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Subject: Instructional Technology |
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1. Topic-
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| Web Evaluation; Noodletools; Moodle |
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2. Content-
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Synthesizing information from notes to authorship of Moodle "Encyclopedia"
entry.
Standards addressed:
NETS-S
1. Creativity and Innovation: Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes
using technology
3. Research and Information: Students apply digital tools to gather,
evaluate, and use information
4. Critical Thinking, Problem-Solving & Decision-Making
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems and make informed decisions using
appropriate digital tools and resources.
Massachusetts Technology Standards
G6-8: 1.24 Create a multimedia presentation using various media as
appropriate
G6-8: 1.25 Use a variety of technology tools to maximize accuracy
of work
G6-8: 3.1 Explain and demonstrate effective searching and browsing
strategies
G6-8: 3.2 Collect, organize, and analyze digital information from
a variety of sources, with attribution
G6-8: 3.6 Develop and use guidelines to evaluate the content, organization,
design, use of citations, and presentation of technologically enhanced
projects.
Vocabulary:
Synthesis
Summary
Paraphrasing
Original Content |
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3. Goals: Aims/Outcomes-
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1. Students will use the template provided on moodle to create a
glossary entry (Encyclopedia page) for their endangered animal.
2. Students will synthesize the paraphrased notes (in the paraphrase
boxes) they created in Noodletools into informational paragraphs of
their own words for each category: description, habitat, diet, why
endangered, how we can help - using word processing application of
their choice.
3. Students will copy/paste the final draft of each paragraph into
their animal template on moodle
4. Students will insert a picture of their animal into the moodle
entry;
5. Students will insert live links to their websites into the moodle
entry
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4. Objectives-
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1. Students will increase their competencies and comfort level working
with Noodletools as they see how all of the organizational pieces
fit together.
2. Students will be proud of their efforts as they see their work
come together in a published form on the moodle, and as they understand
that their work will be shared with all sections of 6th grade.
3. Students will continue to use NoodleTools to reinforce the elements
of a R.E.A.L. website evaluation.
4. Students will understand the importance of linking sources to their
notecards as they progress more deeply into this research process. |
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5. Materials and Aids-
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Projector/Activeboard/ActivInspire
Laptops or desktop computers
Internet
Moodle
Noodletools |
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6. Procedures/Methods-
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A. Introduction-
1.Instructions on the ActiveBoard (Flipchart page): Students are
to log into Moodle and Noodletools, then gather at the ActiveBoard.
2. Since this class meets once/week, review what the previous tasks
were, leading up to this class: 3 websites; citations; note cards.
3. Show shared list of Noodletool project list - help students understand
how we can see their work.
4. Explain the format of today's class: first half of class (direct
instruction) at the board with lesson on synthesizing information;
second half will provide time to work on project. |
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B. Development-
1. Open Noodletools bibliography-use live links to websites to open
each in a new tab. "Getting resources ready" for research.
2. Using flip chart, show students the analogy between our "virtual
desktop" (noodletools) and a physical desk - with note card clutter.
3. Show piling of actual notecards (index cards) to model piling -
organizing notecards by topic.
4. Using a combination of flipchart, presentation pages and an actual
Noodletools note card: model the writing of a brief paragraph, using
the notes from the paraphrasing box; write paragraph draft on word
document. Ask for questions.
5. Model the same process, using two notecards. Ask for questions.
6. Model the process of accessing the "Encyclopedia" on moodle; finding
the template; copy/paste template into a new entry.
7. Illustrate the flow of information: website
-> direct quotation box -> paraphrase box
-> synthesis paragraph -> moodle |
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C. Practice-
1. Students move to computers.
2. Students follow the same process, using the notes/notecards they
have created in previous classes.
3. Teachers circulate; informal check in with each student to ensure
understanding |
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D. Independent Practice-
1. Students will have the next class period to continue synthesizing
their research into the moodle encyclopedia; inserting picture and
links to websites; formatting their entry so it is visually appealing.
2. Students who have not completed all notecards at this point are
asked to continue working at home
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E. Accommodations (Differentiated Instruction)-
Students on IEP's have a modified assignment, as needed: fewer
websites required; fewer categories on encyclopedia
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F. Checking for understanding-
1. Formative assessments are conducted throughout this unit. Noodletool
work is shared through dropboxes; work is checked and commented on
by teacher throughout the project.
2. Informal check ins during guided practice time
3. Rubric is provided to students at this point in the project so
they can self assess the satisfactory completion of all components
of the project |
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G. Closure-
1. Wrap up of this lesson - last 4 minutes of class, bring students
together to debrief: problems encountered? Breakthroughs? Suggestions
for other classmates?
2. Closure for the unit is conducted during the last class period,
when students create an "animal wall" on padlet; a list of questions
about the animals is distributed to all students and they are asked
to look for answers to the questions by accessing the moodle encyclopedia. |
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7. Evaluation-
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1. Informal student rubric to self-evaluate
2. Formal project rubric for teacher assessment |
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8. Teacher Reflection-
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This lesson required more time than anticipated. There are many
components to the research project: web evaluation; source citation;
note-taking; moodle submission (with formatting); There is a big learning
curve with noodletools, and it is worth taking the extra time necessary
for students to gain a comfort level with the necessary skills to
make this a productive tool for research.
It was very helpful to have two teachers during the guided practice
time. Many students needed some individual help. It was also helpful
to call upon some of the more proficient students to help their peers.
This not only helped keep all students moving forward; it also validated
the students who had mastery of these skills, by calling upon them
to share their mastery. |
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