1 and if they exchange podcasts or videos, etc. in stage 1, do we need this further step or is it just extending out the timeline too far? ~Clarence~ (I totally agree ~Lee) (I also think we could drop this stage - Jamie) (I agree, but I think it would be nice if we could have some sort of central planning wiki for the kids where they can share ideas and brainstorm. One location, just like we have here, where they can compile resources and even share tech help. I think we will find clusters of students wanting to do similar projects and it would be nice for them to have a central location to plan. - Kim)
Stage 3: Groups in each place will design and construct a final representation showcasing their understanding of these issues. ideas for final projects may be documentary movies, a series of podcasts, or photo essays. These will be posted to a central location (if possible) to allow the kids to view, listen to, and watch each other's ideas. (i like this! ~lee) (For us this would happen around the beginning of March - does that work for everyone? -Kim)
Stage 4: Students in each place will spend time with the final representations created by the students in other classes. They will post reflections on similarities and differences,(Venn Diagram would be kind of cool.. an online version.. maybe interactive) things they find that are interesting and / or surprising (when they find things that are interesting, they should use some of them as part of "interests" in profiles. Our kids are all part of an elgg where they put many things in interests, likes and dislikes in their profiles. When anyone else uses that word, it becomes a link. ~Lee) If possible, a final connection to sum up these findings will be arranged. If not possible, then final reflections can be posted on blogs, in video form, or recorded in audio for download by other classes.
Timeline
Stage 1: 2 weeks? Possibly beginning the middle of January and concluding at the end of the month.
Begins on January 15th and ends on January 26th. We need to come up with a scheduled time for a Skype call or to plan for a video / podcast exchange.
Stage 2: 2 weeks? February 1 - 14
Should this be eliminated? (Perhaps just stretch the stage 1 a bit and make stage 3 a bit longer.~Lee) (I like the idea of streching stage 1 until mid-Feb and maybe providing a central planning wiki for students to work from during this time).
Stage 3: 3 - 4 weeks (shorter better then longer) - This brings us into the middle of March.
January 29th - February 9th This is only two weeks. Is this enough time or should we give an addtional week? (If we cut stage two, I'd like to have one more week here - Jamie) (We can work on this until the end of March if that works for the rest of you - the more time, the better - Kim).
Stage 4: Reflection: Kids view what others have done, reflect on similarities and differences. possible Skype call needs to be dated and organized. February 12th - 16th (should this be March?)
Welcome to your PBwiki!
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