Using Survey Gizmo to Help Build Learning Groups

Using Survey Gizmo to Help Build Learning Groups

Using Survey Gizmo to Help Build Learning Groups

Students work together in crews of 8-18 on five rounds of simulated production of notable 3-5 page scenes from important motion pictures.
Over 3 days they design and build a set, do pre-production, casting and rehearsals, then light, and during a one-day shoot, photograph, and record sound, finally delivering a rough cut screened for only the class and faculty.
We selected 30 scenes to choose from, all with at least 3 active characters & able to stand as short films.

Subjects
Other
Keywords
groups, learning, survey gizmo
Grades
K 1 2 3 4 5 6 7 8 9 10 11 12 >12
Objectives: 

The final objectives for this scenario are mostly affective:
• Improved quality of student and faculty collaboration.
• Improved engagement of the students in their work.
But it is beyond the scope of this scenario to adequately assess these objectives. The objectives that will be assessed are:
• Faculty will fill out survey forms by deadline
• Students will read scenes
• Students will reply to survey
• Students will evaluate course

Materials: 

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Using Survey Gizmo to help build Heterogeneous Learning Groups
Added By: Nesdon
Subjects: Other
Grade Level: Higher Education
File Type: Video
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Brief Overview:
Brief Overview – In this film production course, students work together in crews of from 8-18 on five rounds of simulated production of notable 3-5 page scenes from important motion pictures.
Over 3 days they design and build a set, do pre-production, casting and rehearsals, then light, and during a one-day shoot, photograph, and record sound, finally delivering a rough cut screened with only the class and course faculty present.
We have selected about 30 scenes from which they may choose, all having at least 3 active characters and all able to stand as short films.
The process is designed to be as completely autonomous, student-centered, and project-based as possible, but the results with student self-selection of crew groups have borne out research that suggests that optimal cooperative learning groups need to be heterogeneous.
A development model based on real world practices, where student director and producer select material and then “crew up” their scene was tried. This model allowed the most skilled students to group together, leaving the less-so to form leftover groups. The educational outcome for both types of crews was impaired.
To continue to allow as much student autonomy as possible while preventing these sorts of imbalances we will use faculty rankings of the students to build heterogeneous crews and then preferences of the students in each group to determine which scenes they wish to produce.
Target Audience:
Post-secondary students in the Film Production 2 Course (approx. 30), and faculty colleagues who teach the courses that feed into P2 (approx. 6).
Objectives
The final objectives for this scenario are mostly affective:
• Improved quality of student and faculty collaboration.
• Improved engagement of the students in their work.
But it is beyond the scope of this scenario to adequately assess these objectives. The objectives that will be assessed are:
• Faculty will fill out survey forms by deadline
• Students will read scenes
• Students will reply to survey
• Students will evaluate course
Procedure:
• Acquire roster from registrar.
• Create student survey and faculty survey.
• Assemble email distribution lists.
• Create spreadsheets to receive and analyze data.
• Distribute results in stage schedule and ART team list to students, and student preference worksheet to faculty.
• Distribute evaluation form to students and share with participating faculty.
Emergent Technology:
Survey Gizmo (http://www.surveygizmo.com/) will be used to create, distribute and evaluate online surveys to collect individually trackable responses to relevant questions.
Social Participation/Learning:
The purpose of forming the teams and groups is for active cooperative learning. As soon as they are joined into these manageable sized groups, they begin, in the art course that preceded P2 to collaborate in the preparatory creative decisions necessary to shoot their scenes such as rewriting the script, designing the sets, casting actors etc.
Making Connections:
• Previous knowledge in order to create new knowledge: The students’ process in the school up to this point has been mostly independent and competitive. Students will use their existing knowledge and skills in the theory and practice in filmmaking to work collaboratively in larger groups to produce short scenes. • Something that is relevant for them (the target audience). The quality of the finished films is a high value for students, but the quality of their ability to collaborate and the strength of their networks are vastly more important to their beginning film careers. • With a local or global audience. By forming effective partnerships, evaluating the strengths and weaknesses of fellow students, developing the ability to collaborate effectively and form a durable working network. This will of course allow them to produce films which they can then share in a wide variety of ways with a variety of audiences.
Create/Produce:
For this lesson objective, the result will be the production, jointly with the faculty from 4 classes and all the students in their cohort, a shooting schedule that reflects and joins them both homogenously, according to their interests in the scenes they are will be shooting, as well heterogeneously in groups that each contain a diversity of skills as well as diversity of interest in particular film departments
Assessment:
The success of these objective will be via response rates from the surveys as well as a student evaluation form that asks general and specific questions about the students’ satisfaction with the course’s organizational process, among other criteria. E.g. • How would you improve this course? • What were your favorite or least favorite aspects of the course? • How might you change the organization of the course, especially the and selection of the crews and scenes? These evaluations will be shared with other members of the faculty team collaborating on the organization of the courses.
Reflection:
Student reflection will occur following each of their five shoots, and be reported via secondary class evaluations as above. Faculty reflection will occur in consideration and discussion of the student evaluations and informal debriefing of P2 faculty’s experience during the collaborative grading process.
List of Materials:
• Scene book: to be distributed to the students with instructions fort them to read the 26 short scenes in the book.
• Survey Gizmo surveys distributed via email describing the scene selection process and inviting involvement in that process. Survey for the faculty will include students’ names and three ranking categories, one for leadership, one for work ethic and one for creativity. Survey for the students will include scene names and crew position names to be graded for A-F according to their preferences.
• Excel spreadsheets: To be distributed to the faculty: aggregating the data collected from their colleagues about student performance and from the students regarding their preferences. To be distributed to students: spreadsheet indicating to which ART teams and which scene crews they are assigned.
• Reflective evaluation surveys to be completed by the student cohort shared with all faculty involved

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Procedure: 

• Acquire roster from registrar.

• Create student survey and faculty survey.

• Assemble email distribution lists.

• Create spreadsheets to receive and analyze data.

• Distribute results in stage schedule and ART team list to students, and student preference worksheet to faculty.

• Distribute evaluation form to students and share with participating faculty.

Assessment: 

The success of these objective will be via response rates from the surveys as well as a student evaluation form that asks general and specific questions about the students’ satisfaction with the course’s organizational process, among other criteria. E.g. • How would you improve this course? • What were your favorite or least favorite aspects of the course? • How might you change the organization of the course, especially the and selection of the crews and scenes? These evaluations will be shared with other members of the faculty team collaborating on the organization of the courses.

Technology: 

Survey Gizmo (http://www.surveygizmo.com/) will be used to create, distribute and evaluate online surveys to collect individually trackable responses to relevant questions.

Reflection: 

Student reflection will occur following each of their five shoots, and be reported via secondary class evaluations as above. Faculty reflection will occur in consideration and discussion of the student evaluations and informal debriefing of P2 faculty’s experience during the collaborative grading process.

Audience: 

Post-secondary students in the Film Production 2 Course (approx. 30), and faculty colleagues who teach the courses that feed into P2 (approx. 6).

Making Connections: 

• Previous knowledge in order to create new knowledge: The students’ process in the school up to this point has been mostly independent and competitive. Students will use their existing knowledge and skills in the theory and practice in filmmaking to work collaboratively in larger groups to produce short scenes. • Something that is relevant for them (the target audience). The quality of the finished films is a high value for students, but the quality of their ability to collaborate and the strength of their networks are vastly more important to their beginning film careers. • With a local or global audience. By forming effective partnerships, evaluating the strengths and weaknesses of fellow students, developing the ability to collaborate effectively and form a durable working network. This will of course allow them to produce films which they can then share in a wide variety of ways with a variety of audiences.

Comments
Katthoreson's picture
Katthoreson

fantastic layouts of images of gears. Metaphor is how we learn and additionally is a higher level order thinking. So I love the metaphor. Your filmmaking is impecable. I learned from watching this… thank you. KAT