iLearn+Digital+Exit+Projects


 * ===Brad Velcoff=== ||  ||   ||
 * This course will provide strategies and resources for participants working with students to complete Exit Projects in Science and Social Studies. || [[file:Literacy 8_1 Presentation.ppt]] ||  ||
 * * **Objectives:** To provide participants with strategies to keep students on track and resources to assist them in guiding students through the process of completing Exit Projects.
 * **Standards:** Technology (ISTE-NETS): Standard MST2: Information Systems, MST5: Technology, MST6: Interconnectedness, Common Themes, MST7: Interdisciplinary Problem Solving.
 * Create Agenda( add survey link and your email address)
 * Upload your agenda as a separate document
 * Upload your powerpoint for each.
 * **iLearn in North Brooklyn** [|blog]
 * Upload handouts and other resources ||  ||   ||
 * Content Area: Grade 8 Literacy |||| **Overarching Learning Outcomes for 8 PD Sessions** ||
 * Content Teaching Points
 * How can we write a research-based nonfiction report of information?
 * What is the writing process?
 * How can tapping into a community of writers enhance our own writing and thinking? || Technology Teaching Points
 * How can technology such as Internet research and MS Word enhance the nonfiction writing process?
 * What opportunities for the writing process are opened by Web 2.0 technologies, such as blogging and del.icio.us? ||


 * **Teaching Points for Sessions in Alignment with Overarching Learning Outcomes** ||
 * Session 1 – Title: Collecting Ideas for Writing a Report of Information Using a Mentor Text ||
 * Content Teaching Points
 * How can we use a mentor text to identify the elements of a “report of information”? || Technology Teaching Points
 * How can we use Word to begin a checklist of criteria to refer back to during the process? ||
 * Session 2 – Title: Selecting Ideas for Writing a Report of Information Using the Internet ||
 * Content Teaching Points
 * How can we determine what makes a credible and relevant resource? || Technology Teaching Points
 * How can we use the Internet to begin researching and storing collected resources? ||
 * Session 3 – Title: Planning, Organizing, and Researching with Word ||
 * Content Teaching Points
 * How can we put our research in our own words? || Technology Teaching Points
 * How can we use Word to enhance the planning and researching aspect of creating a good report of information? ||
 * Session 4 – Title: Drafting with Word ||
 * Content Teaching Points
 * How can writers organize information in their drafts to make their writing clear? || Technology Teaching Points
 * How can we use Word to assist writers in organizing an outline? ||
 * Session 5 – Title: Revising And Enhancing With Hyperlinks ||
 * Content Teaching Points
 * How do I determine which media sources are most effective to add to my digital report of information? || Technology Teaching Points
 * How do I insert hyperlinks into my digital report of information? ||
 * Session 6 – Title: Editing for More Effective Verbs Using Microsoft Word ||
 * Content Teaching Points
 * How can we convey our ideas more clearly using stronger verbs? || Technology Teaching Points
 * How can we use Microsoft Word to aid our choice of verbs? ||
 * Session 7 – Title: Publishing Online ||
 * Content Teaching Points
 * How can we use mentor texts to help us come up with engaging and appropriate titles? || Technology Teaching Points
 * How can we use the Web to publish? ||
 * Session 8 – Title: Celebrating Using Collaborative Online Tools ||
 * Content Teaching Points
 * How do I increase the effectiveness of students’ comments without compromising the celebration process? || Technology Teaching Points
 * How do I use the Comment function in Writing the City? ||

|| // (To be reviewed before the session begins.) // || This session will focus on infusing technology into the first stage of the writing process—collecting—as participants look at a mentor text in order to determine criteria for this writing project and begin developing a rubric. In the beginning stages of constructing written work, writers gather their thoughts, ideas, opinions, and any areas of interest that can live, grow, and later yield ideas for writing. They also look at examples of the genre they’re writing in so that expectations of the final project are clear from the beginning of the process. ||
 * For each Lesson || For each Session ||
 * ||||
 * Collecting Ideas for Writing a Report of Information Using A Mentor Text **
 * **Teaching a Technology-Enriched Exit Project Writing Unit**
 * 8th Grade Literacy, Session 1 of 8** ||
 * ** Setting the Stage **
 * **Session**
 * Overview** || Throughout this series of sessions participants will learn some strategies for infusing technology into each phase of the writing process as they develop their own digital report of information (DRI) as a possible 8th Grade Exit Project. “Report of information” was selected so that, if desired, instruction easily complements the 8th Grade Social Studies Exit Project.
 * **Focusing Questions** || How can we use a mentor text to identify the elements of a “report of information”?

How can we use Word to begin a checklist of criteria to refer back to during the process? || // (Typically lasts about 20% of session.) // || || || Explain to participants that they will learn how to read a mentor text and identify elements particular to the genre. //__ Step 1 __// Model setting up an electronic writer’s notebook. The folder that is set up will be just like a writer’s notebook in which participants will keep their ideas for writing. Doing this in Word will make it easier for participants to take their piece of writing through different phases of the writing process. However, just as a writer’s notebook should have some organization so writers can easily access their ideas when needed, so too should the electronic writer’s notebook. Begin by creating and titling a folder “Electronic Writer’s Notebook.” Then, proceed to create folders within that, one for each stage of the writing process. Note that putting numbers before the title of each phase will help locate folders in sequential (instead of alphabetical) order.  ·  Electronic Writers Notebook  o  Report of Information  §  1_Collecting  §  2_Selecting  §  3_Researching  §  4_Drafting  §  5_Revising  §  6_Editing  §  7_Publishing Explain that some teachers may rather try having the electronic writer’s notebook as an ongoing document. This can be done in Windows Journal on the PC tablets, or in Notebook View in Word on the Mac. For teachers who are new to teaching in a technology-rich environment, the separate folders may be more familiar. //__ Step 2 __// Next, bring up the “Horizons of Opportunity” mentor text linked from the Participant Agenda. //__ Step 3 __// Model reading the title, and think-aloud elements that you’re noticing: “The first thing I notice is that there’s a title. Beneath the title there is a smaller title, which I know is called a subtitle. I notice that the subtitle provides additional information that lets me know a little more about the topic of the article.” //__ Step 4 __// Model opening up a new document in Word. Put the date at the top of the document. Mention here the importance of having an organized structure to a notebook page. In their classrooms, teachers may want to have students date or title the page. //__ Step 5 __// Title this document “Elements of a Report of Information.” Using the Bullets function, begin listing the elements you noticed:  ·  Catchy title  ·  Subtitle that sets the tone //__ Step 6 __// Next, begin noticing which elements are particular to this genre. This might sound like: “I notice that this part of the report is blue and underlined. Wow, if I click on it, it goes to a picture! In a traditional report, pictures would have to be attached. But with digital technology, I can bring this report alive by linking to media. Now I want to add ‘Hyperlinks’ and ‘Images’ to my elements list!” //__ Step 7 __// Before moving on, model saving this document in the “Collecting” folder of your electronic writer’s notebook. Note to participants that saving the document with the date and title might help students retrieve documents easier, e.g. **“** 12_6 – Elements of DRI.” || || Read the next few sentences or paragraphs of the mentor text out loud, and have participants turn and talk with a partner: “What do you notice about the elements of this genre?” Share out several noticings as a class. “What is the purpose of each of these elements?” || // (Typically lasts about 60–70% of session.) // || || //__ Step 1 __// Look closely at the mentor text and identify elements of this genre. Bullet these in a Word document. //__ Step 2 __// Download the “Sample Rubric” document. //__ Step 3 __// Using the checklist of elements, begin filling in the blank rubric, in order to organize and set expectations for this writing unit. //__ Step 4 __// When you are done completing the rubric, share with others around you. //__ Step 5 __// Don’t forget to save the rubric in your “Collecting” folder. This is something you and your students should come back to at least once a week during the unit, to revise to it and use it as a guide to inform instruction. || || Circulate among the participants to observe their thinking, provide assistance, and manage the classroom. If several participants are struggling with similar issues, conduct a guided lesson on the topic. Some questions to get conferences going: “How did you go about organizing the information in the rubric” or “How would you use this rubric to drive instruction?” or “How might you adapt this rubric to suit the needs of all students in your classroom?” || // (Typically lasts about 10–20% of session.) // ||
 * **Materials** || The following materials are used in this session:
 * Laptops or tablets with Internet access
 * Projector
 * Interactive whiteboard (optional)  ||
 * **Resources** || The following resources are available on the iTeach/iLearn Web site:
 * Literacy 8_1 Presentation.ppt
 * Mentor Text: Horizons of Opportunities (Link)
 * Sample Rubric
 * RubiStar (Link)
 * File Structure for Electronic Writer’s Notebook
 * Special Ed Supplement
 * Nonfiction Writing Unit
 * Writing Process for Nonfiction  ||
 * ** Instructio **
 * ** Framing the Session ** || Explain that in the collecting phase of writing it is often helpful to look for ideas in a wide variety of ways. Even before a writer gathers ideas for his or her own research, it is important that they look at a mentor text in order to understand the elements of the genre.
 * ** Teaching **
 * ** Guided Practice **
 * ** Work Time **
 * ||  || Have participants spend time looking at the mentor text and adding to their elements list. Tell participants that their noticings will be used to draft a rubric by which the final project will be assessed.
 * ** Participant Activity ** || Post the “Work Time” slide on the session’s PowerPoint, and review the following steps, making sure that all participants clearly understand them:
 * ** Facilitator Conferring **
 * ** Share **
 * ** Share ** || Lead a group discussion on these questions: “How is this digital report of information more engaging than a written report?” and “Where else can we get sample rubrics?” ||
 * ** Acknowledgements ** ||
 * **This session was developed in collaboration with the following people:** || Troy Fischer, William Heller, Medea McEvoy, Lisa Nielsen, and Vera E. Sims

Gina Ceparano, Shante Chunn, Nate Dechongkit, John Natuzzi, and Shirin Shabdin ||

<span style="FONT-SIZE: 11pt; FONT-FAMILY: Garamond; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-ansi-language: EN-US; mso-fareast-language: EN-US">  The Office of Instructional Technology (OIT) envisions providing the instructional community with technology-rich tools and resources to enhance the teaching and learning process while improving student achievement. We envision students using mobile wireless computers as a tool for achieving high academic standards, supported by standards-aligned, technology-infused curriculum, and highly qualified, well-trained, technology-literate teachers. **Each session contains the following components and can be conducted for teachers in 45–60 minutes:** **Session Overview** This is a concise summary of the session, and how it fits into the training series as a whole.

 These are the specific questions that guide the session. The purpose of the session is to address these questions.

 This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.

All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
 * Resources**

 <span style="mso-bookmark: OLE_LINK5"><span style="mso-bookmark: OLE_LINK6">The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice. <span style="mso-bookmark: OLE_LINK6"> <span style="mso-bookmark: OLE_LINK5">  <span style="mso-bookmark: OLE_LINK3"><span style="mso-bookmark: OLE_LINK4"><span style="mso-bookmark: OLE_LINK7"><span style="mso-bookmark: OLE_LINK8"> This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context,    <span style="mso-bookmark: OLE_LINK7"><span style="mso-bookmark: OLE_LINK8"> selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions. <span style="mso-bookmark: OLE_LINK7"><span style="mso-bookmark: OLE_LINK8"> <span style="mso-bookmark: OLE_LINK7"><span style="mso-bookmark: OLE_LINK8"> <span style="mso-bookmark: OLE_LINK7"><span style="mso-bookmark: OLE_LINK8">Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction. <span style="mso-bookmark: OLE_LINK8"> <span style="mso-bookmark: OLE_LINK7">  The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.

 Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.

 As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.

 <span style="mso-bookmark: OLE_LINK11"><span style="mso-bookmark: OLE_LINK12">Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval. <span style="mso-bookmark: OLE_LINK12"> <span style="mso-bookmark: OLE_LINK11">