Links for the final:
*glogster: http://astephens3.glogster.com/25110besta/
* practice 2 - voicethread - http://voicethread.com/#q.b1735418.i0.k0
* practice 3 - working each lesson - https://docs.google.com/document/d/1HZKsjzymKk1Bn2gXDt1LOp5gqEsUvOqXE4m-72b8WYw/edit?hl=en#
* practice 5 - https://www1.gotomeeting.com/register/867721289 and http://fightcolorectalcancer.org/ or http://www.ccalliance.org/webinars/index.html- webinar registration
* practice 6 - https://spreadsheets.google.com/viewform?formkey=dHcxQk1kRGl2amhheGV1RHN6Sl9tMmc6MQ
* practice 8 - http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001308#adam_000262.disease.signs-and-tests) and http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001308#adam_000262.disease.signs-and-tests)
* practice 9 - http://www.colonoscopyfordummies.com/index.aspx and http://www.colonclub.com/
* partice 10 - http://storybird.com/books/colon-journeys/?token=8kwt3u#
* commercial message - www.colonstars.org
*glogster-http://astephens3.glogster.com/25110besta/
Link for portfolio9
http://www.screencast.com/users/astephens33/folders/Default/media/b145650f-089d-4e4a-a364-7bf6a7cb96bc
http://www.vuvox.com/ - tools for audio and visual collage
http://christhescienceguy.blogspot.com/2008/08/ubd-chapter-9-planning-for-learning.html
Chris Lester
The basic concept is that a lesson plan should be designed with seven criteria or stages in mind, rep -resented by the acronym WHERETO:
W = Where is the content headed? Where are the students coming from?
H = Hooking the students: how do we get them engaged with the material? How do we hold onto them once we've got them?
E = Explore and Experience, Enable and Equip: Students need to have experiences that will help them explore the Big Ideas of the unit. We also need to Equip them with the tools they'll need to perform well in the assessments and demonstrate understanding of the material.
R = Revise and Reflect: Return to the same questions and problems again and again. Challenge initial assumptions. Make the students think again about their first instincts, and see how their inferences change in the light of new knowledge. This mirrors what Howard Gardner said about "going deep": you have to stay with a topic long enough to get down to the student's essential misconceptions and dispel them before new understanding can take root.
E = Evaluate work and progress: This refers to letting the students evaluate their progress, not just the teacher. These is where strategies like the "1-minute essay" become invaluable. Give the students opportunities for constant reflection.
T = Tailor and personalize the work: I really, really appreciate what the authors say about this one -- namely, that a "diverse" student body is not merely one that is composed of minority groups. Every student body is diverse because all students come to the class with different strengths, weaknesses, prior knowledge, learning styles, interests, and preferences. (The use of "diverse" as a euphemism to describe members of racial minorities has always struck me as deeply offensive for this very reason.) It's important to keep pursuing the same Goals and Desired Results while making room for students to explore the content in different ways, as befits their strengths.
O = Organize for optimal effectiveness: It's important to present the material in a way that will generate the most interest and maintain that interest throughout the unit. Marching in a straight line through the content is bad for understanding on several levels -- it lowers interest in the material, which causes students to disengage, and also prevents students from going back to Reflect and Evaluate on previous content. I particularly liked the analogy here to soccer training: teach discrete skills, then build up to more sophisticated drills, then "play the game" (which would probably equate to the Performance Task Assessment we constructed in the last chapter).
http://www.screencast.com/users/injenuity/folders/Default/media/6e9fd1bd-2cfc-4fd0-849d-c997f5028104 - sample from Jennifer of what the final screencast would look like
http://www.g4tv.com/videos/44277/DICE-2010-Design-Outside-the-Box-Presentation - stats on how much money Farmville is making
http://www.slate.com/id/2283467 - Turkle - interviews people on technology -
There is also the problem of what psychologists call the "cultural ratchet effect." We learn differently as children than as adults. For grown-ups, learning a new skill is painful, attention-demanding, and slow. Children learn unconsciously and effortlessly. Because of this, each new generation rapidly acquires all the accumulated innovations of the past without even knowing it. The story of The Device is startling because we were born with print. The new generation, in turn, will consciously alter those earlier practices and invent new ones. They can take the entire past for granted as they move toward the future.
http://www.elearningguild.com/ - from Susan, eLearning Guild - conferences, information, etc. all in one place
https://spreadsheets.google.com/ccc?key=0Aqa1Rq48Qsw3dGM5TTZYNjJZVl9aQlhlNTJ4TnlMU0E&hl=en&authkey=CIzhzJ8L#gid=0 - portfolio options
http://act.uwstout.edu/~sveume/portfolio/ELearningPortfolio/6--tech_for_elearning.html - posted by Joy, someone else's porfolio that has a good over of tools of the trade
http://pleconference.citilab.eu/?page_id=230 - from Jennifer - the laster conference and info on elearning
https://docs.google.com/document/d/1YsiIx4AN2cnqZy1VaEQMBHWdlz6TWBF-2np4i3PBQkM/edit?hl=en&pli=1# - browser tricks and tools
