For the second major project in my ENGL1101 class at Georgia Tech titled, “Maximizing the Brain’s Potential,” students work in teams of several students each to produce collaboratively an entertaining and educational video based on a single chapter from John Medina’s Brain Rules.
Building on the success of my students’ work on this assignment in Fall 2013, I revised the assignment to make it more streamlined and process-driven by building a weekly, recursive structure into the peer review schedule.
During the first half of the semester, my students had already read Brain Rules and individual students had presented on the readings during class. The remainder of the class had also written Tweets (outside of class) and short summaries of these chapters (during class).
With this project, the students demonstrate their understanding of the material by transforming their chapter’s content into a video of their own creation. They went through the steps of creating an outline, script, and storyboards before filming and editing the video. The outline, script, and storyboards are peer reviewed on a team-to-team basis at the beginning of each week of this project’s duration.
Today, we will conclude the project by showing the videos in class and having each student write a review of the video (what works, what doesn’t work, suggestions for improvement, etc.). Each student also wrote and submitted a three page analysis of their use of WOVEN (written, oral, visual, electronic, and nonverbal) modalities used in each deliverable of the composition process.
Section G1
Team 1
Team 2
Team 3
Team 4
Section P
Team 1
Team 2
Team 3
Team 4
Section E
Team 1
Team 2
Team 3
Team 4
Dynamic Subspace 