Transcript WebQuest Resources

Differentiated Instruction:
Making The Connections
Workshop 4
Facilitated By
Sara Fridley & Kathleen West
Region 3 Education Service Agency
[email protected]
[email protected]
Workshop Outcomes
• Complete paperwork for cohort stipends
• Adding to our toolbox of strategies for
differentiating instruction
• Review & reflect upon some key topics
ESA Voucher
• Fill out top right corner with complete name
& address info
• Sign & Date
• First payment – May 20
• Second payment – June 20
SHIFT
HAPPENS
Essential Question
• How do we enrich the
experiences of our
students, so that they
will remember their
experiences in our
classrooms?
Can You Identify This?
•
Small machines. A detail of a very small motor. the "blades" are half
the width of one strand of hair.
(ABCNews.com)
Can You Identify This?
• Migrating Bacteria. Bacterial colonies growing in a pattern in
a petri dish.
(ABCNews.com)
Use Large, Rich Words
Encourage kids to ask, “What does that mean?”
• Hydrophobic: what are the roots of this word that help us
know what it means?
(ABCNews.com)
Triggering Better Memory
• Memory storage is stimulated by
• Novelty
• Emotion (fear, excitement)
• Personal Connections
Understanding Memory
• http://ngm.nationalgeographic.com/
2007/11/memory/brain-interactive
Hot Topics From Kathie Nunley
• HOT TOPIC # 1: Teachers are constantly warned against
using sarcasm with students due to the ease with which it
can be misinterpreted. New research on how the brain
processes sarcasm shows just how complex it is. While
the left hemisphere is primarily responsible for the literal
interpretation of what you hear, the right hemisphere,
along with areas of the frontal lobes interpret the social
and emotional aspects of what you hear. A specific
region in the right ventromedial area of the prefrontal
cortex puts these two pieces together. Damage to any of
these areas affects a person's ability to understand
sarcasm.
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Shamay-Tsoory, S. & Tomer, R.(2005). Neuropsychology, Vol 19(3)
Hot Topics From Kathie Nunley
• HOT TOPIC #2: Feel like your memory just isn't what it
used to be? Most of us know that memory is affected by
age and one of the earliest signs of mental decline that we
notice. But learning and memory can be improved at any
age. According to experiments done on other animals,
young brains can improve learning and memory by
physical exercise alone. Middle-aged brains can improve
by combining physical exercise with mental exercises.
Older brains can improve through either physical or mental
exercise alone.
•
Harburger, L, et al. (2007). Behavioral Neuroscience, Vol 121(4).
Know Your Students
• Getting to know your students is the key to
making DI work
• Variations
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Profile Poster
Mystery Bag
Bio Match
Graphing How I’m Smart
Interest Surveys (students & parents)
Key #3 – Adapt Product
• Students use key skills to create product
• Bloom’s Taxonomy
• Multiple Intelligence Theories
• Common focus
• Vary student activities
• Vary complexity
Some Fun Strategies for Product
• Puzzle a Day
• Electronic Activities
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Scavenger Hunts
Virtual Field Trips
Blogs, Wikis, Podcasts
Web Quests
eZines
Puzzles For Critical Thinking
• A Puzzle a Day – Practice That Pays
• Exercise critical thinking skills
• Easily adapt for different grade levels
• Use as . . . . . .
• Centers
• Bell Ringers
• Challenge Activities
Have a computer in your classroom?
• Great Online Resources
• http://www.free.ed.gov
• http://www.thinkfinity.com (formerly Marco
Polo)
• http://school.discovery.com/schrockguide/
• http://www.netrover.com/~kingskid/108.html
• http://www.edhelper.com/
• http://www.ceismc.gatech.edu/busyt/
• http://www.cloudnet.com/~edrbsass/edres.htm
eField Trips & Scavenger Hunts
• Virtual Tours
• http://www.theteachersguide.com/virtualtours.html
• http://www.uen.org/utahlink/tours/
• http://www.efieldtrips.org/
• Many require registration
• Includes “ask the expert” sessions
• http://oops.bizland.com/vtours.htm
• http://www.exploratorium.edu/
eField Trips & Scavenger Hunts
• Internet Scavenger Hunts
• http://www.educationworld.com/a_lesson/archives/hunt.shtml
• http://www.thecoo.edu/~apeter/scavenger_hunts.htm
• Univ. Sioux Falls site with lots of topics
• http://www.nvo.com/ecnewletter/scavengerhuntsonthe
web/
• http://lessonplancentral.com/lessons/Computers_and_In
ternet/Scavenger_Hunts/
• http://www.pitt.edu/~poole/eledScavenger.html
Life in the fast lane . . .
In an increasingly fast-paced
world we don’t make time for
creative activities.
WebQuests
• Integration of
technology
• Focus on critical
thinking skills
• Not just a “report”
of facts
• Student centered
Web Quest Design
• Topic
• Orients students & captures their interest
• “start where you’re at” – pick a topic you are
comfortable with
• Task
• Describes the end product
• Most critical piece – make it challenging & deep
• Process
• Explains strategies students will use to complete the
task
• Include roles & steps to follow
More Web Quest Design
• Resources
• Web sites students will use to complete the task
• May want to provide search parameters for older
students if specific sites aren’t provided
• Evaluation
• Measures results of process
• Use a rubric that clearly sets criteria
• Conclusion
• Sums up activity
• Encourages students to reflect on the process
(Metacognition)
Critical Thinking Tasks
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Apply
Solve
Compare
Analyze
Infer
Develop
Relate
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Critique
Evaluate
Support
Design
Invent
Distinguish
Classify
WebQuest Resources
• Quest Garden
• http://webquest.org/questgarden/author/index.php
• Bernie Dodge & Tom March (the gurus!)
• http://www.ozline.com/learning/index.htm
• A school district Web Quest resource
• http://www.spa3.k12.sc.us/WebQuests.html
• Web Quest Task-onomy
• http://webquest.sdsu.edu/taskonomy.html
• ThinkQuest: Student created web quest projects
• http://www.thinkquest.org/library/index.html
More Web Quest Resources
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http://www.oconee.k12.sc.us/teachers/lharrison/2004/vermeerwq.htm
http://www.jameshollis.com/WQ2/
http://www.ccsd.net/schools/lummis/Hybarger/zoohomepage.html
http://can-do.com/uci/lessons98/BodyBuilder.html
http://www.bestwebquests.com
http://www.tenafly.k12.nj.us/~teisenberg2/mapquest/
http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/
http://www.busyteacherscafe.com/webquests/solarsystem/solarsystem_webqu
est.htm
• http://www.busyteacherscafe.com/webquests/solarsystem/solarsystem_webqu
est.htm
• http://coe.west.asu.edu/students/cindelicato/intro.html
• http://www.milforded.org/schools/calfpen/jcox/wq/revwar.html
Web 2.0 Tools
• Q – How many Wiki people does it take to
change a light bulb?
• A – One, but anyone can change it back.
• http://www.pbwiki.com
Wrapping It All Up
Principles to Guide
Differentiated Classrooms
• Focus on essentials
• Attend to student differences
• Assess often and use it to make
adjustments/modifications
• Mutual respect
• Be flexible
• Doesn’t happen 100% of the time!!!!
Simple Ways to Start
• Add an interdisciplinary element to a
favorite unit
• Collaborate with other teachers
• Add movement/touch/visual aids to existing
lessons & activities
• Apply Multiple Intelligence thinking to
group/individual projects
• Offer students a variety of presentation
options
Completing Your Requirements
• Complete online evaluation when it is
emailed to you.
• Email final version of lessons to Sara to
post on ESA web page
• Have a great summer!