Here are some search tricks your group could try:
Taj Mahal architectural features
"Materials used to build the Taj Mahal"
Taj Mahal +Architecture +Symbolism -Music
The architectural features of the Taj Mahal materials construction symbolism
How's that? I used keywords, phrases, and search tricks like + - and "speech marks" based on your questions.
Rebecca Tinkelman's social media samplesrtinkelman
Rebecca Tinkelman uses social media platforms like Instagram, Facebook, and Twitter to promote new capital projects for the Parks department. She posted photos of two new ice skating rinks in Brooklyn in advance of their openings. She also shared photos of the Lakeside Center rink during construction to build anticipation for its upcoming December opening. Additionally, she finds archival images from Parks' history to evoke nostalgia and connect with trends like #tbt, sometimes tying old photos to current events. She aims to raise awareness of NYC's natural areas by sharing photos and facts about the city's wildlife.
10 HOT Image ideas for your Social Media Part 1 - Janet E Johnson and Lisa ...Janet E Johnson
Lisa Saline and Janet E Johnson cover 10 ways to use images that will engage your audience on your social media platforms.
Visual marketing is very important in your online efforts and these are some tips that will help.
- The document discusses how search skills are essential for students in the 21st century and how there is a "new digital divide" between those who know how to effectively search for and validate information online versus those who don't.
- It provides tips and strategies for effective searching, such as choosing keywords, using search features and tools, and exploring different search engines like Google News, Google Scholar and Google Books.
- The document emphasizes that search skills should be taught to students and that both educators and students should view learning as an ongoing process of developing research abilities.
The document discusses the Maker Movement and how it can transform education. It talks about how maker spaces allow students to learn by doing hands-on projects, using tools, designing, testing, and improving their creations. It provides examples of schools that have embraced the maker movement through their maker spaces and quotes from students about building rockets and learning 3D printing. It also offers questions to consider when designing a maker space and discusses maker faires and young makers.
This document provides tips and strategies for effectively researching information online. It discusses the importance of using reliable sources like purchased databases, library books, and pre-selected teacher-approved sites. It outlines steps to take when searching like using good keywords and synonyms. Important factors to examine in search results are the URL, author, date, and quality of information. Domain extensions can provide clues to the type of site. The document recommends using the triangle method of research by cross-checking information across multiple sources. Key strategies discussed are the REAL acronym for critical web searching which stands for Read, Examine, Ask, and Look. Other tips include searching within a specific site or domain, comparing different search engines, and evaluating website pairs
This document provides guidance on how to effectively research topics online. It discusses the importance of using reliable sources like purchased databases, library books, and teacher-approved websites. It also notes the challenges of finding quality information on the open web. The document offers tips for crafting effective search queries, carefully examining search results, and evaluating websites based on factors like the author, date, content quality, and domain extension. It promotes the "triangle method" of cross-referencing information from multiple sources. Key strategies presented include using domain extensions to identify source types, checking for author information and site currency, and looking for inconsistencies or errors.
Ever wondered how you can accelerate your learning. Here is a deck that shows some of the latest research on neuroscience and cognitive science on learning.
The slides will cover two key techniques: Deliberate Learning and Perceptual Knowledge to help you learn skills faster and become an expert at anything.
Rebecca Tinkelman's social media samplesrtinkelman
Rebecca Tinkelman uses social media platforms like Instagram, Facebook, and Twitter to promote new capital projects for the Parks department. She posted photos of two new ice skating rinks in Brooklyn in advance of their openings. She also shared photos of the Lakeside Center rink during construction to build anticipation for its upcoming December opening. Additionally, she finds archival images from Parks' history to evoke nostalgia and connect with trends like #tbt, sometimes tying old photos to current events. She aims to raise awareness of NYC's natural areas by sharing photos and facts about the city's wildlife.
10 HOT Image ideas for your Social Media Part 1 - Janet E Johnson and Lisa ...Janet E Johnson
Lisa Saline and Janet E Johnson cover 10 ways to use images that will engage your audience on your social media platforms.
Visual marketing is very important in your online efforts and these are some tips that will help.
- The document discusses how search skills are essential for students in the 21st century and how there is a "new digital divide" between those who know how to effectively search for and validate information online versus those who don't.
- It provides tips and strategies for effective searching, such as choosing keywords, using search features and tools, and exploring different search engines like Google News, Google Scholar and Google Books.
- The document emphasizes that search skills should be taught to students and that both educators and students should view learning as an ongoing process of developing research abilities.
The document discusses the Maker Movement and how it can transform education. It talks about how maker spaces allow students to learn by doing hands-on projects, using tools, designing, testing, and improving their creations. It provides examples of schools that have embraced the maker movement through their maker spaces and quotes from students about building rockets and learning 3D printing. It also offers questions to consider when designing a maker space and discusses maker faires and young makers.
This document provides tips and strategies for effectively researching information online. It discusses the importance of using reliable sources like purchased databases, library books, and pre-selected teacher-approved sites. It outlines steps to take when searching like using good keywords and synonyms. Important factors to examine in search results are the URL, author, date, and quality of information. Domain extensions can provide clues to the type of site. The document recommends using the triangle method of research by cross-checking information across multiple sources. Key strategies discussed are the REAL acronym for critical web searching which stands for Read, Examine, Ask, and Look. Other tips include searching within a specific site or domain, comparing different search engines, and evaluating website pairs
This document provides guidance on how to effectively research topics online. It discusses the importance of using reliable sources like purchased databases, library books, and teacher-approved websites. It also notes the challenges of finding quality information on the open web. The document offers tips for crafting effective search queries, carefully examining search results, and evaluating websites based on factors like the author, date, content quality, and domain extension. It promotes the "triangle method" of cross-referencing information from multiple sources. Key strategies presented include using domain extensions to identify source types, checking for author information and site currency, and looking for inconsistencies or errors.
Ever wondered how you can accelerate your learning. Here is a deck that shows some of the latest research on neuroscience and cognitive science on learning.
The slides will cover two key techniques: Deliberate Learning and Perceptual Knowledge to help you learn skills faster and become an expert at anything.
AI as a career skill.MCU AI conference slides.may 11.2024.pptxNigel Daly
This presentation paper reported the findings from interviews and assignments from 4 students who extensively used Gen AI in a 5.5-month ESP program. One of these students was followed up with another interview 6 months later, after getting a job and continuing to use Gen AI over 20 hours a week.
Developing & Leading High Performance TeamsMike Cardus
http://www.create-learning.com
Created and presented to Simon Graduate School of Business Executive MBA students, University of Rochester, NY.
Increasing retention of talent, completion time of projects and tasks, satisfaction with work and life; Making your organization, team, and you better and greater profit.
In our time together you will learn how to; hone, utilize, and develop interpersonal and political skills that are needed for more than successful completion of Projects and Goals; Leading to an increase in your value to the team and organization.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
This document provides an introduction to an information literacy course. It explains that the goal of the course is to teach students how to effectively sort through the large amount of information available and find credible and relevant sources to answer questions. It outlines the 5 steps of effective research: defining needs and topics, finding information, evaluating information, organizing information, and communicating information. The document emphasizes that these skills are important for school, careers, and everyday life in order to navigate the large amount of information people receive. It previews some of the specific skills students will learn in the course and assigns introductory homework.
Do testers have to code... to be useful?lisacrispin
This document discusses whether testers need to code in agile environments. It notes that while development teams already have coders, testers need technical awareness to collaborate effectively. Testers add unique value through skills like exploratory testing rather than coding. Technical awareness helps communication, but coding ability is not required as long as a tester understands frameworks and terminology. Testers should focus on competencies over roles and find ways to add value through skills like specialized testing.
This document discusses effective strategies for conducting online research. It identifies three key search strategies: 1) identifying search terms by examining keywords and alternative phrases related to the topic, 2) using keywords alone or in search strings to find more specific information, and 3) leveraging Boolean logic operators like "and", "or", and "not" to refine search results. The document also provides tips for planning search strategies like allocating time and resources to different tactics. The overall aim is to teach future teachers how to efficiently obtain reliable information online through strategic searching.
Clare Corthell: Learning Data Science Onlinesfdatascience
Clare Corthell, Data Scientist and Designer at Mattermark, and author of the Open Source Data Science Masters, shares her experience teaching herself data science with online resources. http://datasciencemasters.org/
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
This document introduces MagicSchool, an AI tool designed to help teachers by automating tasks like creating lesson plans, assessments, and communications with students and families. It aims to reduce teacher workload and burnout. The document outlines several AI tools within MagicSchool for tasks like differentiating instruction, communicating with families, and generating content. It provides examples of tools targeted at specific subject areas and student needs. It concludes by having teachers try out the tools to generate materials for their own classes.
Do testers have to code... to be useful? Janet Gregory and Lisa Crispin plena...lisacrispin
This document discusses whether testers need to code to be useful on agile teams. It notes that while development teams already have coders, testers can add unique value through specialized testing skills like exploratory testing and expertise in areas like security, performance, and user experience testing. The document advocates that testers develop technical awareness of tools and concepts used by the team, but that coding skills are not absolutely required as long as testers have strong thinking and collaboration skills. Testers should focus on competencies over prescribed roles and find ways to add value through skills like eliciting examples and communicating effectively with all team members.
This document provides an overview and objectives for a workshop on developing deep questions. The workshop will help teachers craft a big question based on higher-order thinking, create three researchable questions to answer the big question, and learn strategies to help students do the same. The scope and sequence includes building background knowledge, brainstorming, developing initial questions, revising questions using Bloom's taxonomy, creating researchable questions, and planning search strategies.
The document provides an overview of online course design and development. It discusses analyzing learning outcomes and assessments, designing course structure and content, developing interactive learning modules, implementing the course, and evaluating effectiveness. Key aspects covered include using the ADDIE model, Quality Matters rubrics, addressing the seven principles of effective practice, and balancing pedagogical expertise with technical skills in instructional design.
This is a book about you and helping you be more effective and productive.
Productivity is about far more than time management, and, like life, that is the basic focus of just one chapter. In fact, the book focuses on improvement through ten difference lenses, one per chapter.
They are:
Improvement and you
Improvement and pacing
Improvement and time
Improvement and self-efficacy
Improvement and the social network
Improvement and tracking
Improvement and purpose
Improvement and feedback
Improvement and focus
Improvement and practice
This is the 2019 edition of the "How to get a job" aka Career advice. This deck talks about the key things employers are interested in and things you as a student can do to make yourself more employable.
NOTE: These slides are meant as an accompaniment to the talk which provided more context and examples.
This document outlines a process for defining an idea through workshops and prototyping. It discusses defining the problem, collecting inspiration from other solutions, writing an idea statement and defining target customers through personas and user narratives. It emphasizes establishing a shared understanding of the idea through visual prototypes and getting feedback to validate assumptions before development. The goal is to get to the essence of the idea and focus the team by building an initial interactive prototype to communicate the vision.
This document provides guidance on improving instructional support practices in the classroom. It discusses exploring the impact of instructional support practices, providing examples and activities to implement best practices, and developing a plan to use the practices. Specific practices discussed include concept development, quality feedback through feedback loops, and language modeling. Activities are suggested to brainstorm how to incorporate these practices into a unit on spring and to demonstrate feedback loops through a partner exercise.
xAPI Live - Why do I need something new? Day Hikes in xAPIRISC Inc
This presentation by Megan Torrance, President of Torrance Learning highlights short activities that can be used to leverage xAPI without breaking the bank. Torrance Learning's xAPI Cohorts groups teams of interested users to create xAPI projects that are shared to provide a starting point and foster discussion about xAPI and it's use for Learning & Performance Support.
AI as a career skill.MCU AI conference slides.may 11.2024.pptxNigel Daly
This presentation paper reported the findings from interviews and assignments from 4 students who extensively used Gen AI in a 5.5-month ESP program. One of these students was followed up with another interview 6 months later, after getting a job and continuing to use Gen AI over 20 hours a week.
Developing & Leading High Performance TeamsMike Cardus
http://www.create-learning.com
Created and presented to Simon Graduate School of Business Executive MBA students, University of Rochester, NY.
Increasing retention of talent, completion time of projects and tasks, satisfaction with work and life; Making your organization, team, and you better and greater profit.
In our time together you will learn how to; hone, utilize, and develop interpersonal and political skills that are needed for more than successful completion of Projects and Goals; Leading to an increase in your value to the team and organization.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)PiLNAfrica
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
Ace Maths Solutions Unit Five Reading: Exercises on Teaching Data Handling (pdf)Saide OER Africa
The solutions unit consists of the following:
General points for discussion relating to the teaching of the mathematical content in the activities.
Step-by-step mathematical solutions to the activities.
Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities.
Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities.
This document provides an introduction to an information literacy course. It explains that the goal of the course is to teach students how to effectively sort through the large amount of information available and find credible and relevant sources to answer questions. It outlines the 5 steps of effective research: defining needs and topics, finding information, evaluating information, organizing information, and communicating information. The document emphasizes that these skills are important for school, careers, and everyday life in order to navigate the large amount of information people receive. It previews some of the specific skills students will learn in the course and assigns introductory homework.
Do testers have to code... to be useful?lisacrispin
This document discusses whether testers need to code in agile environments. It notes that while development teams already have coders, testers need technical awareness to collaborate effectively. Testers add unique value through skills like exploratory testing rather than coding. Technical awareness helps communication, but coding ability is not required as long as a tester understands frameworks and terminology. Testers should focus on competencies over roles and find ways to add value through skills like specialized testing.
This document discusses effective strategies for conducting online research. It identifies three key search strategies: 1) identifying search terms by examining keywords and alternative phrases related to the topic, 2) using keywords alone or in search strings to find more specific information, and 3) leveraging Boolean logic operators like "and", "or", and "not" to refine search results. The document also provides tips for planning search strategies like allocating time and resources to different tactics. The overall aim is to teach future teachers how to efficiently obtain reliable information online through strategic searching.
Clare Corthell: Learning Data Science Onlinesfdatascience
Clare Corthell, Data Scientist and Designer at Mattermark, and author of the Open Source Data Science Masters, shares her experience teaching herself data science with online resources. http://datasciencemasters.org/
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
This document introduces MagicSchool, an AI tool designed to help teachers by automating tasks like creating lesson plans, assessments, and communications with students and families. It aims to reduce teacher workload and burnout. The document outlines several AI tools within MagicSchool for tasks like differentiating instruction, communicating with families, and generating content. It provides examples of tools targeted at specific subject areas and student needs. It concludes by having teachers try out the tools to generate materials for their own classes.
Do testers have to code... to be useful? Janet Gregory and Lisa Crispin plena...lisacrispin
This document discusses whether testers need to code to be useful on agile teams. It notes that while development teams already have coders, testers can add unique value through specialized testing skills like exploratory testing and expertise in areas like security, performance, and user experience testing. The document advocates that testers develop technical awareness of tools and concepts used by the team, but that coding skills are not absolutely required as long as testers have strong thinking and collaboration skills. Testers should focus on competencies over prescribed roles and find ways to add value through skills like eliciting examples and communicating effectively with all team members.
This document provides an overview and objectives for a workshop on developing deep questions. The workshop will help teachers craft a big question based on higher-order thinking, create three researchable questions to answer the big question, and learn strategies to help students do the same. The scope and sequence includes building background knowledge, brainstorming, developing initial questions, revising questions using Bloom's taxonomy, creating researchable questions, and planning search strategies.
The document provides an overview of online course design and development. It discusses analyzing learning outcomes and assessments, designing course structure and content, developing interactive learning modules, implementing the course, and evaluating effectiveness. Key aspects covered include using the ADDIE model, Quality Matters rubrics, addressing the seven principles of effective practice, and balancing pedagogical expertise with technical skills in instructional design.
This is a book about you and helping you be more effective and productive.
Productivity is about far more than time management, and, like life, that is the basic focus of just one chapter. In fact, the book focuses on improvement through ten difference lenses, one per chapter.
They are:
Improvement and you
Improvement and pacing
Improvement and time
Improvement and self-efficacy
Improvement and the social network
Improvement and tracking
Improvement and purpose
Improvement and feedback
Improvement and focus
Improvement and practice
This is the 2019 edition of the "How to get a job" aka Career advice. This deck talks about the key things employers are interested in and things you as a student can do to make yourself more employable.
NOTE: These slides are meant as an accompaniment to the talk which provided more context and examples.
This document outlines a process for defining an idea through workshops and prototyping. It discusses defining the problem, collecting inspiration from other solutions, writing an idea statement and defining target customers through personas and user narratives. It emphasizes establishing a shared understanding of the idea through visual prototypes and getting feedback to validate assumptions before development. The goal is to get to the essence of the idea and focus the team by building an initial interactive prototype to communicate the vision.
This document provides guidance on improving instructional support practices in the classroom. It discusses exploring the impact of instructional support practices, providing examples and activities to implement best practices, and developing a plan to use the practices. Specific practices discussed include concept development, quality feedback through feedback loops, and language modeling. Activities are suggested to brainstorm how to incorporate these practices into a unit on spring and to demonstrate feedback loops through a partner exercise.
xAPI Live - Why do I need something new? Day Hikes in xAPIRISC Inc
This presentation by Megan Torrance, President of Torrance Learning highlights short activities that can be used to leverage xAPI without breaking the bank. Torrance Learning's xAPI Cohorts groups teams of interested users to create xAPI projects that are shared to provide a starting point and foster discussion about xAPI and it's use for Learning & Performance Support.
xAPI Live - Why do I need something new? Day Hikes in xAPI
Summer thrill day one
1. Summer Thrill!
Digital Literacy Learning
Auxilium Nava Jyoti
English Medium School
Thinking Schools Academy 1
2. Words & the Internet
Why do we use the internet? What words do you
think about when you talk about the internet?
Thinking Schools Academy 2
3. What is Web 2.0?
Web 2.0 = Tools that help you interact
with others on the Web to:
Collaborate
Communicate
Research
Share
Create
Buy and Sell
Thinking Schools Academy 3
5. Internet Usage over 24 Hours
(represents the activity of 460 million IP addresses)
Thinking Schools Academy 5
Carna Botnet, Internet Census 2012, March 24, 2013 via Flickr, Creative Commons License
6. This Week at Summer Thrill!
We will conduct a Research Project using the
internet and Web 2.0 tools. We will:
Learn the best ways to do research on the web
Work in small groups to conduct research, discuss ideas,
and write about what we learn
Use text, photos and video to create a Prezi
Publish our work in the blog: Thinking Schools Academy,
India
Thinking Schools Academy 6
7. Day One: Develop Research Skills
Digital Literacy Learning
1 PREPARE to Search
Create good questions to locate information
2 SEARCH
Locate and Access information using search
engines (and search tips)
3 DECIDE WHAT TO READ
Evaluate and Analyze web sources
4 DECIDE WHAT TO USE
Synthesize information from 2 or more sources
5 PRACTICE
Let’s practice together
Thinking Schools Academy 7
8. 1 PREPARE to Search
Create good questions to locate information
Take time to decide what you want to know:
• What would you like to find out about?
• What categories of facts would you like to collect?
• What specific information will you look for?
• How many websites will you visit?
Thinking Schools Academy 8
9. Let’s Practice!
1 PREPARE to Search
Create good questions to locate information
What specific information will
What would you
you look for?
like to find out
about?
[Groups 1 and 2]
[Group 3]
Assignment: Your teacher would like you to prepare a
presentation about the Taj Mahal in Agra, India.
What categories of
facts would you like to
collect?
[Group 4]
Thinking Schools Academy 9
10. Let’s Practice!
1 PREPARE to Search
Create good questions to locate information
Assignment: Your teacher would like you to prepare a
presentation about the Taj Mahal in Agra, India.
What are some
KEYWORDS
from your group?
Thinking Schools Academy 10
11. 1 PREPARE to Search
Create good questions to locate information
Write a good question.
A thin question has a one or two word answer. It is usually a
yes/no question or a recall of information. It is helpful for finding
facts.
What is… When… How many…
A thick question is a question that needs more than a one or two
word response. It causes a person to think and there usually is not
a right or wrong answer. It helps you really understand something
interesting about a topic.
Why… How come… I wander… What if…
Thinking Schools Academy 11
12. Let’s Practice!
1 PREPARE to Search
Create good questions to locate information
Assignment: Your teacher would like you to prepare a presentation
about the Taj Mahal in Agra, India.
When was the Taj Mahal built?
I wonder why someone would build such a huge
building in the middle of India?
Thinking Schools Academy 12
13. Let’s Practice!
1 PREPARE to Search
Create good questions to locate information
Assignment: Your teacher would like you to prepare a presentation
about the Taj Mahal in Agra, India.
Work with your group to write 2 good THIN questions and 2 good
THICK questions.
Use the words and phrases that we have already listed on the board
to help you.
Thinking Schools Academy 13
14. 2 SEARCH
Locate and Access information using search
engines (and search tips)
When Searching for Information:
• Decide which search engines and key word
searches would be best to use
• When results come up, how do you choose the
best sites to go to?
• How do you know the information you find is
true? What makes a site reliable?
Thinking Schools Academy 14
15. 2 SEARCH: What’s a URL?
top level domain name
protocol
country code
URL http://www.google.co.in
host
second-level domain name
Thinking Schools Academy 15
16. 2 SEARCH: Common Top Level Domains
.com commercial enterprise
.edu educational institution
.gov U.S. government
.mil U.S. military
.net network access provider
.org usually a not-for-profit organization
.in country code for India
Thinking Schools Academy 16
17. 2 SEARCH: What is a Search Engine?
Search Engine = a searchable database of internet files
collected by a computer program.
The computer program is called a , ,
or .
Types of Search Engines
General Search Engines: looks all over the web to collect pages from
the free web. Google is a general search engine.
Meta Search Engines: searches more than one search engine to get
answers.
Subject Search Engines: searches a topic or type of content (like a blog
or movies or travel). Thinking Schools Academy 17
18. 2 SEARCH: What is a Search Engine?
Six Good Search Engines for Students
Google General search
www.google.com or www.google.co.in
SweetSearch Designed for students www.sweetsearch.com or
www.4me.sweetsearch.com for young children
DuckDuckGo Instant Answers and Privacy
www.duckduckgo.com
SearchEDU All results are .edu
www.searchedu.com
Quintura Displays a Tag Cloud with keywords
www.quintura.com
Zuula Searches web, images, news & blogs with separate tabs
for each category
www.zuula.com
Thinking Schools Academy 18
19. 2 SEARCH: Search Tricks
Use many Using many keywords = better results.
✖ Taj Mahal
keywords ✔ The architecture of the Taj Mahal
Use To search for phrases, use speech marks.
✖ History of the Taj Mahal
“speech marks” ✔ “History of the Taj Mahal”
Use a + sign Use a + for words which MUST be in the results.
✖Taj Mahal Architecture
✔Taj Mahal +Architecture
Use a – sign Use a − sign to NOT include a certain word.
✔Taj Mahal −Musician
Spell Correctly Spelling is very important. If you spell incorrectly you will
not get good results.
Thinking Schools Academy 19
20. Let’s Practice!
2 SEARCH: Use the Tricks
Assignment: Your teacher would like you to prepare a
presentation about the Taj Mahal in Agra, India.
✔ Decide what your group wants to know about the Taj Mahal. Use the
questions you wrote earlier.
Q: What are the important architectural features
of the Taj Mahal?
✔ Use your keywords, phrases, THIN and THICK questions to develop some
search tricks for your group.
Keywords:
Taj Mahal, architectural features, monument, India, Agra, build, palace, marble,
architect…
THIN: What materials were used to build it? How many people helped build it?
THICK: What does the Taj Mahal represent to India? To the World?
Is symbolism a part of the architecture? Academy
Thinking Schools 20
21. Let’s Practice!
2 SEARCH: Use the Tricks
Assignment: Your teacher would like you to prepare a
presentation about the Taj Mahal in Agra, India.
Write down a question that you want answered.
Use a good question
What materials were used to build the Taj Mahal?
Use many keywords The architectural features of the Taj Mahal
Use “speech marks” “Materials used to build the Taj Mahal”
Use a +sign Taj Mahal +Architecture +Symbolism
Use a –sign Taj Mahal –Musician
Thinking Schools Academy 21
22. Let’s Practice!
2 SEARCH: Use the Tricks
Assignment: Your teacher would like you to prepare a
presentation about the Taj Mahal in Agra, India.
In your GROUP:
✔ Decide what your group wants to know about the Taj Mahal. Use the
questions you wrote earlier.
✔ Use your keywords, phrases, THIN and THICK questions to develop some
search tricks for your group.
Use a good question Write down a question that you want answered.
Use many keywords Write two examples
Use “speech marks” Write two examples
Use a +sign Write two examples
Use a –sign Write two examples
Thinking Schools Academy 22
23. 3 DECIDE WHAT TO READ
Evaluate and Analyze web sources
When Looking at a Website:
• How do you know the information you find is
true?
• What makes a site reliable?
• If you don’t find what you want, what do you do?
Thinking Schools Academy 23
24. 3 DECIDE WHAT TO READ
Evaluate and Analyze web sources
Once you search,
Which websites should you look at?
Look at the
Domain Name is it .com? .edu? .org? .net?
Skim through the entries and look for your
Skim keywords.
Do you see your keywords?
Quick read the first two lines of the
Scan description to see if it relates to your topic.
Thinking Schools Academy 24
25. Let’s Practice!
3 DECIDE WHAT TO READ
SEARCH: The architectural features of the Taj Mahal.
Thinking Schools Academy 25
26. Quick Answers
Wikipedia
.com
.com
Thinking Schools Academy 26
27. Let’s Practice!
3 DECIDE WHAT TO READ
SEARCH Again: The architectural features of the
Taj Mahal.
Thinking Schools Academy 27
28. Architecture
Taj Mahal
India
“specialists in every
.edu architectural field were
recruited for the task”
“Architectural
elements from
Images
Persia, Islamic,
and Indian
cultures”
Thinking Schools Academy 28
29. 3 DECIDE WHAT TO READ
How do you know the information is true?
Who wrote the Look for an ABOUT link that tells you about the
information? writer. Can you email them?
When was the
page updated? Look for a DATE on the page.
Does the page include references to where the
Are there information came from?
references? Can you CHECK the info. on another site?
Is there Is the site trying to sell you anything? Are there
advertising or advertisements on the page. Can you see any bias?
selling?
Thinking Schools Academy 29
30. References
.edu
Nikhil Chatakondi
University of Alabama
Student
Important links
Last update
Thinking Schools Academy 30
31. 3 DECIDE WHAT TO READ
When Looking at a Website:
• How do you know the information you find is
true?
• What makes a site reliable?
• If you don’t find what you want, what do you do?
Thinking Schools Academy 31
32. 3 DECIDE WHAT TO READ Let’s Practice!
Choose a search engine
Choose your search tricks
Choose a website
Complete the chart in your group.
How do you know the information is true?
Who wrote the
information?
When was the page
updated?
Are there references?
Is there advertising or
selling?
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33. 4 DECIDE WHAT TO USE
Synthesize information from 2 or more
sources
What information will help you answer your
questions?
• Are there ideas that we would like to compile
from different sites?
• How do we decide what information is most
important?
• Where could you find additional information that
would help you?
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34. 4 DECIDE WHAT TO USE: Strategies
DOWNLOAD or PRINT out 3 articles that you would like to use so that you can
highlight information or write on the article.
READ each article. HIGHLIGHT or UNDERLINE important ideas or facts that help
answer your research question.
In your group, TALK TOGETHER about what you have learned.
On small paper, or post-it notes, SUMMARIZE anything you highlighted in 3 – 5
words.
ORGANIZE these words into CATEGORIES or ideas. Give a name to each group.
Think about how these groups of words can TELL a STORY that answers your
question.
WRITE the story in your own words.
Make a list of the SOURCES you used: website, image or multimedia.
Put this list at the end of your story.
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35. 4 DECIDE WHAT TO USE: Strategies
READ and HIGHLIGHT
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36. 4 DECIDE WHAT TO USE: Strategies
Organize ideas into Categories
Facts about Size
• The main base is 40 meters tall Decorative Elements
• The largest dome is 45 meters tall
• The main spire on the dome is 11 “Graceful, slender” minarets on all
meters tall four corners
The Taj is symmetrical Main archways chiseled with words
from the Holy Qur’an
There are 22 spires on the entry gate
to symbolize the 22 years it took to The Taj is covvered with Islamic
build decorations
Reference: Reference: Dr. A. Zahoor and Dr. Z.
http://www.cs.utah.edu/~noliver/indi Haq, 1997, Taj Mahal, Mausoleum
a/TajMahal/tajmahal.html of Mumtaz Mahal
http://www.islamicity.com/culture/t
aj/
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37. 4 DECIDE WHAT TO USE: Strategies
Write the story in your own words.
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38. 4 DECIDE WHAT TO USE: References
Include a reference list of from the sources you
used.
Web Page
Author, A. A., Author, B. B. (Date of Publication). Title of article. Retrieved
from http://web address
Zahoor, A. Haq, Z. (1997). Taj Mahal, Mausoleum of Mumtaz Mahal. Retrieved
from http://www.islamicity.com/culture/taj/
Image
Artist’s Name. “Photo title.” Photograph. Location. Date of Photo. Web.
Date taken from web.
Nathan Jones. “Taj Mahal.” Photograph. Flickr, Creative Commons, 8
October 2006. Web. 24 March 2013.
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39. Day One: Develop Research Skills
Digital Literacy Learning
1 PREPARE to Search
Create good questions to locate information
2 SEARCH
Locate and Access information using search
engines (and search tips)
3 DECIDE WHAT TO READ
Evaluate and Analyze web sources
4 DECIDE WHAT TO USE
Synthesize information from 2 or more sources
5 PRACTICE
Let’s practice together
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40. Day Two: Research a Topic
Digital Literacy Learning
1 Censorship & Plagiarism
2 ThinkQuest: Your group will research a
UNESCO World Heritage Site in India
3 You will: Synthesize your research
4 You will: Gather photos, video and web resources
5 You will: Write about what you have learned
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41. Day Three: Create & Share
Digital Literacy Learning
1 You will: Make a Prezi with your group
2 You will: Upload to our Blog
3 You will: Share and Comment
4 Then we will celebrate!
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43. Reference List
Digital Literacy Learning
Internet Tutorials: Your Basic Guide to the Internet
http://www.internettutorials.net/
This site is maintained by a retired university librarian and includes concise
explanations of all things internet, plus a compilation of internet search engines,
organized by category, for guiding research.
The TICA Project @ University of Connecticut & Clemson U.
Teaching Internet Comprehension to Adolescents
http://www.newliteracies.uconn.edu/iesproject/
The Big6 Research Steps
http://big6.com/pages/lessons/articles/sites-to-teach-the-big6-research-steps.php
A tutorial on using The Big6 Research Steps to develop students’ technology skills.
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44. Reference List
Digital Literacy Learning
Images
Carna Botnet, Internet Census 2012, March 24,
2013 via Flickr, Creative Commons License
Ludwig Gatzke, Web 2.0,, February 3, 2013 via
Flickr, Creative Commons License
Ruslan Enikeev, The Internet Map, April 4,
2012 via Flickr, Creative Commons License
Thinking Schools Academy 44
Editor's Notes
List words on the board. Continue updating list throughout morning.
Start the 24 hour cycle.
Give students time to brainstorm ideas. Collect ideas on the board.