Project Overview
MacNed Project participants work in teams of four.
Before the research, groups identify at least 4 creative ideas and questions to follow when doing the research. They locate at least two interesting and reliable information sources for each of their ideas or questions. They plan the research project; develop a timeline when planning, research, first draft and final draft will be made. Each of the participants has her/his own responsibility for their own question. They reflect on successful practices and lessons learned for each of the activities.
During the research process they read and analyze information, ask and answer questions, participate in discussions, take notes, take pictures, make video clips, conduct interviews, make video- talk shows, create timelines, diagrams, surveys (36 students+ 36 adults one elder generation). They monitor the achievements, reflect and self assess themselves on the challenges and the ways of overcoming unpredicted obstacles.
After the research they make a research report using internet resources. The information relates to the main topic and includes several supporting details and/or examples. Diagrams and illustrations add to the reader’s understanding of the topic. Graphic organizer or outline shows logical relationship between all topics and subtopics.
Here is a more detailed instructions on team members, group planning, research project, video talk show, interview, reading and analyzing information, and 6+1 trait writing model.
Team Member
Provides useful ideas when participating in the group and in classroom discussion. A leader who contributes a lot of effort.
Provides work of high quality.
Uses time well to make sure things get done on time. Group does not have to change deadlines or work responsibilities because of this person's being late.
Actively looks for and suggests solutions to problems.
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Stays focused on the task and what needs to be done. Self-directed.
Work reflects this student's best efforts.
Monitors the effectiveness of the group, and makes suggestions to make it more effective.
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Group Planning -- Research Project
Group identifies at least 4 reasonable, insightful, creative ideas/questions to follow when doing the research
Group locates at least 2 reliable, interesting information sources for EACH of their ideas or questions.
Group develops a timeline describing when planning, research, first draft, and final draft will be done.
Each student in the group is responsible for locating information, and when the information is needed.
Students have developed a clear plan for organizing the information as it is gathered and in the final research product.
All students can independently explain the planned organization of the research findings.
Timeline
Spelling and capitalization were checked by another student and are correct throughout.
Facts were accurate for all events reported on the timeline.
The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material.
All graphics are effective and balanced with text use.
The overall appearance of the timeline is pleasing and easy to read.
The timeline has a creative title that accurately describes the material and is easy to locate.
An accurate, complete date has been included for each event.
The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.
The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.
Classroom time was used to work on the project. Conversations were not disruptive and focused on the work
The timeline contained at least 8-10 events related to the topic being studied.
The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.
Video-Talk Show
All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions.
Excellent, in-depth questions were asked by host and excellent answers supported by facts were provided by all talk show members.
All students wore costumes and the group used some props.
Video did not rock/shake and the focus was excellent throughout.
Many different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video.
Video was 12-15 minutes long.
All titles and credits are accurate, legible and draw the viewer's attention.
Video has a clear and interesting purpose.
Interview
The student put the date of the interview, place of the interview, full name of the person being interviewed, and the full name of the person being interviewed on the videotape, audiotape, or report.
Video does not rock/shake and the focus is excellent throughout.
Both the interviewer and the person being interviewed can be heard/understood very clearly on the tape with no wind or background noise.
Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.
Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Before the interview, the student prepared several in-depth AND factual questions to ask.
The student edited and organized the transcript in a way that made the information clear and interesting.
The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.
The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said.
The report is well organized and contains accurate quotations and facts taken from the interview.
Reading - Analyzing Information
Student lists main points of the article without having the article in front of him/her.
Student recalls details for each main point without referring to the article.
Student locates facts in the article and gives an explanation of why these are facts, rather than opinions.
Student locates opinions in the article and gives an explanation of why these are opinions, rather than facts.
Student explains how each graphic/diagram is related to the text, and determines whether each graphic/diagram agrees with the information in the text.
Student uses 1-3 sentences to describe clearly what the article is about.
6+1 Trait Writing Model
The introduction is inviting, states the main topic and previews the structure of the paper.
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic.
The reader's questions are anticipated and answered thoroughly and completely.
MacNed Project participants work in teams of four.
Before the research, groups identify at least 4 creative ideas and questions to follow when doing the research. They locate at least two interesting and reliable information sources for each of their ideas or questions. They plan the research project; develop a timeline when planning, research, first draft and final draft will be made. Each of the participants has her/his own responsibility for their own question. They reflect on successful practices and lessons learned for each of the activities.
During the research process they read and analyze information, ask and answer questions, participate in discussions, take notes, take pictures, make video clips, conduct interviews, make video- talk shows, create timelines, diagrams, surveys (36 students+ 36 adults one elder generation). They monitor the achievements, reflect and self assess themselves on the challenges and the ways of overcoming unpredicted obstacles.
After the research they make a research report using internet resources. The information relates to the main topic and includes several supporting details and/or examples. Diagrams and illustrations add to the reader’s understanding of the topic. Graphic organizer or outline shows logical relationship between all topics and subtopics.
Here is a more detailed instructions on team members, group planning, research project, video talk show, interview, reading and analyzing information, and 6+1 trait writing model.
Team Member
Provides useful ideas when participating in the group and in classroom discussion. A leader who contributes a lot of effort.
Provides work of high quality.
Uses time well to make sure things get done on time. Group does not have to change deadlines or work responsibilities because of this person's being late.
Actively looks for and suggests solutions to problems.
Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).
Stays focused on the task and what needs to be done. Self-directed.
Work reflects this student's best efforts.
Monitors the effectiveness of the group, and makes suggestions to make it more effective.
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.
Group Planning -- Research Project
Group identifies at least 4 reasonable, insightful, creative ideas/questions to follow when doing the research
Group locates at least 2 reliable, interesting information sources for EACH of their ideas or questions.
Group develops a timeline describing when planning, research, first draft, and final draft will be done.
Each student in the group is responsible for locating information, and when the information is needed.
Students have developed a clear plan for organizing the information as it is gathered and in the final research product.
All students can independently explain the planned organization of the research findings.
Timeline
Spelling and capitalization were checked by another student and are correct throughout.
Facts were accurate for all events reported on the timeline.
The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material.
All graphics are effective and balanced with text use.
The overall appearance of the timeline is pleasing and easy to read.
The timeline has a creative title that accurately describes the material and is easy to locate.
An accurate, complete date has been included for each event.
The student can accurately describe 75% (or more) of the events on the timeline without referring to it and can quickly determine which of two events occurred first.
The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.
Classroom time was used to work on the project. Conversations were not disruptive and focused on the work
The timeline contained at least 8-10 events related to the topic being studied.
The student knows how to use the software and can accurately and clearly answer almost any question related to how to perform certain functions.
Video-Talk Show
All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions.
Excellent, in-depth questions were asked by host and excellent answers supported by facts were provided by all talk show members.
All students wore costumes and the group used some props.
Video did not rock/shake and the focus was excellent throughout.
Many different "takes", camera angles, sound effects, and/or careful of use of zoom provided variety in the video.
Video was 12-15 minutes long.
All titles and credits are accurate, legible and draw the viewer's attention.
Video has a clear and interesting purpose.
Interview
The student put the date of the interview, place of the interview, full name of the person being interviewed, and the full name of the person being interviewed on the videotape, audiotape, or report.
Video does not rock/shake and the focus is excellent throughout.
Both the interviewer and the person being interviewed can be heard/understood very clearly on the tape with no wind or background noise.
Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class.
The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.
Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.
Before the interview, the student prepared several in-depth AND factual questions to ask.
The student edited and organized the transcript in a way that made the information clear and interesting.
The interviewer took occasional notes during the interview, but usually maintained focus on the person rather than the notes. Notes were added to immediately after the interview so facts were not lost.
The student listened carefully to the person being interviewed and asked several relevant follow-up questions based on what the person said.
The report is well organized and contains accurate quotations and facts taken from the interview.
Reading - Analyzing Information
Student lists main points of the article without having the article in front of him/her.
Student recalls details for each main point without referring to the article.
Student locates facts in the article and gives an explanation of why these are facts, rather than opinions.
Student locates opinions in the article and gives an explanation of why these are opinions, rather than facts.
Student explains how each graphic/diagram is related to the text, and determines whether each graphic/diagram agrees with the information in the text.
Student uses 1-3 sentences to describe clearly what the article is about.
6+1 Trait Writing Model
The introduction is inviting, states the main topic and previews the structure of the paper.
Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.
A variety of thoughtful transitions are used. They clearly show how ideas are connected.
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.
Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.
The writer successfully uses several reasons/appeals to try to show why the reader should care or want to know more about the topic.
The reader's questions are anticipated and answered thoroughly and completely.
Research Report
Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.
Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.
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