Session+2

Session 2 Website Analysis As educators it is our obligation to teach children about truth and the importance of validating the truth. Website analysis is essential to teach students to identify the difference between creditable websites and fictitious sites.

2.3 Website Analysis:
Website 1 Tree Octopus was clearly a hoax. Just the concept of a tree octopus should have been a red flag. However, it was a very convincing website because the visuals and graphics along with the layout appeared as a "Save the Rainforest" website. I first looked for an author, then googled his name and found his profile. He was a bit of an extremist to say the least, confirming the falsehood of the website.

Website 2 Male Pregnancy also was a hoax. The website was also very convincing as it was designed to look like a hospital news site. Visual representations of U.S News and many "testimonials" some from famous people like Oprah. After googled rythospital, I found that this site was created as a learning tool for students to establish guidelines for checking the validity of websites when researching topics.

Evaluating Web Pages
Internet Research Guide Evaluating Web Pages

Inquiry Based Learning Website
Concepts to Classrooms A Series of Workshops are affiliates of Masters Teachers and PBS. Continued education and many resources, links, videos, lessons and more can be found here. Teachers' Domain is a WGBH Education Website that offers countless digital media lessons many of which are based on inquiriy based learning. ThinkQuest encourages students to learn and connect digitally with students worldwide.

2.4 Three Minute Pause
Summary: The premise of inquiry based learning.....If I do it, I will learn it. If I am interested, curious, or if I have an invested interest, I will be motivated to learn and change my world. Thoughts: As a student, memories of my favorite teachers or most interesting subjects involved skill based learning, visuals, concepts I could touch or manipulate. Content that was retained involved projects, group work, artwork, and research or topics I chose. Based on Paula Sincero's guided principles, my memories were shaped by active learning, discovery, and creative or unique ways of expression. Why has the current educational system moved away from inquiry based learning for so long? I think the education system viewed direct instruction that was teacher driven and curriculum based could not incorporate inquiry based learning. It was viewed as two separate approaches. However, using our current curriculum, inquiry based learning is absolutely possible, especially with the use of a wikispaces and technology. Questions: I think the move toward inquiry based learning will be well received by both educators and students. I also think technology will bring inquiry based learning to a new level of thinking. The Questions posed by Paula Sincero moved me to think about how I can look and revisit my current curriculum and make technology changes to current lessons.

2.5 Essential Readings
Questions How does a school system begin to implement inquiry based learning? Will training for inquiry based learning and technology be available and ongoing? Statements Structure of professional development and prep time in schools needs to focus on inquiry based learning and technology skills. Prep time for collaboration among exploratory teachers and grade level teams must be established and maintained because a lot of creativity, exploration, research and varied assessments can collectively be built into these subject areas.

2.6 Reflection on Student Work
This Project represents an outstanding example of inquiry based learning. As a teacher in the Summer Technology program, I am familiar with the design and outcomes of the unit. Students first were given an option of topics to be considered as the program of study for the summer session. //Interest//, key componet of inquiry based learning. Second, //KWL//, was established through engagement in conversation about justice in the courts. Students were provided with //background// //information// through the use of //technology//, //various websites, articles videos// etc. After 4 days of analyzing court cases, researching, reading, and in small groups using a variety of media technology, students were then given time to //collaborate and establish a general// //topic or inquiry//. Students were continually shown and given support about what the expectations of the final project should be. //Students need to see models of what it is they are being asked to do//. Each page of this project supports the idea that each student started with a general topic, but the way in which they researched and displayed the final outcome was different than each other. Individuality and creativity was evident. The assignment was essentially the same, but each students perspectives, personalities and flare were exhibited throughout.