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Digital annotation using diigo
Digital annotation using diigo
Digital annotation using diigo
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Digital annotation using diigo

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Lesson plan using Diigo for digital annotation

Lesson plan using Diigo for digital annotation

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  • 1. Meghan Stigge, School Librarian Piper High School http://mstigge.wordpress.com/ Digital Annotation Using Diigo As always, adjustments can be made to any segment to better fit the classroom time you have for the lesson. Media and content standards: (choose ‘learning services’ and ‘curriculum documents’ when following links) Media Standards 1- Information Literacy 2- Independent Learning 3- Social Responsibility 4- Technology Literacy Content Standards Rather than listing content standards, this lesson applies to the building goal of improving reading performance Class Period Time Required: *This lesson assumes prior instruction on how to annotate. Approximately 1 block period, depending on how long the practice article is Step by Step: 1. Librarian will explain what Diigo is and what we will be using it for (improving reading skills) 2. Students will walk through account setup with Librarian (approx. 15 min.) or will log in using account created by teacher 3. Students will set up Diigolet with Librarian (approx. 5 min.) 4. Students will read, highlight, and annotate a piece of digital text (personal or teacher’s choice) doing the following things: (approx. 30 min., depending on length of text) a. Highlight vital pieces of information b. Sticky notes of probing questions c. Sticky notes of related knowledge d. Sticky notes of opinion Optional extension e. Sticky notes of summary including the author’s purpose in the article 5. Students will switch seats and evaluate that student’s annotations using attached form (approx. 20 min.) 6. Students will return to their own annotation and use the evaluation to add things missed according to the evaluation. (approx. 15 min.) Meghan Stigge, School Librarian http://mstigge.wordpress.com/ Page 1
  • 2. Practice: Individual practice occurs during steps 4, 5, and 6. Assessment: Classroom teacher’s choice on how to assess and assign credit. Possible methods: 1. Student receives completion credit for the evaluation step of another’s work 2. If student accounts are created via the educator’s upgrade and students make their annotations private, the teacher could grade each student’s annotations. 3. If teacher wishes, highlighting and notes can be collaborative in nature using the educator’s upgrade. You could then grade the individual annotations added by each student. Teachers can create class groups, giving individual students accounts without requiring email addresses. That way, annotations can serve as facilitating a digital classroom conversation about the text. (Also, that would allow teacher to assign points based on individuals’ annotative contributions.) *This would eliminate steps 5 and 6 above but the evaluation would come from the developing annotative conversation *So, students can either create individual accounts using their own email addresses, or teachers can create accounts for students (no email address required), that the teacher can use to manage classes and assign specific articles for reading. Please see http://mstigge.wordpress.com/ to see what this looks like. Meghan Stigge, School Librarian http://mstigge.wordpress.com/ Page 2
  • 3. Digital Annotation Evaluation Dear student, you are about to be bestowed with a great honor and responsibility: you are about to help another student improve their reading skills. (Hear the drums roll.) Please examine your partner’s highlighted passages and sticky notes (read all of them) and specifically answer these questions: Your name: ____________________ Original annotater: ________________ 1. Did the original annotater select vital pieces of text to highlight or just splash some pretty color on random/irrelevant pieces of text? (circle one) Vital stuff Random/irrelevant stuff Give one example and explain why it is vital: ________________________ _______________________________________________________ _______________________________________________________ 2. Did the student ask probing questions? _______ How many? ________ 3. Did the student have sticky notes of related knowledge? Example: _________________________________________________ 4. Did the student have sticky notes of opinion? Example: _________________________________________________ 5. Is there a summary sticky note? ______ Did it include author’s purpose? ___ Meghan Stigge, School Librarian http://mstigge.wordpress.com/ Page 3

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