Prince of Wales Northern Heritage Centre Prince of Wales Northern Heritage Centre: Yellowknife, Northwest Territories, Canada

NWT Heritage Fairs: Teachers Resources Manual

Heritage Fairs Teacher's Guide

Activity 9: Demand Their Very Best


Background:

When interviewing students at the Territorial Fair in Inuvik, they said that having the opportunity to share their work at the Fair made them want to do their very best.  Students didn’t want work displayed for the community that was done poorly.  This ‘authentic audience’ supports the research done by Dr. Peter Seixas mentioned in Activity 8.  Capitalize on this to raise the bar and ask the very best of them.  It is a fine balance of knowing how far to push to help them do their very best without giving up. 

One teacher described how students’ learning develops from year to year, stating: 

When one student does something one year that is really great, the next year others will try that  too such as an improved display board or costumes or something extra in their presentations.  But, for this to work you have to give the students time to visit all the other projects.

~ Teacher, Fort Simpson

It is also important to share the judging forms with the students early on in the process.  This will allow them to plan and to know what the judges will be looking for.

Goal:

  • Students will understand how they are being evaluated and will work to the best of their ability.

Materials:

Time:

  • 15 minutes to go over rubric
  • On-going

Procedure:

1. Hand out a copy of the judging rubric. The Heritage Fair committee updates the judging rubric regularly so check back each year.

2. Go through each of the major components with the students emphasizing each major section including:

  • Project appearance
  • Unique approach
  • Quality and depth of research
  • Speaker presentation
  • Response to questions
  • Personal connection to topic

3. Go over the judging rubric describing what is expected on the display board.  Share exemplary projects that are visually stunning.  What do they have in common?

4. Highlight the hands-on material that some students add to their projects and have them think about what they could add to their projects including: models, artwork, examples of technology, their own attempt at beading or tool making, photographs, computers to share videos, PowerPoint presentations, etc.

5. Model the editing process by sharing some of your own experiences.  Ask students to self edit first, peer edit second and then come to you as the teacher for final edit.  Require students to type their work.  Use the checklist and give credit for each stage in the editing process.

 

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