Session+2

=Session 2 = 2.3 Website Analysis

The characteristics that make Website #1 convincing are the graphically appealing and professional style to it. The layout is impressive and I can see when a middle school student (or higher perhaps) could be lured into giving it instant credibility. However, to see that it is indeed a hoax you just need to skim the content and realize the absurdity of the content. Rainforests in the Northwest, octupus trees and hats, mountain walrus, and et al show the insanity of it all. Website #2 is a joke from the immediate view.

The guidance we can dispense to our students is to read thoroughly the content with each website..Even skimming the material could give a false sense of credibility to a site. One must not get lured and trapped by the sensational graphic displays and special effects. The technology will work in your favor as a tool of convenience and speed but one must still "read" and analyze in order not to be duped. Session 2 [| http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html] This Berkeley guide is a tremendous tool to help students and teachers navigate through the Internet in an effective and efficient fashion. It serves as a guideline and encyclopedia for those, like myself, who are novices in using these trails of information to become better teachers, communicators and learners.

2.3 Inquiry Based Learning Websites

[| http://ethemes.missouri.edu/themes/1496?locale=en] This University of Missouri website serves as a terrific source when planning "Inquiry Based Learning" (IBL) activities. They have a wide selection that would prove beneficial to me such as "28 Questions" to get IBL started. There is a strong emphasis on cooperative learning strategies which I implement in my class as much as possible. It would serve as a great link when searching for a strategy where IBL is at the forefront. http://www.uvm.edu/~jmorris/preview/lessonone.html This website serves as a significant guide to IBL. It will give students and educators a philosophical framework of what IBL is and why it is so effective..Instead of having guidelines printed out one can just hit this link instead. Having a guide at your fingertips instead of searching for a printed version is more efficient especially at the rate that students lose such printed guidelines. http://www.ehhs.cmich.edu/~tcsrj/newbyhiggs6.pdf This site serves as a tremendous source of "Using Inquiry To Teach Social Studies". Utilizing such strategies as case studies, storypaths, webquests and local community inquiries, this site is a perfect resource for creating lessons and projects that will work in an inquiring and collaborative style. It will work in bringing the students to go from questioning to researching to discussing to creating to reflection. 2.4 Three Minute Pause

The two major themes we have running in Session 2 are website research and inquiry based learning (IBL). The website research platforms give us the ability to dig into the topic(s) at hand in an efficient and fluid manner. The links saved allows us to have this material at our fingertips when we need it. This section can help us build a solid digital library in assisting with our assignments and projects. The IBL websites gives some very valuable strategies in designing lessons in a student-centered, collaborative style that allows for creativity, discussion and introspection. What roles will this Session 2 have in developing even more building blocks to make us more effective instructors in the 21st Century classroom?

These two sites explain Inquiry Based Learning perfectly(IBL). IBL is an insightful framework which allows a student to be responsible for their learning by being placed in the center of the action. Connecting students directly through their own interests and standpoints in life allows them to be a part of the daily action. In my social studies ( an ideal subject for connecting yourself to the material) classes we thrive on open ended questions and investigating real questions from the students' perspectives. Advocating prior knowledge is crucial to helping make solid teams and groups. It allows to group students from different levels on various topics. This balanced approach is key to effective group interactions. As I stated, social studies, with its partnership with much subjectivity in analyzing many aspects, is fertile ground for IBL practices. Creating, investigating, discussing and reflecting are the key ingredients but the APPLICATION TO ONE'S OWN LIFE and GENERATING NEW QUESTIONS bring out the student-centered element the most..They also bring out some of the best student-student learning and produce exciting, memorable and invigorating class discussions.

2.5 Essential Readings
How does a teacher with multiple students in a class who have always needed much individualized instruction (without much group work) implement a class wide IBL framework? Is IBL more effective in honors and strong academic classes than in classes with predominately average to below average students? Inquiry Based Learning does give the students an active responsibility in how well they will achieve and become life long learners. Inquiry Based Learning creates a classroom atmosphere where collaboration and old-fashioned teamwork dominate the daily interactions.

2.6 Reflections and Student Work

These projects are horrendous. The lack of editing and proofreading shows signs of "let's get this over with quickly" style. It this is acceptable by the teacher the class is in rough shape. With a topic as dramatic and fascinating as serial killers, the projects fail on many accounts. Although the research seems adequate at times the content is so poorly crafted that whatever interesting points are present goes to waste. Even the selection of various print colors shows a lack of academic insight and understanding of the topic at hand. It is actually what the WGBH presenter was speaking about at the PD last week when he gave the example of a student doing this Disney-like graphic presentation of the Holocaust. Students must be aware of the topic and connect their visual presentations appropriately to the possible sensitivities of the topic. These projects epitomize placing an emphasis on the "bells and whistles" of a group visual project rather than the content. The combined great potential of a terrific topic to research and the available tools of technololgy to enhance it even more failed miserably.

Thus, the deep concern that projects try to conceal a poor content-oreinted project through the "bells and whistles" of great technological tools. (In these four projects they failed in both areas). Students must realize that technology is there to aid and assist their projects not to write, research and construct their material. If an instructor is doing their job correctly, he or she will not be fooled by bright colors, flashing graphics and chilling music. The content is still the main course. It is the 21st century classroom's interpretation of the ancient and timeless adage: "you cannot judge a book by its cover."