Ream,+Barbara

Proposal: I am proposing that our school district implement the use of weblogs as an educational technology tool.

Description: A blog is a website, which is usually maintained by one person. This person makes regular entries, has descriptions of events, graphics, videos, etc. They can invite others to add information to their blog.

The ways that I would like to implement this technology into my curriculum: 1. Use as a method of communicating with parents and students that were absent as to what we did in class each day. This would allow students to keep up with us and not fall behind. 2. Use it to have students communicate with each other and myself about things we learned in class, 3. I would add various prompts that students would be responsible for responding to. 4. Students would respond to each others postings creating a deeper understanding of the topic.

Research shows that if blogs are used effectively they could offer a way to enhance students’ learning experiences and deepen the level of the learners engagement. Through blogs, students become more engaged in their own learning. They take more ownership in it knowing that it is out there for the world to see.

Blogs are being used in all grade levels and across the curriculum. Here are a few examples of how blogs are being used successfully to enhance learning: • http://ervingfirst.blogspot.com/ - This is an example of a first grade classroom’s blog. The teacher uses the blog to inform parents of things that happened in the classroom and also as a writing forum. The children post their writing and their family may respond. • http://hetherington0607.learnerblogs.org/ - This is an example of a middle school team blog. The students post various things on the blog, such as what they are learning in a subject area. Some of their blogs included links to materials. The teachers post information on the blog such as suggestions for reading and music listening, as well as notes from class. • http://blogs.timesunion.com/albanyhigh/ - Students in Albany New York write about the happenings in their school. They post upcoming events as well as write about past events. They also share information about themselves in poems and various types of writing genres. • http://usefulwiki.com/displays/ - This is an example of what used to be a blog and has now become a wiki. This is a great site for teachers to collaborate. The originator of the wiki also posts pictures of displays that she has had in her classroom. She uses flickr to store and share the photos. Teachers can view these photos for free.

There will be roadblocks along the way. These roadblocks include: • staff knowledge – educating the staff as to what blogs are and how to effectively incorporate them into the curriculum is one thing that will need to be addressed. Educating the staff could be done during in-service days or in our required technology hours during the summer. • Vandalism – can be a roadblock, however most software provides a restoration function so that the blog can be reset to its original format.

I would suggest using one of the following blog software programs: • Blogger.com • Easyjournal • Tribe.net They may include advertisements on them, but all three of them are free and easy to use..

My long term vision of this technology tool is that all teachers will be incorporating this into their curriculum to enhance students learning. Since students will be writing more often and posting their writings, their writing should greatly improve. I would like to see the district use blogging as a filing system for each student to document their progress from kindergarten through graduation. It would serve as a electronic portfolio, therefore allowing the district to go paperless with students work.

Teen Issues Project (I couldn't get the rubrics to load properly - so they are not set up the way I actually have them set up)

Barb Ream HS Family and Consumer Science Dept. Human Development II Class Central York High School York, PA 1402 bream@cysd.k12.pa.us

Introduction: This unit will be taught in my Human Development II class. During this unit students will be required to choose a current teen issue topic, such as eating disorders, gangs, and substance abuse. The students will complete research on that topic. The students will present their research to the class in a formal presentation.

Standards Addressed in this unit: CYFSHD2.1.1.01 Identify physical, social, emotional, and cognitive development occurring during adolescence. CYFSHD2.1.1.02 Examine contributions of selected developmental theories. CYFSHD2.1.1.03 Identify and locate community support systems that provide services for individuals and families. CYFSHD2.1.1.08 Analyze current issues and challenges affecting the adolescent.

Goals of this unit: The student will: • Use their writing skills to respond to writing prompts. • Post their responses onto a blog. • Research a teen issue • Find resources for teen issue • Post resources to a wiki • Develop a teen issue presentation • Podcast their presentation and put onto the classroom wiki.

Before beginning any activities, the teacher will make sure that the students all have email accounts through www.gaggle.net. The students will have checked to make sure that their email is up and running. The students will know the address to the classroom blog and classroom wiki. The students will know how to access both of these and how to post to both.

Lesson 1: Pre-Activity: The students will brainstorm a list of current teen issues. The teacher will list them on the board. The students will then rank their top four choices on a piece of paper. The teacher will collect and assign each student a teen issue based on his or her interest level. Each student will receive a different topic.

Writing Assignment: Once the student has received their teen topic, they will go to the classroom blog and respond to the question, “Why did you pick this topic as one of your top four choices?” and “What are your ideas for presenting this information to the class?” The students will respond to each other offering input and suggestions, as well as the teacher offering advice.

Extension: The students will begin to gather information on their teen topic outside of school.

Assessment: The students will be given a rubric by which their blog entries will be graded.

Blogging Rubric

Integration of Concepts Critical Thinking Writing Standards Timeliness Responses demonstrate an understanding of concepts and principals from classroom discussions. Postings demonstrate use of upper level thinking and illustrate a thoughtful approach to the content Responses are clear, concise, easy to understand, free of spelling and grammatical errors. The responses are submitted on or before the due date. Each category is worth 5 points each for a total of 20 points

Points earned for Integration Points earned for critical thinking Points earned for writing standards Points earned for timeliness

Total points earned /20pts.

Lesson 2: The students will spend time searching the Internet for information on various hotlines, help lines, and support groups for their particular teen issue. They will be required to find local, state, and national organizations that deal with helping teens with this issue. They will need to list the resource that they found, along with the address, phone number, email, and a description of the resource as it pertains to their topic. The students will then log on to our classroom wiki and create a new page, which they will title it whatever their teen issue is. On their new page they will list all of the information listed above.

Writing Assignment: On our classroom blog the students will respond to the question, “How do you think that the resources you gathered will be of assistance to someone with that particular issue?” Students will be required to respond to at least one classmates posting.

Assessment: The students will be given a rubric by which their wiki and blog entries will be graded. (Blog rubric above). Rubric- Where to Go For Help

Criteria 4 3 2 1

Information Search 15 5 or more places are identified with brief description of services provided, email, mailing addresses, and phone numbers.

15 14 4 places are identified with brief description, addresses and phone numbers.

13 12 3 places are identified with description, addresses and phone numbers.

11 2 or less places are identifies. Descriptions are sketchy or missing. Finished it, but many parts are missing.

10

Wikispaces 15 Stands out. Added at least 5 resources to our wikispaces. Extras included. Informative. Easy to follow & understand. Correct grammar and spelling.

15 14 Correct grammar and spelling. Neat and easy to read and follow. Informative

13 12 Informative, but may lack audience appeal. May have some spelling or grammar errors. 11 Lacks information and or appeal. Obviously not proof read.

10

In-Class Productivity 5 Very Productive. You utilized your time to search websites for wiki without help and reminders to stay on task.

5 Most time was spent researching website on topic. May need some help or guidance.

4 Needed assistance with project and/or reminded to stay on task more than once. 3 Wasted time in class. Checking on other things. Finished it, but not during class.

2 1

Lesson 3: The librarian will come into our classroom to show students where they can find information on their topic using various databases. She will also review the MLA citation format.

Students will be given time to work on finding resources for their chosen topic.

Writing Assignment: The students will respond to the following question on our classroom blog, “What type of information did you find today and how will it help you with your presentation.”

Assessment: The students will be given a rubric by which their blog entries will be graded. (See blog rubric above).

Lesson 4-6: The students will be given class time to work on finding resources for their presentation. They will be allowed to use the Internet, databases, and our library. They will also be permitted to make calls, if they wish, to local resources to gather additional information.

Writing Assignment: The students will respond to the following question on our classroom blog, “What type of information did you find today and how will it help you with your presentation.”

Assessment: The students will be given a rubric by which their blog entries will be graded. (See blog rubric above).

Lesson 7: The students will be putting their presentation together. They will decide how they would like to present their findings. They will be given the class period to put their presentation together. They will have computers, cameras, video cameras, and art supplies available for them to use.

Writing Assignment: The students will respond to the following question on our classroom blog, “How will you present your information to the class?”

Assessment: The students will be given a rubric by which their blog entries will be graded. (See blog rubric above).

Lesson 8 - ?: (This depends on the number of students in the class)

The students will present their presentations. They will be allotted 30 – 45 minutes. Within their presentation, they must give us information about their topic, as well as have the class complete some activity with them to reinforce what they taught us.

Writing Assignment: The students will respond to the following question on our classroom blog, “How do you think your presentation went?” Each member of the class must provide feedback to the student that presented.

Assessment: The students will be given a rubric by which their blog entries will be graded. (See blog rubric above). The students will also be given a rubric, by which their presentation will be graded. (See at end of lesson plans).

Follow-up Lesson: Each student will take his or her presentation and podcast it. They will record their voice and find graphics that they could add to their voice. When their podcast is complete, they will place it on our classroom wiki to share with others.

Writing Assignment: The students will respond to the following question on our classroom blog, “What did you learn from this project”?

Assessment: The students will be given a rubric by which their podcast and blog entries will be graded.

Rubric- Teen Issues Presentation

Presentation (60) Superior Adequate Minimal Inadequate

Content (10) Demonstrates full knowledge (more than required). answers all class questions with explanations and elaboration. Accurate; sufficient information that relates to topic. Student is at ease with expected answers to all questions, but fails to elaborate. Mostly accurate; may have a few inconsistencies or errors in information. Sketchy. Student is uncomfortable with information. Inconsistencies or errors in information. Student does not have grasp of information; difficulty answering questions about the topic. Conclusion (10) Logical and in-depth conclusions clearly presented to the class Logical conclusions clearly presented to class Conclusion presented to the class. What happened to your conclusion?

Delivery (10) The speaker delivers the message in a confident, poised, enthusiastic fashion. The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as ‘ahs,’’uhms,’ or ‘you knows. Maintains eye contact with audience, Notes seldom used. The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as ‘ahs,’’uhms,’or ‘you knows.’ Notes used, but not read. Maintains eye contact. The volume is too low or too loud; the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as ‘ahs,’’uhms,’or ‘you knows.’ The listener is distracted by problems in the delivery. Student occasionally uses eye contact, but still reads most of report. The volume is so low or the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested. Notes relied on heavily.

Organization (10) The message is overtly organized. The speaker helps the listener understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing. Within time limits. The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outline easily. Within time limits The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas. Within time limits. The message is so disorganized you cannot understand most of the message. Not within time limits.

Creativity (10) Very original presentation of material; captures the audience’s attention. Some originality apparent; good variety and blending of materials/media. Little or no variation; material presented with little originality or interpretation. Repetitive with little or no variety; insufficient use of materials/media.

Class Involvement (10) Involved the audience throughout the presentation. Held the audiences attention with ease. Several attempts were made to involve the class in the presentation. There was minimal class involvement, one time. No class involvement.

Presentation Mechanics (30) Superior Adequate Minimal Inadequate

Use (10) Visual aids were very engaging, captured the interest of the audience, and maintained this throughout the entire presentation. Explain and reinforce presentation. Good variety and blending of materials/media. Relate to text and presentation. Appropriate visuals were used.

Limited use of visual aids. Did not really enhance the presentation.

Variety (10) Great variety of visual aids and multimedia. Use of media is varied and appropriate. Limited variety of visual aids. Imbalance in the types of materials used-too much of one type; superfluous.

Quality/Creativity (10) Very original. Created by student. Visual aids were colorful and clear. Some originality apparent Clear, colorful, professional.

Visual aids were not colorful, original, or clear. Looks like you come up with the visuals on your way to school today.

Research (30)

Superior Adequate Minimal Inadequate

Research (5) Went above and beyond to research information; utilized more that the required resources to make the project effective. Did a very good job of researching/ utilized materials provided to their full potential. Uses the material provided in an acceptable manner, Didn’t meet the required number of sources. Presentation Summary Content (10) All are highly organized into a detailed format. Wording and categories are clear and logical. Reveals insight into subject beyond obvious. Conclusion ties together main concepts Data complied, organized and in clear form. Wording and categories are easily understood. Conclusion clarifies the main concepts. Clearly compiled into general format Wording and categories adequately convey meaning. Conclusion is included. Very sketchy. Difficult to read and understand. Unable to find meaning. No conclusion. Source Search (5) Five or more reliable sources. Current (within 5 years) 4 reliable sources. Current (within 5 years) 2-3 reliable sources. Current (within 5 years.) Less than 2 sources. Formatting (10) Works Cited List is correct. Looks great! Minor corrections needed on Works Cited List. Seems to be some confusion on how to do the Works Cited List. Did you even look at the examples provided?