Technology Implementation Presentation

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Technology Implementation Presentation

  1. 1. Technology Implementation Project Katie Midland May 14, 2007
  2. 2. The “What” <ul><li>After much agonizing, I created a WebQuest for my 12 th Grade English class </li></ul><ul><li>The objectives of the WebQuest were to: </li></ul><ul><ul><li>Provide students with an opportunity to evaluate information for value and significance </li></ul></ul><ul><ul><li>Investigate further into the lives of the Romantic poets </li></ul></ul><ul><ul><li>Evaluate self-chosen poetry for meaning </li></ul></ul><ul><ul><li>Provide students an opportunity to self-teach with the final cover letter assignment </li></ul></ul>
  3. 3. The WebQuest: Instructions <ul><li>First, choose a partner with whom you can work productively . You may complete one worksheet together, but you must complete the final task individually. Now, choose an author. You will find some basic summaries of the key authors on the BBC website found at http://www.bbc.co.uk/arts/romantics/intro.shtml. The sidebar item entitled “The Poets” has the basic biographies of the Romantic poets. When choosing one of the men, stick to the big five I mentioned in class (Wordsworth, Coleridge, Bryon, Shelley or Keats). After you have chosen an author, complete the each of the following four tasks (as seen in the next four slides). </li></ul>
  4. 4. WebQuest: Task 1 <ul><li>The poet as a person: </li></ul><ul><li>For this section, you must use the websites listed below to answer the basic questions about your writer’s biography. If you use other websites, ensure that you keep reliability in mind. Websites from .edu addresses will likely be the best for your search. For each aspect of the biography, ensure that you write down the web address for the site you have used . </li></ul><ul><ul><li>Date of Birth: </li></ul></ul><ul><ul><li>Date of Death: </li></ul></ul><ul><ul><li>Cause of Death: </li></ul></ul><ul><ul><li>Major Life Events (Choose at least five): </li></ul></ul><ul><ul><li>Major literary accomplishments ( At least two): </li></ul></ul><ul><ul><li>Noteworthy information/quotes: </li></ul></ul><ul><ul><li>Historically known for: </li></ul></ul>
  5. 5. WebQuest: Task 2 <ul><li>The poet as a writer: </li></ul><ul><li>In order to be completely familiar with a poet and his biography, you must read some of his poetry. Choose two poems written by your poet. The BBC website on the first page of the worksheet links you to several influential poems by each author. The other useful websites are as follows: </li></ul><ul><li>With each poem, you must: </li></ul><ul><ul><li>Copy the poem into a Word document (make sure you also copy the link for the poem) </li></ul></ul><ul><ul><li>Read the poem </li></ul></ul><ul><ul><li>Summarize each stanza or major section of the poem </li></ul></ul><ul><ul><li>On the Word document, type the following: </li></ul></ul><ul><ul><ul><li>A summary of the theme of the poem </li></ul></ul></ul><ul><ul><ul><li>A one sentence summary of the poem </li></ul></ul></ul><ul><ul><ul><li>A paragraph that explores possible relationships between the poem and the author’s bibliography. </li></ul></ul></ul><ul><ul><li>Print the Word document to turn in with your packet </li></ul></ul>
  6. 6. WebQuest: Task 3 <ul><li>The poet as an art-lover: </li></ul><ul><li>Romantic art is as fascinating as Romantic poetry. We discussed some key Romantic images of war in class. Now it is your turn to evaluate Romantic art for yourselves. For BOTH of the two poems you picked, you created a one sentence summary. Choose a painting by the artists below that illustrates your one sentence summary. With each painting, you must: </li></ul><ul><ul><li>Copy the painting into a Word document (again, include the website link) </li></ul></ul><ul><ul><li>In the Word document, explain how the artwork relates to your summary. </li></ul></ul><ul><ul><li>In the Word document, evaluate the elements of the painting for their meaning and significance in the painting </li></ul></ul><ul><ul><li>Print the painting and the summary </li></ul></ul>
  7. 7. WebQuest: Task 4 <ul><li>The poet seeking a new job: </li></ul><ul><li>The Romantic poets were a bit scattered. Their lives were often in ruin, and with one mistake, it is possible that they would have been out of jobs. Imagine you are the poet you have chosen. You have lost your job due to circumstances beyond your control, and you must now apply for a new job. You must create a job for which you think your poet is qualified based on the research you have done. Answer the following questions: </li></ul><ul><ul><ul><li>For what job will your poet apply? </li></ul></ul></ul><ul><ul><ul><li>What in your poet’s life has qualified him for the job? </li></ul></ul></ul><ul><ul><ul><li>What elements of your poet’s life would you use to persuade an employer to hire him? </li></ul></ul></ul><ul><li>Now you will create a cover letter to send to your poet’s future employer. You must first explore the purpose of a cover letter. At the Purdue University writing center’s website (http://owl.english.purdue.edu/workshops/hypertext/Coverletter/index.html), there is a list of questions you may have about a cover letter, including the biggest question “what is a cover letter?” Go to the links and explore the purpose of a cover letter. Based on the information you have read there, create a cover letter appropriate to send to your poet’s future employer. Your goal is to get your poet hired. Sell his strengths. </li></ul>
  8. 8. The “How” <ul><li>4/23 & 4/24: Classes met in the computer labs or used laptop carts to complete the assignment </li></ul><ul><li>Students were instructed to read the directions and then ask questions </li></ul><ul><li>Students spent the class period (~90 minutes) investigating an author, reading and evaluating a poem of his, and finding a Romantic Era artwork to correlate with their interpretation of the poem </li></ul><ul><li>Cover letter assignment was left for homework, and packets were returned the following class period. </li></ul>
  9. 9. The “How it went” <ul><li>I included a few embarrassing typos (bibliography instead of biography and Persey instead of Percy) and the inclusion of a WebSense blocked website </li></ul><ul><li>Third period (my class from hell), seemed focused throughout the whole period </li></ul><ul><li>Some students seemed to thrive when responsible for finding information </li></ul><ul><li>Classroom management was much easier because they were all engaged in a definable task </li></ul><ul><li>Having student research cover letters has gone well thus far </li></ul>
  10. 10. And in the future… <ul><li>While this WebQuest was not the best designed activity I could have created, I think I will use the basic idea again for the following reasons: </li></ul><ul><ul><li>It takes less pressure off of me to “know” everything </li></ul></ul><ul><ul><li>Students need time to find information themselves and evaluate the information they find </li></ul></ul><ul><ul><li>It’s a great way to get a lot of information in a short period of time </li></ul></ul>

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