Wiki+assignments

= = toc Example traditional Assignments: Cell activities (animal vs. plant cell, diffusion) - Insert labs "Wikified assignment"Turn in labs as a check of concepts. http://www.metbio.org/celldif.htm

Cell portfolio - draws it all together? http://mrsmaine.wikispaces.com/Cells

Classification activities

[|Verb wheel using Bloom's taxonomy] Teaching for Rigor and Relevance: 9 hard things fir sustaining school reform: =Use the wiki as you would other websites= Post assignments, homework and materials (resources, videos, podcasts, articles), post questions for brainstorming, information center for parents, online student newspaper

=Uses of the Discussion tab=
 * Concept or Vocabulary check/review
 * Quiz review
 * Reading check
 * Lecture check
 * Discussion questions
 * Partner reading
 * Topic development
 * Agree/Disagree
 * Brainstorming
 * Current events opinion
 * Summarize
 * Develop an opinion

=Collaborative note-taking= Break up the content into sub topics and provide time for teams of students to research specific information. Share by placing on a wiki page, informal presentation in class, etc. =Digital storytelling= Combination of written word, pictures, podcasts, powerpoints, newsletters, video, etc. to explain and construct information. Though every student uses a blank wiki page, it is a canvas that looks different for each student. =Case Studies= Must generate, explore, and answer questions from given case studies. Knowledge is provided on a need to know basis.

Resources for using cases studies and example case studies: http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm http://www.mhhe.com/biosci/pae/environmentalscience/casestudies/ Book: http://www.amazon.com/Studies-Environmental-Science-Larry-Underwood/dp/0030315824

Articles on using case studies: Case studies in science: http://ublib.buffalo.edu/libraries/projects/cases/teaching/novel.html

Using the wiki to handle case studies: Use the discussion feature for asking questions and eliciting responses (you get more involvement through writing than verbal discussions) and have them create a product to show their knowledge. Individual cases - student groups work on different types of cases than other groups Interrupted cases - Uncovering a few details of the problem as time goes on and asking for input and information along the way. Example: respiration and poison - find activity

=Guided Inquiry= Examples of guided inquiry science activities: http://csip.cornell.edu/curriculum_resources/default.asp Students as historians: http://historymatters.gmu.edu/browse/studhist/ Webquests

=PBL/Authentic= Building information and creating information products are used for constructing knowledge. Use the wiki to research, draft and revise, plan, and edit projects. Resources: http://pbl-online.org/ Research on PBL: http://www.edutopia.org/node/887 http://www.edutopia.org/inquiry-project-learning-research Jigsaw projects - individuals or groups work on a separate part of a project that is put together at the end =Observe, think, and question= Use an item, lab demo, or a picture for students to study, think of information they already may know and question for more information to understand what is being presented. =Using Inquiry:= Learning to ask questions : know, use, apply This is the most difficult part of projects. If you have ever assigned a project and did not get the kind of deep understanding you were looking for, it is because students realy do not understand what kind of questions they need to ask to know the information necessary to put a project together. Model this process, have students work collaboratively in devleloping abank of questions and have the answers to these questions be used as checkpoints. Ex. Biome preservation project Biodiversity experiments: =Frame the questions to learn to find answers:= KNL - What do we know, what do we need to know, what have we learned? KWHLAQ. what do we know, what do we need to know, how will we find information, what will we learn, how can we apply the information, what new questions do we have Critically thinking about sources: what is the source? What evidence supports or refutes the claim? What assumptions exist? Is the language easy to follow? Is there bias? =Think - Pair - Share= After lecture, an activity, or research and discussion, ask a question. Have students think about their answers. (You can have them write their answers.) Students pair up with another student and share their answers. Students can write their responses on their wiki page or you can use the discussion tab of the wiki to enter responses, have the students enter the shared responses, and create a discussion based upon the class' responses. Discuss the answers, misconceptions, additional questions, etc. that surface. You can also assign a student "scribe" who takes notes of the process on a wiki page for all to see later.

=Strategies resources= http://web20guru.wikispaces.com/Strategies Resources for effective technology use in the classroom: http://fcit.usf.edu/matrix/index.html = = =Pedagogy resources= http://web20guru.wikispaces.com/Learning+Theories [|Multiple intelligences] [|differentiated instruction] [|authentic instruction] [|cooperative learning] [|project-based learning] Dale's Cone of Experience: [|Revised Blooms taxonomy]

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