EDIT 2000

How quickly a semester passes! I’ve truly enjoyed getting to know each of you and I wish you luck in the future. Today, we're showing off our work. Pick one assignment from your portfolio or a story about class that you want to share with everyone.

Don't forget:

1. Complete the course evaluation
2. Send an email to me if you have questions about your final grade*
3. Good luck on your finals and have a fantastic summer!

*All outstanding assignments must be submitted to me by 5:00PM on May 6.

While SMART Technologies isn't entirely new, it may be new to some of you. Today, you're going to spend the first 30 minutes of class exploring different SMART Activities. (Hint, here's a great list to check out.) Then we'll spend the next 30 minutes taking turns showcasing what we've learned. For this in-class, group activity, you may pair up into groups of 3 or 4. Each group will have 5 minutes to present their exploration findings. Note that this is your final Exploration Task for the course. Attendance is required to receive full points.

Preparing for the Showcase

What is the showcase?

The showcase is an opportunity to see and be seen. Take a look at what your classmates have done this semester and share the work for which you are most proud. We’ll eat, talk, visit, and reflect on the work we’ve done this semester. Think of a creative way to decorate your workspace. At minimum – you’ll need a creative name tag. Former students have printed out sample work from portfolios, brought refreshments, or had some clever reason why students should visit their workspace.

Review the portfolio checklist – make sure you have everything completed. I have shared individual checklist reports with you so that you know what you're missing.

For Thursday

1. Post a short description of your SMART exploration on your portfolio as "Emerging Tools;" include a link and short paragraph about how you would use the lesson or tool
2. Thursday is our last day of class; be prepared to show off your portfolio

Course Evaluation

The Course Evaluation Form is now open. Be sure to complete it when you have a chance.

TLAT #3 is almost finished! Spend as much time as you need working on the main sections of the WebQuest today. These last two sections can be completed any time before Tuesday, Apr 26.

Writing the Credits

“We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author’s name is retained along with a link back to the original URL of this WebQuest. On the line after the original author’s name, you may add Modified by (your name) on (date).”

Don't forget to include links to resources you used: images, etc.

Teacher Section

Here your target audience is teachers. In this section, you will be sharing ideas on how your WebQuest page can be used. Also, provide instructions on what resources/tools the teacher will need, and how they could support learners during the process. In your teacher section, at least indicate the followings:

1. Recommended teaching strategy and scaffolding for the process section
2. Resources that teachers can use to guide students’ WebQuests project
3. Georgia Performance Standard including subject information
4. Target learner information including grade level

For Tuesday

1. Have a good weekend! Make sure your TLAT #3 link is posted to your portfolio.

Once you have an idea for your WebQuest, it’s time to get started writing it. We’ll start with the Introduction and Task Sections. If you’re stuck and can’t think of an idea, check out WebQuest Design Patterns.

Planning Your WebQuest

The following tasks can be done either in a Google Doc and later transferred to a "new" Google Site or built directly into your "new" Google Site.

Writing your introduction:

1. Building Blocks of a WebQuest provides a nice overview about writing introductions
2. Remember, make it engaging and talk directly to the student

Writing your task:

1. Building Blocks of a WebQuest also provides insight into writing tasks
2. Remember, the task should be short: 2-3 sentences; don’t give instructions on how to complete the task – just describe it

Writing Process

One of the main parts of a WebQuest is the Process section. The Process section is composed of the specific steps a student should take to accomplish the assigned task. The Process section also provides age-appropriate resources for students to use to complete their task. Finding useful resources requires more than just a Google search. Using vetted resources from reliable sites is important. Find some useful web resources for your students to use from Thinkfinity or any of the other tools/sites we've explored this semester.

Here are some things to remember about the Process section:

1. This should be a step-by-step description of what students will do
2. Students should be assigned roles (journalist, editor, astronaut, politician, etc.) and given specific information on their “job descriptions”
3. Students should be able to access links to at least 5 age appropriate resources that will help them to complete their task. This should not be a list of 5 long web addresses. It should be a title that links to the website and a short description of what students will find there.
   • For example: Currency Converter: As you plan your trip you will need to determine how much money you need to take. Use this currency converter link to determine how many pesos you will need.
4. Students will likely need some type of printable form to help them organize the information they are finding online – particularly if they are elementary or middle school students

Here are the essential questions to ask while you are working on your project:

1. Does your WebQuest help your students’ critical and deep thinking instead of mere comprehension?
2. Does your WebQuest help your students improve their research skills and problem solving skills?
3. Is your WebQuest topic authentic in order to engage your students?
4. Is your WebQuest task challenging and doable?
5. Do your learners need to think independently and critically during the WebQuest activity?
6. Do your tasks involve collaboration/cooperation/peer interaction among students? Is collaboration between your students important for the successful completion of the WebQuest?
7. What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?
8. Is your process clear enough that your students would know exactly where they are at each step of the process and what to do next?
9. Do your Evaluation criteria align with the given tasks?

Evaluation

When crafting your Evaluation section:

1. Don’t evaluate what is not assigned. Don’t assign tasks that are not evaluated.
2. Your evaluation rubric should have 4 or 5 different criteria that you are evaluating.
3. Make sure your rubric is written so a parent could understand it. In other words, will a parent know why his/her child made an “F” on the project? an “A”?

Here are resources that you can use for the Evaluation section:

1. Rubrics for Weblessons
2. Creating A Rubric for a Given Task

You will be using this template for your rubric The only thing that is missing on this template is a row indicating the maximum possible points that can be earned. You will add a new row to this template. Copy and paste the rubric into a word document. When you have completed your rubric, it is to be linked so that it opens as a word document.

For Thursday

1. Work on Introduction, Task, Process, and Rubric sections
2. Thursday is an absence make-up day and WebQuest workday; if you do not plan to attend class, be prepared to submit your TLAT#3 on Tuesday, Apr 26

What is a WebQuest?

WebQuests are a teaching tool that use web-based resources and other sources to support students as they work through an inquiry or problem-based activity. They are web-based lesson plans written for the students that support and scaffold student understanding of a set of curriculum standards. Generally, students are asked to work collaboratively to answer a question or solve a problem and then present the answer or solution in a technology-supported format.


You can find many examples of WebQuests at the WebQuest page maintained by Dr. Bernie Dodge from San Diego State University. Dr. Dodge is the creator of WebQuests and WebQuests have been around for more 10 years. We’ll spend some time looking at example WebQuests by clicking the “Find WebQuests” button on the left navigation bar on the WebQuest page.

Creating Your Own WebQuest

For your TLAT #3 you will create a WebQuest that supports student critical thinking and problem solving. You’ll create an original WebQuest that includes all 7 of the following sections:

1. Introduction
2. Task
3. Process
4. Evaluation
5. Conclusion
6. Credit
7. Teacher Page

Possible Resources:

1. View the WebQuest Taxonomy of Tasks to help you with an idea for your WebQuest
2. View the Building Blocks of a WebQuest page to know what do for each section
3. check out these Inspirational WebQuests for ideas
4. View the TLAT #3 Rubric so you can be sure you’re meeting or exceeding expectations

For Tuesday

1. Review examples of WebQuests at the WebQuest page
2. Think about a subject/standard and your students’ grade level
3. You should have an idea for your WebQuest project when you come in
4. Create a NEW Google Site for your WebQuest (refer to Creating an Online Presence if you need a refresher)
   

Remember, your Enrichment Kits are due on Thursday!

Problem Solving Discussion

The NETS for problem solving (and other related areas) state:

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.

What does your book say about problem solving?

“Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of a decision: choosing a solution and then evaluating it.” (p 155)

“Problem-based learning (PBL) is a teaching approach that combines critical thinking, problem-solving skills, and inquiry as students explore real-world problems. It is based on unstructured, complex, and authentic problems that are often presented as part of a project.” (p 156)

A few characteristics of effective technology-enhanced problem-based learning tasks:

1. Give students control of their learning
2. Include communication and collaboration
3. Emphasize the process and the content
4. Lead to additional content learning
5. Have a measurable, although not necessarily correct, outcome

Group Problem Solving Activity

Using these shapes, create a capital letter 'T' with no jagged bits, no gaps, no overlaps, etc.

There are 2 types of problems: open-ended and close-ended. Which was the shape activity? Was the shape activity an inquiry activity? Could the shape activity be considered a problem-based learning?


When have you experienced the problem-based learning approach in your classes? How is this connected to critical thinking?

For Thursday

1. Read Chapter 6 and complete the reading guide

Don't forget! We're not meeting face to face today, but TLAT #2 is due (I'll be grading tonight!) and you'll complete today's activities on your own. We're starting the last major section of our class over Problem Solving & Critical Thinking tools.

Exploring Thinkfinity

One of the uses of technology that many of us are very familiar with is the use of online resources for research activities. This task will help you to locate online resources to use in your grade/content area. First, we will preview several reliable educational resources. Don't forget to refer to the Georgia Performance Standards for your subject/grade level before moving on with this task (it will make it easier in the long run.)

There are many online resources that teachers use to collect tools and information. Today, we'll explore Thinkfinity. Here, we'll find resources for all content areas and all grade levels. So everyone in our class should be able to find something they can use. First, let's watch this overview of Thinkfinity. Then we'll watch the detailed tutorial that really explains how to incorporate web resources in classrooms.

Using what you learned from the video to explore the resources within Thinkfinity, spend about 15 minutes exploring the site to see what you can find. Try and focus on student interactive materials like the ones demonstrated in the detailed tutorial.

Creating an Enrichment Kit

One of the problems in education is the issue of “summer learning loss.” As a teacher, parents will look to you for ideas on how to prevent this “learning loss”. To help solve this problem, your task is to locate 8-10 exceptional web-based resources that a student from your grade/content area could use over the summer to enrich (NOT remediate -- look at what they'll be learning the next year after you've taught them) what they have learned in your class during the school year. You can focus on one topic or a multitude of topics. If you are focusing on elementary grades – you can focus on multiple subjects. These resources should include games and other interactive resources. Your resources should not be a set of webpages that contain only text. The Thinkfinity site is a great place to find interactive activities for any subject or grade level. (Hint – on any of the partner sites – look for words like “student interactive”).

As you locate your resources, add them to a new webpage on your portfolio called “Summer Tool Kit.” For each resource, provide the title of the resource, the web link, and a short description of how this tool can be used (make sure to decide if your audience for your descriptions is students or parents).

Once you have finished collecting your resources, write a 2-3 paragraph letter to parents describing the summer enrichment kit that you have developed. Give them highlights of what they will find in the kit, suggestions for how they might use it, and a link to your Summer ToolKit webpage. (If you are teaching high school students you might want to talk to them in the letter instead of parents). You can attach the letter to the webpage. Here’s an example for an elementary Spanish student (the parent letter is attached at the bottom of the linked page). Here is an example of the same assignment for elementary language arts. In this example, the student used a social bookmarking tool called Delicious to collect and organize her resources – then, of course, she attached the parent letter to the bottom of the page. If you’d like to organize your resources using this tool (instead of simply listing them with descriptions on your website) – you can learn how to use it here.

For Next Week

1. Complete your Enrichment Kit; it is due on Thursday, April 12.