0 Need Reading and Language Arts Point to Point Videoconference Ideas?

• Have each class select a place of interest to the class. Students can draw pictures, make a brochure, maps, models, etc., to show their place. Have them write clues about this “Secret Site!” Share with your partner class to discover the secret place!
• Create a multimedia presentation (a whole class one) about a topic. Exchange these with the other class. Have them view the presentation. Write questions about the presentation to ask during the videoconference. Make a handout or art project as a follow-up!
• Have older students find a younger class with whom they could be mentors. Have older students write a play about a character trait and present it during the videoconference. OR…act out a Folk Tale. Have students write questions to ask younger students. Send a student-created worksheet, project, etc. to the teacher of the younger students ahead of time. Let those students do the activity as a follow-up!
• Read a book and videoconference with its actual author!
• Write persuasive articles and exchange. Write why you agree or disagree with the paper. Set up a debate with the partner class.
• Create a poetry booklet that includes poems written by partner classes.
  Write a continuing novel which is completed by the partner class! Make it into a book to be “published!”
• Partner with a class to write and edit papers. This will give a real audience and purpose for writing!
• Pair students. Have them share journal writing using the same prompt in both classes. Have students respond to what they read!
• Read a book. Have students write a sequel, opinion, solutions to problems, different outcomes, evaluations, or interpretations of the book. Share with partner class.
• Write a short story with other classes. Have one class create the characters, plot, another the theme, the setting, the conclusion, etc. Divide students into groups to write short stories using the above creations. Share during the conference!
  
  

0 Need Math and Science Point to Point Videoconference ideas?

• Create science/math questions to exchange with another class in the areas being studied.
• Create a jeopardy game to be played at the videoconference using CPS! Use TAKS questions if you’d like!
• Do a science experiment. Share your experiment and results with another class. Take video pictures, either still, moving, or morphed!
• Do a science lesson on a topic being studied. Share questions and answers with another class. Have an “expert” come to one of the schools to be interviewed during the videoconference!
• Have students write questions to ask younger students. Send a student-created worksheet, project, etc. to the teacher of the younger students ahead of time. Let those students do the activity as a follow-up!
• Write and share word problems. Make it a contest who can answer the most correctly in a class.
• Measure perimeters of the main areas of the school: buildings, playground, sidewalks, etc. Write descriptions using geometric terms of how to put the various shapes together. Send measurements and descriptions to your partner school and have them use these to draw a diagram of the school. Share drawings on the day of conference and compare with actual mapped pictures or photos of the real school areas.
• Find geometric shapes inside and outside of the school. Take photos of these. Send photos to the partner class and have students identify and classify the shapes!
  

0 The Multimedia Project Can Be a Pleasant Experience...Really!

Grrrrrr….Uggg!…..It’s common knowledge that some may regard the multimedia projects as a dreadful, heinous experience - but through detailed preplanning and limited student choices, there is light at the end of the tunnel.

This post will present ideas in an effort to provide a more pleasurable computer lab experience for all….really!

Preplanning

• Create timelines, rubrics and a checklist - share prior to the beginning of the project, so students are fully aware of your expectations.
• Assign group projects instead of individual projects - presenting 4 - 5 projects instead of 18 - 22 individual projects is far less time consuming.
• Incorporate a critical thinking question for one of the cards, by utilizing a higher level question strategy (i.e. If you could.., In your opinion, what is the relationship between…and…, Prepare a list of criteria you would use to judge…etc).
• Introduce/teach a lesson on citing sources and note taking.
• Discuss plagiarism/cut and paste plagiarism.
• Provide student examples of a well-designed project.
• Create a template and/or use a storyboard.
  
  

Student Planning - KISS – Keep It Super Simple!

• Students need to direct their focus from the really cool things the program can do - and direct on the content of the project itself.
• Everything should have a purpose and point to the content…Remind them that Content Rules!
• All drawings/graphics/animations/colors should support the content not upstage it.

Storyboard or template
Templates:

• Your students are early stage users.
• Younger students of 2nd grade or below.
• You are working within a limited time frame
  
  

Storyboard:

• Require students to use a storyboard on Manila paper, divided into sections.
• Require each group, or student, to complete a detailed storyboard prior to beginning work in the computer lab.
• Text should be saved in a word document if there is considerable information. Have students cut/paste word document into slides.
• All pictures should be, both, sketched and colored in detail.Include background and text color.
• Include placement of title/font/color of button(s).
• Students or groups with incomplete storyboards have the most trouble in the computer lab.

Limit Student Choices

• Offer a choice of 2 to 3 fonts to choose from (i.e. Times New Roman, Arial, Verdana).
• Use the same background for all slides.
• In PowerPoint, limit slide transition, object effects, Word Art style/color and sound, to only 2 - 3 choices.
• These limits will prevent the student from wasting valuable time checking out the different fonts and transitions.

Students in Lab

• Make sure students have everything they need (storyboard(s), notes, source information, etc).
• Request assistance from the specialist. The students and you are their number one priority—UTILIZE them!
• Present multimedia projects via videoconferencing. Presentation provides purpose and relevance to the multimedia project.
  

0 Sage on the Stage to the Guide on the Side

Shifting from Teacher Centered to Student Centered Learning

As educators, we are asked to explore new dimensions to our roles by shifting from “Sage on the Stage to the Guide on the Side”. The shift from teacher-centered to student-centered requires the educator to facilitate the acquisition of knowledge by guiding the student towards the process of discovery and inquiry.

WebQuests offer the student the opportunity to engage in their own learning by the means of critical thinking, problem solving and exploring intriguing questions.

What is a WebQuest?

Designed/originated by Professor Bernie Dodge and Tom March (San Diego State University), WebQuests are online curriculum modules which engage the student in learning about an authentic topic or problem. Supporting the learner’s thinking on levels of analysis, synthesis and evaluation – the higher level of Bloom’s Taxonomy, WebQuests initiate cooperative activities, whereby, the student assume different roles relative to a realistic problem.

Students develop/create a product which demonstrates their knowledge of the problem and its potential solutions. The use of the Internet is usually the main information resource, although other more traditional resources (i.e. magazines, journals, books) are available.

Why WebQuests?

• Engages the student in higher-level cognition skills (i.e. analyze, interpret, draw inferences).
• Student-centered
• Inquiry-based
• Requires decision-making
• Promotes communication and collaboration
• Increases student motivation
• Exhibits resourcefulness and creativity
• Builds knowledge by synthesizing information
• Fosters an interdisciplinary approach to learningRequires reflection and self-evaluation

The Six Building Blocks of WebQuests

Introduction

• Introduce a real-life dilemma, which the students must solve.
• Orients the student and establishes a clear purpose for the WebQuest.
  

Task

• Description of what the learner will accomplish at the end of the exercise.
  

Process /Resources

• The steps that learners should go through in completing the task are included in this section.
  

Evaluation

• This section describes the evaluation criteria needed to meet performance and content standards.
  

Conclusion

• Summarize what the learners are to accomplish or learn, upon completing the activity or lesson.
• Provides a natural sense of closure to the activity.
  

Teacher’s Page

• Provides background, standards, etc.
• Activities for the teacher, in preparation for presenting (re: examples of products, etc).
  

WebQuests offers a way to enrich one’s curricula by fostering student learning through inquiry-oriented activities which incorporate elements of problem-based and project-based learning.

Visit the following sites to learn more or to view completed webquests.

• http://webquest.org/index.php
• http://eduscapes.com/tap/topic4.htm - Very Informative
• http://www.spa3.k12.sc.us/WebQuests.html
• http://bestwebquests.com/
• http://www.ozline.com/learning/
• http://school.discoveryeducation.com/schrockguide/webquest/webquest.html
• http://its.leesummit.k12.mo.us/webquests.htm

0 Is Online Learning for You?

People may approach this method of learning with various degrees of skepticism and uncertainty. One may ask:

• What is online learning?
• Is online learning for me?

The above are valid questions and unlike traditional courses in which the student and instructor meet face-to-face once or several times a week, online learning is presented through the use of the Internet.

Some course are completely online (i.e. course syllabus, content , learning activities, resources, assignments tests) while others may be partially online (i.e. communicating online through email or discussion board).

Is Online Learning for You?

Online learning is not for everyone. Even if you are an excellent student, you may find that online classes are not compatible with your learning style. Learners who are visual and self-directed tend to do well with online learning. Lifestyles also play an important role to the success of online learning. The following questions may help you decide if online learning is for you

Do you have self discipline, motivation, and good time management skills?

Most of the online learning activities and communication are asynchronous, meaning that class members participate and complete their assignments at different times throughout the day and week. This makes it possible for one to do their class work when it's most convenient. However, with this increased freedom and flexibility comes responsibility. Without the structure of regular class meetings, it will be necessary to pace and keep up with assignments.

Are you able to commit time each day or week to your online course(s)?

Online courses often require at least as much, if not more time and commitment than traditional courses. Completing course assignments and other learning activities may take from five to fifteen hours or more per week. One may even find it necessary to log on almost every day. If you are interested in enrolling, be sure to set aside enough time to keep up with daily or weekly assignments.

Do you have good communication skills and enjoy expressing your ideas in writing?

With online courses, writing is the primary means of communication, so it is important that you feel comfortable expressing yourself in writing.

Do you feel comfortable discussing problems with your instructors?

If you are having problems with the technology or the course content, it will be necessary to inform your instructor as soon as possible. Without this feedback, your instructor will never know what is wrong. Remember that many of the nonverbal cues that one use in the classroom to show frustration, boredom, or confusion (such as a yawn or a look of bewilderment) are not possible in an online class.

Will you miss the experience of sitting in a classroom?

While the level of interaction can be very high in online courses, it is not the same face-to-face interaction. Some online students miss having the opportunity to see/listen to their instructor and classmates. If you feel that a traditional classroom is essential for learning, online classes may not be suitable for you.

Are you comfortable using computers?

The personal computer is the primary learning and communication tool in most online courses. You don't need to be a computer guru to succeed, but you do need to have some basic technology skills, such as word processing and using a Web browser. You will also need regular access to a computer with an Internet connection.

While there are many points to consider when making a decision about online learning, ultimately you are in the best position to know whether it fits your personal learning style and life style. If you have the right qualities to be a successful online student, you will probably find it to be a very convenient and rewarding alternative to traditional classroom learning.

I am a strong proponent of online education. I received my M.Ed. in Educational Technology online through the UT TeleCampus. Check it out! http://telecampus.utsystem.edu/catalog/programs/programinfo/med-edtech.aspx://

Check out the follow self-assessments sites:

Is Online for me? – Self Assessment
http://tinyurl.com/37yeb

Are you a procrastinator? Self help for procrastinator
http://tinyurl.com/2mnnu

Index of Learning Styles-Self Assessment
http://tinyurl.com/2uxem

2 Rubrics...The Creation - Part 4 of 4

Rubrics may be created in a variety of forms and levels of complexity; however, they all contain mutual common features which include the following:

• Focus on measuring a stated “objective” (performance, behavior, or quality).
• Use a “range” to rate performance.
• Include specific performance characteristics, arranged in levels indicating the “degree” to which a particular standard has been met.
  
  

There are specific guidelines to utilize when creating a rubric. The following guidelines were adapted from the following Web site: As of today, 10July08...Link is now dead.....http://edweb.sdsu.edu/triton/july/rubics/Rubric_Guidelines.html.

Steps to Rubric Development

• Determine learning outcomes.
• Brevity (Include 4 - 15 items, use brief statements or phrases).
• Each rubric item should focus on a different skill.
• Center on how the student develops/expresses their learning.
• Evaluate only measurable criteria.
• Ideally, the entire rubric should fit on one sheet of paper.
• Reevaluate the rubric (i.e. Did it work? Was it sufficiently detailed?).
  

Terms to Use in Measuring Range/Scoring Levels

• Needs Improvement...Satisfactory...Good…Exemplary.
• Beginning...Developing...Accomplished...Exemplary.
• Needs work...Good...Excellent.
• Novice...Apprentice...Proficient...Distinguished.
• Numeric scale ranging from 1 to 5.

Concept Words that Convey Various Degrees of Performance

• Depth...Breadth...Quality...Scope...Extent...Complexity... Degrees...Accuracy.
• Presence to absence.
• Complete to incomplete.
• Many to some to none.
• Major to minor.
• Consistent to inconsistent.
• Frequency: always to generally to sometimes to rarely.

A great deal of preparation is involved when creating a rubric; however, there are a plethora of assessment rubrics which may be found via Internet. Below are several very useful sites:

• http://rubistar.4teachers.org/
  RubiStar: a wonderful tool to assist the teacher who wishes to use rubrics, but does not have the time to develop them from scratch. It provides an extensive tutorial which includes information on changing categories, their headings, and content.
• http://ww2.ikeepbookmarks.com/browse.asp?folder=664023

The above site has a listing of some great rubric internet links.