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  • 1. Intel ® Teach Program Essentials Course Module 3: Making Connections
  • 2. Where We Were
    • Module 1: Teaching with Projects
    • Project-based learning and unit design
    • Module 2: Planning My Unit
    • Curriculum-Framing Questions and ongoing student-centered assessment
  • 3. Where We Are
      • Essential Question
      • How can technology be used most effectively to support and assess student learning?
      • Module Questions
      • How can I use the Internet to support my teaching and students' learning?
      • How can I ensure responsible and appropriate use of the Internet?
    • Outcomes:
    • Use wiki to share ideas for meeting standards with projects
    • Understand copyright laws and fair use
    • Create Works Cited document
    • Integrate the use of Internet resources into unit to support research, communication, collaboration, problem solving, and/or other 21st century skills
    • Use an online collaborative resource to share unit ideas
    • Reflect on learning in your blog
    Focus: The Internet to support teaching and learning Module 3: Making Connections
  • 4. Where We Are Going
    • Module 4: Creating Samples of Learning
    • Student project outcomes (presentation, publication, wiki, blog)
    • Module 5: Assessing Student Projects
    • Formative and summative assessment
    • Module 6: Planning for Student Success
    • Student support and self-direction
    • Module 7: Facilitating with Technology
    • Teacher as facilitator
    • Module 8: Showcasing Unit Portfolios
    • Sharing learning
  • 5. Module 3: Making Connections Pair and Share Sharing Presentations to Gauge Student Needs (3.01)
      • Discuss your Curriculum-Framing Questions and obtain ideas for improvement.
      • Share your presentation to gauge student needs:
        • What is the overall purpose of the assessment?
        • What do you want to learn from your students?
        • How have you tried to promote higher-order thinking?
        • How will the assessment information help you and your students plan for upcoming activities in the unit?
      • What feedback or additional ideas are you looking for during this time?
  • 6. Module 3: Making Connections Pedagogical Practices Meeting Standards in a Student-Centered Classroom (3.02)
      • Discuss your concerns and possible solutions for meeting standards in a student-centered classroom.
      • Each group discuss one question:
        • How do I ensure that students meet standards—and meet enough of them to make the effort worthwhile—in open-ended activities and projects?
        • If students are in charge of their own learning, how will we be sure they learn what is important?
        • How do I ensure accountability when students are working in groups?
      • One person in your group log in and record your group’s concerns and ideas in a wiki: Add URL
      • Review the other groups' pages and add to their list of solutions.
  • 7. Module 3: Making Connections Activity 1 Targeting 21st Century Skills (3.03)
      • Think about ways to include particular 21st century skills in your unit—research, communication, collaboration, and problem solving.
      • Draft ideas for the questions on page 3.03.
      • In a small group, brainstorm how you could incorporate the Internet into your classroom to further enhance student learning in regards to research, communication, and collaboration.
  • 8. Module 3: Making Connections Activity 2 Modeling and Teaching Legal and Ethical Practice Related to Technology Use
    • Step 1: Exploring Copyright (3.04)
      • Take the copyright quiz.
      • View the “Copyright Chaos” presentation.
      • Discuss how copyright law and fair use guidelines will impact your classroom.
  • 9. Module 3: Making Connections Activity 2 Modeling and Teaching Legal and Ethical Practice Related to Technology Use
    • Step 2: Citing Sources (3.05)
      • View Works Cited resources and examples in the Module 3, Activity 2 folder on the Curriculum Resource CD.
      • Save the Simple Works Cited template, MLA template, or APA template into the unit_support folder in your Portfolio folder.
      • OR
      • Use an online citation tool. View resources in the "Online Citation Tools" document in the Resources, Internet on the Curriculum Resource CD.
      • Keep Works Cited resource open for the next activity.
  • 10. Module 3: Making Connections Activity 3 Using the Internet for Research
    • Step 1: Locating Internet Resources (3.06)
      • Choose an option for learning more about Internet searching:
      • Option 1: Conducting a Basic Web Search (page 3.06)
      • Option 2: Using Specialized Search Engines (page 3.08)
      • Option 3: Finding and Saving Images, Sounds, and Videos from Web Sites (page 3.08)
    • Step 2: Evaluating Web Resources (3.09)
      • Review the "Evaluating Web Resources" form in the Module 3, Activity 3 folder on the Curriculum Resource CD.
  • 11. Module 3: Making Connections Activity 4 Communicating with the World through the Internet
    • Step 1: Reviewing Internet Communication Tools (3.10)
      • Review communication tools covered in this activity:
        • E-mail
        • Online Chats
        • Instant Messaging (IM)
        • Online Survey/Opinion Poll
        • Voice Over Internet Protocol (VoIP)
      • Review comparison table.
  • 12. Module 3: Making Connections Activity 4 Communicating with the World through the Internet
    • Step 2: Considering Communication Tools for Your Unit
      • Choose one or more communication tools to examine in more depth for possible use in your unit:
        • Option 1: E-mail (page 3.12)
        • Option 2: Chat (page 3.13)
        • Option 3: Instant Messaging (IM) (page 3.13)
        • Option 4: Survey/Polling (page 3.14)
        • Option 5: Voice Over Internet Protocol (VoIP) (page 3.15)
      • Tag or bookmark any resources with helpful information on how to use these tools in your classroom.
      • Note: Web sites referenced in this activity are available in the Module 3 Web Sites folder on the Curriculum Resource CD for easy access.
  • 13. Module 3: Making Connections Activity 5: Considering Web-based Collaborative Learning (3.16)
      • Review the benefits and drawbacks of blogs, wikis, and online collaborative editing documents.
      • View comparison table on page 3.19.
  • 14. Module 3: Making Connections Activity 6: Using an Online Collaborative Site to Share Ideas (3.20)
      • Go to: [add URL]
      • Log in.
      • Edit the spreadsheet: [add file name]
      • Go to the sheet for your grade range using the tabs at the bottom of the page.
      • Add information about your unit in the row with your name.
      • Review other units in your grade range as page is refreshed with new content:
        • Are any units similar or complementary to yours?
        • Would working with another teacher be beneficial to you as you develop your unit ideas and Unit Portfolio components?
        • Contact any teachers you may want to work with.
        • Write any thoughts you have about your colleagues' units in the Question/Comments column.
  • 15. Module 3: Making Connections Activity 6: Using an Online Collaborative Site to Share Ideas (3.21)
      • Discuss in a small group:
      • Considering each tool's strengths and challenges, how might they help you meet the learning goals of your unit?
      • How might you structure the tools' use in the classroom to ensure that students are learning?
      • What challenges do you see?
  • 16. Module 3: Making Connections Activity 7 Reflecting on My Learning (3.22)
    • Step 1: Reviewing the Module
    • Module 3 Key Points
    • The Internet can be a powerful tool for research, collaboration, and communication with others.
    • Fair use guidelines describe the ways in which copyrighted materials may be used legally by teachers and students in the classroom.
    • Works Cited documents can be created in a variety of formats for students of all ages.
    • The skilled use of search strategies enables students and teachers to find useful information efficiently on the Web.
    • A variety of factors must be considered when determining the credibility and value of a Web site.
    • E-mail, online chats, instant messaging, and Voice Over IP technology allow students to communicate with people all over the world through the Internet.
    • Blogs, wikis, and online collaborative documents allow students to collaborate on projects by sharing and responding to each other's work online.
  • 17. Module 3: Making Connections Activity 7 Reflecting on My Learning (3.22)
    • Step 2: Blogging My Journey
    • Reflect on the activities, skills, and approaches addressed in this
    • module in your own personal blog:
      • Use your bookmarks to go your blogging site: Add URL
      • Reflect on how the focus of this module has helped you plan and create your unit.
        • How can I use the Internet to support my teaching and students' learning?
        • How can I ensure responsible and appropriate use of the Internet?
    • Consider how the knowledge you gained from this module will impact your teaching and your students’ learning. Record your insights, key learnings, and questions or concerns in your reflection.
  • 18. Module 3: Making Connections Planning Ahead Incorporating the Internet (3.23)
    • Review your brainstormed ideas on page 3.03 and your notes on 3.21 for integrating the Internet into your unit.
    • In the table on page 3.23, select one or more Internet tools and briefly describe ways you will use them to support the learning goals of your unit.
    • Note: Annotated links to additional web-based tools are available in the Resources, Internet Resources folder on the Curriculum Resource CD.
    • How might technology enhance your students' learning in your unit?
    • What resources and instruction will you need to provide students to ensure that their use of the Internet enhances their learning?
  • 19. Looking Ahead
    • Outcomes:
    • Identify strategies to ensure safe, responsible, and appropriate student Internet use
    • Create sample student publication, presentation, wiki, or blog to demonstrate student learning
    • Draft Instructional Procedures for unit
    • Self-assess student sample
    • Reflect on learning in your blog
    Focus: Project outcomes from a student perspective Module 4: Creating Samples of Learning
  • 20. Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.  Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel  Education are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries.  *Other names and brands may be claimed as the property of others.