A Strategy for Engaged Learning - C.A.S.T.L.E. Technology · Web viewA STRATEGY FOR ENGAGED LEARNING: Project-Based Learning Using Information Technology. Computers are powerful tools

C.A.S.T.L.E. TECHNOLOGY CONSULTANTS

Presents

A STRATEGY FOR ENGAGED LEARNING:

Project-Based Learning Using Information Technology

C.A.S.T.L.E. Technology Consultants, Inc.400 N. McClurg Court, Suite 3903

Chicago, IL 60611www.castletechnology.com

http://www.castletechnology.com/


A STRATEGY FOR ENGAGED LEARNING:Project-Based Learning Using

Information Technology

Computers are powerful tools for learning, but their true power comes from integrating the skills you have learned from the various applications to create a lesson plan. This workshop and manual are designed to help you build a project-oriented, technology-rich learning experience that actively involves your students. Using project-based learning and information technology will lead you to A STRATEGY FOR ENGAGED LEARNING!

In This Manual You Will Find: An Engaged Learning Lesson Template A Sample Lesson Steps to building a Strategic Lesson Technology Uses, including:

o Inspirationo Internet Searchingo PowerPointo Word Processing Templates

Task Building Rubric Creation

©2000, C.A.S.T.L.E. Technology Consultants, Inc. 2


Engaged Learning Lesson Template Sample Lessons Generating Ideas using Inspriation™ Identifying Essential & Specific Questions Identifying Standards Begin the Search Process (Subject Directories) Creating a Scaffold "Mini-Web Lesson"



<Name of School>Engaged Learning Lesson Plan

Template

Project Title: <Project Title>

Date: <Date>

Teacher(s): <List all>

Grade Levels: <List all>

Length of Lesson: <How long?>

Project Description:

<Place a short description here>

Project Goals:

Essential Question:<List one essential question here>

Specific Questions:<List all specific or grade level questions here>

Illinois and CPS Learning Standards:

<Grade Level>:State Goal # CAS letter CSF #



Unit Prerequisites:

Performance Tasks:

Task:

Access:

Interpret:

Produce:

Communicate:

Evaluate:

Scaffolding Lessons:



Performance Assessment Plan:

Resources:

Project Evaluation: (respond to the following questions)

1. What worked?

2. What did not work?

3. What would you change?

Student Work:Please attach copies of student work.



Sample Lesson OneEngaged Learning Lesson Plan

Template

Project Title: The Underground Railroad

Date:

Teacher(s): John Arnold

Grade Levels: 7 & 8

Length of Lesson: 2 weeks


Each student will take on the role of a slave named Joseph, who is living on a Mississippi farm in 1858. Joseph and another slave, Charles, are about to flee for freedom with the help of the Underground Railroad. Charles, Joseph's companion, begins to doubt whether he is making a good decision as they hide by the side of the road waiting for a wagon to pick them up. Charles ask Joseph to go over the details again, to convince him he's making the right choice. Joseph, hearing the doubts Charles expresses, recognizes the same questions in his own mind. As Joseph, the students must decide on a course of action as a wagon appears on the road – presumably a wagon driven by a conductor on the Underground Railroad.

Project Goals:

Essential Question:©2000, C.A.S.T.L.E. Technology Consultants, Inc. 7


For what reasons would people risk their lives over a historic cause or issue?

Specific Questions:What were the economic, cultural, and social characteristics of slavery in the 1800s?

What were the social, cultural, and economic influences of fugitive slaves living in the North before the beginning of the Civil War?

How did slavery influence the economic and social elements of Southern society?

What was the range of treatment extended to slaves in the South and runaway slaves in the North?

How was the Underground Railroad organized? What methods did it utilize? How successful was it in achieving freedom for slaves?

What role did geography and astronomy play in the operations of the Underground Railroad?


Social Studies, Grade 8SG 16 CAS A CFS 1SG 16 CAS B CFS 1SG 16 CAS C CFS 1 & 2

Language Arts, Grade 8SG 1 CAS D CFS 1 – 4

ScienceSG 12 CAS F CFS 3

Unit Prerequisites:

Students will have a general understanding of American history leading up to the issue of slavery in and around the 1850s.



Students will be able to produce a simple PowerPoint presentation.

Students will be able to navigate around the World Wide Web.

Performance Tasks:

Task: See Attached Sheet & Problem Logs

Access: Inspect and investigate the problem (problem

logs) Locate or utilize web sites Probe and re-probe the problem Reflect on thinking and processes

Interpret: Combine information gathered from web sites Categorize and prioritize information Synthesize solutions to the problem Weigh options (your own and others)

Produce: Compose a written explanation of choice

made, back-up with proof (from documents found on Internet)

Build a presentation on choice made and why

Communicate: Discuss choice made in small groups and

whole class Share presentation Debate final choice made by class

Evaluate:©2000, C.A.S.T.L.E. Technology Consultants, Inc. 9


Critique own work and work of others using rubric(s)

Improve individual plan after class debate with explanation of why

Scaffolding Lessons: Mini web lesson on Underground Railroad Treasure Hunt on people of the Underground Railroad Web track review of Underground Railroad Quia activities and quizzes on Underground Railroad vocabulary

Performance Assessment Plan:

Problem Log Rubrics, based on following criteria:o Identifying issueso Constructing questionso Reflection

Final solution and understanding of problem, based on the following criteria:

o Depth of understandingo Identification of significant consequenceso Consistency of solutiono Clarity of written explanation

Presentation Rubric

What Will You and Charles Do?An Underground Railroad

Performance Task



THE TASK:

"Joseph, can we do it?" Charles asks for the third time in ten minutes. "I've got a baby her. Maybe I don't have it so bad? Not as bad as the field slaves. Maybe I should just wait for the war or the Master to die. They say there's going to be a war." The wagon would be coming into sight anytime now. The conductor would be expecting two travelers. You are beginning to suspect there might be just one.

"Charles, we've been through this. You said you wanted to go. You said you wanted to get all the

way free, then come back for your family. Why are you backing out now?""It's different today, Joseph," Charles begins to explain. "Last month, last week,

even yesterday, that was different. Today I'm going to have to climb on that wagon. What if the catchers stop us? What if those Northerners want the reward and send us 'fugitives' back south? Then it's the whip, isn't it, and the collar too. Maybe salt. I don't want any salt on me!"

"Hush, Charles! We'll get caught before we get started with you yelling like that!"

"I need convincing, Joseph. How come you are so sure we can do it?" Charles is starting to shake from fear now.

"I'm not sure, Charles. I just think we can do it, with the help of the railroad. And I think we can do it better together than along," you say, trying to reassure Charles, and yourself a little too.

The hay wagon comes into sight."Explain it to me again! I've got to make up my mind, Joseph. How does this

railroad work? How long till I can come back for my family? What do they do with runaways if they catch them? Tell me what I should do, Joseph!"

Your Stake in the Problem:

Your name is Joseph. The year is 1858. You live on the Wilbur farm, in the middle of the state of Mississippi. Going north has been on your mind since abolitionists started coming around and talking about freedom, the Underground Railroad, and a place called Canada. But the sight of the wagon is bringing back old fears. Maybe Charles is right? Maybe you can make your life better some other way? How will you explain the situation to Charles? What will you do when the wagon stops?

Problem Log A –What is This Problem About?

1. Issues in the ProblemFrom what you know so far, list three important issues involved in your problem. These questions can help you think about possible issues.



Why did slaves try to escape north? What type of help did they receive? What happened if they were captured and returned? Were there any other ways to gain freedom besides becoming fugitives? What did freedom actually mean for a fugitive slave?

Issue 1:

Issue 2:

Issue 3:

2. Beginning Your Investigation of the ProblemYou probably need a deeper understanding of the issues before you can convince Charles and yourself, of the right thing to do. List four questions you should answer in order to get a better understanding of the problem.

Question 1:

Question 2:

Question 3:

Question 4:



3. Thinking About Your ThinkingYour stake in this problem comes from being a slave planning your escape to freedom. How does thinking about the problem from a slave's point of view compare with thinking about it as an abolitionist, slave owner, or the student you are, living at the beginning of the 21st century? What will you do to keep the perspective of a slave throughout this problem?

Expert problem solvers frequently examine their own thinking. One thing they want to keep checking on is their own bias. Why is it important to know what biases you bring to the investigation of a problem? What are your personal biases as you approach this problem?



Problem Log B –Searching for Relevant, Reliable Information

1. Deepening Your Understanding of the ProblemClearly state the question you want to answer. If the question seems big and complex, break it into smaller questions. Answering the smaller questions might answer the bigger question.

Your question:

Smaller questions:

2. Searching the Internet using a Subject DirectoryBased on your responses to Problem Log A and your questions above, you will begin to locate information on the Internet that will help in solving the problem. In this section, go to Yahooligans (www.yahooligans.com) or Searchopolis (www.searchopolis.com) and complete a CATEGORY search. In the space below, diagram the path you traveled to find relevant information. Once you reach your final destination, review some of the sites.

3. Information from Your Subject Directory SearchOpen the word processor and then open the template called "web sites." Save this document in your folder or on your disk as "underground railroad web sites." Next to the title SUBJECT DIRECTORY, name the subject directory you utilized. Fill in the information for the first site. If you want to add another web site, then use the CTRL + W key and fill in the information. Save your document.

4. Summarizing What You LearnedAfter collecting relevant information at a site, summarize what you have learned by answering the question or questions you wrote down at the beginning of your search.

5. Thinking About Your ThinkingExpert problem solvers make sure the information they use is relevant and reliable. How did you decide if the information you discovered was relevant? How did you decide if it was reliable? What clues at a Web site helped you decide if the information was reliable?

Problem Log C –Thinking About Becoming A Fugitive


http://www.searchopolis.com/

http://www.yahooligans.com/


1. Using Information Found by OthersAs you discuss what was found on the Internet, record important ideas in the spaces below. If you are concerned about the relevance or reliability of any of the information find out where it came from, when it was created, and if any strong bias could be found at the Web site.

Idea:

How might this be useful?

Idea:


Idea:


2. Defining the ProblemBefore trying to solve a problem, it must be defined. What is the problem you and Charles need to resolve?

We need to:

We must consider:

1.

2.

Any other factors?

3. Searching for More InformationNew information is likely to produce new questions. In the space below, build a new question based on the information you have heard so far. Below the question, enter keywords or phrases that are likely to lead you to information that will help you answer the question.

New question:



Keywords and phrases to guide your search:

4. Thinking About Your ThinkingProblem solving is challenging work. What have you noticed about yourself while working on this problem regarding each of these characteristics?

Persistence:

Precision:

Imagination



Problem Log D –Thinking About Becoming A Fugitive

1. Digging Deeper into the ProblemInformation from your subject directory search probably answered a number of questions about issues in the problem. New questions have probably come up too. Using the questions your wrote for Problem Log C or a brand new question, dig deeper into the problem using one of the options listed below.

Your question

Option A: Look back at the Web sites your found in Problem Log B. If you think there might be information at any of these sites that can help you answer your question go that site.

Option B: Go back to one of the Web sites listed in Problem Log B. Find links to other Web sites listed at the site you are visiting. Check out one or more of the links by placing the mouse arrow on a link and clicking.

Option C: Use a meta-search engine (like DogPile, www.dogpile.com) and locate a search engine that will be helpful in starting a new search. Use the keywords and phrases from Problem Log C to help. Once you find a search engine that will yield results, go to it and conduct a full blown search.

2. Information from Your Subject Directory SearchOpen the word processor and then open the document called "underground railroad web sites." Next to the title META-SEARCH ENGINE, name the meta-search engine you utilized. Summarize the results by indicating which search engine(s) appear to be most useful.Save your document.Next to the title SEARCH ENGINE, name the search engine you utilized. Fill in the information for the first site. If you want to add another web site, then use the CTRL + W key and fill in the information. Save your document.

3. Thinking About Your Thinking©2000, C.A.S.T.L.E. Technology Consultants, Inc. 17

http://www.dogpile.com/


It is likely you still do not understand some issues in the problem, but you must begin explaining things to Charles soon. Actions are often taken on problems that still contain unresolved issues or arguments. What issues or questions about slavery and the Underground Railroad are still unclear to you? How can you help Charles if these issues have not been cleared up?



Problem Log E –Building Solutions

1. More Than One SolutionSince it is possible for complex, real-world problems to have more than one solution, record several ways to help Charles. List your suggestions (solutions to the problem) and the positive and negative consequences that are likely to result from each suggestion.

First recommendation:

Positive Consequences:1.

2.

Negative Consequences:1.

2.

Second recommendation:

Positive Consequences:1.

2.

Negative Consequences:1.

2.

2. Recommendations from Other Investigators



As other investigators share their recommendations, record those that seem like good ideas. Your final set of recommendations to Charles will be prepared as a dialogue between yourself and your companion. In the dialogue, you must state your recommendations and justify or explain why each action is a good or right thing to do.

Recommendation from other investigator:

Positive and negative consequences









3. Thinking about Your ThinkingNow that your work is finished, think about how well you did your job by answering the questions below.

How well did you succeed as a problem solver?

What problem-solving strategies did other students use that impressed you?

The next time you work on a complex problem like this one, what will you do in the same way?

The next time you work on a complex problem like this one, what will you do differently?

Problem Log F –©2000, C.A.S.T.L.E. Technology Consultants, Inc. 21


Your Suggestions for Charles

Present your suggestions to Charles as though the two of you are having a conversation. Alternate between yourself and Charles. The three specific questions Charles would like answered are shown below. Be sure you answer them as a part of the conversation.



Sample Lesson TwoEngaged Learning Lesson Plan

Template

Project Title: Kitchens: Past & Present

Date:

Teacher(s): John Arnold

Grade Levels: 4th

Length of Lesson: 1 – 2 weeks


Looking at objects in a systematic and informed way is known as material culture study. It's part of what museums do. We call the objects "artifacts." It's very much part of what many archeologists and anthropologists do too. Material culture is all the tangible "stuff" a society makes, from stone knives to toasters to highway systems. It's just about everything around you that has been human-made, not natural.

Nobody teaches "kitchens." They seem too ordinary to be worth serious study. But this is exactly why they are so important! We take them for granted, but our kitchens can tell us an enormous amount about ourselves and our culture - past and present. Is there any other room in your house that shows how much our everyday lives have been changed by technology? Or how different people around the world use technology differently?



In this unit, the students will review the “artifacts” of kitchens from the past. They will determine the use and function of the various artifacts and then determine what these artifacts say about the time period. They will then, working in groups, design and display two kitchens: one kitchen will represent the “2000 Kitchen” and the other will represent the “Future Kitchen.” These displays can take many forms, including posters, pictures, web pages, electronic slide show presentations, or museum exhibits.

Project Goals:

Essential Question:How can artifacts tell us about a culture or changes in that culture?

Specific Questions:What is a primary source?What is an artifact?What is technology?What are kitchens important?What kind of patterns can be found in kitchens over time?How has technology changed our lives over time?


4th:Language ArtsState Goal 1

READ WITH UNDERSTANDING ANDFLUENCY.

CAS A.Apply strategic reading behaviors to examine, construct, and extend the meaning of a wide variety of texts to be informed, to perform a task, and for literary experience.

CFS 1.Select and use reading strategies according to textual complexities an purpose:

skimming and scanning. read to find details/support sentences. finding information to support particular ideas.

3.Relate new information to prior knowledge and experience.



State Goal 2UNDERSTAND EXPLICIT AND IMPLICIT MEANING IN LITERATURE REPRESENTING INDIVIDUAL, COMMUNITY, NATIONAL, WORLD, AND HISTORICAL PERSPECTIVES.

CAS A.Distinguish among authors' use of literary elements, forms, and

devices in significant works of literature representative of various societies, cultures, eras, and ideas.

CFS 1. Identify setting and describe its impact upon characters' actions,

relationships, and reactions.State Goal 5USE THE LANGUAGE ARTS FOR INQUIRY AND RESEARCH TO

ACQUIRE, ORGANIZE, ANALYZE, EVALUATE, AND COMMUNICATE INFORMATION.

CAS A. Gather, organize, and integrate information from a variety of print

and non-print sources (e.g., library, electronic sources, human resources) to answer questions and solve problems related to investigation and research.

CFS 1.Construct questions to guide research. 2.Collect and record information to answer a controlling research question:

ideas/concepts. paraphrase.

summarize. 3.Conduct general overview of content to locate relevant information. 4.Recognize primary and secondary reference sources and cite properly. 5.Write and present reports about key ideas, issues, or situations with evidence generated from formal research.

Social SciencesState Goal 16UNDERSTAND AND ANALYZE EVENTS, TRENDS, INDIVIDUALS

AND MOVEMENTS SHAPING THE HISTORY OF ILLINOIS, THE UNITED STATES AND OTHER NATIONS.

CAS C.Define and use key historical concepts (e.g., chronology, cause and

effect, change, conflict) and the tools of social science inquiry to explain and analyze events in state, national, and world history.

CFS 1.Research a selected topic or theme (e.g., settlement patterns,

economic development, connections with other parts of the United States) in Illinois history or the history of other regions of the United States using a variety of sources (primary and secondary), and describe the chronological development of the theme or tropic.



CAS D.Summarize the influence of technology and mass communication on

the historical development of the United States and the world (e.g., the wheel, the printing press, transportation, computer).

CFS 1.Create charts and other graphics of inventions and technologies

and show how they have affected people and environments (e.g., transportation, medicine, communication).

Unit Prerequisites:

Access web sites Use a digital camera Create a PowerPoint slide show

Performance Task:

Task:The curator at Chicago’s Museum of Natural History has

assigned you and your teammates to work on finishing the new “The Kitchens of America” exhibit. Your team has been assigned to design two kitchen displays: (1) the kitchen of today, and (2) the kitchen of the future.

Two other teams have already designed displays for kitchens from the 1780s, 1840s, 1890s, and 1930s. Your team’s two kitchens will bring the collection to six displays. To help your team design the display, you will need to look at the other four displays. Your team will need to determine the patterns of artifacts being displayed. Once your team has looked at all four kitchens, you will need to determine which items should be represented in the two kitchens your team is designing.

One of the challenges that your team must face is to identify the patterns that are part of a kitchen, regardless of time. Another challenge you might face is to determine the role of technology in designing your kitchens.

You will know that your team has been successful when your present your summaries on the patterns of the four kitchens and the plans for your kitchens.



Access: Read passages from literature related to kitchens Listen to a short lesson on the role of primary

sources Observe pictures of four kitchens Brainstorm items to be in your team’s kitchens’

displays Survey adults to determine what can be found in the

kitchen of today Read articles about the future of the kitchen

Interpret: Analyze the role of the kitchen over time Analyze items found in the four kitchens Compare and contrast items found in the four

kitchens Organize and categorize items in your kitchens’

displays Analyze the role of technology in the kitchens of the

past, present, and future

Produce: Write a passage that places the same character in

each of the six kitchens, describing their actions and roles

Present a summary of your findings on the four kitchens

Take pictures of items to be found in the kitchen of today

Draw/create pictures of items to be found in the kitchen of the future

Create a drawing of the display for each kitchen



Communicate: Present your findings about the four kitchens to the

group Present your displays to the class Build your display (after approval) to share with

parents and community members

Evaluate: Assess your effectiveness in the cooperative groups Critique the written passages Assess the quality of your presentation and display Judge the effectiveness of your display

Performance Assessment Plan:o Charts produced on the picture observations will be

scored with a rubric on the student’s (group’s) ability to comprehend the pictures

o A checklist will be utilized to determine group progress

o Self-assessment rubrics will be used to determine effectiveness in the cooperative groups

o Written presentations and presentations will be scored on a rubric

o Final display will be evaluated by parents and community members using a rubric

Resources: “Close of a Career in New York” picture

and worksheet Four Kitchens web sites:

1780s: http://www.primarysources.org/curricula/intro/kitchweb/k1780web/178kitc5.htm1840s:http://www.primarysources.org/curricula/intro/kitchweb/k1840web/184kitc5.htm


http://www.primarysources.org/curricula/intro/kitchweb/k1840web/184kitc5.htm





1890s:http://www.primarysources.org/curricula/intro/kitchweb/k1890web/189kitc5.htm1930s:http://www.primarysources.org/curricula/intro/kitchweb/k1930web/193kitch5.htm

Direction sheets for using the web sites Charts Group produced surveys Digital Camera Drawing Software (optional)


http://www.primarysources.org/curricula/intro/kitchweb/k1930web/193kitch5.htm

http://www.primarysources.org/curricula/intro/kitchweb/k1930web/193kitch5.htm




SEQUENCE OF PBL UNIT


Opening and Engagement

LEADS TO

Inquiry and

Investigation

LEADS TO

Solution Building

LEADS TO

Debriefing


SEMANTIC NETWORK (CONCEPT MAPS)


has process

describesidentifies

contains contains

modelsmodels

required for

used for

used for

used for

known as

known as

SEMANTIC NETWORKS

knowledge representation

links (relationships)

nodes (concepts)

structural knowledge

cognitive structure

problem solving

knowledge integration

planning

knowledge assessment

concept maps

cognitive maps


Using InspirationInstructions

1. Open the Inspiration Program. A new Inspiration document will open ready to accept information.

2. With your instructor, label the parts of the Inspiration screen.

3. Now with the parts of the window identify, you will type the topic of your map in the center circle (labeled, “main idea”). Type ALL ABOUT ME.

4. Add a connected symbol to the lower left of All About Me. Click on All About Me and click on the left Create button on the lower left diagonal arrow. Type "Work" in the new symbol. Now select All About Me again and click on the right Create button right arrow to create a new symbol to the right of your main idea. Type in "Hobbies."

5. Select Hobbies, click on RapidFire, then type in Painting, Shopping, Bargain Hunting. After your last idea, click away from the diagram to turn off RapidFire.

6. Click below Work and type in the company or school you work for. (I would type in Virtual Blackboard, Inc.)


Create Tools:

There are two Create buttons on the toolbar. They each create linked symbols in the direction of the arrows. When you position your mouse over an arrow, it highlights in blue, indicating the direction your symbol will be created.

Rapid Fire:

Inspiration's RapidFire feature allows you to capture your ideas quickly. Since ideas do not come to us in any order, this feature is great for brainstorming.

To use RapidFire, select the symbol you want to add ideas to, click on RapidFire on the toolbar, enter your ideas and press Return after each idea.

Point & Type:

You can add unconnected symbols to your diagram using Point & Type. Simply click on any spot on your diagram and begin typing.


7. Symbol Library: Drag & Drop - Place the pointer on the book symbol in the Basic Symbol Library. Hold down the mouse button, and drag the book symbol to the right of Hobbies. With the symbol still selected, type in "Reading."

8. Symbol Library: Changing - There are three arrows on the top of the Symbol Palette. Click on the previous or next arrows (they point left and right) to scroll through the libraries or click on the down arrow in the middle to see a list of the categories. Choose a category to see the symbols. Let's add a pet to our diagram. From the drop down menu choose Animals and Plants, then the Animals1 library. Drag the Kitten and drop it to the upper left of your main idea.

9. Symbol Library: Changing Symbol Shapes - You can also change existing symbols. Click on the Painting symbol in your diagram to change it. Choose the Arts category, and select the Art Tools library. Click on the paint palette graphic and your Painting symbol will be replaced with the paint palette graphic.

10. Symbol Library: Resizing Symbols - When you click on a symbol to select it, small red handles appear at each corner. Symbols can be resized by holding the mouse button down on any of the four corners and moving the mouse to stretch or reduce the size. Make the Painting symbol smaller.

11. Symbol Library: Adding Notes to Symbols - Select the Kitten symbol and click on Add Note on the toolbar. A text box will appear where you can type up to 15 pages on this topic alone. Type a note like, "I got my first kitten when I was eight."


Point & Click cursor


Close the notes text box to return to your diagram. You will see the upper left handle is now blocked in red to let you know there are notes for this symbol. You can also double click on the upper left hand corner of a symbol to open the notes text box.

12. Symbol Library: Moving Symbols (Single) - To move a single symbol, click on the symbol, hold down the mouse button, and move it to the new place. Click on Reading and move it closer to Hobbies.

13. Symbol Library: Moving Symbols (Multiple) - To move multiple symbols at once, hold down the shift key, click on symbols to be moved together and move to a new place. Experiment by moving the Hobbies group and the Work group.

14. Links: The Link Tool - Let's create a relationship between Work and Inspiration your company. Click Link Button on the toolbar, select the symbol from which you want the link to originate (Work), and click on the symbol you want to link to (your company). A link will be drawn automatically. Link Hobbies and Reading the same way.

15. Links: Drawing Links - Another way to create links is by drawing them. Select the symbol where you want the link to originate (All About Me). Four diamond shapes will appear on the sides of the symbol. Position pointer over any of the diamonds on the symbol from which you want the link to originate. Hold down mouse button and drag to the symbol you are linking to (Kitten).

16. Links: Link Text - Text can be added to links to complete a thought and tell more about the relationship between two symbols. When a link is selected a dotted rectangle appears over the link. This is where you type in your text. Click on the link between All About Me and Kitten to select it. Now type "favorite animal" into the rectangle.


Links –

Symbols are the images that represent our ideas. Links are the lines that connect our ideas and show the relationships between them. There are two ways to create links.

Link Options:

Click on the Link menu.

Use these options to

change and customize


17. Formatting Text: Using the Format menu on the menu bar you can change the font, size, style, and more of your text to customize the look of your diagram. Select All About Me to change the text. Since this is your main idea, use the Format menu to make the font larger and bold. It now stands out as the main idea. Each change you make will affect the symbol or symbols you have selected

18. Switching to Outline View – Click the OUTLINE button to go to the outline view.

19. Adding Topics

20. Adding a Note


Working in Outline View:

We have been working visually in Inspiration's Diagram view. While we were working on our diagram, Inspiration was creating a hierarchical outline in the Outline view. Because the two are integrated, you can start in either environment and go back and forth. The work done in one is reflected in the other. To view the outline, click on Outline on the Diagram toolbar.


ESSENTIAL QUESTIONSDEFINITION:

CRITERIA:

TIPS:



Identify Desired ResultsLesson Topic:

http://www.cps.k12.il.us/Instruction/CAS/

INTENTIONAL INFORMATION SEARCH TOOLS, Part 1


Essential Question

Unit/Grade Specific Questions

Content Standards (State Goals)

Performance Standards (CAS & CFS)



supported by

usesuses

fulfills

supports

supported by

articulates

supports

as indicated by

as indicated by

supports learning by

supports learning by supports learning by

INTENTIONAL INFORMATION

SEARCH TOOLS

subject directories

category database

humans

information needed

knowledge building

social navigation

intention

discourse communities

examples

examples

building prior knowledge

developing vocabulary showing part -

whole relationships


THE SEARCH PROCESS, Part 11. Identify appropriate terms using the Inspriation™ or a concept

block model.

2. Add to the Inspriation™ diagram or a concept block chart by using a subject directory. Do a CATEGORY SEARCH in the subject directory – do not use the search box!!


Who Where When What


SCAFFOLD LESSON:MINI WEB LESSON

Directions:

1. Use the topic you chose for this lesson plan.2. Search for at least one web site (or a series of web sites) related

to the topic.3. On the “Mini-Lesson” workshop, record the web site’s title, URL,

and a short description of the site. 4. After you complete the search, complete the rest of the

worksheet:a. Decide and record what the students need to do before

accessing the site. (Pre-Internet Activity)b. Decide and record a step-by-step description of what the

students will do while at the site; you can write this up as a narrative if you prefer. (Internet Activity) This section will include a statement that covers each of the four major performance actions:

i. What information will the students access?ii. How will they interpret the information? Will they use

a graphic organizer or take notes or fill in a chart?iii. What will the students produce? Will they develop a

paragraph summarizing their new information? Maybe will construct a diorama? Write a skit? Draw a poster? Create artwork on the computer? Write up content for a web site?

iv. How will their results be communicated? Will they post their web site? Will the diorama be on display in the library? Will they perform their skit before a different class or for parents? Will their paragraphs be placed in a class book?

c. Decide and record how the students will be evaluated on their work. Will you give them a quiz? Will they use a rubric? (This is the fifth performance action.)

Web Site Mini-Lessons©2000, C.A.S.T.L.E. Technology Consultants, Inc. 40


Worksheet FormatWeb Sites:

Title of the web site. (http://www.domainname.su/path).One or two sentence description of web site.

Pre-Internet Activity:

What will the students have to do before they arrive at the web site. Write a short paragraph describing what they need to have completed before they go to the computer.

Internet Activity:

1. List step-by-step (or in narrative form, if you prefer) what the students will have to do.

2. Include a statement that identifies each of the four-performance action.

3. Access4. Interpret5. Produce 6. Communicate

Post-Internet Activity/Evaluation:

How will the students be evaluated?


http://www.domainname.su/path


Web Site Mini-LessonsExample:

Spiders & Charlotte’s WebWeb Sites:

Queensland Museum: Spider. (http://www.Qmuseum.qld.gov.au/nature/arachnids/arachnidswelcome.htmlThis site – sponsored by the government in Queensland, Australia – focus attention on how to identify spiders.

Spiders Are Not Fun, But Be Wary of Some. (http://wildnetafrica.co.za/wildlifestuff/juniorpage/spiders/spiders.html)This site details information about some of the more dangerous spiders.

Discovery Online, Expeditions – Spiders. (http://www.discovery.com/exp/spiders/spiders.html)This wonderful site form the Discovery Channel gives a variety of information on spiders. The focus is mostly on spiders in Australia, but it contains a number of good facts.

Pre-Internet Activity:

While reading Charlotte’s Web, have the students keep a list of facts about spiders that surface in the story. After reading the book, lead a discussion about spiders. Divide the students into groups and have each group complete a KWL on spiders. They will use this information in the next part of the activity.

Internet Activity:

1. Have the groups work at the computer and have access each of the web sites that have been bookmarked on the students’ computer.

2. As they preview each site, have the students record (access) additional facts about spiders. They should list new facts they have not listed before and verify any facts they have already developed in the KWL.


http://www.discovery.com/exp/spiders/spiders.html

http://wildnetafrica.co.za/wildlifestuff/juniorpage/spiders/spiders.html

http://wildnetafrica.co.za/wildlifestuff/juniorpage/spiders/spiders.html

http://www.Qmuseum.qld.gov.au/explorenature/arachnids.html

http://www.Qmuseum.qld.gov.au/explorenature/arachnids.html


3. Have the groups develop a chart (interpret) listing the facts they have discovered about spiders. The chart can look like this (have them complete the first three columns):

Spider Facts Source (list web site) Category

4. Once the students have recorded their facts, have the groups review the facts and categorize (interpret) the facts. (Column 3 in the chart)

5. Have the groups chose on category to focus on. Then have them develop a poster (produce) that includes the facts they discovered.

6. Once the posters are completed, share them with a lower level classroom that is studying spiders (communicate). This class can use the posters as teaching aids.

Post-Internet Activity/Evaluation:

Use a four-point rubric to evaluate the content and artistic nature of the posters.


PREPARATION FOR DAY TWO!

1. Complete Subject Directory search and have at least five to ten sites chosen.

2. Complete the Mini-Web Lesson for your chosen topic.

3. Think of at least 10 vocabulary words associated with your topic. List the words and their definitions.

4. Begin to think about your task – what might it look like? How will it be authentic?


Review the "Taskonomy of Tasks" Write the Task Continue the Search Process (Meta-Search

Engines) Create Scaffolding Activities at Quia.com Think about Final Product(s) and Assessment(s)



A Taxonomy of Tasks1

http://edweb.sdsu.edu/webquest/taskonomy.htm

Retelling Tasks

Definition:

Sometimes all you're asking of students is to absorb some information and then demonstrate that they've understood it. Research reports like these are bread-and-butter activities that don't break much new ground in educational practice, but they can provide an easy introduction to the use of the Web as an information source.

Students can report on what they've learned by way of PowerPoint t or HyperStudio presentations, posters, or short reports. These are the most commonly found WebQuests, and the least challenging (or interesting), but they can serve a purpose.

Tips:

Are activities based on retelling really WebQuests? It's not a matter of black and white, and it depends on the degree of transformation required of the learner. If the task requires looking for simple, sure answers to pre-determined questions, then the activity is clearly not a WebQuest even if the answers are found on the Web. These are just worksheets with URLs.

A modest WebQuest could be based on retelling if:

The format and wording of their report is significantly different than what they read (i.e., the report wasn't produced by cutting and pasting);

Students are given latitude about what to report and how to organize their findings;

Skills of summarizing, distilling, and elaborating are required and supported.

More importantly, a retelling task could be used as an interim step to develop background understanding of a topic in combination with one of the other task types.

1 Dodge, Bernie. (1999). A Taxonomy of WebQuest Tasks. http://edweb.sdsu.edu/webquest/taskonomy.html. (26 August 2000).©2000, C.A.S.T.L.E. Technology Consultants, Inc. 45

http://edweb.sdsu.edu/webquest/taskonomy.html


Compilation Tasks

Definition:

A simple task for students is to take information from a number of sources and put it into a common format. The resulting compilation might be published on the Web, or it might be some tangible non-digital product. Some example formats:

A cookbook compiled from recipes solicited from relatives;

A deck of cards to aid field trips; A selection of web resources to build a virtual

exhibition; A time capsule.

Ideally, a compilation task familiarizes students with a body of content and provides them with practice in making selection choices and explaining them, as well as organizing, chunking, and paraphrasing information drawn from a variety of sources in a variety of forms.

Tips:

To make a compilation task qualify as a true WebQuest, there needs to be some transformation of the information compiled. Simply putting a hotlist of web sites or a collection of web images together arbitrarily isn't enough.

To ramp up the thinking skills required for a compilation task:

Use information resources that are in different formats, and require that they be rewritten or reformatted to create the compilation;

Set standards for the organization of the compilation, but don't make all the organization and formatting decisions for the students. Leave some of that job for them, and evaluate their product based on the consistency and reasonableness of the organization they come up with;

Require students to develop their own criteria for selecting the items they put together and to articulate their criteria.

Mystery Tasks

Definition:

Everyone loves a mystery. Sometimes a good way to lure your students into a topic is to wrap it in a puzzle or detective story. This works well at the elementary school level, but can also be extended all the way up to adult learners.



The Aztec Adventure WebQuest, for example, begins with a mysterious package being delivered to your door.

At the end of a sequence of information-seeking activities, your task is to explain the significance of the package and how it portrays the essence of Aztec civilization. Another example is King Tutankhamen: Was It Murder? in which learners examine the same evidence that scholars are debating about.

Be aware of the boundary between WebQuests and Treasure Hunts. Flower Mystery, for example, involves filling out a worksheet labeling the parts of a flower. There is no culminating task that requires synthesis. It's an engaging activity, but not a WebQuest.

Tips:

A well designed mystery task requires synthesis of information from a variety of sources. Create a puzzle that cannot be solved simply by finding the answer on a particular page. Instead, design a mystery that requires one to:

Absorb information from multiple sources; Put information together by making inferences or generalizations

across several information sources; Eliminate false trails that might seem to be likely answers at first

but which fall apart under closer examination.

Mystery tasks can seem somewhat inauthentic because of the fictionalizing they require, though the tradeoff in increased learner interest can make it worthwhile.

If there are careers related to your topic which involve genuine puzzle-solving (as in what historians, scholars, archaeologists and other scientists do) then wrap the mystery around such people and authenticity will be maximized.

Journalistic Tasks

Definition:

Is there is a specific event at the core of what you want your students to learn? One way to craft a WebQuest is to ask your learners to act like reporters covering the event. The task involves gathering facts and organizing them into an account within the usual genres of news and feature writing. In evaluating how they do, accuracy is important and creativity is not.


http://team.liunet.edu/~spadola/WebQuest/index.htm

http://www.pekin.net/pekin108/wash/webquest/

http://webby.umeedu.maine.edu/coehd/aztec/


The Vietnam Memorial WebQuest, for example, puts students at the heart of the controversy around the design of the monument and the War itself. The Mexico City Earthquake WebQuest has students reading first hand accounts of the quake and creating a simulated news program recounting it. The Gilded Age WebQuest guides students towards the creation of a documentary.

Tips:

Some people are well into adulthood before they realize that there is the potential for bias in all reporting, that all of us have filters that affect how we see things and what we choose to look at.

A well designed journalistic task will require your students to:

Maximize accuracy by using multiple accounts of an event; Broaden their understanding by incorporating divergent opinions

into their account; Deepen their understanding by using background information

sources; Examine their own biases and minimize their impact on their

writing.

To design such a lesson, you'll need to provide the right resources and establish the importance of fairness and accuracy in reporting.

Design Tasks

Definition:

According to Webster, design is "a plan or protocol for carrying out or accomplishing something." A WebQuest design task requires learners to create a product or plan of action that accomplishes a pre-determined goal and works within specified constraints.

In the Design a Canadian Vacation lesson, students create an itinerary that meets the interests of a given family. In Future Quest, students research career possibilities and make recommendations for four simulated high school students. The Designing a Home WebQuest pulls students into choosing the best floor plan for a given site and guides them through the selection of materials to complete the home. In Adventure Trip Quest, students design a field trip to a natural disaster site.


http://www.k-lschools.org/webquest/tripwq.htm

http://www.k-lschools.org/webquest/tripwq.htm

http://www.cesa8.k12.wi.us/it/webquests/home_design/index.html

http://www.pvpusd.k12.ca.us/teachweb/twidwelll/FutureQuest.html

http://www.cesa8.k12.wi.us/it/webquests/canada/index.html

http://oswego.org/staff/tcaswell/wq/gildedage/student.htm

http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.html

http://students.itec.sfsu.edu/edt628/mexquake/earthquakers.html

http://www.plainfield.k12.in.us/hschool/webq/webq4/vietwa~l.htm


Tips:

The key element in a design task is to build in authentic constraints. Asking students to design an ideal X without also requiring them to work within a budget and within a body of legal and other restrictions doesn't really teach much. In fact, an unconstrained design task teaches an illusory "anything goes" attitude that doesn't map well onto the real world.

A well crafted design task:

Describes a product that is genuinely needed somewhere by someone;

Describes resource and other constraints that are not unlike those faced by real designers of such products;

Leaves room for and encourages creativity within those constraints.

Creative Product Tasks

Definition:

Might students learn about your topic by recasting it in the form of a story or poem or painting? Like engineers and designers, creative artists work within the constraints of their particular genre. Creative WebQuest tasks lead to the production of something within a given format (e.g. painting, play, skit, poster, game, simulated diary or song) but they are much more open-ended and unpredictable than design tasks. The evaluation criteria for these tasks would emphasize creativity and self-expression, as well as criteria specific to the chosen genre.

The Art WebQuest, for example, asks students to get into the head of a specific artist and create a painting the way that artist would. Radio Days requires the scripting and performance of a radio play, complete with sound effects and ads. Sworn to Serve requires the creation of a historically plausible portfolio for a fictional feudal family.

Tips:

As with design tasks, the constraints are the key, and they will differ depending on the creative product and topic being worked on. Such constraints might include such things as requiring:

Historical accuracy; Adherence to a particular artistic style; Use of the conventions of a particular format; Internal consistency; Limitations on length, size, or scope.


http://itdc.sbcss.k12.ca.us/curriculum/sworntoserve.html

http://www.thematzats.com/radio/index.html

http://php.indiana.edu/~lkopitzk/lkopitzkwebquest.html


Balanced against the constraints, a task of this type should invite creativity by being somewhat open-ended. There should be enough wiggle room in the assignment that a student or group of students will be able to leave a unique stamp on what you're asking them to do.

Consensus Building Tasks

Definition:

Some topics go hand in hand with controversy. People disagree because of differences in their value systems, in what they accept as factually correct, in what they've been exposed to, or in what their ultimate goals are. In this imperfect world, it's useful to expose future adults to such differences and to give them practice as resolving them. Consensus building tasks attempt to do that. The essence of a consensus building task is the requirement that differing viewpoints be articulated, considered, and accommodated where possible. For better or worse, current events and recent history provide many opportunities for practice.

The Vietnam Mural WebQuest elicits differences of opinion about the war as the question of whether to paint a mural is debated. Contrast this with the Vietnam Memorial lesson described earlier, which is treated as more of a journalistic task. In Tom March's Searching for China, six different perspectives must be debated and synthesized into a common policy recommendation.

Tips:

A well designed consensus-building task will:

Involve learners taking on different perspectives by studying different sets of resources;

Be based on authentic differences of opinion that are actually expressed by someone somewhere outside of classroom walls;

Be based on matters of opinion and fact, not just fact; Result in the development of a common report that has a specific

audience (real or simulated) and is created in a format that is analogous to one used in the world outside classroom walls (e.g., a policy white paper, a recommendation to some government body, a memorandum of understanding).

Persuasion Tasks

Definition:

There are people in the world who disagree with you. They're wrong, of course, so it's useful to develop skills in persuasion. A persuasion task goes beyond a simple retelling by requiring students to develop a convincing case that is based on what they've learned. Persuasion tasks might include presenting at a mock


http://www.kn.pacbell.com/wired/China/ChinaQuest.html



http://students.itec.sfsu.edu/itec815/mcmullin/


city council hearing or a trial, writing a letter, editorial or press release, or producing a poster or videotaped ad designed to sway opinions.

Example persuasion tasks include a recreation of The Amistad Case. In the Rock the Vote WebQuest, students design an ad campaign to encourage voting by young adults. In Conflict Yellowstone Wolves, the task is to influence government policy. In Nobel Mathematicians, students develop a press kit to extol the virtues of a mathematician they've studied.

Tips:

Persuasion tasks are often combined with consensus building tasks, although not always. The key difference is that with persuasion tasks, students work on convincing an external audience of a particular point of view, as opposed to the persuasion and accommodation that occurs internally in a consensus building task.

The key to a well done persuasion task is that:

A plausible audience for the message is identified whose point of view is different or at least neutral or apathetic.

Self-Knowledge Tasks

Definition:

Sometimes the goal of a WebQuest is a greater understanding of oneself, an understanding that can be developed through guided exploration of on- and off-line resources. There are few examples of this type, perhaps because self-knowledge is not heavily represented in today's curricula.

One excellent example is provided by What Will I Be When I Get Big? This lesson walks students through a progression of web-based resources as they analyze their goals and strengths and develop a career plan.

Tips:

A well crafted self-knowledge task will compel the learner to answer questions about themselves that have no short answers. Such tasks could be developed around:

Long term goals; Ethical and moral issues; Self-improvement; Art appreciation; Personal responses to literature.


http://www.slc.k12.ut.us/webweavers/johnc/my_life.html

http://www.slc.k12.ut.us/webweavers/johnc/my_life.html

http://schools.lapeer.org/WestHS/math/paveglio/nobel.htm

http://schools.lapeer.org/WestHS/math/paveglio/nobel.htm

http://powayusd.sdcoe.k12.ca.us/mtr/ConflictYellowstoneWolf.htm

http://projects.edtech.sandi.net/lewis/rock/

http://projects.edtech.sandi.net/lewis/rock/

http://projects.edtech.sandi.net/hoover/amistad/


Analytical Tasks

Definition:

One aspect of understanding is the knowledge of how things hang together, and how things within a topic relate to each other. An analytical task provides a venue for developing such knowledge. In analytical tasks, learners are asked to look closely at one or more things and to find similarities and differences, to figure out the implications for those similarities and differences. They might look for relationships of cause and effect among variables and be asked to discuss their meaning.

Examples:

Japanese Internment Camps Part 2

San Diego-Biarritz Comparison.

Tips:

A well designed analytical task goes beyond simple analysis to the implications of what is found. For example, while creating a Venn diagram comparing Italy with England is a fine task, a better task would include some requirement to speculate or infer what the differences and similarities between the two nations mean.

Judgment Tasks

Definition:

To evaluate something requires a degree of understanding of that something as well as an understanding of some system of judging worth. Judgment tasks present a number of items to the learner and ask them to rank or rate them, or to make an informed decision among a limited number of choices.

One example familiar to any student of WebQuests is the The WebQuest about WebQuests exercise. The criteria for evaluation given are short and sketchy, as the lesson is intended to provide an introduction to the concept and the issues involved.

A more elaborate example is Evaluating Math Games in which learners play one of several roles to come up with their recommendations.


http://students.itec.sfsu.edu/itec815/loosli/studentpage.html

http://edweb.sdsu.edu/webquest/webquestwebquest.html



http://edweb.sdsu.edu/triton/SDBiarritz/SDBiarritzUnit.html

http://php.indiana.edu/~eciernia/wq2.html


Tips:

It's common, though not required, that learners play a role while accomplishing a judgment task. Excellent WebQuests of this type have been developed within a mock trial format. See the Amistad WebQuest and the Rain Forest Project as examples.

A well designed assignment of this type will either:

Provide a rubric or other set of criteria for making the judgment, or

Require and support learners in creating their own criteria for evaluation.

In the second case, it is important to get learners to explain and defend their system of evaluation.

Scientific Tasks

The scientific method lead to the technology that lead to your reading of these words. Science permeates our society and it's critical that today's children understand how science works, even if they never don a white smock and carry a clipboard around.

The Web brings both historical and up-to-the-minute data to our doors, and some of it can provide practice at doing real science.

The KanCRN Collaborative Research Network, and the Journey North projects are examples of this kind of activity, though they are not strictly in the form of WebQuests. Even with small children, a creative teacher could build a lesson around the use of Web Cams by having children observe and count specific events.

What does a scientific task look like? It would include:

Making hypotheses based on an understanding of background information provided by on- or off-line sources;

Testing the hypotheses by gathering data from pre-selected sources;

Determining whether the hypotheses were supported and describing the results and their implications in the standard form of a scientific report.

The key to making a successful WebQuest of this type is to find questions that can be addressed by the kinds of data available online, that are not so arcane that they cannot be related to the standard science curriculum, and are not so well known that crunching the numbers becomes an exercise in going through the motions.


http://dir.yahoo.com/Computers_and_Internet/Internet/Interesting_Devices_Connected_to_the_Net/Web_Cams/

http://www.learner.org/jnorth/

http://KANcrn.org/

http://projects.edtech.sandi.net/ofarrell/rainforest/

http://projects.edtech.sandi.net/hoover/amistad/


Taxonomy of Tasks WorksheetTask Sample Activity

Retelling

Compilation

Mystery

Journalistic

Design

Creative Products

Consensus Building

Persuasion

Self-Knowledge

Analytical

Judgment

Scientific

A Role Performance In this task, you are seeking an answer to the question …



You are to act as a(n) …

Whose point or view or perspective is …

As such, you are expected to …

You are then expected to …

You will know you have successfully finished when …

Challenges you may encounter are …

Resources you can depend on are …

You will need …

The final completion date is …



A Task Performance In this task, you are seeking an answer to the question …

You are to represent the point of view or perspective that …

As such, you are expected to …

You are then expected to …




You will need …


A Problem-Based Performance ©2000, C.A.S.T.L.E. Technology Consultants, Inc. 56


The situation is …

The problem is …

Your task is …




You will need …






supported by

usesuses

fulfills

supports

supported by

articulates

supports

as indicated by

as indicated by



uses

as indicated by

uses




SEARCH TOOLS

subject directories

category database

humans

information needed

knowledge building

social navigation

intention


examples

examples



whole relationships

meta-search engines

spiders to search other search tools

examples

Boolean Logic

testing search strings

helping to determine

which search engine is

appropriate


THE SEARCH PROCESS, Part 21. Identify appropriate terms using the Inspiration™ or a concept

block model.

2. Add to the Inspiration™ diagram or a concept block chart by using a subject directory. Do a CATEGORY SEARCH in the subject directory – do not use the search box!!

3. Using the Inspiration™ diagram or the concept block chart, develop a series of search strings using the Boolean Logic operators (AND, NOT, OR) and using search techniques like quotes and parenthesis.

4. Test the search strings out in a meta-search engine to determine:

a. If the search strings are appropriate.b. The appropriate search engine (remember – search engines

are NOT created equal!).


Who Where When What

TRY IT OUT!

Use Dogpile (www.dogpile.com) to test out your search strings and to determine which search

engine(s) might be most useful.

List the search engine(s) below:

http://www.dogpile.com/


Registering at Quia.com


Go to Quia.com at http://www.quia.com. This site allows you to create online activities and quizzes.

Click on the NEW USERS link to create an account; it’s

free!

You need to fill in all the forms. Try to use

an original USERNAME; many teachers use this site and have created accounts. Choose a

password that you will remember, maybe one

you already use.

Congratulations! Your account is set-up. You can click on the

CLICK HERE link to start creating activities.

http://www.quia.com/


Developing a Java Games Activity

in Quia.comHere is an example to look at before you begin: “The Bumblebee Flies Anyway” by Robert Cormier (Chapter 1 Vocabulary) at http://www.quia.com/jg/82397.html.



Click on the LOG IN link and enter your username and

password.

Once logging in you will be at the ACTIVITY MANAGER. From here you can create, edit,

and email your creations.

To begin – click on “Create a matching,

concentration, flashcards, and word search game” link.

You are now at the “Game Editor.”

First, give your activity a title.

If you want, add a description. You do not have to write directions; the program automatically creates the directions for you. Use this section to add any additional information that you think is necessary.

http://www.quia.com/jg/82397.html




In Section Two you will place the terms in the left column and the definition (or synonym or antonym) in the right column.

You start with 20 slots, but you can click the ADD MORE ROWS…

button to include more than 20 terms. Once the terms on entered, you are ready to set up the game.

Do you want a Flashcard game?

If no, uncheck this box.

Which column should be on the top of the flashcard? If

you want the Right, then click the other circle.

How big should the card be? Make this decision based on the length of the definitions – more than 30 words use Large.

Do you want a Matching game? If no, uncheck this box.

Do you want to include a Concentration Game? If no,

uncheck this box.



How big should the game board be?

Can users resize the game size?

What should the back of the cards look like?

Do you want a Word Search game? If no, uncheck this box.

Which column should be in the search grid? If you want right column, then check this box.

Choose the opposite box. These will be your clues.

If you do not want you name on the

product, then click this box.

Review the information one last time and then click the SUBMIT button

to create you online, interactive activity.



This is the URL of your activity. You can click on this link to PLAY your activity.

If you want to create a new activity, go to

the ACTIVITY MANAGER.


Using the Activity Manager in Quia.com




password.



Scroll down to GAMES to see the activities

you created.

Here you will all the information on the activities. You can PLAY the activity. You can EDIT it (just remember to click SUBMIT after editing). You can DELETE it when you are done or EMAIL the URL to a friend or a student.

You will see the name, type, and URL for each activity.

Now scroll down to BASIC QUIZZES.

Quizzes are basically the same, except you TAKE instead of PLAY and the

TYPE is not listed.

Also, you can create secure, scored QUIZ SESSIONS with the NEW SESSIONS link.

See the document on Quiz Sessions to learn more.





PRODUCT IDEAS1. Performance Ideas for All Areas & Grades Levels

a. Design, construct, and use a teaching museum.b. Develop "How to … " manuals and handbooks.c. Write a note to a friend explaining or describing a concept or

skill.d. Develop a supported projection (such as a response to the

question, "What would happen if … ?"e. Explain or describe something using a metaphor. Defend your

metaphor based on similarities of multiple characteristics and functions.

f. Create and use an educational game to teach significant information.

g. Create simulations showing real-life applications of a concept or competence.

h. Create and defend concept maps and/or other organized charts and patterns.

i. Explain/describe a complex concept. Be sure to check and adjust as you explain to be certain the audience understands.

j. Determine or choose ill-defended problems - determine best possible solutions.

k. Analyze attributes of famous people in your discipline - then create and role-play a great person showing how he/she has/can benefit others.

l. Find, portray, and explain applications of concepts, procedures, or processes in your community.

m. Build and use a diorama to teach a meaningful concept.n. Create and use depictions of complex concepts, issues, and

connections.o. Create questions, tasks, and rubrics that will prove someone can

do or understand something. Use them for self and/or peer assessment.

p. Design role-plays and simulations for a purpose relevant to others.

q. Design and build models for a purpose relevant to others.r. Create and lead self-assessment conferences (student-led

conferences) based on portfolios showing evidence of status and growth with specific outcomes.

s. Design, do, and defend quizzes, tests, assessment, and performances.

t. Explain/describe the process for something.



u. Create and present a personal poster showing that you are, what you're proud of, and what you goals are.

v. Design and do a research project for a relevant purpose.w. Write songs that convey significant messages.x. Maintain portfolios showing evidence of self-assessment, best

work, and/or growth.y. As a class, develop quality standards for work and behavior

based on a careful study of exemplary models.z. Analyze for commonalties and differences - draw conclusions

based on findings.aa. Find and disprove misperceptions.bb. Regularly summarize into sentences "most significant or usable

learnings."cc. Create and explain a flow chart for important procedures or

processes.dd. Develop, defend, and respond appropriately to questions that

are appropriate differentiators for Advanced Placement Exams or other standardized exams.

ee. Design and display a mural/billboard to … Explain and justify your work.

ff. Teach significant concepts to others (e.g., parents, younger students, peers, etc.)

gg. Identify community and/or environmental problems - then research or design experiments to determine and justify best possible solutions.

hh. Design, create, and publish a study guide.ii. Develop and use consensus-building skills in authentic

situations.jj. Determine how subject matter is used by local professionals

and present to younger students.kk. Find and present applications of what is being taught in the

physical world.ll. Document the improvement in your _____ efforts in a portfolio

that includes specific evidence of your performance levels over the last 8 weeks. In a letter to your portfolio reader, identify the specific evidence in your portfolio that shows the improvements you have achieved.

mm. Based on at least three sources, develop and share a report on a given topic for the purpose of informing others.

nn. Create and publish a newsletter with reflections and predictions.oo. Create an advertising campaign.pp. Work through a given problem of procedure, being careful to

show each step. Write a description of each step and explain why you did it. Justify the reasonableness of your answer.

qq. Discern patterns. Explain or describe them, and explain how they can be used.



rr. Using a current issue, research the quality of information available on the Internet. Make justified recommendations to a curriculum committee.

ss. Create an interactive World Wide Web Site to provide reliable, usable, and significant information on a specific topic.

tt. Investigate causes of accidents on the playground. Propose solutions to reduce these accidents.

2. Major Interdisciplinary Performances

a. Collect news reports from overseas, and in groups work to produce an international newspaper that reflects the perspectives represented by different countries. When possible, compare and contrast the perspectives in foreign countries with those in the United States.

b. Produce a well supported recommendation to consumers based on a study of "truth in advertising."

c. Write and share or perform stories/plays around real-world problems and solutions.

d. Based on a survey of at least 20 students and 10 parents of children between the ages of 5 and 10, determine the predominant position in your sample toward regulating violence in cartoons on Saturday mornings. Develop and present a position paper to be presented to your local television station that represents this predominant position and supports it using the constitution and recent court rulings.

e. Create and operate a micro-society.

3. Language Arts

a. Produce an orientation video for new students.b. Use writing, speech, music, and photos to present family

folklore.c. Develop and share children's stories that convey a relevant

message.d. In writing or speech, summarize a piece of significant nonfiction

writing in order to convey the essential points to a specific audience.

e. Select a particular topic and find examples of presentations in different media concerning that topic. Identify the media that you feel best serves the topic and justify your selection.

f. Develop and explain a visual which compares/contrasts characters in literature with people you actually know.

g. Research children's literature in order to identify the salient characteristics. Interview young children to identify what they life about professionally produced children's books. Then, create



an original children's story that adheres to the findings of your research. Share your story with young readers and if possible have them either illustrate your story or at least help you with the illustrations.

h. Develop and present a visual biographical timeline.i. Create an audiotape of the most important sounds in your life.

Write a narrative describing the sounds and exploring their importance to you.

j. Write a descriptive essay about a family heirloom or tradition of special significance. Include your selection in the class book entitled What It Means To Be A Family.

4. Social Studies

a. Publish and distribute a voter's guide.b. Create simulations of historical/cultural interactions, problems,

and solutions. Share supported conclusions that are still relevant today.

c. Create and perform a "You Are There" program conveying supported recommendations based on past and present connections.

d. Prepare for and conduct a trail regarding a current issue.e. Identify the information about the city in which you live that

would be most important or of great interest to someone considering moving into your area. Create a pamphlet that highlights your information, and share it with members of city government in hopes that they might officially distribute it through their office.

f. Develop and display an historical depiction of your town using letters, interviews, photographs, researched text, and other documents.

g. Research and present how a conflict (such as in the middle East) is affected by culture, ethnicity, economics, and geography. Select a state and create a public service presentation. The purpose of this project is to encourage people to come to your state to vacation or to do business. Your presentation should highlight information about the state that you deem important and should be supported with appropriate visuals.

h. Research a topic related to immigration and present a display representing your findings to an appropriate audience.

i. Describe how to locate a place on a map/globe when given longitude and latitude.

5. Incorporating Language Arts and Social Studies



a. Put a famous person in history on trail in light of what is known today (e.g., Harry Truman).

b. Develop a position and support if with music, art, an historical event, and poetry.

c. Take famous quotes and explain why they are still important.d. Identify and research a famous historical personality in order to

role-play that person. Write a biographical entry and present yourself to your classmates/parents. Clearly portray your historical contributions. Identify what have been significant effects on your life's contributions on today's society - explain and justify your thoughts.

e. Write a modern day myth that incorporates what we have learned in our study of mythology. Then explain what your myth reveals about mankind and society today.

f. Research a current topic, write an article that accurately reflects your findings, write an editorial, and draw an editorial cartoon.

g. Using published cartoons as a central vehicle, present a position and support for it.

h. Use at least 5 persuasion techniques in either writing or speaking to endorse a position; assess the effectiveness of your efforts and explain why you used the techniques the way you did based on the conditions inherent in the task.

i. In writing or speech, express a conclusion regarding an issue based on the results of comparing, contrasting, and evaluating the points of view of two authors or speakers.

j. Recreate an historical period. (Identify and explain connections - then make predictions based on patterns).

k. Compare a literary representation of an historical period to actual documented information. (e.g., The Grapes of Wrath - the Great Depression) Present your supported opinions as to why there is or is not a discrepancy concerning …

l. Create an original drama showcasing the dominant philosophies, artistic works, occupations, and social class distinctions of an historical period.

m. Compare/Contrast information about an event in the news with information about the same topic from a different medium such as magazines, documentary films, or the Internet. (e.g., the attach by the United States on Iraq in September, 1996) Support your conclusions regarding similarities and differences.

n. Studying a period in history through the eyes of a child can present a very interesting and sometimes very surprising point of view. Become a child during WWII and write a diary in which you record how and why the events of the war affected your life. A few perspectives that might provide interesting are children in the Resistance, children of Oriental heritage living in California,



children living in Pearl Harbor, Hiroshima, or London during the bombings.

o. Assume the role a newspaper reporter in 1862. You have been given the assignment of interviewing one of the women or men who journeyed westward and settled in the new territories. The newspaper wants you to submit a "human interest" article by describing what life was like for these people and by sharing your conclusions about gender roles during westward expansion.

6. Incorporating Language Arts, Social Studies, and Math

a. Publish a newsletter portraying inaccurate perceptions being created currently through misuse of statistics.

b. Study a wide range of magazines, newspapers and televised commentaries. Identify several issues of interest, watch and read widely about these issues, chart the various viewpoints on each issue, and discuss the information supporting each. Prepare a media guide for one of the issues.

7. Technology

a. Develop, draw, and model ideas for the use of space in a mode of living that is out of the ordinary - a tree house, a space station, or an underwater dwelling.

b. Research and evaluate ideas for "adaptive devices" that can make life easier for persons with disabilities. Based on your findings, make recommendations for improvements to the device or ways to extend its usefulness.

c. Provide evidence showing a specific technological innovation has impacted the environment.

d. Construct a model of a technological device or system and describe how it has contributed to and hindered human progress.

e. Develop applications for available software and/or other technologies.

f. Use the manuals for a software package to learn how to perform a task. Provide evidence that you learned the procedure and how to apply it. (use a new task, not one that has already been used in the classroom).

g. Develop and implement a plan to reduce water and energy consumption in your classroom or home.

h. Research your city plat documents, select a specific, available site, and design a house that meets all applicable codes and that aesthetically complements the landscape.

8. Incorporating Technology and Social Studies©2000, C.A.S.T.L.E. Technology Consultants, Inc. 72


a. Create and produce a segment for a TV commentary that compares information about a specific time period in a social studies textbook with information contained in diaries form the same period. (e.g., Civil War, WWII, Depression, etc.)

b. Select several specific places in the world and research how architecture reflects the geographic locations. Present your findings with appropriate visuals.

c. Research your city's past urban design and create a model that accurately depicts your findings. Gather information about your city's present urban plan and compare this with your model. Based on the results of your comparison, write an article for the local paper that predicts what the city's urban design will look like in 75 or 100 years. Support your predictions using trends in your area and elsewhere.

9. Incorporating Science and Technology

a. Compile a case study of a technological development that has had a significant impact on the environment and report the findings to an appropriate audience.

b. Choose materials based upon their acoustic properties to make a set of wind chimes. Explain your design and material selection.

c. Build a model to test a hypothesis.

10. Incorporating Technology, Science, and Language Arts

a. Describe through example, how familiar technologies can have positive and negative impacts on the environment and on the way people live and work. Make recommendations based on the findings.



11. Science

a. Relate physical characteristics of organisms to habitat characteristics (e.g., long hair and fur color change for mammals living in cold climates.)

b. Identify and describe applications of physics principles in everyday life.

c. Build "models" in the community that teaches difficult to perceive subject matter to the public. For example, build a scale representation that shows distances within the solar system. Develop and present supporting information that explains and justifies what has been built.

d. Design, execute, document, and report on an experiment.e. Teach middle school students about chemical reactions using

information and examples that are relevant to early teens.f. Develop a landscape plan for a member of the community. The

plan must be based on the expressed tastes, needs, and resources of the person and on the environmental needs and conditions of the region.

g. Design an experiment to show at what angle a three-foot ramp should be placed to caused a marble that rolls down it to then roll the greatest distance across the floor. Describe, conduct, and report on your efforts.

h. Create a life form (simulated) for a given environment. Justify your conclusions.

i. Acting in the role of a particular species (e.g., grizzly bear), publish a newsletter that reports regularly on different regions and the advantages and disadvantages to your of living in or visiting these places.

12. Incorporating Science and Language Arts

a. Develop, through research, a proposal to test a hypothesis of a given concept. Submit the proposal to an appropriate panel of judges who will rate the proposal on clarity, appropriateness, and feasibility.

b. Research a planet and create an imaginary life form that could exist in that environment. Interview the creature about life on the planet and write an article for the human-interest section of the Sunday paper.

13. Incorporating Science, Language Arts, and Social Studies



a. Adopt an endangered species and develop and share an analysis of the advantages and disadvantages of protecting and not protecting it.

b. Investigate the effects of alterations on cultural and/or physical landscapes (e.g., construction of a mall, changes in local traffic patterns, rezoning from residential to commercial, etc.) in order to develop recommendations for how to maximize the benefits and minimize disadvantages.

14. Math

a. Design a cardboard package that is most economical for given dimensions and weights of the intended contents. Justify your design.

b. Determine with justification whether contestants on "Let's Make a Deal" should stick with their first choice or switch to a new door after they are shown what's behind one of the doors.

c. Examine and analyze tabular data in order to create representative graphs - then make and defend predictions based on the trends in the data.

d. The school is interested in knowing exactly how much tile it will take when the floor is retiled. Determined the square footage necessary, and the number of nine-inch square titles that will be needed if there is about a 2% waste factor. Use written text and diagrams to describe your procedures.

e. Postal rates have been figured by the ounce since July 1, 1885. Here are the rates for the past 62 years: … Based on postal rates since 1932, predict the cost of mailing a one ounce first class letter in 2001. When if every do you think the cost will be $1.00? Explain your reasoning.

f. Assuming the earth's population will continue to increase at the same rate it is today, how long will it be until the earth will probably not be able to produce enough food for everyone? Present your findings in the form of a school science advisory.

g. Use a motion detector and a TI 82 calculator to develop graphical representations showing the relationships between distance, rate, and time.

h. Estimate the number of blades of grass in your lawn using appropriate statistical procedures.

i. Design and produce a quilt pattern and describe its symmetry. Put all of the class patterns together and display your quilt in an appropriate area.

j. Determine how many people are in attendance at a major event by sampling areas within a photograph.

15. Incorporating Math and Science©2000, C.A.S.T.L.E. Technology Consultants, Inc. 75


a. Many people believe someone on the "grassy knoll" shot J.F. Kennedy. Prove or disapprove the "shot from the grassy knoll" theory using physics, mathematics, and publicly available archives.

b. Make a record of reported earthquakes and volcanoes during the past 20 years. Identify and interpret the pattern formed worldwide. Report your findings and interpretations through the use of appropriate graphics. Make predictions based on observed trends.

16. Incorporating Math and Language Arts

a. Given data on graphs, write a story that represents the data or graph.

b. Given headlines or claims with background data, explain whether or not the claims are reasonable.

17. Incorporating Math and Technology

a. Build a city skyline to demonstrate skill in liner measurements, scale drawing, ratio, fractions, angles, and geometric shapes.

b. For actual maintenance projects being planned at your school, research the projects in order determine the specified amount of materials and resources necessary to complete the projects.

c. Plan a city including efficient road networks, garbage collection and mail routings, plans for voting processes and equitable precincts. Develop and present a paper that explains the mathematics and design decisions. The paper is also to provide rationale to support the selection of your plans by a company wishing to construct a planned community.

18. Incorporating Math, Science, and Technology

a. Find places in our community where the concepts we have been studying are being used or exist. Determine why each of the concepts was used the way or why each is an example of the concept. Put together a picture/drawing album showing the application and the reasons why it is an application. Use your album to teach younger students the reasons why what we're learning is important.

b. Given trends or sample data, make and justify predictions.

19. Incorporating Math, Science, Technology, and Social Studies



a. Given multiple or competing interpretations or given data, justify each interpretation.

b. Make predictions based on the identification and analysis of trends.

20. Incorporating Math, and Social Studies

a. Refer to the attached charts and graphs distributed by various political candidates. Determine how the charts actually misrepresent the data. In writing, explain how the misrepresentations are created. Also, describe how the charts should be done to accurately reflect the data. Explain the potential disadvantage to the voters in inaccurately interpreting the data.

21. Incorporating Math, Social Studies, and Science

a. Use sampling to determine, track, and predict the population of a targeted entity within an environment.

22. Incorporating Business and Technology

a. Create, produce, and market a product.b. Interview people in the community about job possibilities and

responsibilities. Create a database of careers in your community and present to an appropriate audience.

23. Incorporating Business and Economics

a. Analyze, interpret, and evaluate family financial structures and procedures in order to create and defend a family financial structure and the procedures by which it will function.

b. Compare several retirement investment strategies and propose with justification the one you think is most appropriate for an adult you know.

c. Compare and contrast marketing in a traditional store with a discount store. Present your findings to a board of local business people.



24. World Languages

a. Use your knowledge of one language to interpret common written communication in another, unknown language.

25. Incorporating World Languages and Social Studies

a. Create Travel brochures including recommendations for inter-cultural interactions.

b. Portray conditions issues, or recommendations in a target language.

c. Select a country and do research on the customs and beliefs of that country. Examine official tourist brochures and articles containing interviews with different classes of resident. Then produce a report that compares and contrasts the different views.

d. Simulate functioning effectively under contextual conditions within a single culture or between multiple cultures.

e. Your family has been selected to serve as a host family for a student from _____. Research the country and the specific area where your exchange student lives. Also, identify and study specific cultural items you think and your family need to know before your new "family member" arrives. Put your findings along with supported recommendations into a written report for your family.

26. Incorporating Health and Physical Education

a. Develop a diet for a particular person that utilizes best available information.

b. Design and implement a personal wellness program.c. Design a research supported wellness program that is custom

tailored for a relative. In your plan, address fitness, exercise, nutrition, and motivation.

d. Create a presentation about the correlation between employee fitness to job performance, absenteeism, and emotional stability. Present your findings to the appropriate audience, being sure to include viable recommendations and plans for a healthier environment.

e. Create a public service video that promotes positive behavioral choices concerning drugs, alcohol, and/or tobacco.

f. Investigate an important health issue and evaluate its impact on members of your community (e.g., contamination of the city water supply).



27. Fine Arts

a. Use the fine arts to raise local awareness of current issues.b. Use the fine arts to convey or persuade.c. Tell a story through an original dance sequence.d. Research logo and flag design. Develop a logo and flag for your

cooperative team. Present your designs to the class and justify your design rationale.

e. Investigate an art object or a piece of architecture and explain how the artist/architect used design elements or principles to express an idea or feeling.

f. Design a statue, monument, or piece of art for a specific public space and a specific purpose. Explain your choice or media, imagery, purpose, and location.

g. Create a mural that shows ways people demonstrate friendship. Write a narrative that describes what has been depicted in the mural.


PREPARATION FOR DAY THREE!

1. Think of and write down 5 – 7 test questions.2. Choose one web site that contains a wealth of

information and write 5 test questions for it.3. Think about what the students needs to do to

complete this task.

Jeff Zwier, 01/03/-1,

The pagination throughout this entire section will change when I add appropriate spacing. However, I want to wait to do that based on what tasks you want to add or subtract from this list. When you are done revising, let me know and I can make it pretty again.


I changed all of the dialog boxes to clear here to allow the text to actually be readable when photocopied.


Identify and write Performance Actions Continue the Search Process (Search Engines) Create Scaffolding Exploration at Kiko.com Create Scaffolding Quiz at Quia.com Build Problem Logs

The Performance Actions©2000, C.A.S.T.L.E. Technology Consultants, Inc. 80


Access (necessary information and skills) by …

Interpret by …

Produce (or create) by …

Communicate, Disseminate, or Use by …

Evaluate (the total endeavor) by …



Review the following list of performance verbs.



I did not know if there was a point to having the list on the second page separated from this title, so I left as is.

AccessAskAssessCanvassElicitExamineExploreFact-findFeelGatherInquireInspectInterviewInvestigateListenLook-upObserveProbePursueQuestionReadRecollectReflectResearchReviewScrutinizeSearchSeekSmellStudySurveyTaste

AnalyzeApplyAppraiseAssessCategorizeCheckCombineCompareConceiveContrastCritiqueDecideDeduceDeliberateDetermineDisentangleEvaluateGaugeGeneralizeImagineImplyInferIntegrateInterpretJudgeListOrganizePicturePrioritizeRateReasonResolveSynthesizeWeigh

ApplyBuildComposeConstructCreateDepictDesignDevelopDraftDrawEditorializeFabricateFashionFormFormulateFrameGenerateInventMakeManufactureOriginatePaintPicturePlanProduceShapeWork OutWrite

ActAnnounceAppriseArticulateBroadcastCommunicateConvinceDebateDescribeDialogueDiscloseDiscussDisplayDisseminateDistributeDivulgeElaborateElucidateExplainExpressInformInteractMimePerformPersuadePortrayPresentPronouncePublishRelateReportRevealShareShowSign/SingTeach/TellTransferTransmit

AssessCheckCritiqueElevateEvaluateGaugeGrowImproveJudgePlanRateTestValueWeigh


supported by

usesuses

fulfills

supports

supported by

articulates

supports

as indicated by

as indicated by



uses

as indicated by

uses


supports learning byuses

uses

as indicated by




SEARCH TOOLS

subject directories

category database

humans

information needed

knowledge building

social navigation

intention


examples

examples



whole relationships

meta-search engines

spiders to search other search tools

examples

Boolean Logic

testing search strings

helping to determine

which search engine is

appropriate

search engines

robots to search for keywords

Boolean Logic

examples

locating a variety of

sources

builds critical evaluation

skills


I have no idea what this means. Have left in the hopes of finding an explanation, but I never have throughout the document.

PARTICIPANT'S MANUAL

THE SEARCH PROCESS, Part 31. Identify appropriate terms using the Inspiration™ or a concept

block model.

2. Add to the Inspiration™ diagram or a concept block chart by using a subject directory. Do a CATEGORY SEARCH in the subject directory – do not use the search box!!

3. Using the Inspiration™ diagram or the concept block chart, develop a series of search strings using the Boolean Logic operators (AND, NOT, OR) and using search techniques like quotes and parenthesis.

4. Test the search strings out in a meta-search engine to determine:

a. If the search strings are appropriate.b. The appropriate search engine (remember – search

engines are NOT created equal!).

5. Complete the search by using a search engine to located additional resources.

Developing a Quiz & Quiz Session in Quia.com

©2001, CASTLE Technology Consultants. 86

Who Where When What


Here is a quiz on “Tuck Everlasting” you can try out: http://www.quia.com/tq/133268.html.




password.



To begin – click on “CREATE A NEW QUIZ”

link.

You are now at the “Quiz Editor.”

There are three steps to completing a quiz.

Just remember this is a PRACTICE QUIZ.

To start, click on EDIT opposite CREATE QUESTIONS.

There are six types of questions you can to a quiz.

For each type of question, you can designate a point value.

http://www.quia.com/tq/133268.html



MULTIPLE CHOICE QUESTIONS

TRUE – FALSE QUESTIONS

POP-UP QUESTIONS

MULTIPLE CORRECT

FILL-IN


Enter the question stem and up to five choices. Click the correct

answer. You can also add a link to an image (it must be a direct link to a image on the internet). You

can also provide feedback.

Enter the question stem. Click the correct answer. You can also add a

link to an image (it must be a direct link to a image on the

internet). You can also provide feedback.

Enter the question stem and up to six choices. Place an asterisk (*) where you want the pop-up to

appear. Click the correct answer. You can also add a link to an image (it must be a direct link to a image

on the internet). You can also provide feedback.

Enter the question stem and up to five choices, including more than one correct answer. Click all the

correct answers. You can also add a link to an image (it must be a

direct link to a image on the internet). You can also provide

feedback.

Enter the question stem; one that has students writes out an answer. Enter the correct answer and up to five variations of this answer. You can also add a link to an image (it must be a direct link to a image on the internet). You can also provide

feedback.


SHORT ANSWER

When all the questions are entered, you can preview them by clicking the Preview quiz button. After the preview, click DONE to go on to Step Two.


Enter the question stem and a sample answer. You can also add a link to an image (it must be a

direct link to a image on the internet). You can also provide

feedback.

NOTE: the computer will not grade this question. You have to

grade it.

Click the EDIT button opposite

ORDER QUESTIONS to put the questions in either a random

order or a specific order.

Click the Random question order to allow the computer to choose the order.

OR…Put the questions in the order you want by placing the number in the box next to the question.


Then click DONE to return to the steps.


Click the EDIT button opposite

ENTER SETTINGS to finalize the quiz.

Enter the title and description of the quiz.

Here you decide, first, what type of feedback you want to give the students.

You choice ranges from none to only the score to score and answers.

Then decide how you want the quiz presented: all at once or one at a time.



You can decide how many questions you want to

appear in a quiz. If you want all, then do nothing. Or, you can indicate how

many of each type of question you want in an

individual quiz.

Add pertinent internet links, here.

If you want, you can provide students with a link to the answers by checking this box.

If you want students to type answers in a foreign

language, click the language here. If you want students to use the correct

accent marks, then click the second box.

You should leave your email address & name on the

activity.

Click done to complete the quiz.


View Sample Lesson using KIKO

Lesson made with a template

http://www.kiko.com/jarnold0723/the-

reconstructors---episode-1---a-plaguing-problem

Kiko comes with built-in templates. You chose the template and then fill in the appropriate blanks.


Click SUBMIT to create your PRACTICE QUIZ.

This is the URL of your activity. You can click on this link to PLAY your activity.

If you want to create a new activity, go to the ACTIVITY MANAGER.

http://www.kiko.com/jarnold0723/the-reconstructors---episode-1---a-plaguing-problem




Lesson made with Lesson Creator

http://www.kiko.com/jarnold723/what-s-in-a-name-

In Kiko, you can use the Lesson Creator to create a lesson from scratch. You can pick the elements (graphics, text boxes, etc) to include on your web pages.

Registering with Kiko

1. Go to the Kiko site (www.kiko.com).


http://www.kiko.com/




2. Click the JOIN NOW link located in the sidebar to the right.

3. At the registration screen, fill in all the required information.

4. Click JOIN. Your registration will be completed.



The Kiko Home PageWith your registration completed or when you log in from now, you will see your Kiko home page.



Adding Links to the Kiko BagYou can use the Kiko Bag to upload:

a. web sitesb. documentsc. graphics

You can create folders to organize the information that you upload.

1. From your home page, click the MY KIKOBAG link, which is in the left sidebar.

2. Click ADD A LINK underneath the MY KIKOBAG link.3. Fill in the required information (title and URL) and the optional

information.



4. Click the SUBMIT button. Your KIKOBAG will now contain the link.



Creating a Lesson from a Template

1. From your Kiko home page, click LESSON WIZARDS found in the sidebar to the right. You will see the six basic templates.

2. Click WEB EXPLORATION AND QUIZ link. A separate window will open in which you will complete the template.



3. In this first window, you will decide how many web site links you will have the students view (up to 3) and how many multiple choice questions they will answer (up to 10). Click BEGIN.

4. At the next screen, you will complete all the forms. Be specific in the directions area. Also, you can chose an appropriate graphic by clicking on the default image and then choosing an image from the clipart gallery.When done, click NEXT to create the multiple choice questions.



5. At the next screen, you will input the questions. You can use the default directions or input your own. For each question, you will need to enter four choices and then click the circle next to the correct answer. When students work through this lesson, the computer will give the students a grade that can be emailed to you or printed out.

Click DONE.



6. At the next screen, you should input the objectives or essential questions associated with this lesson. This will be the first page of your web site. Click PUBLISH.

You will receive a URL for your web lesson.

RECORD IT NOW! It takes up to a day for the link to show up on your Kiko Home page.


My Kiko Online Lesson:

http://www.kiko.com/______________________________

PREPARATION FOR DAY FOUR!

1. What type of assessments will you use? Checklists, rubrics, etc.

2. You will need at least one rubric – what might the criteria be?

3. Review your web sites – find 5 web sites related to one topic and think of a question or two for each.


See comment on prep box from previous day.


Identifying and Writing the Assessment Plan Create and Locate Assessment Tools Create Scaffolding Web Track at TrackStar Continue to Build Problem Logs

Formative Evaluation - Milestones


Milestones #1

Scored? Yes / NoDates:

Initials:

Milestones #2


Initials:



Milestones #3


Initials:

Milestones #4


Initials:

Milestones #5


Initials:

Milestones #6


Initials:


Formative Evaluation – Checklists

Formative Evaluation – Checklists


What I Wrote About a Story Problem

I wrote about an important problem.

I told why the problem is important.

I told how the problem was solved.

I reread what I wrote. My writing iscomplete.

YES NO


Formative Evaluation – Anecdotal Record and

Reminder List


A Reading Strategy ChecklistName: Date:

Directions: Check those statements that reflect the strategies you use.

Strategies I Use Before Reading:_____ I think about the cover, title, and topic._____ I read the back cover and the print on the inside of the jacket._____ I ask questions._____ I predict._____ I skim the pictures, charts, and graphs._____ I read the headings and words in bold-faced type._____ I think about what I know about the topic.

Strategies I Use While Reading:_____ I stop and check to see if I understand what I’m reading._____ I make mental pictures._____ I identify confusing parts._____ I identify unfamiliar words._____ I reread to understand confusing parts and unfamiliar words._____ I record an unfamiliar word that I can’t figure out._____ I use pictures, graphs, and charts to help me understand confusing

parts._____ I stop and retell to check what I remember._____ I reread to remember more details._____ I read the captions under and above photographs, charts, graphs,

etc._____ I predict and adjust as I read._____ I raise questions and read for answers.

Strategies I Use After Reading:_____ I think about why I liked it._____ I retell._____ I speak, draw, and/or write reactions._____ I reread favorite parts._____ I reread to find details._____ I picture characters and places and ideas._____ I predict what might happen to a character if the story continued.

Name:

Reminder List Dated Notes

_____ Relies on print and illustrations.

_____ Reads predictable books

_____ Can name most letters and sounds

_____ Beginning to use phonics and context clues

_____ Recognizes simple and familiar words

_____ Remembers the important events of a familiar book

_____ Predicts story events using context and picture clues

_____ Asks questions about the story

_____ Draws and labels story characters and events with guidance

_____ Selects own books to read


WARNING: This is not a table. Try to insert anything and the whole thing will come apart. See me if you need to modify and I will re-build it for you. John does not know how to make complex docs in Word!


Formative Evaluation – Group Project Anecdotal Record


Project Title:

Group Members:

Date: Date: Date: Date: Date:

Date: Date: Date: Date: Date:

Teacher Observations:


Formative Evaluation – Writing Prompts

Prompts are complex questions. They require students to work on multiple levels:

Prompts are questions that require students to think critically. Prompts are questions that require students to view concepts

from multiple perspectives.



Prompts are questions that require students to apply knowledge in new ways.

Prompts are questions that require students to create new knowledge.

The characteristics of prompts are:

They require constructed responses; They are open; They are ill-structured, requiring the development of a strategy; They require an explanation or defense of the answer or

methods; and They require judgment-based scoring.

The easiest way to develop prompts is take multiple-choice questions and remove the choices, requiring students to construct a written or oral response to the question.

Prompts for self-extending learning

1. How might I apply this learning, connection or applications to a new context?

2. How might I use what I have learned in the future?3. I can use what I have learned to do when I …4. I used to think … but now I know …5. I was on the right tract with my idea about … but what I didn't know

was …6. What will be the benefits of continuing to use what I have learned?7. What might happen if … ?8. A question I am curious about and want to find out the answer to is

…9. One thing I am not sure of …10. Three things I wonder about …11. What am I curious about and/or what am I confused about?12. What I really want to learn is …13. What have I learned that I can continue to use?14. The new questions that arouse during today's lesson or activities

are …

Prompts for enhancing performance assessments

1. Explain why you used the procedures you did.2. Describe the processes you used.3. Explain how you … ?4. Explain why you … ?5. Support your decision/conclusion/recommendation.



6. What conclusions can be drawn from your work? Justify your conclusion.

7. What predictions can be made based on your work/findings? Justify your findings.

8. What recommendations can be made based on your findings? Support your recommendations with a convincing argument.

9. Explain why your findings are what they are.10. How can what you’ve done in this situation be used in ____

(another similar situation)? Explain how and why.11. What might happen differently if … ?12. How can you conclude that … ?13. Explain how ____ (situation) is similar to ____ (a similar situation).14. Propose an alternative, but rational, procedure for solving a

given problem. Which procedure is best and why?15. Present another problem that could be solved by the process you

used. Explain how you would use it and why it is appropriate.16. How would/might it have turned out differently if … ? Support

your conclusion.17. How do you know that … ? (… is the best? … is the worst? … is

the most likely? … is a sound conclusion? … is reasonable? … is true?)

Prompts for self-assessing what's been learned

1. How accurate is the information I have found?2. I use what I've learned to do to …3. What more information do I need in order to …?4. What did I learn to do this week?5. What did I learn well enough to teach a friend?6. The skills I need to refine are …7. I refine my ____ skills by …8. One think I learned today was …9. What did I learn to do from what I did?10. What did I learn to do that I did not know before?11. What is the most important learning, connection, or application

I gained during this lesson or unit?12. Today my thinking is like the animal … because both …13. Today my thinking is like the color … because both …14. How can what I learned benefit me now?

Prompts for self-assessing learning behaviors

1. What skills do I need in order to … ?2. What were the effects of what I did?3. What were the effects of what I did best?



4. How did I approach this new learning situation in order to maximize my learning?

5. How did I do it?6. How well did I do … and how can I do even better?7. It was hard for me to learn …8. When I get stuck ____ (reading, writing, adding, spelling, etc), I …9. The most important thing I have learned about learning this week is

…10. What caused me to achieve this learning, connection, or

application?11. What caused or aided in my learning?12. What do I do when I think about my thinking?13. What helped me to learn ____ was …14. I adjusted for how I learn best by …

Prompts for self-assessing work with others

1. What did I do to be a good listener?2. What did I do when I worked with others to better the group effort?3. What can I do to work better with others?4. When I worked with others, what I did best was … I know this

because …

Prompts for self-assessment and improvement

1. How have I modeled the characteristics of a self-directed learner?2. How will I show that I have kept my promise to do even better next

time?3. What can I celebrate?4. What caused my success?5. What will I promise to myself to help me do even better in the

future?6. The ways I have improved are …7. How close did I come to reaching my goal?8. What have I done to try and improve my goal area?9. Is it necessary to make adjustments in my goals? Why or why not?10. My greatest strength in the area of … is … (support with specific

examples)11. My greatest weakness in the area of … is … (support with

specific examples)12. This is an explanation of how I did my work …13. I planned what I did by …14. I used the feedback I received throughout the process by …15. I did my best work today when I …



16. I know my work was done well because …17. The best part of my work is … The evidence I have to support

this is …18. I am most proud of ____ because …19. How effective was it when … ?20. I know ____ is excellent because …21. What more needs to be done?22. How efficient was it when … ?23. I can make my work even better by …24. If I were going to do this again, the changes I would make are …

because …25. My _____ would be more logical if I …26. My _____ would be more convincing if …27. In order to be more persuasive, I could …28. In order for my ____ to be more complete and thorough, I need

to …29. If I could revise _____, I would …30. How can I _____ more effectively next time?31. How can I _____ more efficiently next time?32. In order to be more effective, it is necessary to …33. In order to be more efficient, it is necessary to …34. In order to be more solution oriented, I could …35. In order to get better results next time, I will …Formative Evaluation – Graphic Organizers FOCUSED COMPARE AND CONTRAST


HOW ALIKE?Factors

Considered in this activity

PURPOSE:

FACTORS TO CONSIDER:


You are the expert here, but in this and previous huge example list sections I suspect more quantity than quality – perhaps we could thin these out a little.


Formative Evaluation – Conferences

A conference usually will help you see what each student can do, and cannot do. It also offers you a convenient opportunity to follow-up an assessment with an appropriate mini-lesson. In other words, as soon as you discover something a child needs to learn, teach it!

Because one-to-one conference time is so precious, it’s important to use it as efficiency as possibly by first deciding where you will meet with your students. Then in advance, alert those students who will meet with you so that they can prepare any records or materials (for example, have students complete a self-evaluation progress report) you want them to have on hand. Also, have you own supplies ready, such as your students’ anecdotal records, an audiotape and recorder (or videotape recorder), and any forms you plan to use for taking notes. (You can adapt the “Group Project Anecdotal Record’ above)


HOW DIFFERENT?

Conclusion or Interpretation


Some questions you might identified during a conference:

What strategies did your students relay on?

What meaning are your students getting from the project?

How appropriate are the resources your students (or you) selected?

How involved are your students with the project?

How thoughtful are your students’ responses to the material?

How involved are your students with the project in general?



Formative Evaluation – Conferences (Self-Evaluation)


Name: Date:

My project was (a)

I decided to make this project because

The hardest part about this project was

The thing I liked best about my finished project is

If I had more time, I would have

I think learning about my topic was ___________ because

Something else you should know is

Here’s how I would rate my project:

Yucky Just Fair Okay Pretty Good Great


Summative Evaluation - Developing Rubrics

Determine precisely the product, process, or performance for which the rubric is to be written. Be certain that the primary learning target is included in this determination.

Examples include …

Summary of a technical article regarding … Maps of … Video tape of … Persuasive presentation about … Oral presentation about … Debate regarding … Teaching of …

Determine the intended audience/users for/of the rubric and whether the rubric will be used primarily for coaching or scoring.


Students - coaching Expert evaluators - scoring Parents - validating/celebrating Teacher - scoring All of the above - coaching and scoring

Determine the intended purpose, impact, effect, and/or result that is expected to be apparent as a result of the product, performance, or process. This can be done by answer the following question, "If this ____ were done excellently, what would we observe (hear, see, feel)?"


Specific presentation skills … (component emphasis) Visitors to the museum actually learning the information …

(impact emphasis) The members of the panel being persuaded as a result of …

(impact emphasis)



The way this whole section is structured really does not make much sense to me. Perhaps it is the lack of an introduction. If you can give me some more info, I would be glad to take a crack at it.


The members of the community reporting they have adequate and fair information because of the voters' guide and that they believe it was very professionally done (impact and component emphasis)

The students showing sound mathematical reasoning … (component emphasis)

Obtain three exemplars (models of the highest expected quality level) and several examples that demonstrate unacceptable characteristics.

Determine what the product, performance, or process should look, sound, or feel like when it is really good by determining the three to five major characteristics (criteria) that the exemplars have in common. Study the unacceptable examples to help refine the exemplary criteria. Strive to identify the qualitative characteristics that determine the exemplary quality levels for each criterion. When completed, include anchors to support the rubric. For example, excellent eye contact might be described as "natural and supportive eye contact throughout the presentation."

Develop the unacceptable quality description for each criterion by modifying/negating each exemplary criterion appropriately.

Develop and label appropriately any desired intermediate quality levels for each criterion. Make modifications throughout the levels as clarity develops. (Be certain to include anchors for each level developed.)

Determine common errors to avoid and other characteristics that would render the rubric target not-score-able.



The spacing through here seemed to be random, so I standardized it.


Rubric Frame

Rubric For:

Criteria


Assessment Focus

Quality Definition

Essential Quality Criteria




Essential Targets for Rubric Criteria

Rubrics that are to be used with student work should address in some way the following criteria areas. Following this appendix is one with an extensive set of qualitative and quantitative terms that can be used with criteria terms listed below to develop the statements for various quality levels included in the rubric.

When developing criteria, the first consideration is what is the noun (for products and parts of performances) or verb (for processes, skills, and parts of performances) that distinguishes the criteria area. For example, is it the …

Argument StagingComputations ExampleAppearance DefenseVocabulary ConclusionSupport Process shownSketching Eye contactDiagram ChartGraph VoiceEvidence

The developed criteria statement will then be the appropriate combination of the noun (or verb) with adjectives (or adverbs). For example …

An excellent defense for a position is one that is accurate, detailed, relevant, and convincing.

An acceptable defense for a position is one that is accurate, somewhat relevant, and convincing.

A "work in development" defense for a position is one that is accurate, but too superficial or irrelevant to be convincing.

A "bare beginning" defense for a position is one that is inaccurate and/or irrelevant, and certainly not convincing.



Criteria Clarifying Terms

Content - the subject matter included as part of the student work should be expected to be of high quality.

Accurate

Valid Precise Deep

Broad Relevant Insightful Support/JustifiedLogical Clear/

understandable

Apt Focused

Thorough

Form - what the students produce should be done in such a way that it has quality form.

Organized Effective stylefor audienceand purpose

Focused Correct mechanics/usage

Logical/appropriate sequence

Impact - when the students' work is expected to have an impact, the performance is closer to authentic in terms of accountability. An impact expectation also helps maintain interest or motivation on the part of the students.

Problem Solved

Persuasive/Convincing

Moving Others learned

Message Conveyed

Successful/Effective/Efficient Application

Informing Engaging

Winning Interesting

Process - Effective Efficient Logical Fluent



employers and universities are both stressing the importance of students learning process in addition to subject matter alone.

Support/Justified

Correct Procedures

Correct use of skill

Purposeful

Thoughtful

Correct Responsive

Appearance & Presentation - as students advance in school and also advance in their outside of school endeavor, it becomes increasingly important that their work have a quality, "professional" look.

Adheres to professional standards

Demonstrates craftsmanship

Aligns with "outside of school"role expectations

Utilizes highest quality materials

Polished, elegant, smooth, genuine, authentic, and fluent



Qualitative & Quantitative TermsCategory Associated Terms

Accurate Exact Correct Precise CloseFaithful Conforms In

AccordanceUnerring

Right True Truthful AuthenticSound Valid Flawless Faultless

Adequate Suitable Fit Fitting Commensurate

Appropriate Sufficient Enough AmpleSatisfactory Competent Presentable AdmissiblePassable Tolerable Acceptable All RightAllowable Fair Mediocre Average

Appropriate Suitable Fitting Proper FitCongruous Apt Pertinent ApplicableRelevant Germane To the point

Apt Appropriate Proper Becoming FelicitousSuitable Congruent Fitting Well-adaptedRelevant Pertinent

Articulate Clear Lucid Intelligible Understandable

Comprehensible

Eloquent Well-Spoken Fluent

Graceful Congruous

Attractive Pleasing Nice looking Pretty BeautifulAppealing Enchanting Enticing AlluringDelightful Pleasant Lovely StunningStriking Handsome Tasteful ElegantPicturesque Exquisite

Big Colossal Gigantic Monstrous EnormousHuge Large Jumbo GargantuanGiant Mountainous Towering VastImmense Massive

Bold Courageous Daring Unafraid FearlessPresumptuousRight True Truthful Authentic

Category Associated TermsBright Shining Light Radiant Shiny

Glossy Luminous Cleaver Intelligent



Smart Resourceful Inventive

Broad Comprehensive

Inclusive All-inclusive Composite

Exhaustive Extensive All-embracing

General

Universal Vast Far Reaching

Clear/Understandable

Defined Distinct Discernible Recognizable

Well-Defined Well-Marked Visible VividGraphic Unhidden Undisguised UnconcealedPerceptible Distinguishab

leAudible Hearable

Articulate Enunciated Comprehensible

Ascertainable

Intelligible Legible Coherent UnconfusedEvident Plain Obvious ApparentUnmistakable

Unquestionable

Indisputable Conclusive

Transparent

Colorful Multi-colored Variegated Kaleidoscopic

Considerate Kind Caring Sensitive ThoughtfulCompassionate

Concerned Mindful Benevolent

Beneficent Friendly Gracious ObligingPatient Sympathetic Tender Accommodati

ngWelcoming Valuing Loving

Convincing/Persuasive

Incontestable Indisputable Conclusive UnmistakableCompelling Plausible Credible BelievableLogical Sound Valid AuthoritativeWell Supported

Handsome Tasteful Elegant

Correct Accurate Exact Precise CloseUnerring On Target On the Mark On the

MoneyOn the Button

Factual Actual Literal

True True to Life Flawless PerfectErrorless Proper Suitable FittingAppropriate

Effective Results Getting

Efficacious Capable Competent

Efficient Adequate Sufficient FitFunctioning Useful Operative Practical

Category Associated TermsEfficient Efficacious Effectual Operative Causative



Productive

Eloquent Articulate Well Spoken Poetic GracefulOratorical Smooth

Excellent Impressive Distinguished Exceptional ExemplaryExquisite Fantastic First Rate GreatMagnificent Marvelous Meritorious OutstandingProfessional Remarkable Super SuperbSuperior Wonderful Accomplished AdmirableCompetent Credible Effective EfficientLaudable Masterful Meets or

Exceeds Expectations or Standards

Polished

Proficient

Exciting Lively Moving Impressive StimulatingInvigorating Spirited Enthusiastic ProvocativeAgitating Moving Inspiring RivetingInteresting Thrilling Delighting Exhilarating

Expressive Cogent Telling Forceful DynamicCompelling Interesting Exciting SuccinctEmphatic Vivid Impassioned Revealing

Fluent Eloquent Articulate Well-Spoken SmoothGraceful Fluid Smooth-

SoundingUninterrupted

Graceful Effortless

Focused On the Mark Centered Converged On TargetPertinent To the Point Directly Applicable Well Suited

Frequently Often Almost Always RepeatedlyConsistently Customarily Ordinarily UsuallyRegularly Commonly Usually Generally

Good Satisfactory Okay Acceptable TolerablePresentable Admissible All Right VirtuousMoral Honorable Wholesome

Category Associated TermsImportant Consequentia

lSignificant Noteworthy Substantial

Valuable Imperative Influential EminentDistinguished

Infrequently Seldom Rarely Almost Never Very RarelyScarcely Occasionally Rare InfrequentAlmost Never



Insightful Intuitive Perceptive Intelligent AstuteProfound

Interesting Engaging Engrossing Absorbing RivetingProvocative Stimulating Amusing EntertainingExciting Inviting Fascinating Captivating

Justified/SupportedDocumented

Defended Supported Evidenced SustainedBolstered Backed Proved Substantiated

Logical Deductive Inductive Inferential ReasonableRationale Sound Sensible

Moving Convincing Persuasive Impressive InspiringInspirational Touching

Organized Systematized Arranged Ordered CoordinatedCategorized Planned Well

FormattedWell Framed

Connected

Persuasive/Convincing

Incontestable Indisputable Compelling BelievableLogical Sound Irresistible

Plain Ordinary Simple Commonplace

Monotonous

Uninteresting

Powerful Potent Vigorous Dynamic StrongAggressive Assertive Forceful

Precise Explicit Detailed Distinct ClearExact Accurate Meticulous

Category Associated TermsRelevant Pertinent To the Point Applicable Congruous

Apt Appropriate

Reliable Dependable Trustworthy Unfailing InfallibleWell Founded

Simple Easy Effortless Basic Rudimentary

Small Tiny Little Petite MicroscopicTeeny Mini Midget MiniatureMinuscule

Superficial Shallow Superfluous Meaningless InsignificantUnimportant

Valid Sound Logical Well Well Founded



GroundedReasonable

Valuable Important Useful Beneficial HelpfulAdvantageous

Memorable Cherished Favorite

Valued Precious



The background fills thru here need to be changed, but the way John set things up, it will be easier to do that once you have made any desired changes. What a mess! Be careful when editing – things are going to jump around a lot if you add a lot of text.


Other Online Generators:

EduHound Hotlistshttp://www.eduhound.com/hotlist/Registration Required

At this site you can create a hotlist. A hotlist consists of web links related to one curricular topic. Before you begin creating your hotlist, review the links contained in the EduHound directory, because you can only use web sites already reviewed by the EduHound staff. Registration at this site will allow you to create a number of hotlists.

Custom Classroom Account @ Discovery.comhttp://school.discovery.comRegistration Required

Once you open an account here, you have access to three online generators. Worksheet Generator and Puzzlemaker allow you to create activities that can be printed out while Quiz Center will produce online tests.


http://school.discovery.com/

http://www.eduhound.com/hotlist/


Worksheets & Puzzles Indexhttp://www.awesomeclipartforkids.com/worksheetsindex.htmlNo Registration Required

At this site you can create worksheets, cryptograms, and crossword puzzles that can be printed out and used with your students.

TrackStarhttp://trackstar.hprtec.org/Registration Required

At this site you can create a web track; a web track allows you to string together a variety of web sites related to one topic or theme. At the same time, you can add annotations – like focus or essential questions, note taking techniques – that students use to locate what is important on this web site.


http://trackstar.hprtec.org/

http://www.awesomeclipartforkids.com/worksheetsindex.html


Quiz Lab at Funbrain.comhttp://www.funbrain.comRegistration Required

You can create quizzes here that are secure. This site also has a number of great online activities for students.

Filamentalityhttp://www.kn.pacbell.com/wired/fil/Registration Required for each activity created

This site – part of the Pacific Bell network of educational sites – allows you to create hotlists, treasure hunts, multimedia scrapbooks, subject samplers, and web quests. The products produce are very basic, but they offer suggestions for improving the look of the final product.

TeacherWebhttp://www.teacherweb.comRegistration Required

You can produce a professional looking classroom web site at TeacherWeb. You have you choice of graphics, types of pages, and number of pages.


http://www.teacherweb.com/

http://www.kn.pacbell.com/wired/fil/

http://www.funbrain.com/


Myschoolonline.comhttp://www.myschoolonline.comRegistration Required

This is another site for producing a professional looking classroom web site. You can also add pre-formatted content.


http://www.myschoolonline.com/


Completing the Engaged Learning Lesson Plan Building a Presentation



Would be nice to know why we are building a presentation, add “how-to” guidelines?

Documents

A Strategy for Engaged Learning - C.A.S.T.L.E. Technology · Web viewA STRATEGY FOR ENGAGED LEARNING: Project-Based Learning Using Information Technology. Computers are powerful tools