McGill,+Maura

Deliverable # 3

From: Maura McGill, Third Grade Teacher

Re: Proposal for Responsive Classroom Wiki

Dear Mrs. Fitts, My proposal is to create a school-wide Wiki for the staff at Charlestown School. A wiki is a collaborative web space where anyone can add content and anyone can edit content that has already been published. It is a tool that can be used for online collaboration. The creator of the word wiki stated that it means “quick” in Hawaiian. Wikis are quick for creating, editing, and collaborating. The school district’s goal is to adopt the Responsive Classroom approach in our schools. This technology will be a valuable tool for our school setting. The district does not have the funds to send all teachers to the Responsive Classroom training. If the initiated Responsive Classroom wiki was in place for staff, teachers who have been trained could collaborate and share information with teachers lacking the training. It will support the needs of the school improvement plan. The wiki could be used for sharing ideas and resources. Teachers could post strategies for helping children build academics and social-emotional competencies for daily living. Teachers could post ideas for Morning Meetings, Daily Messages, Greetings, Activities, and Sharing. By posting ideas that are successful and unsuccessful, time and effort will be saved for staff. The Responsive Classroom wiki will be a resource for inspiration, guidance, and practical adaptable ideas. Teachers and support staff will be able to build common knowledge about values and expectations for students. They can establish everyday routines and build a school wide community. The use of a collaborative wiki would be a practical and easy way of implementing our School Improvement Goal. Teachers can create or edit site contents without any special technical knowledge or tools. All they need is a computer with an internet connection. Listed below are some examples of successful wikis. [|http://Stanford.wikia.com/wiki/Main_Page] This is a great example of a collaborative network at Stanford University. It is a campus wiki where only faculty, staff, and students can edit. The wiki is a collaborative view of life on the campus of Stanford University. [] Curriki was created for knowledge management and as a collaborative network. It is made up of a community of 10,000 people with a goal to create high quality resources for improving education.

http://hmtech.wikispaces.com/ This site was designed for teachers and by teachers. It is organized by grade level with different themes, presentations and posters. Teachers are collaborating on ways to motivate and engage students. [] This site is a Wiki Walk-Through. It gives teachers some ideas on how to use a wiki in teaching.

One of the possible roadblocks to implementing this technology would be educating and training staff on how to work with and use a wiki. I suggest using staff meetings or after school workshops/professional development to provide staff with hands-on instruction which would be needed for using the wiki site. Hooking up the computer to the large screen television would be the best method of instructing staff since we do not have a computer lab. I would be happy to assist, demonstrate, and provide teachers with information needed to work with the wiki. Teachers should be given the following sites which describe how wikis work. This way they may access these links when they have questions.

[] This video clip has teachers giving their views on why wikis work.

[] This video clip features teachers sharing ideas on how they use wikis.

[] This site explains how to create a wiki.

[] This site will explain how to add links to a wiki. [] This site will explain how to add pages to a wiki.

My suggestion for software would be Wikispaces.com. It has an easy format which takes about 45 seconds and it is free. You enter a username, a password, and a working e-mail address, give your wiki a name [no spaces allowed], select the type of wiki you want [“protected” to start], click the box to certify that you are using it for educational purposes and you are up and running. All you need to do is click the “Edit this Page” icon and you can start creating or adding to the Responsive Classroom site. Another site that some teachers also like is PBwiki.com which is almost as easy as Wikispaces.com. Below are the two sites: http://www.wikispaces.com/ []

The collaborative environment that the Responsive Classroom wiki will facilitate can teach teachers many things about how to work with students, how to create a community, and how to operate in a world where the creation of knowledge and information is more and more becoming a group effort. Teachers will have access to ideas and links to resources which will cut down on the time spent searching for information. [] My hope is that the site can be accessed by new teachers next year who are unfamiliar with the Responsive Classroom program. It would be my desire to see the wiki still active in years to come and possibly in the future, branch out to the entire district. Our staff will be able to learn from each other by generating and sharing ideas. This on-line conversation will build knowledge for the staff about what practices work best. I hope, by reflecting on best practices of Responsive Classroom teachers will expand their knowledge. As Michael Kaelin stated, “a wiki is a portal for learning”. This is my hope for implementing the Responsive Classroom Wiki.

Respectfully, Maura McGill

Final Project- EDC 921 Maura McGill

When developing this Social Studies Unit, I integrated Reading and Writing Standards. The main tool used to foster literacy will be an Edublog. This is due to our school having a limited number of computers and students not owning computers. A student Podcast will be used for the final project. The unit will be supported by video blogs and educational sites. This four to six week Community unit invites students to explore their school and community. A class social studies blog will be set up to present student work to parents, students, and the community. Students will be given the opportunity to display information on this blog throughout the unit. Student comments on the class blog will be a requirement.

The student understands that people in their community are interconnected and play an integral role in a person’s life.
 * Purpose: [Essential Questions] **

The student understands why and how people in their community organize for the production, distribution, and consumption, of goods and services.


 * Goal**s:

Identify examples of private and public goods and services in a community.

Understand the basic needs of a community and how they are met.

Give examples of buying, selling, and servicing.

Understand that people work to meet community needs to promote common good.

Understand the roles and responsibilities of community members.

Understand the reasoning of interdependence among community members. Standard SS/5.0: The student knows and understands that interactions among individuals, groups, and institutions play an integral role in a person’s life.
 * Standards **
 * Social Studies Standards **

Standard SS/7.0: The student knows and understands why and how people organize for production, distribution, and consumption of goods and services. Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, produce other creative works.
 * Technology Standards: **

Students use technology to locate, evaluate, and collect information for a variety of sources.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific resources. Students will demonstrate the ability to talk with confidence about what they think, read, or experience.
 * Speaking/ Listening/Viewing Standards **

Students will demonstrate the ability to talk in small groups for collaboration.

See this site: []
 * Reading** **and Writing Standards**
 * // Pre-assessment Community Activity //**
 * Objective**- The teacher will be able to evaluate student’s prior knowledge about goods and services in the community.


 * Procedure**: Students will be put into groups of four and given twenty cards with names of places in the community. They will separate them into goods or services. Teacher will go over and discuss.

Assessment: Teacher checklist of students with prior knowledge. // ***Some of the lessons will require more than one teaching period** // **Objective**- The student will be introduced to the unit’s purpose and new vocabulary terms.
 * Lesson 1 **

Students will view the following site on the TV monitor. This is an interactive site that clearly provides examples of goods and services.
 * Procedure**: Teacher will introduce the essential questions of the unit on an overhead and discuss them with students. Teacher will present the differences between goods and services and discuss.
 * []**

**Objective-**The student will recognize the different goods and services provided for them by members of the community. The student will be able to fill out a graphic organizer to show proof of interdependence of community members which will be posted to our class blog.
 * Assessment**: [] Students will take the goods and service quiz and needs and wants quiz to determine their level of understanding.
 * Lesson 2 **

[] Other sites to use as extensions: [] [] After discussion, students will create a graphic organizer of Roxaboxen, then write two paragraphs including how the community members dependent on one another and why the community worked. Graphic organizer and writing will be posted to the social studies blog.
 * Procedure**: Teacher will read aloud “Roxaboxen”. As the teacher reads, stop and discuss. See Magik Theatre study guide for discussion questions.

**Objective-** The student will be able to list the members of the school community.
 * Assessment**: Third grade paragraph rubric/ Student answered the above questions/ Graphic Organizer is completed correctly
 * Lesson 3 **
 * Objective-**The student will be able to formulate a list of interview questions to ask the school principal after completing a KWL chart.


 * Procedure:** On chart paper, students will brainstorm and list the members of their school community. [nurse, librarian, teacher assistant, etc.] Discuss how they are important to the school community. Students will be given a KWL chart and as a class brainstorm what they know about the principal’s job, then what they want to know about the principal. Teacher will fill in information on class KWL chart. Using the chart student will now generate interview questions for the principal.

**Objective-** The student will learn how to conduct an interview. The student will learn the responsibilities of the principal.
 * Assessment**: Student’s KWL chart/ teacher observation
 * Lesson 4 **

The paragraphs will then be posted to the class blog with a picture of the principal.
 * Procedure**: As a class, the students will arrange a time for the principal to come into their classroom. Students will be assigned questions to ask the principal from their KWL chart. Students will take notes as they interview the principal. After the interview, the answers will be added to the KWL chart under what they have learned. As a class, the teacher will model how to write informational paragraphs about what they learned about the principal.

**Objective-** The student will expand his understanding of community, citizenship and rights and responsibilities to the school community.
 * Assessment**: teacher observation/ student notes
 * Lesson 5 **

Students will present their information to the class. It will be posted to the class blog for parents and students to comment. **Objective-** The students will identify and recognize different places and services within their community.
 * Procedure**: The teacher will assign each student to a partner. They will be assigned a member of the school community to interview. Example: nurse, lunch assistant, reading tchr…Students will view this video before beginning this activity. [] Each group will complete a KWL chart on the person they are to interview. They will then generate interview questions. Students will set up a time and then conduct the interview including a picture of the person. With the notes from the interview the students will write two informational paragraphs describing the role and importance of their member to the school community.
 * Assessment**: Informational paragraphs/ KWL chart and notes from interview
 * Lesson 6- //What is a Community? Inspiration/Mind Map// **

Teacher will ask the question, what places make up your community? As students answer the information will be added to the Mind Map by the teacher. Students will compile a list of various places and services found in their community. When the Mind Map is completed a copy will be given to each student. It will be posted to the class blog.
 * Procedure:** The teacher will use the computer program **//Inspiration//** to make a class Mind Map of the community of Charlestown. It will be displayed on the TV monitor for the class to view.

**Objective//-//** The student will realize that it takes many, varied jobs for a city or town to work together as a community.
 * Assessment**: student participation
 * Lesson 7-//Community Helpers// **
 * Objective-**The student will understand the similarities and differences in the way people function together as a community.
 * Objective-** The student will understand the opportunity to participate in a community and how it makes a difference.

The teacher will have the students bring in a “tool of trade” of one or both parents. This will be shared with the class on an assigned day. After sharing, students will write a paragraph and draw a picture about what they might like to do when they grow up. They should include whether or not they will provide a good or service for the community. Students will post their pictures and paragraph to the class blog. Goods or   Services **People work and provide goods and services for the community.** Write about what you picture yourself doing when you grow up. Decide if you would be providing goods or services. Draw a picture of yourself doing your job. **Assessment**: Third grade paragraph rubric/ [] **Objective-** The student will be able to recognize the different characteristics and roles of people and places in their community. As a class, students will solve riddles about community members. Riddles will be posted to the class blog.
 * Procedure:** After completing the Mind Map, the students will discuss the importance of the work done by each individual. Students will discuss whether or not they provide a good or service for their community.
 * Lesson 8- //Read Aloud “What’s my Job”// **
 * Procedure:** The teacher will put the students into pairs. Each pair of students will pick a place from their Mind Map and write a riddle about the place. Teacher should model a riddle before beginning. Students will be given an outline of questions needed to be included in the riddle. After writing the riddle, student will share them with the class.

Assessment: Teacher Checklist with questions about riddle **Objective-** The student will be able to develop and apply information about community services and create a poster.
 * Lesson 9- //Community Center Poster// **

Posters will be displayed in the classroom and on the class blog.
 * Procedure:** Students examine a local advertisement for a Community Center and discuss the graphic design of the poster. Where is the center located? What is the center all about? Who runs the center? Who may attend? Etc. Students will compare the urban center to places in their community. Students will create and design an advertisement post for a place in their community using their knowledge about their community**.** Students will be given a checklist for information needed to be included on their poster.


 * Assessment:** Students included all information from their checklist
 * Lesson 10- //Cooperative Group Activity- “Kids in Their Communities” books// **
 * Objective-** The student will be able to identify and understand the differences and similarities between their community and another.


 * Procedure:** The students will form cooperative groups. Each group will be given a different book to read. Each book is about a different community. [ farm, mountain, military post, town, island, city] After reading the book, students are to use a Venn diagram and compare their community to the one they read about in the book. Each group will share the information with the class. Venn diagrams will be posted to the class blog.

who works at a place in the community. Include a written report [two paragraphs] that gives a detailed description of what goes on in this “place”. What goods are sold or what services are provided? Does this business provide goods, services, or both? What makes this business successful or important to Charlestown? What is the job of the worker or owner of this business? What preparation or training did the worker have in order to do this job? How is this business helpful or important to the community? What type of business is this? A detailed drawing or photograph has been included and a detailed model of the “place” is neatly done. Oral Presentation should include all of the above then made into a Podcast. [Facet of understanding//: Explanation, Interpretation, and Application//]
 * Assessment:** Venn Diagram Rubric
 * Lesson 11- //“A Place in Our Community”- Research Final Project// **
 * Objective-** The student will understand how community members work to meet the needs of the community.
 * Objective-** The student will identify the goods or services being provided by the community member being interviewed.
 * Objective-** The student will recognize how this place is important to their community.
 * Objective-** The student will understand the preparation or training needed to perform this job.
 * Objective-** The student will make an oral presentation of findings to an appropriate audience and organize the presentation in a logical way. The student will be able to speak clearly and confidently while presenting their project and respond to questions from the audience.
 * Procedure: **  Students will be assigned the final project community report. The report includes an interview of a person

** Assessment ** : The student will be assessed using a rubric. Students research and construct a model of a building in their community. [Including a drawing/photograph of facility] They will interview a member of the community who works there. They will determine whether or not this business provides goods or services. Students will present their findings to the class which will be made into a Podcast.

Community Project Rubric Evidence ||  Clear Evidence ||  Emerging Evidence ||  No Evidence || Paragraphs may be difficult to read with many spelling errors. Has not included a photo or detailed drawing of the “place”. Model lacks detail and/or is not neatly done. || Report does not include an interview and/or paragraphs have few or no details about the “place”. Report does not include a picture or drawing or a model of the “place”. ||
 * ** 4  ** || **  3  ** || **  2  ** || **  1  ** ||
 * Exemplary
 * Report includes an interview of a person who works at the “place” with three questions. The paragraphs give a detailed description of what goes on in the “place” and why it’s important to Charlestown. Paragraphs have few or no spelling errors and good sentence structure. A detailed drawing or photograph has been included. A model of the “place” is neatly done. || Report may be missing one question on the interview or paragraphs may not include many details about what goes on or how it is important to Charlestown. Paragraphs may have some spelling errors or incorrect sentence structure. May not have included a detailed drawing of the place. Model may lack detail or not neatly done. || Report may be missing more than one question of the interview. Has included only a few details in the paragraphs.
 * Lesson 13- //Acrostic Phrase- “Closure Activity”// **
 * Objective-** The students are provided with a final opportunity to work together and share ideas about what they have learned during this unit.


 * Procedure:** Using the words, Charlestown our Community, the students will create words and phrases that begin with each letter of the phrase. Each word and phrase will relate to the community of Charlestown. Students will created their acrostic verse as a word document. Students will share their verses with the class and post them to the class blog. This is a quick way to end the unit and provides closure for the children**.**

** Other forms of assessment include ** : teacher observations, self-assessments, peer-assessments, discussions, work samples, checklists, and dialogues. ** __ http://www.uwstout.edu/soe/profdev/rubrics/primaryteamworkrubric.pdf __ ** *Throughout this unit, the teacher can evaluate how much students know and understand about the differences between goods and services in      their community. At different times, place pictures of places from the community on the student’s desks. Evaluate by asking different questions such as: Stand up if your picture provides a service. Line up      if your place provides goods for the community. Tell me what type of      business you have, and then line up for recess. Tell me why your business is important to the community. This type of assessment is informal, but the teacher can learn a lot about what the students are learning. The teacher can keep a checklist of student’s names and check off who is struggling with these concepts. ** Community Enrichment Activities ** When students have finished their work or have free time during this unit, they should have access to a list of activities that they can work on either individually or with a partner. The list provides an      assortment of activities that address various interests and learning profiles. For example, there are activities designed for verbal learners, mathematical learners, creative thinkers, and artistic and musical students. The activities encourage students to extend their thinking about the community and highlight a variety of learning profiles. Allowing students to choose, or even design their activities, helps to ensure that they will be engaged with those activities. ** Activities  ** * Students can visit  []    to learn more about their community of    Charlestown and report to the class. * Draw and design a new business for your community. Why do you think it would be successful in your community? Why did you choose this business? Does it provide goods or services? Where will your business be located? .*   Using the Alpha Smart, write an ABC list of people who serve you in the community. * Create a collage of people in the community. * Create riddles or jokes about a place or person in the community. * Write a song about a person or place in the community. * Find different places in your community on a map. Using scale, find out how far it is from your house. Determine the distance between locations within the town. [] * Map a map of your community. * Draw an aerial view of your home, school, or neighborhood. * Create a brochure to express your feelings about land areas, buildings, schools, stores, libraries, and cultural events that make Charlestown unique. * Create a picture book about local businesses to show what resources are available in your community. * Using the computer, Kid- City, U.S.A., students can create their own model community. * Go to the following site and report back to the class about something you learned. []
 * Assessment:** Teacher Evaluate of student work/ Checklist of each phrase relating to the Community of Charlestown
 * __ http://www.readwritethink.org/lesson_images/lesson190/participation_checklist.pdf  __**
 * NCSS Standards **
 * III People, Places, and Environments **
 * V Individuals, Groups, and Institutions **
 * VII Production, Distribution, and Consumption **
 * Books **
 * Kehoe, Stasia Ward. 2000. I Live at a Military Post. I Live in a City. I Live in the Mountains. I Live on an Island. I Live in a Town. Newbridge Educational Publishing. NY **
 * McLerran, Alice.1991. Roxaboxen. Lothrop, Lee & Shepard Books. NY **