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Ubd staff development lesson on wikis

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Ubd staff development lesson on wikis Document Transcript

  • 1. Lesson Topic: _Wikis in the classroom__ Grade level:__Staff__ Length of lesson: _30 min___ Stage 1 – Desired Results Content Standard(s): Standard 1 The student who is information literate accesses information efficiently and effectively. The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Indicator 1. Recognizes the need for information Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making Indicator 3. Formulates questions based on information needs Indicator 4. Identifies a variety of potential sources of information Indicator 5. Develops and uses successful strategies for locating information Standard 2 The student who is information literate evaluates information critically and competently. The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need. Indicator 1. Determines accuracy, relevance, and comprehensiveness Indicator 2. Distinguishes among fact, point of view, and opinion Indicator 3. Identifies inaccurate and misleading information Indicator 4. Selects information appropriate to the problem or question at hand Standard 3 The student who is information literate uses information accurately and creatively. The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the
  • 2. indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings. Indicator 1. Organizes information for practical application Indicator 2. Integrates new information into one’s own knowledge Indicator 3. Applies information in critical thinking and problem solving Indicator 4. Produces and communicates information and ideas in appropriate formats Standard 4 The student who is an independent learner is information literate and pursues information related to personal interests. The student who is an independent learner applies the principles of information literacy to access, evaluate, and use information about issues and situations of personal interest. That student actively and independently seeks information to enrich understanding of career, community, health, leisure, and other personal situations. The student constructs meaningful personal knowledge based on that information and communicates that knowledge accurately and creatively across the range of information formats. Indicator 1. Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Indicator 2. Designs, develops, and evaluates information products and solutions relatedto personal interests Understanding (s)/goals Essential Question(s): Students will understand: *What is a wiki? *How can I utilize wikis in my * What is a wiki? classroom? * How can I use a wiki in my *How could using a wiki make classroom? instruction more effective? * How can a wiki benefit my students * How can a wiki allow me to and help me to differentiate differentiate instruction to benefit all instruction? students? *There are many sites that allow you to create wiki’s for free. Student objectives (outcomes): Students will be able to: *Define a wiki. *Express the benefits of using a wiki in the classroom to differentiate instruction. *Create their own classroom wiki. *Access PBworks. (That is the one that is being used for this lesson)
  • 3. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Teachers will be asked to complete *As teachers are creating their wiki a KWL chart before, during, and after using PBworks, I will walk around the lesson. The “L” section will be and observe the process. used as their ticket out the door. *They will have to create their own wiki using PBworks. Stage 3 – Learning Plan W- Where are the students headed and why? What is required of them? The students will have to complete the “K and W” of the KWL chart that they have been provided. Then, the teacher will call on students to list a few things that will go under each column. The teachers will be asked if they have ever created a KWL chart. The teacher will then go over the essential questions. The students will be required to complete the KWL chart and then answer the questions throughout the lesson. They will also be required to put their learning’s into practice by creating their own wiki. H- How will the students be hooked and held in this unit? The students will be hooked in the beginning by completing the KWL and seeing how much they know about a wiki. They will also be asked if they have ever created a wiki. They will hold up the corresponding color to answer the question. Then, they will be asked questions throughout the lesson. They will create their own wiki which will ensure that they are engaged in the learning process. E- What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit? The students will be guided through the steps of creating their own wiki to use in their classroom. I will walk around to observe and offer guidance. R- What activities , products, and performances will be designed to provide students with the opportunity to reflect, rethink, and revise? The students will have to complete the “L” section of the KWL chart by writing what they learned and how they implement it into their classroom. T- How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interest of students? The students will be guided through a presentation, a video, and then will create their own wiki, which will be hands on. For those students that are having trouble creating a
  • 4. wiki, the presentation will be available after class so that they can take it one step at a time without any time constraints. O- How will learning experiences be organized/sequenced to provide the greatest acquisition/understanding? First they will learn what a wiki is and how it can be used in the classroom. Then, they will have the opportunity to create their own wiki to ensure that they understand. Learning Activities: Introduction: The lesson will be introduced by completing the section “K” and “W” of the KWL chart. The teachers will then be asked if they have ever created a wiki. They will be asked to answer by holding up the corresponding colored dot. Lesson: Teachers will follow along as I present the PowerPoint lesson on Wikis. The PowerPoint starts with introducing my self. It then follows the following outline: 1. What is a wiki? 2. Why should we use a wiki and how can they benefit our students by allowing us to differentiate instruction? 3. How can we use a wiki in the classroom? 4. How can a wiki be used by teachers for collaboration? 5. Quick Assessment on how you would use a wiki in your classroom. 6. Video about wikis 7. Examples of how wikis can be used in the different subjects. 8. Free sites to create your own wiki Performance Task: Teachers will be taken through a slide share presentation as it takes them through the process of creating their own wiki and a few of basic things that can be done using PBworks. I will walk around to ensure that everyone understands the process and is on task. Summarizing: Teachers will come back together and will be given a sticky note. They will write down one thing that they learned about wikis and how they could use it to differentiate instruction and place it in the section “L” of the KWL chart as a ticket out of the door.
  • 5. Staff Development Response Survey Thank you so much for participating in this staff development session. To ensure that this session best meets the needs of teachers, please complete the following survey. Please rate each statement by writing one of the following numbers below each statement: Strongly Disagree (1) Disagree(2) Not sure(3) Agree(4) Strongly Agree(5) 1. The information that was presented in the first presentation helped me understand what a wiki is and how it can be implemented into the classroom. 2. This session provided me with ideas on ways that I can use and implement a wiki into my classroom. 3. This session prepared me to successfully create a wiki and implement it into my classroom. 4. After this session, I plan on using a wiki in my classroom. 5. This session was useful Please include suggestions for improving this session. What are some more staff development sessions regarding technology you would be interested in? _____________________________________________________________