Wikicentral preso for NECC

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The wikicentral presentation powerpoint for NECC 09 poster session. More information at http://wikicentral.wikispaces.com

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Wikicentral preso for NECC

  1. 1. Wiki Central:<br />Creating Collaboration and Engagement in Biology<br />Louise Maine, Punxsutawney Area High School<br />
  2. 2. Links<br />mrsmaine.wikispaces.com<br />mrswolfgang.wikispaces.com<br />cloelake.wikispaces.com<br />animalplanet.wikispaces.com<br />
  3. 3. Values and goals<br />Inquiry <br />Research<br />Presentation<br />Collaboration<br />Reflection<br />Use information in production, understanding, and application of content – UbD<br />What about the concept is useful, interesting, and essential – work backwards to design instruction<br />
  4. 4. Alter activities to align to values <br />Inquiry<br />
  5. 5. Alter activities to align to values <br />Inquiry<br />
  6. 6. Wiki as a classroom hub<br />Assignment links<br />Easily embed web 2.0 tools<br />Build units and edit easily <br />Student generated content easy to create and see<br />Easy to follow hierarchy of material that is organized<br />
  7. 7.
  8. 8. Podcast lectures and Resources<br />Resources easily <br />located by <br />students<br />
  9. 9. Student work<br />Create content <br />using moticams<br />
  10. 10. Student work<br />Reflection and <br />creation of <br />materials to <br />apply learning <br />
  11. 11. Student work<br />Develop <br />content <br />through <br />exploration<br />
  12. 12. Student work<br />Variety of ways <br />to express <br />information<br />
  13. 13. Student work<br />Student podcasts, <br />newsletters, or <br />other media on <br />chosen topics<br />
  14. 14. Create a resource section<br />Resources of commonly <br />asked questions and <br />tutorials for student use<br />
  15. 15. Discussion<br />Create discussion and collaboration <br />within or between classes<br />
  16. 16. [Inquiry] Assessments<br />
  17. 17. [Lab activity] Assessments<br />
  18. 18. [Lab activity] Assessments<br />
  19. 19. [Group evaluation] Assessments<br />
  20. 20. [Project progress] Assessments<br />
  21. 21. [Reflection] Assessments<br />
  22. 22. [Lab project] Assessments<br />Combining lab <br />techniques learned, <br />presentation of <br />material, and extending of knowledge<br />
  23. 23. Create new teams as needed<br />Each student has <br />an individual page <br />and can create <br />and link to new teams <br />
  24. 24. Management<br />Check individual<br />and <br />group actions<br />through use <br />of history <br />and checklists<br />
  25. 25. Projects and activities<br />White tail deer <br />management<br />
  26. 26. Projectsand activities<br />Biomes of <br />the Earth<br />
  27. 27. Projectsand activities<br />Biodiversity<br />
  28. 28. Projects and activities<br />Watershed exploration<br />
  29. 29. Projects and activities<br />Wiki as a textbook:<br />Class notes<br />Resources<br />Documents<br />Assignments<br />Notebook/portfolio for students<br />Other links<br />
  30. 30. Projects and activities<br />Portfolios of work<br />
  31. 31. Projects and activities<br />Portfolios of work<br />
  32. 32. Voicethread thoughts from students<br />Link to voicethread<br />
  33. 33. WHAT STUDENTS THINK<br />
  34. 34. WHAT STUDENTS THINK<br />
  35. 35. Using Mastery<br /><ul><li>Opportunities to redo inquiry </li></ul>and application assessments <br />to meet learning targets <br /><ul><li>80% is level for mastery
  36. 36. Not for incomplete assignments
  37. 37. Students use of redo declined over time</li></li></ul><li>WHAT STUDENTS THINK<br />
  38. 38. Self-evaluation<br />
  39. 39. WHAT STUDENTS THINK<br />
  40. 40. Express yourself<br />
  41. 41. WHAT STUDENTS THINK<br />
  42. 42. Variety of assignments<br /><ul><li>Inquiry type activities
  43. 43. Traditional lab based activities
  44. 44. Posters – Digital and conventional
  45. 45. Drawings
  46. 46. Creative writing
  47. 47. Podcasts and iMovies
  48. 48. Reflection
  49. 49. Activities that apply information learned</li></li></ul><li>WHAT STUDENTS THINK<br />
  50. 50. Analyze and apply<br /><ul><li>Analyzing and applying information is difficult
  51. 51. Patience is needed as they learn what you require
  52. 52. Mastery allows opportunities to meet the criteria
  53. 53. Choice in data sets allow students to choose what interests them
  54. 54. Encourage questioning and thinking
  55. 55. Create a culture of respect in the classroom
  56. 56. Model the practice of analyzing and applying
  57. 57. Remove the idea of one authority of knowledge</li></li></ul><li>WHAT STUDENTS THINK<br />
  58. 58. WHAT STUDENTS THINK<br />
  59. 59. WHAT STUDENTS THINK<br />
  60. 60. WHAT STUDENTS THINK<br />
  61. 61. FUTURE CONSIDERATIONS<br />
  62. 62. Teacher reflection<br /><ul><li>Ideally, a student portfolio where they own the site vs. using the class site
  63. 63. More variety in activities
  64. 64. Watch for time wasters – more project checkpoints/documentation
  65. 65. Self-evaluation where evidence is produced
  66. 66. Peer evaluation of group work for data collecting
  67. 67. Keep individual portions of group work for analysis of data
  68. 68. Better ways of connecting concepts together
  69. 69. Less team page and more individual page entries
  70. 70. More “hooks” to introduce the concepts</li></li></ul><li>Contact information<br />Louise Maine<br />lmmaine@gmail.com<br />Blog: hurricanemaine.blogspot.com<br />Twitter: @hurricanemaine<br />Second life: Ludovica Muhindra<br />World of Warcraft:<br />Server: Sisters of Elune<br />The Alliance<br />Character: Huricaine<br />

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