Session+2

=2.3 Website Analysis=


 * What characteristics make these websites so convincing?
 * The layout and other visual components of these websites could make them appear legitimate at first glance. Both feature visual “proof” and have all of the links you would expect to see, most notably ones to media, with extensive lists of external, well-respected, supporting sources, and to scientific studies, complete with graphs, statistics and medical jargon. Also, the sites purport to be provided by a medical research hospital, in the case of #2, and, in the case of #1 a well-organized conservation society.


 * What evidence is available to prove that these websites are hoax sites?
 * Once you actually //read// the text, (something students don’t always do) the satire reveals itself. For example, on site #1, “Sasquatch” is identified as a natural predator of the PNWTO. Also, a brief perusal of the media/press and other supporting sources shows that nowhere in any of the articles, etc. is the actual existence of these things verified.


 * What guidance can we give our students to help them avoid websites that contain inaccurate information?
 * Many students believe that because it is “published” – even on the internet –something is fact. Our main problem is not with glaring cases such as the ones in the examples, but rather with less obvious misinformation that students accept at face value and subtle biases that students fail to recognize.
 * There are two simple things I tell my students to help them avoid websites with inaccurate information. I tell them to use sites ending in .edu, .org or .gov, and not to rely on sites ending in .com. Also, I have them verify information by locating it in at least two completely separate, reliable sources.
 * In addition to instruction on research practices, I like to do units on things like rhetoric, propaganda and satire. These lessons help the often naïve students come to understand that there are people out there with all kinds of motives for influencing what they do and what they believe. At every opportunity, I like to remind my students to question everything (even me).
 * Overall, I believe we all need to be vigilant in helping our students become critical thinkers who consider all information with a critical, analytical eye.

Guide to Internet Research
[|Evaluating Web Pages Checklist] [|Evaulating Web Pages - Techniques & Questions]

I found this guide extremely useful and can definitely imagine using it with my students. I like how it provides //specific// things to look for, as opposed to just posing general questions. It also provides tools and suggestions for obtaining better information, so it would give the students some direction on where to go from there. Going along with my comments above, I especially appreciated the questions, "Why was it put on the web? What is the purpose of the page?"

Before handing this checklist to my students, I would want to discuss the why these are important considerations, familiarize them with some of the terms, and review examples as a class. I may even change some of the language to simplify it further.

Thanks for the resource!

= = =2.3 Inquiry Based Learning Websites=

[|Concept to Classroom Workshop] This resource, provided by Thirteen's "Education Online" series is a version of an online workshop offering an in-depth exploration of inquiry-based learning, "from concept to classroom." It begins by quoting the old adage, "Tell me and I forget, show me and I remember, involve me and I understand." The workshop sections are Explanation, Demonstration, Exploration and finally Implementation. It begins with a thorough explanation of inquiry-based learning, complete with helpful graphics and video clips. The next section uses video clips to provide actual demonstrations of inquiry-based learning in action. The "Exploration" section asks eductors to reflect on what we do in our own classrooms and provides pointers. The final section recaps four "key principles" of inquiry. Of the three, this would probably be the most useful for a current educator.

[|NEIU Inquiry Based Learning] This site uses research to explain the benefits of inquiry-based learning. The authors write: //Research shows that the amount of student learning that occurs in a classroom is directly proportional to the quality and quantity of student involvement in the educational program (Cooper and Prescott 1989). Yet research studies indicate that teachers typically dominate classroom conversation, consuming nearly 70% of classroom time. Inquiry-based instructional approaches reverse this trend, placing students at the helm of the learning process and teachers in the role of learning facilitator, coach, and modeler. // This resource offers more information than the Shreyer overview, but is not as detailed as the "Concept to Classroom" workshop. It features many lists based on the work of Jeffrey Willhelm and covering "The Benefits of Inquiry-Based Instruction", "Criteria for a Successful Inquiry" and "Key Components of the Inquiry Process" and ends with an example of inquiry-based activities about the Amazon rainforest.

[|Schreyer Institute - Inquiry Based Learning] This is a concise overview of inquiry-based learning and its implementation. Topics include "Integrating Inquiry into the Classroom", "Stating Your Goals and Objectives", "Analyzing Your Potential Students" and "Designing an Instructional Plan". A table compares traditional, structured, guided, student-directed and student research techniques. The appendix features an example inquiry problem and instructional plans. This resource would serve as a good introduction to the concept of inquiry-based learning. =2.4 3 Minute Pause= __Summary__: To quote the "Concept to Classroom" website, "Memorizing facts and information is not the most important skill in today's world. Facts change, and information is readily available -- what's needed is an understanding of how to get and make sense of the mass of data." Inquiry-based learning is, among other things, an answer to this reality. It is student-centered, teacher-guided and focuses on the process of learning through genuine inquiry. This type of learning is more authentic and more meaningful to the individual. A student who has been inspired and empowered through taking an active role in their own learning will be more likely to work for positive change in his community and the greater world.

__Thoughts__: I definitely have an inquiry-based approach, and when I do find that I am being more "teacher-centered" it's usually the result of insufficient planning (as in, //okay, I haven't thought this lesson through enough... guess I'll just talk about the book for a while, and throw out some questions//) I am eager to improve my teaching practice using some of the specific strategies I read about in this session. Integrating more of a variety of media into my teaching may create more student interest.

__Questions__: How can we create more innovative assessments (as a district, state, nation...) to better correspond to an inquiry-based approach? It seems to me that a meaningful assessment should take into consideration the process as well as the product. Not exactly a clarifying question, but I'd be interested in people's thoughts. After reading the essential reading, my question remains the same. Perhaps a better question is how can we //promote// the use of meaningful, authentic assessments //outside of our own classrooms// to reflect and "measure" meaningful, authentic learning?

= 2.5 Essential Readings =

__Comments__: 1) I agree with the point about there still being an important place for teacher-provided resources. If students don't know anything about a given topic, or haven't had a chance to think about a particular issue, we, as their teachers, are in a good position to provide that initial introduction. Ideally, the readings and other resources we expose them to will spark their interest in the topic and help them figure out what they might want to explore further. The way we did it in this session would work well - seeing what they come up with and then complementing it with our own "essential readings." 2) I love the second reading's focus on the social benefits of empowering our students through inquiry. The positive effects of student-based learning are evident, even after one unit or even one lesson. Students are invigorated, curious, and feel like a part of something. A lifetime of this type of education - education that values students' interests and puts them in the driver's seat - would certainly create adults who are active, positive "agents for change."

__ Questions __ : 1) Inquiry-based learning takes time, the one thing we never have enough of. How can we best advocate for inquiry-based learning given the fact that time spent on engaging, student-centered projects, for example, takes away from the amount of content "covered"? What is the best balance between depth with breadth? I'm usually in the depth camp, and find that ELA lends itself well to a good balance... but what about teachers whose students have to cover specific content for finals, MCAS, etc? 2) What are some strategies for sparking a student's intrinsic interest in learning, after they may have "lost touch" with it?

=2.6 Reflections on Student Work=

Very cool! I enjoyed getting to see an example of what is possible through integrating inquiry, group work, and technology. I have only limited experience with the various programs the students used (glogster, pirate pad, etc.) and can think of many ways to use them in an English class (although I wish there was a way to eliminate ads!)

The students seemed genuinely interested in their subjects, which is always wonderful to see. I thought the project reflected a nice combination of independent and collaborative work, with the common thematic thread tying their contributions together. Finally, I was really impressed by how students' level of competence with the multi-media resources they used.

I would be interested in knowing more about the assignment and the process that led up to this final project. Although I imagine their intended audience consisted of their classmates / teacher, as someone on the "outside" (i.e. not in their class,) I would have liked to learn more about the relationship between science and the courts and how their subject connects with what they learned. Also, I thought it might have been nice for the students to go into more depth with their various subjects, digging deeper into the aspects of their stories that interested them. This could be a good opportunity to learn more about the research process. As an English teacher, I found myself cringing a little bit at the poor quality of several students' writing. I know this was not a writing class, and perhaps I'm being overly critical, but it seems like the sharing / publishing aspect of the project could be a good opportunity to encourage students to revise their writing and to communicate as clearly as possible.

All in all, very inspiring!