Enhancement Workshop Presentation

8/3/2019 Enhancement Workshop Presentation

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Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of IntelCorporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Malaysia Enhancement Workshop

Intel Teach Program


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Workshop Objectives

The objectives of the Enhancement Workshop include:

Preparing Students for the 21st Century Understand the essential competencies required by students to be

successful in the 21st century

Introducing the Intel Teach Essentials Course Version 10Curriculum, New Resources and Technologies

Understand the key components of the Intel Teach Essentials CourseVersion 10 Curriculum

Develop the skill of integrating technology in their curriculum theinstructional uses of different applications and emerging Web 2.0Technologies such as blogs and wikis

Project Based Learning Develop a deeper understanding of Project Based Learning and learn more

about the design elements used in a project-based unit through Intel

Education Designing Effective Projects andAssessing Projects

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Workshop Objectives

Promoting Higher Order Thinking Skills Understand the importance of promoting higher order thinking skills

Curriculum Framing Questions Understand the underlying concept behind curriculum framing questions Develop the skill of framing curriculum framing questions

Understand how to weave the curriculum framing questions in theteaching and learning process

Effective Assessment Understand the importance of effective assessment Develop the skill of making effective assessment tools using Intel

EducationAssessing Projects

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Agenda

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Agenda

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Activity 1

Self Introduction

(10 minutes)


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Self Introduction

Share with others your name, class you areteaching, subjects that you handle and thename of your school or institution.


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Activity 2

Overview of Version 10 Curriculum

(35 minutes)


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Course Revisions

Intel Teach Essentials Course v.10 draws on content from theIntel Education Designing Effective Projects andAssessingProjects.

The course has been shortened to eight modules.

Participants are required to complete only one student samplea

presentation, publication, or web-based resource (wiki or blog)sorather than three modules for student samples, there is only one.

Activities for exploring the instructional uses of emerging Webtechnologies for social networking and communication, such asblogs and wikis, have been integrated throughout the course.

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Unit Portfolio Teachers create all the products listed.

These items together make up a completeUnit Portfolio.

Peer reviews are conducted on the productsteachers create.

Unit Plan

Aligns to CS

Focuses through the use of Curriculum-Framing Questions

Includes Assessment Timeline to note

ongoing assessment Provides accommodations to support all

learners

Outcomesassessments

images_sounds copyright_permissions

student_sample

unit_plan

unit_support

Student SampleAssessment

Gauge Student

Needs Presentation

Other Assessments

Presentation, Publication,Wiki, or Blog

Unit Plan

Works Cited Document

Implementation Plan

Publication on PBL

Documents to ScaffoldStudent Learning

Presentation, Newsletter,Brochure, or Web-BasedResource to Support the Unit

Management Documents

Assessments to FosterSelf-Direction

Intel

TeachEssentials Course

Unit Portfolio


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Curriculum Modules

Essentials Course v.4.4 Essentials Course v.10Module 1: Getting Started Module 1: Teaching with Projects

Module 2: Locating Resources for Unit Portfolios Module 2: Planning My Unit

Module 3: Creating Student

Multimedia Presentations

Module 3: Making Connections

Module 4: Creating Student Publications Module 4: Creating Samples of Learning

Module 5: Creating Student Support Materials Module 5: Assessing Student Projects

Module 6: Creating Student Web Sites Removed

Module 7: Creating Teacher Support Materials Module 6: Planning for Student Success

Module 8: Developing Plans for Implementation Module 7: Facilitating with Technology

Module 9: Putting Unit Portfolios Together Removed

Module 10: Showcasing Unit Portfolios Module 8: Showcasing Unit Portfolios

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Module 1: Teaching with Projects

Focus:Project-based learning and

unit design

Outcomes: Understand big picture and portfolio

components Create a publication on projects Identify 21st century skills for unit Develop initial unit ideas Reflect on learning in your blog

Module 2: Planning My Unit

Focus:Curriculum-Framing

Questions

and ongoing student-centered assessment

Outcomes: Identify CS for your unit Create learning objectives Create Curriculum-Framing Questions Research effective assessment strategies Draft Assessment Timeline for unit

Create presentation to gauge student needs Reflect on learning in your blog


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Module 3: Making Connections

Focus:The Internet to

support

teaching andlearning

Outcomes: Use wiki to share ideas for meeting CS with projects

Understand copyright laws and fair use Create Works Cited document Integrate the use of Internet resources into unit to

support research, communication, collaboration,problem solving, and/or other 21st century skills

Use online collaborative resource to share unit ideas Reflect on learning in your blog

Module 4: CreatingSamples of Learning

Focus:

Project outcomesfrom a student

perspective

Outcomes: Identify strategies to ensure safe, responsible, and

appropriate student Internet use

Create sample student publication, presentation, wiki,

or blog to demonstrate student learning Draft Instructional Procedures for unit Self-assess student sample Reflect on learning in your blog


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Module 5: AssessingStudent Projects

Focus:

Formative andsummativeassessment

Outcomes: Obtain feedback to improve your student sample Explore challenges and solutions for involving

students in the assessment process Self-assess your current assessment practices Draft Assessment Summary for unit Create summative assessment for your student

sample

Revise your student sample based on yoursummative assessment

Revise your Unit Plan Reflect on learning in your blog

Module 6: Planning for Student Success

Focus:Student supportand self-direction

Outcomes: Explore strategies to differentiate instruction Create an assessment to encourage student self-

direction Create student support materials Revise your Unit Plan to incorporate accommodations

for all learners Reflect on learning in your blog


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Module 7: Facilitating with Technology

Focus:

Teacher asfacilitator

Outcomes: Explore questioning strategies to promote higher-order

thinking Self-assess your facilitation of a student-centered

classroom Create facilitation materials Create an Implementation Plan Revise your Unit Plan Self-assess your Unit Portfolio and revise based on your

assessment

Reflect on learning in your blog and share with partner Locate Internet resources for educators

Module 8: Showcasing Unit Portfolios

Focus:Sharing learning

Outcomes: Discuss managing technology use in the classroom Create management documents

Prepare for showcasing work Give and receive feedback on Unit Portfolios Reflect on learning in your blog Evaluate the Essentials Course


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Intel Education Help Guide

Intel Education Help Guide provides handy step-by-step instructions for hundreds of technical skillsfor commonly used software applications.

Explore: Intel Education Help Guide

Note: Intel Education Help Guide (Help Guide.exe) isavailable on the Curriculum Resource CD.

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Activity 3

PreparingStudents for the 21st Century

(20 minutes)


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Reflect and Discuss

When students graduate from your school system, what is

essential for them to know and be able to do?


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21st Century Skills

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Information andCommunication

Skills Information and Media Literacy Skills Communication Skills

Thinking and

Problem-SolvingSkills

Critical Thinking and Systems Thinking

Problem Identification, Formulation andSolution

Creativity and Intellectual Curiosity

Interpersonal and

Self-DirectionalSkills

Interpersonal and Collaborative Skills

Self-Direction Accountability and Adaptability Social Responsibility

21st CS


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Reflect and Discuss

How can you incorporate these skills into your Unit Plan?

What would these skills look like in your classroom?

Example:

Social Responsibility

Acting responsibly with the interests of the larger community in mind;demonstrating ethical behavior in personal, workplace, and communitycontexts

Engage students with Copyright Law and its Fair Use clause

Students start to make responsible decision about use of materialsaccording to the rules governing intellectual property, trademark,copyright, fair use and plagiarism

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Activity 4

Unit Plan Template

(35 minutes)


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Unit Plan Template

The Unit Plan Template of the project portfolio serves as one of the mosteffective curricular and instructional frameworks for classroom teachers todesign their unit plans.

It helps you to decide what the students will learn, the resources that youwill use, how the units are related to students interests and needs, thequestions that you would ask them, and how technology can be integrated

into your teaching.

Review: The unit plan template Module 1.10 1.11

(Module 1 / Activity 1)

Understand: The explanations under each field

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Unit Plan Template v. 4.4 Unit Plan Template v.10

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Unit Plan Template v. 4.4 Unit Plan Template v.10

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Unit Plan v. 4.4

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Unit Plan v.10

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Unit Plan v. 4.4

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Unit Plan v. 10

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Activity 5

Portfolio Rubric

(20 minutes)


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Portfolio Rubric

The Portfolio Rubric helps you understand how you address differentcomponents of the design process.

Review : The Portfolio Rubric - Module 1.18 1.19


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Portfolio

Rubric


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Activity 6

Promoting Higher Order ThinkingSkills

(30 minutes)


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Higher Order ThinkingSkills

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Deep &MeaningfulThinking

Analysis

Using

Knowledge

Metacognition

Digging Deeper for Understanding

Thinking about Thinking

ThinkingWith Data

Making Use of Information

Effectively Interpret and Use Data


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Higher Order ThinkingSkills BloomsTaxonomy

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Revised taxonomy of the cognitive domain Andersonand Krathwohl (2001)

Note: For in-depth information on the revised Blooms Taxonomy, you can visit the Intel Education Designing Effective Projectsat: http://educate.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Bloom_Taxonomy2.htm


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A Useful Structure Bottom 3 Levels

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Level Skill

Knowledge Recall or recognition of information

- Cues: list, define, memorise nameWhen and where Tunku AbdulRahman was born?

Comprehension Grasping (understanding) the meaning ofprovided information

- Cues: describe, identify, restateWhat were the contributions of Tunku AbdulRahman?

Application Using concepts in new situations

-Cues: apply, classify, illustrate, solve

How did Tunku AbdulRahman leadand bring Malaysia from

colonialism to independence?


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A Useful Structure Upper 3 Levels

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Level Skill

Analysis Breaking information down into related parts

- Cues: analyse, examine, experiment, organizeAnalyze whether non violent methods are a better way to

win freedom wars.

Synthesis Putting information together to create a newwhole

- Cues: create, design, develop, plan, proposePropose a policy of non violence to overcome the presentthreats to Malaysias freedom.

Evaluation Judge value or use based on criteria-Cues: argue, defend, justify, supportJustify with suitable reasons that the ways of Tunku Abdul

Rahmans thinking pave the pathway for peace in Asiancountry.


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Higher Order ThinkingSkills

Spend 15 minutes completing the worksheet provided.Devise questions or statements for each level of BloomsTaxonomy that applies to each topic according to the classlevel that you decide.

List and share your ideas.

HOTS


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Activity 7

Project Based Learning Designing Effective Projects

(120 minutes)


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Characteristics of PBL

Organizes curriculum around a problem or project.

Engages students as stakeholders.

Creates a learning environment where teacherscoach, guide inquiry and facilitate deeper levels ofunderstanding.

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Project Based Learning

Concentrates scenarios that provide rich learningopportunities.

Involves students in problem-solving investigationsand other meaningfultasks.

Allows students to build their own knowledge answers essential questions.

Concludes with realistic products.

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Establishes connections to life outside the classroom.

Addresses real world concerns.

Develops real world skills.

Many of the skills are those desired by today's employer such

as: the ability to work well with others

make thoughtful decisions

take initiative

solve complex problems

Accessible for all learners.

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Shifts away from the classroom practices of short, isolated,teacher-centered lessons.

Emphasizes learning activities that are: Long-term

Student-centered

Integrated with real world issues and practices and have compellingquestions

Promotes higher-level cognitive skills and problem-solvingstrategies.

Teaches students to:

Use their minds, apply what they learn, be technologically literate, acquire21st century skills and self-confidence.

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Outcome of Project Based LearningEnvironment

PBL promotes higher-levelcognitive skills

PBL helps to move from theknowledge to comprehensionand application to higher levelskills like analysis, synthesisand evaluation.

The child moves fromknowing to using andextending his knowledge andmaking real life connections.

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Paradigm Shift

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Present and FutureTeacher leads and works togetherwith students

Students participate actively

Thinking

Open questions asking why/how

Development based scenario

stressing relativity

Stressing collaboration

Past

Teacher passes onknowledge

Students listen passively

Memorizing

Closed questions askingwhat

Individual structure

stressing the results

Stressing individual results


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ICT and Project Based Learning

High affinity=Effective tool

Searching information

Communication

Managing project progress

Publishing results/transmitting information

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How Does Project-Based Learning Work?

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Plan

Determine specific learning goals Use curriculum specifications

Connect to a real world topics

Develop Curriculum-Framing Questions

Create Essential Question

Make it one that students can feel they are making an impact by answering thequestion or solving the problem make it a NOW question

Make an assessment plan

How will you know your students have met your learning goals?

By what criteria will your students be assessed?

Design project ideas and activities

G RAS P E (Goal, Role, Audience, Set of Tasks and Solutions, Products, Evaluation)

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Develop the Project Idea

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G

R

A

S

P

E


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Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.

Copyright 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of IntelCorporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Example of Project Based Unit Primary School Science

Goal:

To study about the concept of 3R (Recycle, Reuse, Reduce)

Essential Question:

How can I contribute to a better tomorrow?

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Role and Audience

As school recycling specialists, students aim topromote the 3R concept to the schoolcommunity.

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Set of Tasks and Solutions

Students conduct research on the concept of3R(Recycle,

Reuse, Reduce) and ways to reuse solid waste (waste

generated in their homes).

The school recycling specialists get together to set up a

Reuse Centre in the school to make use of the solid

waste from the recycling bins.

The students make products from the waste materials that

they have collected from their homes and sell them at theReuse Centre.

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Products

They prepare a multimedia presentation to

share information on recycling with other students.

They prepare 3R wiki to create awareness about

some simple ways for making the best out of

waste.

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Evaluation

Student assessment to be carried out by using thefollowing methods

Journal

Collaboration Self-Assessment Presentation Checklist

Presentation Rubric

Wiki Scoring Guide

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Schedule

Design a timeline for project components.

Set benchmarks.

Keep it simple and age-appropriate.

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Sample Schedule Plan

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Day - Period Task Time Frame

6th September 3rd

PeriodIntroduce project 30 min

Group students 10 min

8th September 6th

PeriodResearch Work- Facilitatestudents working ingroups and carrying outthe research using theresearch guide scaffold.

40 min

10th September 8thPeriod

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Implement and Monitor

Follow your project schedule

Integrate Field Learning and Classroom Learning

Facilitate the process

Be there for support

Provide resources

Provide guidance Question student's thinking and challenge students to support their

conclusions

On-going progress review and evaluation

Utilize rubrics

Provide time for sharing and showcasing

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Reflect

Take time to reflect, individually and as a group what went well,what didnt

Discuss:

Quantitative and qualitative analyses of student

learning outcomes.

Quantitative and qualitative analyses of yourprofessional growth.

Others: parents perceptions, principals perceptions.

Share feelings and experiences.

Share ideas that will lead to new inquiries, thus new

projects.

Try it evaluate what you have done and adjust for the next year.

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PBL vs. Activity Based Learning

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ExampleThemes

Activity BasedInstruction

Project BasedLearning

Differences betweenthe two

Pollution Complete differentactivities that showeffects ofdifferentkinds of pollution.

Identify components ofeach.

Identify pollutionproblems in thecommunity. Form atask force toinvestigate theproblems anddevise technically

feasible solutionsfor each.

The activity-based tasksare just that individualtasks with noconnections betweenthe individual activitiesand no real worldconnection.

The Project basedapproach defines anoverarching challengeand inserts these tasksin a meaningfulcommunity project. Thestudents may still

complete the activities,and identify componentsof each, but then theyuse this information whendevising solutions.


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Researching Project Based Learning

Step 1: Online Tagging and Bookmarking

Go to: http://www.diigo.com/sign-up/

Note: The Online Tagging and Bookmarking Sites file is located in the Resources,Internet Resources folder on the Curriculum Resource CD.

Register for your Diigo account

Write down your username and password

Activate the Diigo account through your email

Download and Install the Diigo toolbar

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Step 2: Exploring Intel Education Designing Effective Projects

Go to: http://educate.intel.com/my/ProjectDesign

Tag or bookmark this Web site

Explore the site and highlight necessary information as needed

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Step 3: Research on PBL

Research at least 2 Web sites on PBL using yahoo, google, etc

Tag or bookmark the sites using Diigo

Join the essentialsv10 Group at:

http://groups.diigo.com/groups/essentialsv10 Share your PBL bookmarks with the essentialsv10 Group

View sample publications on PBL (Module 1 / Activity 4)

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Social bookmarking Traditional Online Bookmarking


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Social bookmarking Traditional Online Bookmarking

It allows you to save and annotateWeb sites you want to find later, but alsomakes it easy to share and "tag" Websites with key words.

These tags are used to categorize andorganize your favorite Web sites; thenother users can take these bookmarks andadd them to their own collection.

It is also like a search engine, except

that it only searches entries on itsdatabase that other people haverecommended (or tagged).

Usually these resources have a toolbaryou can install on your web browser forquick saving of resources.

For examples:Blinklist: www.blinklist.comdel.icio.us: http://del.icio.usDiigo: www.diigo.com

It is very similar to the favorites orbookmarks you keep on your computer,except that you can access them fromany Internet-connected computer.

You can usually import your currentcomputer-based favorites so you canaccess them online.

For examples:Yahoo! Bookmarks:

http://bookmarks.yahoo.comIkeepbookmarks:http://www.ikeepbookmarks.com

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Sample Unit Portfolios

View: Sample Unit Portfolios

Note: Sample Unit Portfolios located in the Sample Unit Portfolios folder onthe Curriculum Resource CD or in the Intel Education Web site:http://educate.intel.com/my/ProjectDesign

Spend 20 minutes completing the PBL worksheet (Project Idea andProject Characteristics) provided according to the unit portfolio thatyou have selected.

List and share your ideas.

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PBL


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Summary

PBL makes school learning more like real-world learning. PBL helps students learn the same content, only in a different way.

Besides learning content, PBL incorporates components likecollaboration, problem solving, presenting, communication withothers.

PBL motivates students to dig deeper as they get involved in thelearning process.

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Activity 8

Blog

(150 minutes)


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What is a Blog?

Blog is used to share information and opinionswith readers and to solicit feedback anddiscussion.

It often take the form of a journal and is regularly

updated with new entries.

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Example Instructional Uses

Character Journals

List of research sources

Reflections on learning

Collecting responses to ideas

Debating issues relevant to the subject area

Cinderella Blog is a student sample blog available in theWhere in the World is Cinderella? Unit Plan

Note: Student Sample Blogs are available in the Module 4, Activity 1 folder

on the Curriculum Resource CD

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Copyright 2007 Intel Corporation. All rights reserved. Intel and Intel

Education are trademarks or registered trademarks of IntelCorporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Drawbacks

Interaction is limited to written responses

Blogs often can be viewed by anyone with Internet accessunless you make the blog entries private

Formatting, design options and multimedia are often limited

Content usually must be edited online

People may respond to blog entries with inflammatory orinappropriate content

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21classes Blog Portal

21Classes is specifically designed for education use.

Rather than just having unconnected individual blogging accountslike most sites, 21Classes provides a blog portala community ofconnected blog accounts.

Every blog portal consists oftwo layers.

The first layer is a class home page where users can log on, easilyaccess the other blogs in the community (and only theircommunity), and find out about classroom news and assignments.

The second layer consists of the individual user blogs.

Note: Additional Web sites that provide free blog space are listed in theBlogging Site document in the Resources, InternetResources folder on theCurriculum Resource CD

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Registering for a Blog Portal

Go to: www.21classes.com

Tag or bookmark the site using Diigo

Click Sign up for free!

Register for your portal

Note: Make the Classroom name unique to you, your school, or your class sinceit becomes a part of the URL.

Write down your Classroom name, password and portal address

Note: Tutorial for setting up a blog portal (Tutorial_for_21classes_for_classroom_use.pdf)

is available in the Resources, InternetResources folder on the Curriculum Resource CD

Tag or bookmark you portal address using Diigo

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di i


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EditingYour Home Page Message

Mouse over Classroom Homepage, and then clickWelcome text / about

Delete the placeholder text and replace with your own.

Click Save

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Addi E f h C i Bl


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Adding an Entry for the Community Blog

To add entries for the Community Blog, mouse over ClassroomHomepage, and then click New Entry.

Add title and text. The entry will automatically link to the homepage and entries will display from most recent to oldest.

Leave the Entry category set for Home so that you will see the blog

entry on the home page.

If you want others outside the course to be able to view all theentries and comments, leave the default to Public. If you want onlyyour participants to view the blogs, change the setting to Membersonly.

Click Publish.

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C ti A t


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CreatingAccounts

There are three ways to add users to your blog portal: Sign them up directly yourself,

Invite users through e-mail to create accounts themselves, and/or

Provide a link on your blog portal home page to allow users to sign upfrom there

Note: For the Essentials Online Course, you may want to sign them up directly, as well

as allow users to sign up themselves in case you have any last minute additions to yourclass.

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Addi U A t Di tl


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Adding User Accounts Directly

Mouse over Student accounts, and then click Manage and add studentaccounts.

Click Create account.

Enter the number of accounts you need to create using the drop-down box.

Note: Do not choose a number higher than you actually need. You will receive an error

message if any of the account fields are left blank

If you want the account information sent by e-mail to the user(s), select thecheckbox at Send login data by E-Mail. If your users are students, youmay not want an e-mail to be sent.

Enter the Username, password, and E-mail address for each user.

Note: The e-mail address field is optional if you do not select the box for send login

data by E-Mail.

Click Save.

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I iti U t Si U f A t


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Inviting Users to Sign Up for an Account

Mouse over Student accounts, and then click Manageand add student accounts.

Click Invite members.

Click the box to Enter more E-Mail addresses as many

times as needed. Add a message in the Additional text for invitation box to

let the recipients know what this invitation is for and who it isfrom.

Preview the blog invitation and then Click Send.

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All i M b R i t ti f Y


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Allowing Member Registration from YourBlog Portal Home Page

Mouse over Student accounts, and then click Manage andadd student accounts.

Click Allow member registration.

Click the box to Provide link for members to register

themselves. Click Save.

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Bl i M J


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Blogging My Journey

Open: [enter URL]


Click Click here to sign up

Register for your account

Write down your user name and password

Log in with your user name and password

Create a blog entry to reflect on the following:

- How can projects help my students meet curriculum specifications anddevelop 21st century skills?

- How can I use projects to enhance student learning?

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Activity 9

Curriculum-Framing Questions

(90 minutes)

Questions


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Questions

Different types of questions accomplish different tasks

Asking questions is contagious

It promotes authentic learning, which encourages students to askmore questions.

Students are more likely to become self-directed learners becausethey are interested in the answers.

Students see the connections between the subject being taught andtheir worldit can change their whole outlook on what education isabout.

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What are Curriculum Framing Question?


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Curriculum-Framing Questionsguide a unit of study and include:

Essential

Unit and

Content Questions

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What are Curriculum-Framing Question?

Curriculum Framing Questions


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Curriculum-Framing Questions

Essential Question Unit Question Content Question

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is the highest-order,

most abstract andopen-ended questionin a chain of questions.

serves as anoverarchingconceptual framework

for a group of curriculaor even all curricula.

is an open-ended

question but ties to aspecific topic or unitof study.

supports and continuesthe study of anEssential Question.

directly supports

curriculumspecifications andlearning objectives

has specific rightanswers

Example:Why do we needothers?

Example:

Which of our publicservice is the mostimportant?

Which public servicewould you most like tobe?

Example:

Who are those involvedin the public service?

What are theirresponsibilities/duties?

Identifying Questions


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Identify whether the questions are Essential, Unit, or Content.

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Do graphs and tables tell the truth?

How do we make decisions?

What are the similarities and differencesbetween different types of graphs?

How are graphs used to represent data?

Does using data help in decision-making?



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Identify whether the questions are Essential, Unit, or Content.

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How do todays agricultural practices affectenvironment?

What is Green Revolution?

Are we crossing our limits?

How can we grow enough food, withoutpolluting our environment?

What is the impact of Green Revolution onenvironment?

Curriculum-Framing Questions Rubric


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The Curriculum-Framing Questions Rubric helps you create and modify yourCurriculum-Framing Questions throughout your unit development process.

Review : The Curriculum-Framing Questions Rubric - Module 2.05 2.06


Discuss and create a blog entry on the following points:

- What new insights do you have after reviewing the rubric?

- What parts of the rubric do you feel will be most helpful to keep inmind as you develop your own Curriculum-Framing Questions?

Note: Open your bookmarked blog site: [enter URL]

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CFQ Rubric

Revising Curriculum-Framing Questions


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Revising Curriculum-Framing Questions

Revise the following Curriculum-Framing Questions using the


Note: Not all the questions are necessarily poor questions

Note your revised Curriculum-Framing Questions using the CFQworksheet.

Share your questions

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Form 2 ScienceCurriculum Specifications

2.1 Analysing the classes of food2.2 Evaluating the important of a balanced diet.

Essential Question How can I stay healthy?

Unit Questions

How do I plan a healthy and nutritious balanced diet?

What factors influence my food choices?

Content QuestionsWhat is food pyramid?What are the classes of food?What are their functions to the body?

CFQ


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Activity 10

Wiki

(150 minutes)

What are Wikis?


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What are Wikis?

Wikis are collaborative Web sites that can be setup to be edited by anyone or only designatedusers.

The creator of a wiki can receive notice of all

changes and can track and monitor thedevelopment

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Group Writing Collaborative Web development

Share research findings

Project planning

Information collection

Enduring Heroes Wiki is a student sample wiki available in theEnduring Heroes Unit Plan

Note: Student Sample Wikis are available in the Module 4, Activity 1 folderon the Curriculum Resource CD

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Drawbacks


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Drawbacks

Other authors could make unwanted changes to your work

Content must be edited online

People may contribute inflammatory or inappropriate content

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Wik is


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Wik.is

It is a free wiki hosting service.

It is also a platform for collaborative writing,organizing and sharing content.

Note: Additional Web sites that provide free wiki space are

listed in the Wiki Site document in the Resources, InternetResources folder on the Curriculum Resource CD

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Registering for a Wiki


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Registering for a Wiki

Go to: http://wik.is


Enter the site name you want for your course or class.

Note: Make the site name unique to you, your school, or your class since it becomes a part

of the URL.

Click Create

Register for your wiki site Check your email for login information

Write down your username and password

Note: Tutorial for wik.is (Tutorial_for_wik.is.pdf) is available in the Resources, Internet

Resources folder on the Curriculum Resource CD

Click Login to my wiki now!

Tag or bookmark you wiki site using Diigo

Log on to your wiki using the password provided in the e-mail

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Changing Your Password


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ChangingYour Password

To change your password, click the Tools menu, and thenclick My Preferences

Click My Password and enter your old password and yournew password twice

Click Apply preferences

Write down your new password

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Editing Your Wikis Home Page


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EditingYour Wiki s Home Page

Click the Welcome link of your wiki in the left navigationpane

Click Edit page

Delete the placeholder text and replace with your own.

Click Save

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Creating New Pages


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Creating New Pages

Click New page

Select to highlight the Page Title text and then type yourown.

Note: The page title will become a part of the wiki URL for this

page, so keep the title short

Select to highlight the content text and replace with yourown.

Click Save

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Creating Accounts


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CreatingAccounts

There are three ways to add users to your blog portal: Sign them up directly yourself,

Invite users through e-mail to create accounts themselves, and/or

Provide a link on your wiki site home page to allow users to sign up fromthere

Note: For the Essentials Online Course, you may want to sign them up directly, as wellas allow users to sign up themselves in case you have any last minute additions to yourclass.

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Click Control Panel

Click User Management

Enter the Username, Email and Password foreach user

Click add user

Note: The wik.is system automatically emails the username andpassword to the user. Use multiple users tool to create multipleusers.

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Click Control Panel Click User Management

Enter the Username and Email for each user

Click add user

Note: The wik.is system automatically invites users to complete theirregistrations through email. Use multiple users tool to create multiple users

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Allowing Member Registration from Your


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Blog Portal Home Page

Click Control Panel Click Site settings

Click the box to Allow anonymous account creation

Click set site options>>

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Using Wiki


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Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of Intel

Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

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Open: [enter URL] Tag or bookmark the site using Diigo

Click register

Register for your account

Write down your user name and password

Discuss the following question and share your ideas with the wholegroup using wiki.

- What are some ways that you can integrate the use ofCurriculum-Framing Questions into your classroom and student

projects?

Note: You may review the information and examples on effective questioning practices at

http://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestions/Transforming_Classroom_Effective_Questioning_Practices.htm

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Using Wiki


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Record your ideas on a wiki page.- New Page- Title for your page (Your Name)- Enter your ideas- Save your wiki page when your discussion and wiki page are

finished

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Activity 11

Samples of Learning

(30 minutes)

ExaminingStudent Samples


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Open a student sample presentation, publication, wiki or blogof interest on the Module 4, Activity 1 folder

Open the associated Unit Plan and view the Curriculum-Framing Questions, the target CS and learning objectives

Review the procedures and note how the activities in theclassroom support the creation of the student product

Open and review the associated assessment(s)

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ExaminingStudent Samples


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Review the student sample and its associated assessmentand think about the following questions:

- Considering the learning objectives and assessment, how doesthe student sample effectively demonstrate student learning?

- What higher order thinking and 21st century skills does thestudent sample target?

- How does the student sample help to answer the Curriculum-Framing Questions?

- How does the chosen technology too help to showcase studentlearning?

Discuss your responses to the above questions and note them using

the student samples worksheet.

Share you responses.

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StudentSamples


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Activity 12

Assessing Projects

(150 minutes)

Why do we assess?


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To collect data about what students know and what studentscan do.

Helps teachers to understand students better.

To monitor a student's learning.

Assessment helps students answer the questions "Am I gettingit?" and "How am I doing?"

To continually improve teaching and learning effectiveness. Assessment helps teachers plan their next steps

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Authentic Assessment


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Captures student understanding of concepts and subjectmatter

Documents and promotes the development of"real world"skills

Reflects student learning over time

not just student performance on a piece of work or a final exam.

Helps build real mastery of a subject by allowing studentsto revise their work and incorporate new understandings andconstructive feedback.

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Intel Education Assessing Projects


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Intel EducationAssessing Projects help you:

- Learn ways to assess 21st century thinking

- Develop strategies for student-centred assessment

- Create your own assessments from the AssessmentLibrary

Go to: www.intel.com/education/AssessingProjects

Click Enter


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Types ofAssessments


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Purpose ofAssessment Assessment Methods

Formativ

e

Assessme

nt

Gauge student needs

Graphic Organizers , Know-Wonder-Learn (K-

W-L) Charts, Think-Pair-Share andBrainstorming

Encourage self-direction andcollaboration

Project Plans, Self-Assessment and Reflection,Peer Feedback and Observation of Groups

Monitor progress

Informal Observations and Anecdotal Notes,Learning Logs , Progress Checklists, ProgressReports, Project Meetings and Conferences

Agenda

Check for understanding andencourage metacognition

Written Journals, Video and Photo Journals,Structured Interviews, Observations, InformalQuestioning, Written/Oral Tests and Qui

Enhancement Workshop Presentation

Documents

Transcript of Enhancement Workshop Presentation