       
|
 |
In module three, you
will investigate different Web-based activity structures, and the relationship between
teacher techno-savvy and student learning.
- Not every Web-based activity needs to be
a 4-ton gorilla like Ewe 2. Smaller activities make great warm-ups or provide
enrichment for students with special needs. The applications are endless, but just
keep the "worth it" test in mind. It is a good idea to target your activities to
a single unique student outcome.
- Your task is to choose one
activity from each category below,
and carefully study the project's questioning technique. Use the following list of
"Facets of Understanding*" to determine the project's learning
outcome, and apply the "worth it" test to the two activities you have chosen.
Facets of
Understanding* |
Description |
| EXPLANATION |
- What, why, and how?
- To do and explain.
|
| INTERPRETATION |
- Make sense, translate, use
- Read between the lines.
|
| APPLICATION |
- Apply authentic context
- Adapts what one knows to
a particular audience.
|
| PERSPECTIVE |
- See various aspects of the big picture.
- Takes a critical stance.
|
| EMPATHY |
- Walking in someone else's shoes.
- Implies a change of
heart, not just mind.
|
| SELF KNOWLEDGE |
- Intrapersonal intelligence
- Becoming aware of the
habits and prejudices that shape our understanding.
|
Learning Activities
- Now it is time to take a stand. We
are going to handle the discussion board a little differently. Instead of posting a new
thread, please reply to the already created Facets of Understanding thread.
Make sure you create a new reply statement for each activity. (2 replies) It will make it
easier to follow the discussion board if you place the
project title and your name in the subject line of your reply. Remember, you only
get to identify one Facet of Understanding per activity.
Task 2:
Your Turn
(Estimated Time = 1 hr) |
Due April 18 |
You have evaluated your
techno-savvy, read about the ideal student experience, and evaluated a few examples.
It's time to focus on your students, classroom and curriculum. With the time
remaining, you will take the first steps toward developing a Web-based classroom activity
for your students. You will be investigating a possible topic, evaluating a design
process, looking at a few useful tools, and be encouraged to take the next step.
Actually building and implementing a project is beyond the scope of this on-line
activity. "The Craft of Teaching with the Web II?"
Lets get started.
Tom March refers to the process of
developing a Web-based classroom activity as a "Web-and-Flow."
Get your mind set on a specific topic/activity too soon, and you will
find the experience of building a Web-based activity frustrating. The Craft of
Teaching with the Web is a give and take endeavor.
- Take a "wide-look" at your
curriculum. You are looking for essential understandings: Big Picture Stuff.
Example: The impact of science on society, not the structure of DNA. Identify a
curriculum topic that you would like to address, and develop a big question.
Example: Is it ethical to clone humans? (Ewe 2) Need some help? How about
trying the Idea Machine?
- Now think about the "learning
gaps" that you might have experienced in the past. What are learning gaps?
Maybe your students are not seeing an issue from other points of view, or your students
need a larger writing audience. It is a good idea to take a gander at the "Facets of Understanding" one more time.
- Now it is time to look at the
"Worth It Test." Look at your big question and the learning gap. Do
internet technology tools help meet your student's/curriculum needs? Be honest!
- Post your central question and learning
gap to the discussion board. Once again, we are going
to handle the discussion board a little differently. Instead of posting a new thread,
please reply to the thread "Big Question/Learning Gap." It will make it
easier to follow the discussion board if you place the
project title and your name in the subject line of your reply.
Task 3:
Reflection
(Estimated Time = 1/2 hr) |
Due April 18 |
- Take the time to review the discussion
board. Reply to your peers.
*Wiggins/McTighe
|
