Do Internet, Do Integrate!
- The following text and links are from a
- You need matches to start the fire and logs to keep
- Web-Based Resources
- Teacher Sparks
- Good starting points
- search tools for kids & adults
- general starting points
- teacher resource starters
- Bookmark folders
- Personal web page
- What's your teaching area?
- What do students need to learn?
- What resources do you already have available?
- In what areas could you use some additional
information, examples, or excitement to build the
- Selecting Sparks
- Pick 1 OR Pick 4 assure 3 resources
- varied perspectives
- multiple sources
- varied channels
- Consider the needs & interests
- Your Mission: Go to the Subject Area Sparks
- Consider grade level, entry skills, reading ability
- Bookmark (or favorite) a site for easy reference.
- What's the purpose of your campfire?
- Is it for warmth, to cook food, or simply for fun?
- Question: Why are we making this campfire?
- Learning Outcome
- Draw students into web resources:
- solve a problem
- address an issue
- answer a question
- Learning Outcome
- Identify a specific learning outcome.
- What do you want your students to be able to do or
talk about at the end of the activity?
- It's not about Internet, the specific website, or
even the subject area.
- It's about learning a skill, acquiring a concept, or
solving a problem that will transfer to other learning
experiences down the road.
- When identifying outcomes consider: cognitive,
social, affective, kinetic, metacognitive areas.
- Your Mission: Go to the Active Alternatives
- Not: state, list, describe
- Focus on higher-level, thought-provoking activities.
- Share your active words and learning outcome with a
- Embers are the hot, glowing remains of a fire. It's
the time to put on the fry pan, roast the hot dogs, and
- Don't just watch the fire, use it!
- Engaging Learners
- Don't just read information off the Internet, use it!
- How you will activate the learning environment?
- How will you engage students and keep them excited
- Student with an overview
- Provide background information
- Draw student interest
- picture or cartoon, quotation
- statistic or problem
- Hook your students
- Actively involve students in learning:
- explore, evaluate, organize, analyze, apply, solve,
formulate, create, communicate
- Let students paddle
- Your Mission: Go to the Engaging Embers page.
- Brainstorm some interesting products that students
could create using the information found on the Internet.
- Tools: Provide a range of tools
- Word processing
- Drawing, Painting
- Multimedia: audio, video
- Your Mission: Go to the Technology Tools page.
- Identify those resources that might be available in
- Give good instructions
- step-by-step instructions
- list of requirements
- examples & nonexamples
- models & samples
- Stay flexible!
- Unlike a tree, you don't have centuries
- How long will students be working on this project?
- What's realistic?
- Give students guidelines
- Your Mission
- Identify an engaging activity and design an
- Spotlight on Songs
- Assess Student Learning
- Spotlight student success.
- Share a story or sing a song around the campfire.
- Why Assess
- What have your students learned?
- Assessment isn't about testing and report cards.
- It's about helping you and your students understand
where you've been and where you still need to go to reach
your learning outcomes.
- Process Assessment
- It's the walk that matters
- Product Assessment
- It's the view at the end that matters
- Your Mission: Go to Student Success
- Identify ideas for assessing student
- Brainstorm alternative assessments to match your
outcome and activity.
- Make Camping Fun!
- Keep up to date
- Find a home
- Follow "new links" or "best links"
- mailing list
- weekly hot list
- Match to standards
- Do it regularly
- Current events
- This day in history
- Word of the day
- Math problem of the week
- Project of the month
- Preselect Sites
- Don't camp in the dark!
- Plan ahead and preselect quality websites.
- Remember Visuals
- You remember what you see.
- Use sites with lots of visual representations.
- Ask students to create their own visuals.
- Chunk Your Project
- You can't carry a tree, but you can carry chunks of
- Chunk your project into reasonable pieces.
- Make Good Stew
- Generate excitement!
- Fun, flexible environment
- Authentic projects
- Provide Resources
- A stool needs three legs
- Provide multiple resources
- Adapt to change
- Take time to reflect
- Allow time for sharing and enjoying your
- Encourage Uniqueness
- Let students take their own path
- Give students flexibility in the assignment
- Watch from distance
- Do demonstrate, guide, suggest, help
- Don't do it
- Don't Lose Anyone!
- Keep them in sight
- Use checklists, team meetings, and processfolios to
keep track of progress.
- Watch Out!
- You never know when you might have a problem.
- Watch for inappropriate links
- Carefully save files
- Stay organized
- Remember Water
- Don't forget the water.
- Remember the purpose of the activity.
- Watch the Food
- Too many beans can spoil a trip.
- Take baby steps, Select tutorial sites
- Be Prepared
- Wear your boots, not your sneakers.
- Plan student access:
- bookmarks, worksheets, activity web pages
- Think Timeline
- Finish before the snow falls
- Be realistic
- Build in a cushion
- Be prepared
- Print out the sites
- Provide support
- Lend a hand
- Work with another teacher
- Help each other!
- Team with another grade
Developed by Annette