Ubd staff development lesson on wikis


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Ubd staff development lesson on wikis

  1. 1. Lesson Topic: _Wikis in the classroom__ Grade level:__Staff__ Length of lesson: _30 min___ Stage 1 – Desired Results Content Standard(s): Standard 1 The student who is information literate accesses information efficiently and effectively. The student who is information literate recognizes that having good information is central to meeting the opportunities and challenges of day-to-day living. That student knows when to seek information beyond his or her personal knowledge, how to frame questions that will lead to the appropriate information, and where to seek that information. The student knows how to structure a search across a variety of sources and formats to locate the best information to meet a particular need. Indicator 1. Recognizes the need for information Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making Indicator 3. Formulates questions based on information needs Indicator 4. Identifies a variety of potential sources of information Indicator 5. Develops and uses successful strategies for locating information Standard 2 The student who is information literate evaluates information critically and competently. The student who is information literate weighs information carefully and wisely to determine its quality. That student understands traditional and emerging principles for assessing the accuracy, validity, relevance, completeness, and impartiality of information. The student applies these principles insightfully across information sources and formats and uses logic and informed judgment to accept, reject, or replace information to meet a particular need. Indicator 1. Determines accuracy, relevance, and comprehensiveness Indicator 2. Distinguishes among fact, point of view, and opinion Indicator 3. Identifies inaccurate and misleading information
  2. 2. Indicator 4. Selects information appropriate to the problem or question at hand Standard 3 The student who is information literate uses information accurately and creatively. The student who is information literate manages information skillfully and effectively in a variety of contexts. That student organizes and integrates information from a range of sources and formats in order to apply it to decision making, problem solving, critical thinking, and creative expression. The student communicates information and ideas for a variety of purposes, both scholarly and creative; to a range of audiences, both in school and beyond; and in print, nonprint, and electronic formats. This Standard promotes the design and execution of authentic products that involve critical and creative thinking and that reflect real world situations. The indicators under this Standard therefore deviate from the traditional definition of use. Rather than suggesting that students simply insert researched information into a perfunctory product, the indicators emphasize the thinking processes involved when students use information to draw conclusions and develop new understandings. Indicator 1. Organizes information for practical application Indicator 2. Integrates new information into one’s own knowledge Indicator 3. Applies information in critical thinking and problem solving Indicator 4. Produces and communicates information and ideas in appropriate formats Standard 4 The student who is an independent learner is information literate and pursues information related to personal interests. The student who is an independent learner applies the principles of information literacy to access, evaluate, and use information about issues and situations of personal interest. That student actively and independently seeks information to enrich understanding of career, community, health, leisure, and other personal situations. The student constructs meaningful personal knowledge based on that information and communicates that knowledge accurately and creatively across the range of information formats. Indicator 1. Seeks information related to various dimensions of personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Indicator 2. Designs, develops, and evaluates information products and solutions
  3. 3. relatedto personal interests Understanding (s)/goals Students will understand: * What is a wiki? * How can I use a wiki in my classroom? * How can a wiki benefit my students and help me to differentiate instruction? *There are many sites that allow you to create wiki’s for free. Essential Question(s): *What is a wiki? *How can I utilize wikis in my classroom? *How could using a wiki make instruction more effective? * How can a wiki allow me to differentiate instruction to benefit all students? Student objectives (outcomes): Students will be able to: *Define a wiki. *Express the benefits of using a wiki in the classroom to differentiate instruction. *Create their own classroom wiki. *Access PBworks. (That is the one that is being used for this lesson) Stage 2 – Assessment Evidence Performance Task(s): Other Evidence:
  4. 4. * Teachers will be asked to complete a KWL chart before, during, and after the lesson. The “L” section will be used as their ticket out the door. *They will have to create their own wiki using PBworks. *As teachers are creating their wiki using PBworks, I will walk around and observe the process. Stage 3 – Learning Plan Learning Activities: Introduction: The lesson will be introduced by completing the section “K” and “W” of the KWL chart. The teachers will then be asked if they have ever created a wiki. They will be asked to answer by holding up the corresponding colored dot. Lesson: Teachers will follow along as I present the PowerPoint lesson on Wikis. The PowerPoint starts with introducing my self. It then follows the following outline: 1. What is a wiki? 2. Why should we use a wiki and how can they benefit our students by allowing us to differentiate instruction? 3. How can we use a wiki in the classroom? 4. How can a wiki be used by teachers for collaboration? 5. Quick Assessment on how you would use a wiki in your classroom. 6. Video about wikis 7. Examples of how wikis can be used in the different subjects. 8. Free sites to create your own wiki Performance Task:
  5. 5. Teachers will be taken through a slide share presentation as it takes them through the process of creating their own wiki and a few of basic things that can be done using PBworks. I will walk around to ensure that everyone understands the process and is on task. Summarizing: Teachers will come back together and will be given a sticky note. They will write down one thing that they learned about wikis and how they could use it to differentiate instruction and place it in the section “L” of the KWL chart as a ticket out of the door. Staff Development Response Survey Thank you so much for participating in this staff development session. To ensure that this session best meets the needs of teachers, please complete the following survey. Please rate each statement by writing one of the following numbers below each statement: Strongly Disagree (1) Disagree(2) Not sure(3) Agree(4) Strongly Agree(5) 1. The information that was presented in the first presentation helped me understand what a wiki is and how it can be implemented into the classroom. 2. This session provided me with ideas on ways that I can use and implement a wiki into my classroom. 3. This session prepared me to successfully create a wiki and implement it into my classroom.
  6. 6. 4. After this session, I plan on using a wiki in my classroom. 5. This session was useful Please include suggestions for improving this session.
  7. 7. 4. After this session, I plan on using a wiki in my classroom. 5. This session was useful Please include suggestions for improving this session.