Team+8

Team 8: Robert Coven and Jason Bolchalk
[|Dipity] [|Voicethread]

Thu a.m. Hi, fellahs - You guys did //great// yesterday. You've laid out your work here beautifully - way to go in how you worked together to design what exactly you want students to learn and how they will go about it. Thank you for being so positive toward my questions and so open to (at least listening to) my suggestions. And Dabbleboard... I think we agree that it might become our e-drug of choice for a while - really cool although, like any technology, it has its limitations. As you guys figured out yesterday, if you're working on something and you've decided what tool you're going to use to do it, then you just have to think through the limit-problems and create appropriate work-arounds - that's a great universal skill in itself, isn't it? (like building a bridge out of legos or a tower out of spaghetti & marshmellow) Question: how does your PBI address the NCSCoS - what goal(s), objective(s), and standard(s) will you reference? Would be good to include this in your Friday presentation - does not necessarily have to be spoken - a "slide" with that info would be sufficient, but feel free to go into (albeit very brief) detail. See you this afternoon - if you have any questions in the meantime, anything you'd like for me to do or find out beforehand, just let me know - I'll be checking this wiki later this morning and at lunch-time (which is about 10:00 Pooh-time at my house... time to get a smackeral of something...) - charley

__Goal/Essential Question__ : How can we expose digital natives to the notion that universal skills remain the means of education in a world crowded by ever changing technologies?

__Prior Knowledge__ : Students will bring with them the knowledge of how to properly research and take notes. They will have a base set of skills from previous years which will allow us to build on and scaffold more effectively. The students will also have a base knowledge of how to use and search the Internet.

__Objective__ : Students will be able to confidently search for material in both print and digital formats, and will be equally comfortable in annotating the information they have gathered. NCSCOS : 1.04, 2.05 __Time__ : This unit will use one class period for the introduction of the tools, Dabbleboard, Voicethread and Penzu, as well as an opportunity for the students to familiarize themselves with the materials to be searched and annotated. We will then spend one day with the digital search and annotations and one additional day for sharing and peer critiquing. The analog searching and annotations, which will be completed before the digital search and annotations, will be homework.

__Materials__ : Print and digital materials will be chosen for age appropriateness and content relevance. (For this example, we will be using the Declaration of Indepence for digital annotations, and a passage about the Declaration of Independence from a standard textbook.

__Process__ : 1.) Teacher facilitates a discussion about the types and use of sources in studying History/Social Studies. 2.) Students will conduct a search for an appropriate print source and then conduct a second search for relevant material within that source. 3.) Students will annotate the material they have found. 4.) Students will digitize the the annotation they have created. 5.) Teacher will facilitate the introduction of the essential tools as well as providing an opportunity for the students to familiarize themselves with the materials to be searched and annotated. 6.) Students will conduct a search for an appropriate digital source and relevant material from that source. 7.) Students will annotate the selected material using the Dabbleboard web tool. 8.) A discussion on the selected material (e.g. Declaration of Independence) will be conducted on how different interpretations of a single document can arise in different sources. 9.) Students will create a Voicethread illustrating the process they used to search and annotate their analog and digital materials. 10.) A discussion will be conducted determining the similarities and differences between the two types of media. 11.) Teacher will facilitate an ePal.com collaboration with a partner school using the completed projects. 12.) The classes will exchange published posts with each other. 13.) We will conduct a wrap-up discussion highlighting the similarities/differences between cultures.

__Assessment__ : 1.) Student groups will be completing a "check-in", using Penzu, as their formative assessments at key stages throughout the assignment. 2.) Students will then contribute to developing their summative assessment rubric. 3.) The summative rubric will assess the students technical competence, research and synthesis skills. 4.) Students will post completed projects on class blog.

Wed a.m. - Howdy, fellahs - was thinking about our discussion yesterday on how your lesson could globally connect: as we discussed, using ePals would be great, and don't forget - the theme of your lesson: UNIVERSAL skills. Maybe the slant here could be to have your students explore thru contact with global students whether or not these skills are in fact universal. You might also want to explore for yourself this idea thru emails to global teachers - do you all agree on which skills, and do they also bemoan that today's students (are their students using technology, etc.?) are perhaps slighting these skills? Just a thought. Take care and I'll see you later today. - charley

an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || We will be using Voicethread that does both a.) and b.); and Dabbleboard to do the digital annotations; use of the digital camera, scanner or or webcam for the analog annotations. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can we expose digital natives to the notion that universal skills remain the means of education in a world crowded by ever changing technologies? ||
 * II. How are new literacies featured in your compelling question? || Students will need to be familiar with search engines, digital narration and annotation tools. ||
 * III. How will you organize or group your students for the PBI? || Students would work with a partner or in a group of 3. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Students will have some familiarity in searching and annotating texts; knowledge of how to use Voicethread ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Model our sarch and annotation both print and digital, students then practice same process with an open critique (think, pair, share); conduct board meetings. ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || After presenting their own projects, students will go through and comment/critique their peers work ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Gather and analyze information; critically evaluate and revise; students will develop rubric to develop critiques of their peers projects; students will be evaulated based on their demonstrated understanding of search and annotation skills; students will be evaluated on the quality of their peer critiques. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * We will be using our Voicethread assignments as well as Epals.com to show and make global connections for our lesson.