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How to haiku ccis2013 (1)

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  • 1. 1111 ““HOW TO HAIKU”HOW TO HAIKU” CREATING CURRICULUMCREATING CURRICULUM TO MEET THE COMMON CORE CHALLENGETO MEET THE COMMON CORE CHALLENGE Presented by Dr. Marilyn Brouette Briones School Martinez Unified School District California Consortium of Independent Study November 18, 2013
  • 2. 2222 PURPOSE OF PRESENTATIONPURPOSE OF PRESENTATION Present Brief Overview of Common CorePresent Brief Overview of Common Core Explore Problem Based LearningExplore Problem Based Learning ““How to Haiku”How to Haiku” Share Common Core Lesson IdeasShare Common Core Lesson Ideas
  • 3. 3333 COMMON CORECOMMON CORE THE ESSENTIALSTHE ESSENTIALS The Common Core standards are designed toThe Common Core standards are designed to bebe relevant to the real worldrelevant to the real world, reflecting the, reflecting the knowledge and skills that our young peopleknowledge and skills that our young people need for success. We will explore whatneed for success. We will explore what technology tools and resources can help youtechnology tools and resources can help you beginbegin addressing these new standards inaddressing these new standards in real and relevant waysreal and relevant ways.. Adapted from Common Core Standards InitiativeAdapted from Common Core Standards Initiative
  • 4. 4444 Intent of Common CoreIntent of Common Core The Standards guide schools to provide shared instruction in reading, writing, speaking, listening, and language. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.
  • 5. 5555 Meet the Common Core ChallengeMeet the Common Core Challenge Make disciplinary knowledge, practice, and cultureMake disciplinary knowledge, practice, and culture visible to students throughvisible to students through autonomous learningautonomous learning activitiesactivities that includethat include linking ideaslinking ideas, comparing, comparing alternatives,alternatives, reflecting on progressreflecting on progress,, critiquing ideascritiquing ideas withwith guidance and support.guidance and support. Structure courses to take advantage of theStructure courses to take advantage of the social naturesocial nature of learningof learning andand social contributions to learningsocial contributions to learning byby engaging studentsengaging students inin collaborative practicescollaborative practices andand providing for their mutual support as a helpingproviding for their mutual support as a helping community.community. CreateCreate autonomous lifelong learnersautonomous lifelong learners who arewho are collegecollege and/or career readyand/or career ready..
  • 6. 6666 STUDENTS WHO ARE COLLEGESTUDENTS WHO ARE COLLEGE AND CAREER READY…AND CAREER READY… inin mathematicsmathematics:: – care about being precise.care about being precise. – construct viable argumentsconstruct viable arguments.. – make sense of complex problems andmake sense of complex problems and persevere in solving them.persevere in solving them. – look for structurelook for structure.. – look for and express regularity in repeatedlook for and express regularity in repeated reasoning.reasoning. – make strategic decisions about themake strategic decisions about the use ofuse of technological toolstechnological tools..
  • 7. 7777 STUDENTS WHO ARE COLLEGESTUDENTS WHO ARE COLLEGE AND CAREER READY…AND CAREER READY… in reading, writing, speaking and language:in reading, writing, speaking and language: – demonstrate independencedemonstrate independence – build strong content knowledgebuild strong content knowledge – respond to the varying demands of audience,respond to the varying demands of audience, task, purpose, and disciplinetask, purpose, and discipline – comprehend as well as critiquecomprehend as well as critique – value evidencevalue evidence – use technology and digital media strategically anduse technology and digital media strategically and capablycapably – come to understand other perspectives andcome to understand other perspectives and culturescultures
  • 8. 8888 Creating Rigor and RelevanceCreating Rigor and Relevance The standard is the expectationThe standard is the expectation The rigor comes from the skills studentsThe rigor comes from the skills students learn.learn. Technology provides a means for studentsTechnology provides a means for students to express deeper levels ofto express deeper levels of cognitioncognition
  • 9. 9999 Key Concepts:Key Concepts: MathMath Make sense of problems and persevere inMake sense of problems and persevere in solving.solving. Reason abstractly and quantitatively.Reason abstractly and quantitatively. Construct viable arguments and critique theConstruct viable arguments and critique the reasoning of others.reasoning of others. Model with mathematics.Model with mathematics. Use appropriate tools strategically.Use appropriate tools strategically. Attend to precision.Attend to precision. Look for and make use of structure.Look for and make use of structure. Look for and express regularity in repeatedLook for and express regularity in repeated reasoning.reasoning.
  • 10. 10101010 SHIFTS IN MATHEMATICSSHIFTS IN MATHEMATICS Shifts in Mathematics – Focus: 2-3 topics focused on deeply in each grade – Coherence: Concepts logically connected from one grade to the next and linked to other major topics within the grade – Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts
  • 11. ORGANIZATIONORGANIZATION Domains:Domains: overarching ideas that connect topics across the gradesoverarching ideas that connect topics across the grades Clusters:Clusters: illustrate progression of increasing complexity from grade to gradeillustrate progression of increasing complexity from grade to grade Standards:Standards: define what students should know and be able to do at each gradedefine what students should know and be able to do at each grade levellevel 1111
  • 12. 1212 What do we teach?What do we teach? Do we teach standards?Do we teach standards? No, we teach content!No, we teach content! We create habits of mind!We create habits of mind! Standards are the expectation of studentStandards are the expectation of student achievement.achievement. Curriculum is the sequence of learningCurriculum is the sequence of learning progressions we want students to have.progressions we want students to have. 1212
  • 13. 1313 MATH:MATH: What is a performance task?What is a performance task? A task is a problem or set of problems that focus student’s attention or set of problems that focuses student’s attention on a particular mathematical idea (content standard) and/or provides an opportunity to develop or use a particular math habit of mind. www.illustrativemathproject.org 1313
  • 14. 1414 Habits of MindHabits of Mind 1414
  • 15. 1515 Sample Performance TaskSample Performance Task Algebra 1Algebra 1 DomainDomain SSE: Seeing Structure in ExpressionsSSE: Seeing Structure in Expressions ClusterCluster:: Write expressions in equivalent forms to solve problems.Write expressions in equivalent forms to solve problems. Judy is working at a retail store over summer break. A customer buys a $50 shirt that is on sale for 20% off. Judy computes the discount, then adds sales tax of 10%, and tells the customer how much he owes. The customer insists that Judy first add the sales tax and then apply the discount. He is convinced that this way he will save more money because the discount amount will be larger. 1515
  • 16. 1616 THINK DEEP (RIGOR)THINK DEEP (RIGOR) Is the customer right? Does your answer to part (a) depend on the numbers used or would it work for any percentage discount and any sales tax percentage? Find a convincing argument using algebraic expressions and/or diagrams for this more general scenario. 1616
  • 17. 1717 What’s the Purpose?What’s the Purpose? This task is not about computing the final price of the shirt but about using the structure in the computation to make a general argument. Using a real world application, the key underlying idea is that multiplication is commutative. 1717
  • 18. 1818 Real PurposeReal Purpose 1818 To make students ready for life in a technological society. To enable students to gather, comprehend, evaluate and synthesize information To inspire students to use digital media strategically and capably.
  • 19. 19191919 Key Concepts:Key Concepts: ELAELA ReadingReading: Text complexity and the growth: Text complexity and the growth of comprehensionof comprehension WritingWriting: Text types, responding to reading,: Text types, responding to reading, and researchand research Speaking and ListeningSpeaking and Listening: Flexible: Flexible communication and collaborationcommunication and collaboration LanguageLanguage: Conventions, effective use,: Conventions, effective use, and vocabularyand vocabulary
  • 20. 20202020 ELA SHIFTSELA SHIFTS Shifts in ELA – Building knowledge through content-rich nonfiction and informational texts in addition to literature – Reading and writing grounded in evidence from the text – Regular practice with complex text and its academic vocabulary – These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.
  • 21. 21212121 Vocabulary to Deepen CognitionVocabulary to Deepen Cognition KNOWLEDGEKNOWLEDGE REASONINGREASONING DEMONSTRATIONDEMONSTRATION PRODUCTPRODUCT ExplainExplain PredictPredict ObserveObserve DesignDesign DescribeDescribe InferInfer PerformPerform ProduceProduce IdentifyIdentify ClassifyClassify ComposeCompose MakeMake DefineDefine CompareCompare ConductConduct WriteWrite RecallRecall SummarizeSummarize SpeakSpeak DrawDraw RecognizeRecognize AnalyzeAnalyze OperateOperate RepresentRepresent SelectSelect EvaluateEvaluate InvestigateInvestigate DisplayDisplay ListList GeneralizeGeneralize CollectCollect ModelModel
  • 22. 22222222 ELA: WHAT IS PROBLEM BASED LEARNING?ELA: WHAT IS PROBLEM BASED LEARNING? P.B.L. engages students by the design ofP.B.L. engages students by the design of real world problemsreal world problems. The process of. The process of problem solving stimulatesproblem solving stimulates meaningfulmeaningful experiencesexperiences that build knowledge,that build knowledge, collaboration,collaboration, shared resourcesshared resources andand highhigh levels of engagementlevels of engagement..
  • 23. 23232323
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  • 28. 28282828 Creating a Problem Based ScenarioCreating a Problem Based Scenario Most ImportantMost Important Knowledge/skillsKnowledge/skills to address in thisto address in this problem/scenarioproblem/scenario SpecificSpecific KnowledgeKnowledge and skills youand skills you want studentswant students to learnto learn ObservableObservable BehaviorsBehaviors Describe qualityDescribe quality and performance ofand performance of student academicstudent academic behaviorsbehaviors WorkWork DescribeDescribe productproduct student willstudent will produceproduce DocumentingDocumenting ProcessProcess How willHow will studentsstudents document theirdocument their learning andlearning and how will youhow will you assess theirassess their progress?progress?
  • 29. 29292929 Creating a Problem Based ScenarioCreating a Problem Based Scenario Place/RolePlace/Role Where does theWhere does the action take placeaction take place and what roleand what role does the studentdoes the student play?play? TasksTasks What tasks orWhat tasks or skills will theskills will the studentstudent demonstrate?demonstrate? ToolsTools WhatWhat technology,technology, software, apps,software, apps, etc., will theetc., will the student use?student use? ProcessProcess What researchWhat research and investigationand investigation does thisdoes this problem require?problem require? ProductProduct What do youWhat do you expect the finalexpect the final outcome to be?outcome to be?
  • 30. 30303030 CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. SCENARIO: Minerals in the CongoSCENARIO: Minerals in the Congo Armed groups earn hundreds of millions of dollars every year by tradingArmed groups earn hundreds of millions of dollars every year by trading conflict minerals. These minerals are in all our electronics devices.conflict minerals. These minerals are in all our electronics devices. Government troops and militias fight to control the mines.Government troops and militias fight to control the mines. What Are Conflict Minerals?What Are Conflict Minerals? Gold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo andGold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo and are in all consumer electronics products.are in all consumer electronics products. Locals in mining communities are forced to take part in the illicit miningLocals in mining communities are forced to take part in the illicit mining economy. Money earned from the sale of conflict minerals is used foreconomy. Money earned from the sale of conflict minerals is used for personal profit and to further violent causes.personal profit and to further violent causes. Minerals are smuggled out of Congo through neighboring countries, thenMinerals are smuggled out of Congo through neighboring countries, then shipped to smelters around the world for refinement. Once minerals areshipped to smelters around the world for refinement. Once minerals are processed in this way, it’s difficult to trace their origin. Conflict mineralsprocessed in this way, it’s difficult to trace their origin. Conflict minerals easily make their way to the U.S. and all over the world in consumereasily make their way to the U.S. and all over the world in consumer products.products. Create a presentation to inform a group of concerned citizens aboutCreate a presentation to inform a group of concerned citizens about conflict minerals. Your presentation must be based on research andconflict minerals. Your presentation must be based on research and include a plan of action to raise awareness of this issue.include a plan of action to raise awareness of this issue. Problem Based Scenario: Content Focus - Earth Science/World History
  • 31. 31313131 CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Scenario:Scenario: There has been a volcanic eruption of Mt. Diablo. From aerialThere has been a volcanic eruption of Mt. Diablo. From aerial photos scientists can tell that there is still some wildlife left. Thephotos scientists can tell that there is still some wildlife left. The island was home to many species, and scientists fear that many ofisland was home to many species, and scientists fear that many of these species have died out.these species have died out. It is important to find out what organisms are left. As a field scientistIt is important to find out what organisms are left. As a field scientist with the Environmental Protection Agency, it is your job to plan thewith the Environmental Protection Agency, it is your job to plan the search from Briones. You will need to produce resources for thesearch from Briones. You will need to produce resources for the field scientists on Mt. Diablo. You will be in charge of finding outfield scientists on Mt. Diablo. You will be in charge of finding out which species of tree are left.which species of tree are left. Create simple identification charts to distinguish between similarCreate simple identification charts to distinguish between similar organisms as a quick reference guide. Characteristics of organismsorganisms as a quick reference guide. Characteristics of organisms which indicate the possible evolution of the organism must be usedwhich indicate the possible evolution of the organism must be used to establish the correct identity of an organism.to establish the correct identity of an organism. Problem Based Scenario: Content Focus - Biology
  • 32. 32323232 Technology is integral to Common CoreTechnology is integral to Common Core StudentsStudents employ technology thoughtfullyemploy technology thoughtfully toto enhance their readingenhance their reading,, writingwriting,, speakingspeaking,, listeninglistening, and, and languagelanguage use. They tailor theiruse. They tailor their searches online tosearches online to acquire useful informationacquire useful information efficientlyefficiently, and they, and they integrate what they learnintegrate what they learn using technology with what they learn offlineusing technology with what they learn offline.. They are familiar with the strengths andThey are familiar with the strengths and limitations of various technological tools andlimitations of various technological tools and mediums and can select and use those bestmediums and can select and use those best suited to their communication goals.suited to their communication goals. C.D.E.C.D.E.
  • 33. 33333333 TEACH IN A DIGITAL FORMATTEACH IN A DIGITAL FORMAT Make instruction relevant to students by presenting it in their digital idiom.
  • 34. 34343434 Teachers use technology as a tool toTeachers use technology as a tool to Help students make effective decisionsHelp students make effective decisions and create new ideasand create new ideas Help learners recognize when, how, andHelp learners recognize when, how, and why they learn new materialwhy they learn new material Help students diagnose personal goals,Help students diagnose personal goals, strengths, and limitations, and selectstrengths, and limitations, and select activities compatible with their goalsactivities compatible with their goals..
  • 35. 35353535 Teachers use technology toTeachers use technology to Provide students with opportunities forProvide students with opportunities for independent projects tailored to personal goalsindependent projects tailored to personal goals within an academic discipline.within an academic discipline. Encourage students to take responsibility forEncourage students to take responsibility for their own learning -- set realistic goals fortheir own learning -- set realistic goals for themselves, monitor their own progress, reflectthemselves, monitor their own progress, reflect on their understanding, and seek guidance fromon their understanding, and seek guidance from peers as well as instructors.peers as well as instructors. Create activities that permit students to practiceCreate activities that permit students to practice these skills.these skills.
  • 36. 36363636 TECHNOLOGY BENEFITSTECHNOLOGY BENEFITS Increase Student EngagementIncrease Student Engagement Increase ParticipationIncrease Participation Provide Access to ResourcesProvide Access to Resources Improve Recall and ConfidenceImprove Recall and Confidence Employ Higher Order Thinking SkillsEmploy Higher Order Thinking Skills Improve CollaborationImprove Collaboration Connect Students to Peers and ExpertsConnect Students to Peers and Experts
  • 37. 37373737 What is Haiku?What is Haiku? Haiku is a learning management system.Haiku is a learning management system. Haiku can be purchased by your districtHaiku can be purchased by your district Haiku can be used free by individualHaiku can be used free by individual teachers (2 GB and up to five classes)teachers (2 GB and up to five classes) Haiku organizes online material andHaiku organizes online material and meets the common core challenge!meets the common core challenge! www.haikulms.comwww.haikulms.com
  • 38. 38383838 MEET THE CHALLENGEMEET THE CHALLENGE The Haiku Discussion Forum provides aThe Haiku Discussion Forum provides a highly effective avenue for social learninghighly effective avenue for social learning where students can synthesize andwhere students can synthesize and analyze informational text in an interactiveanalyze informational text in an interactive environment.environment. l •CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
  • 39. 39393939 HAIKUHAIKU DISCUSSION FORUMDISCUSSION FORUM RESPONDING TO INFORMATIONAL TEXTRESPONDING TO INFORMATIONAL TEXT
  • 40. 40404040 CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions
  • 41. 41414141 CCSS.ELA-Literacy.RI.11-12.4CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words andDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative,phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines theand technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.meaning of a key term or terms over the course of a text.
  • 42. 42424242 CCSS.ELA-Literacy.SL.11-12.1aCCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having readCome to discussions prepared, having read and researched material under study; explicitly draw on that preparation byand researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue toreferring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.stimulate a thoughtful, well-reasoned exchange of ideas. HAIKU DISCUSSION FORUMHAIKU DISCUSSION FORUM How has the "Race for Space"How has the "Race for Space" transformed the USA, Russia and Chinatransformed the USA, Russia and China from competitors to partners in thefrom competitors to partners in the development of communication anddevelopment of communication and technology?technology? DiscussDiscuss:: From Competition to CooperationFrom Competition to Cooperation Content Focus – U.S. History
  • 43. 43434343 HAIKU BASICSHAIKU BASICS How to Create a ClassHow to Create a Class How to Roster StudentsHow to Roster Students How to Create SectionsHow to Create Sections How to Add ContentHow to Add Content
  • 44. 44444444 My classes shows all active and inactive classes. A new class is created in this screen only. The class is active only after it is published.
  • 45. 45454545 Students are added to classes by clicking on roster and searching for students with their district log-in _LNFN _smithjoan
  • 46. 46464646 Click on Add Student to roster a student into a class. Create sections prior to clicking roster if you teach different periods of the same subject.
  • 47. 47474747 HOW TO ADD MY OWN CONTENTHOW TO ADD MY OWN CONTENT 1) Go to Classes1) Go to Classes 2) Click on Name of Class e.g. Modern World2) Click on Name of Class e.g. Modern World 3) Click on Manage Page3) Click on Manage Page 4) Click on Page Lay-out4) Click on Page Lay-out 5) Choose a Lay-out5) Choose a Lay-out 6) Click on Add Content Box6) Click on Add Content Box 7)7) Pick a content format (e.g. You Tube,Pick a content format (e.g. You Tube, Image, Text, file, etc.)Image, Text, file, etc.)
  • 48. 48484848 1) Go to My Classes 2) Click on Name of Class
  • 49. 49494949 3) Click on Manage Page 4) Click on Page Layout
  • 50. 50505050 4)Click on Page Lay-out 5) Choose a Page Lay-out
  • 51. 51515151 6) Click on Add Content Block
  • 52. 52525252 7) Pick a Content Format
  • 53. 53535353 How to Embed a VideoHow to Embed a Video On the web, go to You TubeOn the web, go to You Tube Click on ShareClick on Share Copy LinkCopy Link On Haiku, go to Add Content BlockOn Haiku, go to Add Content Block Pick You Tube formatPick You Tube format Paste Link in Dialog BoxPaste Link in Dialog Box
  • 54. 54545454 You Tube: Click Share/ Copy LinkYou Tube: Click Share/ Copy Link
  • 55. 55555555 Paste You Tube Link in Box Below
  • 56. 56565656 Haiku Interactive: “Connect”Haiku Interactive: “Connect” Click connect to:Click connect to: Make an announcementMake an announcement Check assignments in the drop boxCheck assignments in the drop box Create a Discussion ForumCreate a Discussion Forum Check for messages in your inboxCheck for messages in your inbox Create a wikiCreate a wiki View a wiki that has been createdView a wiki that has been created
  • 57. 57575757 How to Create an AnnouncementHow to Create an Announcement Click on connectClick on connect Click on “create announcement”Click on “create announcement” Type your textType your text Click saveClick save Announcements may be used to informAnnouncements may be used to inform the class of a new assignment, discussionthe class of a new assignment, discussion forum or any other topic.forum or any other topic.
  • 58. 58585858 Click “always on top” if the announcement will appear at the top of the page. Type in a date for the announcement to expire.
  • 59. 59595959 How to Use Drop BoxHow to Use Drop Box ClickClick ConnectConnect ClickClick Drop boxDrop box Click onClick on AssignmentAssignment to open, downloadto open, download and gradeand grade Click onClick on Manage AssignmentManage Assignment to maketo make comments to students.comments to students.
  • 60. 60606060 Click on Connect to access the drop box. Download assignments students have “handed-in” to grade and comments can be emailed to students.
  • 61. 61616161 How to Create a DiscussionHow to Create a Discussion ClickClick ConnectConnect ClickClick Add DiscussionAdd Discussion Create a Discussion TitleCreate a Discussion Title Select dates for the time the discussion forum isSelect dates for the time the discussion forum is open.open. ClickClick grade book entrygrade book entry only if the discussiononly if the discussion participation will be graded and appear in theparticipation will be graded and appear in the grade book.grade book. Choose the page the discussion will appear.Choose the page the discussion will appear.
  • 62. 62626262 Click Connect to create a discussion forum. Students can post a thread and respond to the comments of others.
  • 63. 63636363 Create a discussion title and choose the type of discussion. A group discussion includes all members of the class.
  • 64. 64646464 Click on anytime if discussion is “forever” or select dates to limit the time the discussion forum is open. Click create a grade book entry only if you want the grade in the grade book. Choose the page the discussion will appear.
  • 65. 65656565 How to Send MessagesHow to Send Messages Click on ConnectClick on Connect Click on inboxClick on inbox Click write or replyClick write or reply Type subject of emailType subject of email Add name of recipientAdd name of recipient Attach google document or fileAttach google document or file Click sendClick send
  • 66. 66666666 How to useHow to use Check messages from your students or send them an email and attach files, if necessary.
  • 67. 67676767 WIKI PROJECTSWIKI PROJECTS Wiki projects are a tool for students toWiki projects are a tool for students to collaborate and share content they havecollaborate and share content they have created.created. Wiki projects can also be used by you as theWiki projects can also be used by you as the teacher to share activities, forums andteacher to share activities, forums and content.content.
  • 68. 68686868 How to Create a WikiHow to Create a Wiki Click on ConnectClick on Connect Click on Wiki ProjectClick on Wiki Project Click on Add Wiki ProjectClick on Add Wiki Project Create Project TitleCreate Project Title Type description of ProjectType description of Project Click on class project, group project orClick on class project, group project or individual projectindividual project
  • 69. 69696969 HOW TO CREATE A WIKIHOW TO CREATE A WIKI Click ConnectClick Connect Click Wiki ProjectsClick Wiki Projects Click connect and then, click wiki projects. Click on Add Wiki project to create a web space that can be used to hold video, images, text, etc. Student can collaborate in one wiki or interact with one another in individual wikis also.
  • 70. 70707070 Create a title for the wiki and type a description of the project. A personal project sets up individual wikis for each student that can be viewed and/or commented on by other students.
  • 71. 71717171 Choose a due date for your wiki project and choose a page from the list of web pages you have created.
  • 72. 72727272 Haiku Interactive: “Assess”Haiku Interactive: “Assess” Click Assess to:Click Assess to: Create an activityCreate an activity Create an assessmentCreate an assessment Create an assignmentCreate an assignment Add an attendance bookAdd an attendance book Add a grade bookAdd a grade book
  • 73. 73737373 THE ASSESSMENTS TABTHE ASSESSMENTS TAB Click assessments to createClick assessments to create
  • 74. 74747474 How to Create AssessmentsHow to Create Assessments Click on AssessClick on Assess Click on Add AssessmentClick on Add Assessment Click on ExamClick on Exam Create Exam TitleCreate Exam Title Click on Add to Grade bookClick on Add to Grade book Click FinishClick Finish Click Add QuestionClick Add Question Select type of question (multiple choice, etc)Select type of question (multiple choice, etc) Type question and answersType question and answers Click on correct answerClick on correct answer Click FinishClick Finish Click publishClick publish
  • 75. 75757575 Click assessments to create a test.
  • 76. 76767676 Click exam for a test or practice for an exercise.
  • 77. 77777777 Create a title for the exam and click box to create a grade book entry.
  • 78. 78787878 Add question to make a test question.
  • 79. 79797979 Click on type of test question
  • 80. 80808080 Type question and answers below. Click button of correct answer.
  • 81. 81818181 Click Finish when done or Finish and Add Another to add more questions to the test.
  • 82. 82828282 Click on Manage Assessment and then, click Publish for your exam to be added to your class and to be available to students.
  • 83. 83838383 How to Create an AssignmentHow to Create an Assignment Click AssessClick Assess Click Add AssignmentClick Add Assignment Create a title for the assignment and typeCreate a title for the assignment and type in dialog boxin dialog box Type in a due dateType in a due date Click add to drop boxClick add to drop box Click add to gradebookClick add to gradebook
  • 84. 84848484 Click Assess and Add Assignment to create the content of your choice.
  • 85. 85858585 Haiku and GoogleHaiku and Google
  • 86. 86868686 Find the Embed CodeFind the Embed Code Open your Google calendar.Open your Google calendar. In the calendar list on the left, click the down-In the calendar list on the left, click the down- arrow next to the calendar you want to embed,arrow next to the calendar you want to embed, and selectand select Calendar settingsCalendar settings. (Alternatively,. (Alternatively, click theclick the SettingsSettings link at the bottom of thelink at the bottom of the calendar list, then click the name of thecalendar list, then click the name of the calendar.)calendar.) Copy the iframe code displayed in theCopy the iframe code displayed in the EmbedEmbed This CalendarThis Calendar section.section. Paste this code into your website to embed yourPaste this code into your website to embed your calendar.calendar.
  • 87. 87878787 ADD A GOOGLE CALENDARADD A GOOGLE CALENDAR Once you have the embed code fromOnce you have the embed code from youryour Google Calendar:Google Calendar: 1) On the1) On the PagesPages tab, click on the buttontab, click on the button labeledlabeled Add Content Block.Add Content Block. 2) Click on2) Click on Embed the WebEmbed the Web 3) Paste the embed code into the text box3) Paste the embed code into the text box at the top of the window and click onat the top of the window and click on NextNext 4) Give the block a title and click on4) Give the block a title and click on SaveSave..
  • 88. 88888888 REVIEWREVIEW  Shared a Brief Overview of Common CoreShared a Brief Overview of Common Core  Explored Problem Based LearningExplored Problem Based Learning  Described “Haiku Interactive”Described “Haiku Interactive”  Shared Common Core Lesson IdeasShared Common Core Lesson Ideas
  • 89. 8989 Contact Information Thank you for your kind attention. No curriculum replaces the effectiveness fostered by building caring relationships with students. We, who teach independent study, know that is the most powerful strategy for fostering the desire to learn. mbrouette@martinez.k12.ca.us