Ubd staff development lesson on wikisDocument Transcript
Lesson Topic: _Wikis in the classroom__ Grade level:__Staff__
Length of lesson: _30 min___
Stage 1 – Desired Results
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
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
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
Indicator 2. Designs, develops, and evaluates information products and solutions
relatedto personal interests
Understanding (s)/goals Essential Question(s):
Teachers 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
*There are many sites that allow you
to create wiki’s for free.
Teachers objectives (outcomes):
Teachers will be able to:
*Define a wiki.
*Express the benefits of using a wiki in the classroom to differentiate
*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:
* 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 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
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
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.
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.
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
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.
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.
Please rate each statement by writing one of the following numbers below each
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
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
Rubric ID: 1977278
Web Site Design : Wiki
CATEGORY 4 3 2 1
Fonts The fonts are The fonts are The fonts are A wide variety of
consistent, easy to consistent, easy to consistent and point fonts, styles and point
read and point size read and point size size varies sizes was used.
varies appropriately varies appropriately appropriately for
for headings and for headings and headings and text.
text. Use of font text.
styles (italic, bold,
underline) is used
Images An image is An image is An image has been An image is not
(accessibility) uploaded and can be uploaded but cannot uploaded but not uploaded.
seen correctly on be seen correctly on placed on wiki site
wiki. wiki. correctly.
Navigation Links for navigation Links for navigation Links for navigation Some links do not
are clearly labeled, are clearly labeled, take the reader take the reader to the
consistently placed, allow the reader to where s/he expects sites described. A
allow the reader to easily move from a to go, but some user typically feels
easily move from a page to related needed links seem to lost.
page to related pages (forward and be missing. A user
pages (forward and back), and internal sometimes gets lost.
back), and take the links take the reader
reader where s/he where s/he expects
expects to go. A user to go. A user rarely
does not become becomes lost.
Video All videos are All videos are A link is provided to a No link is provided for
embedded and work embedded but video, but no video is a video and no video
properly. cannot be accessed. embedded on wiki. is embedded on wiki.
Content The site has a well- The site has a clearly The purpose and The site lacks a
stated clear purpose stated purpose and theme of the site is purpose and theme.
and theme that is theme, but may have somewhat muddy or
carried out one or two elements vague.
throughout the site. that do not seem to
be related to it.
Content All information Almost all the Almost all of the There are several
Accuracy provided by the information provided information provided inaccuracies in the
teacher is accurate by the teacher is by the teacher is content provided by
and all the accurate and all accurate and almost the teacher OR many
requirements of the requirements of the all of the of the requirements
assignment have assignment have requirements have were not met.
been met. been met. been met.
Interest The author has made The author has tried The author has put The author has
an exceptional to make the content lots of information in provided only the
attempt to make the of this Web site the Web site but minimum amount of
content of this Web interesting to the there is little information and has
site interesting to the people for whom it is evidence that the not transformed the
people for whom it is intended. person tried to information to make it
intended. present the more interesting to
information in an the audience (e.g.,
interesting way. has only provided a
list of links to the
content of others).