The document outlines an agenda for a workshop on introducing blogging to teachers. It includes sessions on an overview of blogging, creating blogs, adding images and video, independent work time to create blog posts, and visiting each other's blogs. The driving question asks teachers to have students look at photos and tell the story behind them, assume the role of a historical figure to write reflective journal entries over two weeks, and comment on peers' entries and ask questions of historical figures. The workshop concludes with a survey.

1. Introduction to Blogging
Voices In History
October 30, 2010
Agenda
9-9:15 - Welcome and Introductions (Housekeeping)
9:15-9:30 - Check in
● Reflection on Buck Institute Workshops on Project Based
Learning Have you had any success implementing PBL
since the start of the school year?
● Think - Pair - Share -
9:30-9:45 - Blog Overview
● Common Craft Video
● Sharing Examples of exemplary blogs
● Discussing blogging rules for students
● Discuss bringing the parents on board
9:45-11:30 - Create your blog
● Community/Administration
○ Manage Posts
○ Moderate comments
○ Change Themes
○ Advanced Settings/Cluster Maps
○ Galleries
○ RSS
● Organizing
○ Creating/Managing Categories
○ Adding Links
● Populating your Blog
11:30-12:30 Lunch
12:30-1:15 Add Bling to your blog
● Images - Using copyright-friendly sources
● Embedding Video in a post
1:15-2:15 Independent Work
● Create a new post - Driving Question (should reflect content that you will cover over the
next month)
● Find images related to the driving question
● Post images on the blog for eliciting student response
2:15-2:30 Visit each others’ blogs

2. 2:30-2:45 Check out
● How will you use blogging before our next meeting?
● What are the implications of using this tool in your classroom?
● Think - Pair - Share
2:45-3:00 Assignment & Survey
Driving Question: Based on your social studies curriculum and pacing calendar:
● Students will look at the photos posted and “tell the story” behind the photos via
comments.
● Students assume the role of an individual from the time period being taught (based on
your curriculum)
● Students will write a reflective journal in the first person, over a two week period via the
comment section of the post in their individual blog category
● Journal entries should be sequential and relate to the time and events as they unfold
● Students will comment to 2-3 of their peers’ journal entries using the “@” and the
comment area
● Students will generate questions to ask the featured figures from history and post their
questions to the blog
Complete Workshop Survey
Equipment Return