Martha created a task assignment sheet which the students used to organize their collaborative work on the project. Using the software, students begin to compose their stories on the computer. Again, each group decides how they will divide the tasks, allowing members to choose activities that both engage their interests and build on their strengths. For example, one group relied on an artistic member to draw all of their pictures. Two students sat at her side, offering suggestions about what to draw, while another student scanned in the completed drawings.
Evaluation is an integral and on-going component of the project.
Three times during the three-week unit, students complete evaluation forms that give them the opportunity to refect on their own work, the work of other members in the group, and the entire project. These on-going evaluations enable Martha to detect emerging problems and help groups make adjustments where necessary. Some computer programs allow students to incorporate music into their work. While this type of project can benefit any student, it supports students with learning disabilities in several important ways. First, by writing stories for their peers to read, students have a highly motivating purpose for writing.