Ubd staff development lesson on wikis

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Ubd staff development lesson on wikis

  1. 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
  2. 2. 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 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
  3. 3. relatedto personal interests Understanding (s)/goals Teachers will understand: * What is a wiki? * How can I use a wiki in my classroom? * How can a wiki benefit my students and help me to differentiate instruction? *There are many sites that allow you to create wiki’s for free. Essential Question(s): *What is a wiki? *How can I utilize wikis in my classroom? *How could using a wiki make instruction more effective? * How can a wiki allow me to differentiate instruction to benefit all students? Teachers objectives (outcomes): Teachers 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 including a link to a website, video, image, and more than one page. *Access PBworks. (That is the one that is being used for this lesson) Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:
  4. 4. * Teachers will be asked to complete a KWL chart before, during, and after the lesson. The “L” section will be used as their ticket out the door. *They will have to create their own wiki using PBworks. *As teachers are creating their wiki using PBworks, I will walk around and observe the process. Stage 3 – Learning Plan W- Where are the teachers headed and why? What is required of them? The teachers will have to complete the “K and W” of the KWL chart that they have been provided. Then, the teacher will call on teachers 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 teachers 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 teachers will be guided through the steps of creating their own wiki to use in their
  5. 5. 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 teachers will have to complete the “L” section of the KWL chart by writing what they learned and how they implement it into their classroom. The teachers will also have to include a link, video, image, and more than one page on their wiki. T- How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interest of students? The teachers will be guided through a presentation, a video, and then will create their own wiki, which will be hands on. For those teachers that are having trouble creating a wiki, the presentation will be available after class so that they can take it one step at a time without any time constraints. They will also be given the wiki address that I have created which includes useful websites and tutorial videos on how to create wikis. 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.
  6. 6. 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. The teachers will have to create a link, embed a video, upload an image, and create more than one page. 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. They will assess themselves on using the rubric provided and then we will discuss. They will also complete the staff development survey to provide feedback about the session. 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.
  7. 7. 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.
  8. 8. What are some more staff development sessions regarding technology you would be interested in? Rubric ID: 1977278 Web Site Design : Wiki CATEGORY 4 3 2 1 Fonts The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability. The fonts are consistent, easy to read and point size varies appropriately for headings and text. The fonts are consistent and point size varies appropriately for headings and text. A wide variety of fonts, styles and point sizes was used. Images (accessibility) An image is uploaded and can be seen correctly on wiki. An image is uploaded but cannot be seen correctly on wiki. An image has been uploaded but not placed on wiki site correctly. An image is not uploaded. Navigation Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost. Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost. Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. Some links do not take the reader to the sites described. A user typically feels lost.
  9. 9. Video All videos are embedded and work properly. All videos are embedded but cannot be accessed. A link is provided to a video, but no video is embedded on wiki. No link is provided for a video and no video is embedded on wiki. Content The site has a well- stated clear purpose and theme that is carried out throughout the site. The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The purpose and theme of the site is somewhat muddy or vague. The site lacks a purpose and theme. Content Accuracy All information provided by the teacher is accurate and all the requirements of the assignment have been met. Almost all the information provided by the teacher is accurate and all requirements of the assignment have been met. Almost all of the information provided by the teacher is accurate and almost all of the requirements have been met. There are several inaccuracies in the content provided by the teacher OR many of the requirements were not met. Interest The author has made an exceptional attempt to make the content of this Web site interesting to the people for whom it is intended. The author has tried to make the content of this Web site interesting to the people for whom it is intended. The author has put lots of information in the Web site but there is little evidence that the person tried to present the information in an interesting way. The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g., has only provided a list of links to the content of others).
  10. 10. Video All videos are embedded and work properly. All videos are embedded but cannot be accessed. A link is provided to a video, but no video is embedded on wiki. No link is provided for a video and no video is embedded on wiki. Content The site has a well- stated clear purpose and theme that is carried out throughout the site. The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it. The purpose and theme of the site is somewhat muddy or vague. The site lacks a purpose and theme. Content Accuracy All information provided by the teacher is accurate and all the requirements of the assignment have been met. Almost all the information provided by the teacher is accurate and all requirements of the assignment have been met. Almost all of the information provided by the teacher is accurate and almost all of the requirements have been met. There are several inaccuracies in the content provided by the teacher OR many of the requirements were not met. Interest The author has made an exceptional attempt to make the content of this Web site interesting to the people for whom it is intended. The author has tried to make the content of this Web site interesting to the people for whom it is intended. The author has put lots of information in the Web site but there is little evidence that the person tried to present the information in an interesting way. The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience (e.g., has only provided a list of links to the content of others).

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