Purpose and Vision of the Online Research and Media Skills (ORMS) Curriculum

Transcription

1 Purpose and Vision of the Online Research and Media Skills (ORMS) Curriculum The purpose of the online research and media skills (ORMS) curriculum is to prepare students for emerging literacy skills required in online environments. Simultaneously these new skills are designed to reinforce reading, writing, speaking, listening, and viewing of content area knowledge. This plan envisions the Library media center as a learning commons driven by collaboration between the librarian and the classroom teacher. In this instructional shift away from skills taught in isolation, content area teachers and library media specialists will teach classes. Students will read a wide variety of print and digital sources to produce writing utilizing digital texts and tools. The curriculum seeks to showcase students abilities to use online research and media skills (ORMS) embedded across different content areas. The curriculum identified three frameworks necessary for online research media skills: online collaborative inquiry, online content construction, and online reading comprehension. In order for Connecticut Technical High School System to graduate students that are college and career ready, learners must be able to apply the knowledge and dispositions necessary to utilize online research and media skills across a variety of contexts and all content areas. These instructional shifts demand expanded partnerships between classroom teachers, students, and library media specialists. Curricular & Pedagogical Focus of Online Research and Media Skills While the ORMS curriculum is based on the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subject and the American Association of School Librarians Standards for 21 st Century Learners it is important to highlight the explicit nature of informational literacy skills in this effort. Each student will complete a minimum of five ORMS exemplar-learning activities during their tenure at Connecticut Technical High School System utilizing blended learning, a balance of face-to-face and online instruction. This curriculum identifies the benchmarks and skills necessary for online research and media skills aligned to online collaborative inquiry, online content construction, and online reading comprehension. Therefore, this curriculum is to be embedded across all content and trade areas. This curriculum is both content based and skill driven incorporating a co-teaching model. The library media specialist provides expertise and instruction in the technical and pedagogical knowledge of using print and digital sources and publishing using digital tools. The academic/trade teacher provides the content knowledge of shaping instruction using both print and digital sources.

2 The Online Research and Media Skills (ORMS) Curriculum Online Research and Media Skills are practices that support life long reflective learning which empowers students through online: inquiry, composition, and comprehension with the use of learning environments that utilize authentic, productive, and ethical use of applications required in today s global economy. Online Collaborative Inquiry-A group of local or global learners who arrive at a common outcome via multiple pathways of knowledge Online Content Construction- A process by which students construct and redesign knowledge by actively encoding and decoding meaning through the use of ever shifting multimodal tools. Online Reading Comprehension- The skills, strategies, practices, and dispositions students need to locate, evaluate, and synthesize information during problem based inquiry tasks.

3 Online Collaborative Inquiry Benchmarks and Standards A group of local or global learners who arrive at a common outcome via multiple pathways of knowledge. Develop a line of inquiry on a chosen topic. Conduct an inquiry project by sharing new understandings Develop research goals on a collaborative topic of choice Organize ideas with others in a useful digital format Develop in-depth questions and identify necessary sub-questions Be able to handle multiple roles within a group. Delegate and assign roles to others Report individual progress to group leader Develop and follow a team time-line Monitor individual and group progress Participate and develop proficiency in using online spaces for sharing information. Participate in an online discussion forum Moderate in an online discussion Use both asynchronous and synchronous communication tools

4 Online Content Construction Benchmarks and Standards A process by which students construct and redesign knowledge by actively encoding and decoding meaning through the use of ever shifting multimodal tools. Create a multimedia presentation designed to persuade, entertain or instruct the audience. Organize presentation around main idea and supporting details Cut and paste media into presentation Use transitions effectively Understand balance of negative space to text Create a video presentation to persuade, entertain or instruct the audience. Develop a storyboard Transitions are used to aid in understanding of main idea Digital and text effects used appropriately Graphics and/or animation enhance and do not detract from message Create a website on a topic of choice with embedded supporting evidence and links to outside evidence. Create a website map Claims made in website are supported with evidence Active Links to outside sources of information are included Links for navigation are clearly labeled and consistently placed A logical and consistent layout is used Uses a variety of media Correctly use the citation style of instructor's choice. Use MLA citations in English Use style of choice in other content areas

5 Understand different forms of copyright and give examples of fair use in schools, and be able to explain the legal consequences of copyright infringement and libel issues. Be able to identify the copyright of a specific source Define Fair Use for education and know when it applies Locate media license under Creative Commons Identify if an original work has been transformed or plagiarized Contribute to a collaborative document. Use a wiki, video or Google document Assign and maintain a role for partners Develop a plan to pre-write, draft, edit, revise, and publish as a team Be able to assess yourself and your peers Create and maintain a blog for reflective writing. Leave a comment on a public published blog Use a blog as a narrative or informational source Create a blog Write a blog post Participate in a discussion forum

6 Online Reading Comprehension Benchmarks and Standards The skills, strategies, practices, and dispositions students need to locate, evaluate, and synthesize information during problem based inquiry tasks. Use locating strategies to conduct effective Internet research. (ORC-L) Understand the constant shifts of search engine results and format Identify keyword from an inquiry question Identify better keywords from search results Use internal search engines Use shortcuts to search a page Identify and use databases Use multiple search engines Read and evaluate search results Locate and use primary sources Use critical evaluation strategies to identify and use credible and relevant websites during Internet research. (ORC-E) Judge expertise of author Judge credibility of publisher Evaluate how an author's perspective shapes words and images on a page Evaluate the credibility of a source included within a website Distinguish between primary and secondary sources Refute a claim with a secondary source Use strategies and graphic organizers to synthesize information learned while conducting Internet research. (ORC-S) Identify the main ideas and supporting details Utilize electronic tools to develop note-taking strategies Use social bookmarking tools Combine information from both digital and printed sources with personal reflections and judgments Disregard information that is not necessary Use information from both print and digital sources to support position

7 Curricular Cross Walk Comparing Online Collaborative Inquiry (OCI), Online Content Construction (OCC), Online Reading Comprehension (ORC- [L]ocate, [E]valuate, and [S]ynthesize) benchmarks to Common Core and AASL Standards. Common Core State Standards College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1: Read closely to determine what the text says and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. American Association of School Librarians (AASL) 21st Century Learner Standards Find, evaluate, and select appropriate sources to answer questions Follow ethical and legal guidelines in gathering and using information Maintain a critical stance by questioning the validity and accuracy of all information Consider diverse and global perspectives in drawing conclusions Use valid information and reasoned conclusions to make ethical decisions. CTHSS ORMS Curriculum Benchmarks ORC-S Identify the main ideas and supporting details ORC-S Use information from websites to support position ORC-L Use shortcuts to search a page, ORC-E Evaluate how an author's perspective shapes words and images ORC-S Combine information from diverse media formats to draw conclusion ORC-L Determine relevancy of electronic sources ORC-L Use keywords from an inquiry task, use internal search engines

8 Common Core State Standards College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Research to Build and Present Knowledge 9: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. American Association of School Librarians (AASL) 21st Century Learner Standards Participate and collaborate as members of a social and intellectual network of learners Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Continue an inquiry-based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Create products that apply to authentic, real-world contexts CTHSS ORMS Curriculum Benchmarks OCC - Create a multimedia presentation (e.g., video, website) designed to persuade, entertain or instruct the audience. OCC Create a website on a topic of choice with embedded supporting evidence and links to outside evidence. OCI Participate and develop proficiency in using online spaces for sharing ideas ORC-L Read and evaluate search results Locate and use primary sources Determine relevancy of electronic sources ORC-E Judge expertise of author Judge credibility of publisher OCC Create and maintain a blog for reflective writing. OCC Participate in a discussion forum.

9 Common Core State Standards College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration 1: Prepare for and participate effectively in a range of conversations and collaborations. Comprehension and Collaboration 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Presentation of Knowledge and Ideas 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. American Association of School Librarians (AASL) 21st Century Learner Standards Use writing and speaking skills to communicate new understandings effectively Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Use technology and other information tools to analyze and organize information Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. CTHSS ORMS Curriculum Benchmarks OCI Be able to handle multiple roles within a group. OCC Create and maintain a blog for reflective writing. Participate in a discussion forum. ORC-S Combine information from diverse media formats to draw conclusion ORC-S Combine information from websites with personal reflections and judgments OCC Use visual representations to express quantitative data. Use elements of design to persuade or inform an audience.

10 Collaborative Model The goal of the Connecticut Technical High School System is to transform the library into a learning commons (Koechlin, Luhtala, & Loertscher, 2011). The learning commons merges the traditional library and the computer lab into an environment that supports our learning goals through the use of team teaching. According to the American Association of School Librarians the librarian media specialists, co-plan, co-teach, and co-assess informational literacy skills. Connecticut Technical High School system supports three approaches for collaboration between LMS teachers and content teachers to address online research and media skills: team teaching, one teach/one assist/, and parallel teaching (Friend, 2010). Team Teaching Collaborative Teaching Model Team teaching involves both the content area teacher and the LMS teacher providing whole class instruction. Both teachers do not speak at the same time but utilize their unique expertise. For example the Library Media specialist might share the procedural knowledge to creating and editing a video book review. The content area teacher would provide instruction and models in the writing of book reviews. One Teach/One Assist In this approach one teacher delivers classroom instruction while the other teacher provides one-on-one or small group instruction. For example the science teacher could be providing whole group instruction on a close reading (CCSS, 2010) of a science text while the LMS teacher meets with a small group to go over models of effective answers to text dependent questions on a discussion board. What the LMS Teacher will do: - Provide whole group instruction. - Provide instruction on how to use highlighted digital texts and tools. -Assess students ability to utilize digital texts and tools. -Assist students in documenting their portfolio. - Provide small group instruction on how to use highlighted digital texts and tools. -Assess students ability to utilize digital texts and tools. -Assist students in documenting their portfolio. What the Content Teacher will do: -Provide whole group instruction. -Provide instruction on the specific content knowledge needed for the activity. -Assess student growth in content knowledge, reading, and writing. -Provide whole group instruction. -Provide instruction on the specific content knowledge needed for the activity. -Assess student growth in content knowledge, reading, and writing. What the student will do: -Attentively listen to both teachers. -Utilize the online tutorials -Use tools to discuss reading and evaluate writing. -Build a digital footprint. -Move between whole group and small groups. -Utilize the online tutorials -Use tools to discuss reading and -Build a digital footprint. Parallel Teaching In parallel teaching the class is broken into two groups. The content teacher and the LMS can either provide instruction on the same content and skills; or they can divide the responsibilities with the teacher covering the content knowledge and the LMS teacher covering the informational skills necessary to use digital texts and tools. -Teach two sessions on the use of the highlighted digital text and tool. -Rotate between the groups.

11 CTHSS Collaborative Teaching Model Content Area Teacher Co-plan and co-teach units of study with library media specialist that address the CTHSS standards for online research and media skills. Provide the necessary content knowledge to be developed and enhanced.using digital text and tools. Provide instruction that utilizes technology to develop and assess the CCSS for ELA/History, Science and the Technical Subjects. Assess students' content knowledge and use data to inform future instructional practice. Library Media Specialist Co-plan and co-teach units of study with content area teachers that address CTHSS standards for onine researchand media skills. Provide technical and pedagogical support in using digital texts and tools. Provide instruction in informational skills through direct instruction, modeling, and guided practice. Assess students ability to identify, evaluate, and synthesize multiple sources. Student Build and manage a digital footprint over their career at CTHSS. Use digital texts and tools as a workspace for learning. Utilize print and digital sources to address the CCSS for ELA/History, Science and the Technical Subjects.. Complete five activities usings digital texts and tools and reflect on their growth in both content knowledge and online research and media skills.

12 Exemplar Learning Activities The following pages provide a list of possible projects that can be used to meet the standards and benchmarks outlined in the Connecticut Technical High School Online Research and Media Skills (ORMS) Curriculum. The assumption is that students will complete a minimum of one digital artifact each year during high school. This, of course, is only the minimum. Over time, the goal is for students to build a repository of digital texts that they select and curate for a portfolio that showcases their learning. The exemplar activities have an online component hosted on Moodle. Moodle provides tutorials on how to use Moodle Tools, directions on how to teach and assess the activities, and exemplars of student work. Project Content: English Essential Question: How can online spaces be used to create a community of readers? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Production and Distribution of Writing 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 9: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CTHSS Online Research and Media Skills: Participate and develop proficiency in using online spaces for sharing ideas. Create a blog. Write a blog post. Leave comment on a published blog. Participate in an online discussion forum. Create and maintain a blog for reflective writing.

13 AR Reading Blog In order to increase the efficacy and efficiency of the Accelerated Reader log, teachers may choose to develop a blog for reading response. Using the blog features in Moodle you can track students progress. This activity will allow you to quickly assess the reading logs anytime/anywhere. Teachers can set up notifications or an RSS feed. Teachers will be able to track when students complete assignments. They will have artifacts collected over time that can be analyzed for growth in knowledge. More importantly, it reflects what good readers do by highlighting reader response. Students would write a summary of their assigned pages, reflect on a character or theme, and/or write a personal reflection. The students could also include multimedia features such as hyperlinks, videos and images. They could then reflect on their growth as a reader, evaluate each other s work using the comment features, and build a community of readers. Other Suggested Project/ Activities Book Trailer Novel Guides PSA Brochures Online literature circle Instructional Strategies Resources Assessments Utilize mentor texts- Provide students with examples of blogs discussing books. Look for mentor texts that consistently refer back to the book for evidence. AR fiction and nonfiction texts. Informational texts. Trade periodicals Model the blogging and writing practice. Let students see what you are reading. Demonstrate students how to effectively use media, hyperlinks, and block quotes in a blog. Provide models of effective comments that audience leave blog authors. Mahara blog Moodle Blog Individual assessment can be based on the quality of blog posts and the feedback students leave each other in the comment feature. Look for growth overtime in the use of textual based evidence.

14 Project Content: Mathematics Essential Question: How do rigor and routine influence the way I learn about Math? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Key Ideas and Details 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Presentation of Knowledge and Ideas 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CTHSS Online Research and Media Skills: Create a multimedia presentation designed to persuade, instruct, or inform the audience. Develop a storyboard. Organize a presentation around a main idea or supporting details. Transitions are used to aid in understanding of main idea. Digital and text effects are used appropriately. Graphics and/or animation enhance and do not detract from message. Combine information from diverse media formats to draw conclusions. Use visual representations to express quantitative data. Use elements of design to inform or persuade an audience. Create a Classroom Tutorial Website or Demonstration According to the Common Core State Standards, Mathematically proficient students consider the available tools when solving a mathematical problem. As a math educator you can have students create a repository of tutorials on mathematical models, tools, and equations. Assign students an operation. Then using a wiki, website, or a presentation software (Powerpoint, or Google Presenter) have students create a lesson to teach each other the logical steps to solving the equation. First students can storyboard the steps, next they can create example models, and then they can develop the final product. Over time, as a teacher, you will develop a database of student created tutorials.

15 Other Suggested Project/ Activities Flipped Classroom Video Revising a Problem Think-aloud Video Math Literacy and Concepts Blogging Activity Instructional Strategies Resources Assessments As a class review instructional materials that could be used in a Math classroom. Conduct a classroom discussion with students sharing elements of the instructional materials that support classroom learning, and elements that may detract or confuse students. Save the findings from these discussions in a discussion log, or posted somewhere in the classroom. Have student groups research, discuss and agree upon a topic or unit to cover in the construction of their instructional materials. The students should then research using online resources and the classroom textbooks to determine the most complete information that needs to be included in student work product. Student groups should then collaboratively plan, storyboard, and construct a website or presentation including all materials they identify in their research. Online search engines. Math instructional PowerPoints and Websites to be used as exemplars Microsoft PowerPoint, or Google Presenter Moodle/Mahara webpage construction Video Editing Software Video cameras Individual assessment can be based on the quality of argument construction, edits, and revisions made on the Moodle/Mahara webpage and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the planning and construction of the storyboards and of classroom instructional materials

16 Project Content: Science Essential Question: What makes information true and how do authors shape their shape their version of truth? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text. Production and Distribution of Writing- 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Presentation of Knowledge and Ideas 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CTHSS Online Research and Media Skills: Create a website on a topic of choice with embedded supporting evidence and links to outside evidence. Create a website map. Claims made in website are supported with evidence. Active Links to outside sources of information are included. Links for navigation are clearly labeled and consistently placed. A logical and consistent layout is used. Uses a variety of media. Evaluate websites Judge expertise of the author. Judge credibility of the publisher. Evaluate how an author's perspective shapes words and images on a page. Evaluate the credibility of a source included within a website. Distinguish between primary and secondary sources. Rebutt a claim with a secondary source. Contribute to a collaborative document. Use a wiki, video or Google document. Assign and maintain a role for partners. Develop a plan to pre-write, draft, edit, revise, and publish as a team. Be able to assess yourself and your peers.

17 Instructional Strategies Resources Assessments Have student groups review a list of credible and less credible sites about a topic of interest and background knowledge to the students in the field of science. Have small groups discuss markers of credibility and relevance they recognize in the websites and document strategies they would use to critically evaluate these websites using the markers that they identify. Online search engines. List of credible and dubious websites. List of five to ten hoax websites. Moodle/Mahara blogs. Moodle/Mahara webpage construction Video Editing Software Video cameras Have student groups then review a list of hoax websites and use the same markers of credibility and relevance and strategies they detailed as a class to evaluate these websites. After reviewing the hoax websites, the class should revisit and possibly edit the classconstructed list of markers of credibility and relevance, and strategies students would employ. Student groups should then collaboratively plan, storyboard, and construct a hoax website of their own using lessons learned. Individual assessment can be based on the quality of argument construction, edits, and revisions made on the Moodle/Mahara webpage and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the planning and construction of the storyboards and of the How-To Video.

18 Project Content: Social Studies Essential Question: How can online spaces be used to collaboratively research, organize, and present argumentative informational text for a classroom debate? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Key Ideas and Details 1: Read closely to determine what the text says and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text. Production and Distribution of Writing 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CTHSS Online Research and Media Skills: Create a website on a topic of choice with embedded supporting evidence and links to outside evidence. Create a website map. Claims made in website are supported with evidence. Active Links to outside sources of information are included. Links for navigation are clearly labeled and consistently placed. A logical and consistent layout is used. Uses a variety of media. Instructional Strategies Resources Assessments Understand, unpack, and detail questions, keywords, and potential responses motivated by argumentative informational text. Teachers are to help students understand the complexity of the positions included in the classroom debate and possible online searches and keywords that can be used to obtain credible and relevant information that can be used to support their position in the classroom debate. Online search engines. Online Informational texts. Moodle/Mahara discussion boards. Moodle/Mahara webpage construction Microsoft Word Individual assessment can be based on the quality of argument construction, edits, and revisions made on the Moodle/Mahara webpage and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the webpage and to the presentation at the classroom debate.

19 Instructional Strategies Resources Assessments Online search engines. Model the research, organization, and collaboration skills necessary to plan and present argumentative informational text at the classroom debate. Use think-aloud strategies to let students hear what you are thinking as you work. Online Informational texts. Moodle/Mahara discussion boards. Moodle/Mahara webpage construction Microsoft Word Demonstrate students how to effectively use media, hyperlinks, and block quotes on a webpage in Moodle/Mahara. Provide models of effective revisions and edits that skilled authors of online information use as they collaboratively construct online content. Individual assessment can be based on the quality of argument construction, edits, and revisions made on the Moodle/Mahara webpage and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the webpage and to the presentation at the classroom debate.

20 Project Content: Health Essential Question: How do images and words work together to communicate ideas? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Presentation of Knowledge and Ideas 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Integration of Knowledge and Ideas 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Production and Distribution of Writing 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 9: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CTHSS Online Research and Media Skills: Contribute to a collaborative document. Use a wiki, video or Google document. Assign and maintain a role for partners. Develop a plan to pre-write, draft, edit, revise, and publish as a team. Be able to assess yourself and your peers. Brochure In order to increase the authenticity of activities and assignments focused on health and health literacy teachers may choose to have students develop a brochure communicating knowledge gained while researching online. Using the features in Moodle and Mahara you can track students progress. This will allow you to quickly assess progress by students as they research online and construct their brochures anytime/anywhere. Teachers can set up notifications or an RSS feed. Teachers will be able to track when students complete assignments. They will have artifacts collected over time that can be analyzed for growth in knowledge. More importantly it reflects the knowledge, skills, and dispositions students will need to effectively read and write online informational text. Students will be required to collaboratively research online to identify facts and figures needed to include in their health brochure. Students will include research and reflection on the process on the wiki included in Moodle and Mahara.

21 Other Suggested Projects/Activities Posters Powerpoints Track nutritional data Instructional Strategies Resources Assessments Utilize mentor texts- Provide students with examples of wikis in which individuals collaboratively edit and revise an informational text. Look for exemplars that model health informational texts to model the assignment students will complete. Wikipedia, Wikispaces, or Moodle wikis previously constructed by students. Wiki Informational texts. Moodle/Mahara blog Moodle Wiki Individual assessment can be based on the quality of wiki edits and revisions and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the wiki and to the brochure. Model the research, writing, and revision practice necessary to complete and edit the wiki for the purpose of the assignment. Use think-aloud strategies to let students hear what you are thinking as you work. Microsoft Word Demonstrate students how to effectively use media, hyperlinks, and block quotes in a wiki and brochure. Provide models of effective revisions and edits that skilled authors of online information use as they collaboratively construct online content.

22 Project Content: Trade-Related Areas Essential Question: How can I share my expertise with the world? Common Core Anchor Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: Craft and Structure 6: Assess how point of view or purpose shapes the content and style of a text. Research to Build and Present Knowledge 9: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Presentation of Knowledge and Ideas 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CTHSS Online Research and Media Skills: Create a video presentation to persuade, entertain or instruct the audience. Develop a storyboard. Transitions are used to aid in understanding of main idea. Digital and text effects used appropriately. Graphics and/or animation enhance and do not detract from message. How-To Video In order to increase the level of authenticity and rigor in the trade classroom, teachers may choose to have students use online informational texts and student constructed multimodal content to prepare and present a How-To Video. Using the web page construction feature, discussion forums, and video cameras students and teachers can track progress, prepare, and produce content for a video. This will allow you to quickly assess progress by students as they research online and organize information and content they will use as they prepare for and produce their How- To Video. Teachers can set up notifications or an RSS feed. Teachers will be able to track when students complete assignments. They will have artifacts collected over time that can be analyzed for growth in knowledge. More importantly it reflects the knowledge, skills, and dispositions students will need to collaboratively prepare, research, and present information used in online multimodal content. Students will be required to collaboratively research online to identify facts and figures needed to include in their How-To Video. Students will discuss and agree upon information and techniques that will be used in the compilation, story-boarding, planning, and production of the How-To Video. Over the course of the research, planning, and production process, students will reflectively blog on the process and challenges that occur during the process.

23 Other Suggested Projects/Activities Training Materials Career and Trade Scavenger Hunt E-Portfolio and Resume Construction Instructional Strategies Resources Assessments Research, organize, story-board, and produce multimodal content to be included in a How-To Video. Teachers are to help students understand the purpose, potential audience, and design aesthetics embedded in video production and their How-To Video. Online search engines. Online Informational texts. Moodle/Mahara blogs. Moodle/Mahara webpage construction Teachers should showcase and perform a think-aloud while reviewing plans, story-boards, and final productions of How-To Videos. Teachers should indicate markers of quality and planning that they notice as they review the materials. Model the research, organization, and production skills necessary to construct multimodal content for the purposes of the How-To Video. Use think-aloud strategies to let students hear what you are thinking as you work. Provide models of effective revisions and edits that skilled authors of online information use as they collaboratively construct online content. Video Editing Software Video cameras Individual assessment can be based on the quality of argument construction, edits, and revisions made on the Moodle/Mahara webpage and the feedback students leave each other in the discussion feature. Look for growth overtime in the use of textual and multimodal evidence added to the planning and ultimate production of the How-To Video.

24 Glossary Agnostic- A term describing software or application that is interoperatable across different platforms, computers, or mobile devices. Asynchronus Converastion: Communication that occurs does not occur at the same time. Examples include , forums, listservs and message boards. AUP: (Acceptable Use Policy). These policies attempt to spell out legitimate uses for an institution's computer network. This includes use of the Internet. Most AUPs define responsibilities and expectations as well as consequences for misuse of technology. Avatar: The visual (oftentimes cartoonish) representation of a person in a virtual world or virtual chat room. Blog: A blog, which is short for web log, is series of articles usually written in a slightly informal tone. While many blogs are online personal journals, blogs cover the full range from personal to news to business with subject matter that ranges from personal to serious to humorous to creative. A blog network is a series of blogs hosted by the same website or company, while the blogosphere refers to all blogs across the Internet regardless of whether they are an individual blog or part of a blog network. CAPTCHA: This refers to those crazy letters and numbers you have to decipher and type in when filling out a form on the web. It is a mechanism used to check whether or not you are human and is used to prevent spam. Cloud Computing: The use of a Web services such as Flickr, Google Docs, Jing (video screencapture service) to perform the functions that were traditionally done with software installed on an individual computer. Creative Commons: The creators of (IP) Intellectual Property, can nuance their copyright by using a Creative Commons license to mark their creative work with the freedoms they want it to carry. By using CC free tools you can change your copyright terms from All Rights Reserved to Some Rights Reserved. Flipped Class: A pedagogical technique where traditional direct instruction (lectures) are delivered online and classroom instructional time is reserved for hand-on differentiated practice. Forum: A message board or online discussion site where people communicate via posted messages. Messages are asynchronous and not real time like in chat.

25 Mahara: An open source e-portfolio and social networking system. The e-portfolio system allows students to create different views for different audiences. Mahara also has many features found in popular social networks such as walls, groups, forums, and blogs. MashUp: The past time of mixing together various streams of content from the Internet to create a new product that is a cultural comment on the sources as well as a topic of interest in the Web 2.0 world. Streams can include RSS content, map server information and special search engine feeds. Moodle: A course management system, basically an online learning environment. It has many features such as sharing readings, hosting forums, and submitting assignments. Podcast: The distribution of audio and video "shows" across the Internet, such as a video blog or an Internet radio show. Like blogs, they can range in subject matter from personal to business and serious to entertaining. RSS/Web Feeds: Really Simple Syndication (RSS) is a system of transporting articles across the Internet. An RSS feed (sometimes simply called a 'web feed') contains either full or summarized articles without all the fluff contained on the website. These feeds can be read by other websites or by RSS readers. Screencast: A recording of someone s screen that is then broadcasted over the Internet. These are very useful in creating tutorials or conducting think-alouds. Social Bookmarking: A method for collecting, curating, and sharing content found online. Social Networking: The process of building online communities, often accomplished both through 'groups' and 'friends lists' that allow greater interaction on websites. Synchronous Conversation: Online conversation that happens in real time utilizing features such as chat rooms, twitter, or todaysmeet.com, Think-Alouds: A way of modeling and explaining a reading or searching process. The speaker explains their thinking and reactions as they work through the process.. This helps students understand strategies and see connections. This method is most powerful when students follow up by doing the task while applying the same think-aloud methods. Twitter / Tweet: Twitter is a micro-blogging service that allows people to type in short messages or status updates that can be read by people following them. An individual message or status update is often referred to as a 'tweet'.

26 Viral: The digital version of grassroots, 'viral' refers the process of an article, video or podcast becoming popular by being passed from person to person or rising to the top of popularity lists on social media websites. Webcast: A broadcast that takes place over the web and uses both audio and visual effects. For example, a web-based conference call that sends a presentation with charts and graphs to go alongside the speech. Webcasts are often interactive. Wiki: A wiki is a website designed for multiple people to collaborate by adding and editing content. Wikipedia is an example of a wiki.