Google Sites
Since this week the focus of our readings is on assessment, I decided to share the website Google Sites, which is basically an app created by Google that allows users to create a basic webpage. The best part is that the website can be created with little or no knowledge of HTML code!!! Other nice features include the ability to utilize web site templates, upload documents, and incorporate other Google apps such as Google Calendar. Like other Google apps, Google Sites also allows the user to determine the share settings, meaning you could have a group of students working together on the same website. In terms of assessment, Google Sites would be a great way for students to create portfolios of their work for a particular class.
Saturday, February 19, 2011
Week 6: Website Recommendation
Authentic Education
Authentic Education is a company that offers training and support to schools looking to implement school change, improve student assessment, and align curricula using the Understanding By Design framework designed by Grant Wiggins and Jay McTighe. In terms of services, the company offers workshops, web conferences, action research, and other on and off site services. Specific to curriculum mapping, the company also provides an online curriculum design software called Curriculum Framer that facilitates the creation and maintenance of a school curriculum. While this method of curriculum mapping is costly, I really like many of the ideas behind the Understanding By Design framework and I think the types of services provided by this company would be useful if used by an entire school district.
Authentic Education is a company that offers training and support to schools looking to implement school change, improve student assessment, and align curricula using the Understanding By Design framework designed by Grant Wiggins and Jay McTighe. In terms of services, the company offers workshops, web conferences, action research, and other on and off site services. Specific to curriculum mapping, the company also provides an online curriculum design software called Curriculum Framer that facilitates the creation and maintenance of a school curriculum. While this method of curriculum mapping is costly, I really like many of the ideas behind the Understanding By Design framework and I think the types of services provided by this company would be useful if used by an entire school district.
Week 6: Curriculum Mapping - Response #2
Everett, J. (2003). Curriculum mapping and collection mapping: Otherwise known as "The Camel with Two Humps." In B.K. Stripling & S. Hughes-Hassel (Eds.) Curriculum Connections through the Library (pp. 119-137). Westport, Conn: Libraries Unlimited.
Focus Quote:
"As with curriculum maps, collection maps provide the 'big picture' of how balanced the library collection is in relationship to the school curriculum." (Everett, 2003, p. 124)
In Jo Ann Everett's chapter on curriculum mapping and collection mapping, she discusses the importance of using both types of maps in schools. Since I was already familiar with curriculum mapping, what I found most interesting in this chapter was her discussion of the collection map. According to Everett, "As with curriculum maps, collection maps provide the 'big picture' of how balanced the library collection is in relationship to the school curriculum." (2003, p. 124) I particularly liked that she focuses on the importance of developing a "big picture"view of the library collection - one that encompasses the library's past, present, and future. I think it can be very easy to get caught up in the day to day tasks of the present that you can forget to plan for the library's future in terms of collection. Doing a collection map, would certainly help a librarian to think more broadly.
Another part of the collection map process that I found interesting was Everett's recommendation for dividing up the library collection into Dewey sections and then evaluating each section individually. (2003, p. 125) This seems like a lot of work, but if I'm not mistaken there are two services available from Follett TitleWave (TitleWise and TitleMap) that would help expedite the process. From what I can gather from the TitleWave website, the TitleWise service provides collection analysis while TitleMap helps librarians map out a plan to improve their collection. Unfortunately, these services do come at a cost. Still, it might be worth it to have Follett do the initial analysis and then maintain your own records afterwards. I'd be interested in talking with other school librarians that have used this service.
Lastly, one other step of Everett's that I liked was her creation of a web room or a room where she assembled unit boxes containing numerous resources (books, videos, CDs, etc.) that a teacher might use for a particular unit. This is something that I would like to do more of at my school. However, I would expand Everett's unit boxes to include online resources as well as print materials and other physical resources. One way to do this might be to create a Symbaloo webmix or a webpage with relevant links for each unit.
Focus Quote:
"As with curriculum maps, collection maps provide the 'big picture' of how balanced the library collection is in relationship to the school curriculum." (Everett, 2003, p. 124)
In Jo Ann Everett's chapter on curriculum mapping and collection mapping, she discusses the importance of using both types of maps in schools. Since I was already familiar with curriculum mapping, what I found most interesting in this chapter was her discussion of the collection map. According to Everett, "As with curriculum maps, collection maps provide the 'big picture' of how balanced the library collection is in relationship to the school curriculum." (2003, p. 124) I particularly liked that she focuses on the importance of developing a "big picture"view of the library collection - one that encompasses the library's past, present, and future. I think it can be very easy to get caught up in the day to day tasks of the present that you can forget to plan for the library's future in terms of collection. Doing a collection map, would certainly help a librarian to think more broadly.
Another part of the collection map process that I found interesting was Everett's recommendation for dividing up the library collection into Dewey sections and then evaluating each section individually. (2003, p. 125) This seems like a lot of work, but if I'm not mistaken there are two services available from Follett TitleWave (TitleWise and TitleMap) that would help expedite the process. From what I can gather from the TitleWave website, the TitleWise service provides collection analysis while TitleMap helps librarians map out a plan to improve their collection. Unfortunately, these services do come at a cost. Still, it might be worth it to have Follett do the initial analysis and then maintain your own records afterwards. I'd be interested in talking with other school librarians that have used this service.
Lastly, one other step of Everett's that I liked was her creation of a web room or a room where she assembled unit boxes containing numerous resources (books, videos, CDs, etc.) that a teacher might use for a particular unit. This is something that I would like to do more of at my school. However, I would expand Everett's unit boxes to include online resources as well as print materials and other physical resources. One way to do this might be to create a Symbaloo webmix or a webpage with relevant links for each unit.
Week 6: Curriculum Mapping - Response #1
Vlasis, C. (2003). Librarian morphs into curriculum developer. In B.K. Stripling & S. Hughes-Hassel (Eds.) Curriculum Connections through the Library (pp. 107-117). Westport, Conn: Libraries Unlimited.
Focus Quote:
"The curriculum map is also useful to librarians because it allows them to make connections across grade levels and help teachers avoid repetitions in the curriculum." (Vlasis, 2003, p.112-113)
This week the focus of our class readings was curriculum mapping. This educational practice has many benefits. One of these benefits is curricula alignment. For librarians, this ability to view what standards and topics are being taught and when, is especially useful since they are in the unique position to collaborate with teachers from multiple grade levels and content areas. As Charlotte Vlasis states in her chapter on the librarian's role as a curriculum developer, "The curriculum map is also useful to librarians because it allows them to make connections across grade levels and help teachers avoid repetitions in the curriculum." (2003, p.112-113)
Just recently, at my practicum school, I witnessed a situation in which a lack of curriculum map hampered the ability of the school librarian to provide instruction. Basically, the school librarian was trying to plan out a set of lessons for freshman English students on how to search the web effectively, utilize databases, and import their bibliographic information into a citation maker. However, upon teaching the lesson, she discovered that half of the students had already received some of this same type of information while others were completely unfamiliar with it. Had the school librarians within the school district created a curriculum map for research skills the librarian at my school wouldn't feel pressured to teach a lot of skills in a short amount of time and could perhaps have focused the lessons on different research strategies.
Despite the many benefits of curriculum maps, as a former teacher, I can attest to how difficult it can be to keep a map up to date. With regard for making time to create and maintain a map, Charlotte Vlasis, states, "Scheduling the time to work on maps needs to be addressed before the process is begun, and a commitment to spend time on the maps has to be made by each participant." (2003, p.115) I completely agree with this statement, however, I would like school administrators to support teachers in this pursuit by providing professional development time on a regular basis for teachers to work on their maps. In my own experience, the professional development time allotted for curriculum mapping was often spaced too far apart. We would work on maps one day, but then it would be several months before we picked them up again. At that point, it was almost like we had to start all over again.
Focus Quote:
"The curriculum map is also useful to librarians because it allows them to make connections across grade levels and help teachers avoid repetitions in the curriculum." (Vlasis, 2003, p.112-113)
This week the focus of our class readings was curriculum mapping. This educational practice has many benefits. One of these benefits is curricula alignment. For librarians, this ability to view what standards and topics are being taught and when, is especially useful since they are in the unique position to collaborate with teachers from multiple grade levels and content areas. As Charlotte Vlasis states in her chapter on the librarian's role as a curriculum developer, "The curriculum map is also useful to librarians because it allows them to make connections across grade levels and help teachers avoid repetitions in the curriculum." (2003, p.112-113)
Just recently, at my practicum school, I witnessed a situation in which a lack of curriculum map hampered the ability of the school librarian to provide instruction. Basically, the school librarian was trying to plan out a set of lessons for freshman English students on how to search the web effectively, utilize databases, and import their bibliographic information into a citation maker. However, upon teaching the lesson, she discovered that half of the students had already received some of this same type of information while others were completely unfamiliar with it. Had the school librarians within the school district created a curriculum map for research skills the librarian at my school wouldn't feel pressured to teach a lot of skills in a short amount of time and could perhaps have focused the lessons on different research strategies.
Despite the many benefits of curriculum maps, as a former teacher, I can attest to how difficult it can be to keep a map up to date. With regard for making time to create and maintain a map, Charlotte Vlasis, states, "Scheduling the time to work on maps needs to be addressed before the process is begun, and a commitment to spend time on the maps has to be made by each participant." (2003, p.115) I completely agree with this statement, however, I would like school administrators to support teachers in this pursuit by providing professional development time on a regular basis for teachers to work on their maps. In my own experience, the professional development time allotted for curriculum mapping was often spaced too far apart. We would work on maps one day, but then it would be several months before we picked them up again. At that point, it was almost like we had to start all over again.
Thursday, February 10, 2011
Week 5: Website Recommendation
This week our readings focused on guided inquiry and inquiry-based learning models. Since inquiry often involves brainstorming and organizing one's thoughts, I decided to share a website that allows users to create online mind maps or visual organizers. Basically, to utilize Mindomo you add a central topic and then continue adding subtopics as needed. After creating a mind map, students can then save and export their maps as picture files. The one downside is that the basic free version of Mindomo only allows 3 maps per year. Despite this shortcoming, this tool could still be useful especially if a teacher has only a few big inquiry projects per year.
Here's an example of a Mindomo map.
Image: http://www.mindomo.com/maps/080a2a033949479b97c8e353cfa3c1af
Week 5: Early Planning Stage
Well, I am now in the early planning stage of my collaborative project. At this point, Nichole and I have firmed up our intention to do our project on the subject of social studies. Our focus will be on law in the United States, since Nichole is currently teaching this class. In terms of how we plan to collaborate, we have decided to utilize Google Docs, email, and possibly Skype. We didn't want to use any sort of calendar tool since we are both super busy people, but we tentatively agree to "meet" online Saturday mornings to discuss our project and establish weekly goals.
In terms of the unit itself, we are still planning on having students pair up with a classmate and research a Supreme Court case that deals with the Bill of Rights. After researching their case, students will prepare a presentation that showcases both sides of the argument. For student assessment, we are thinking of assessing three aspects of the project. First, we will use some sort of assessment to measure the students' ability to locate and identify quality information. Second, the students will be assessed on the written portion of their assignment. Finally, the third piece of assessment will be the partner presentation.
As for how the collaboration process is progressing, I would have to say "quite well." Nichole and I haven't encountered any major roadblocks and I think we work pretty well together. The only thing that I can envision being a problem, is finding times to "meet" online. Hopefully though, our Saturday morning meetings will be productive enough that we won't need to meet more frequently.
Well, that's all for now. More on our collaboration process to follow later.
In terms of the unit itself, we are still planning on having students pair up with a classmate and research a Supreme Court case that deals with the Bill of Rights. After researching their case, students will prepare a presentation that showcases both sides of the argument. For student assessment, we are thinking of assessing three aspects of the project. First, we will use some sort of assessment to measure the students' ability to locate and identify quality information. Second, the students will be assessed on the written portion of their assignment. Finally, the third piece of assessment will be the partner presentation.
As for how the collaboration process is progressing, I would have to say "quite well." Nichole and I haven't encountered any major roadblocks and I think we work pretty well together. The only thing that I can envision being a problem, is finding times to "meet" online. Hopefully though, our Saturday morning meetings will be productive enough that we won't need to meet more frequently.
Well, that's all for now. More on our collaboration process to follow later.
Wednesday, February 2, 2011
Week 4: Website Recommendation
Doodle
This week, since our focus is collaboration, I though I would post a website that might come in handy if you are trying to set up a meeting with a group of people such as your school's English department. The website is called Doodle. This site is free and super easy to use. Basically, this site allows you to create an event, select date/time options, and send an email relaying the information to the event participants. The participants then vote on the time slots that work best for them. After they have voted, you can view a chart that highlights the best time for everyone. From there, you send one more email to your participants letting them know what date/time the meeting will take place. The best part is that all of this decision making can occur with only 2 emails! Other nice features include no required login, linking capability with other types of online calendars (i.e. Google Calendar), and mobile access (iPhone, etc.).
Check out this page for a short video on exactly how to use the site. Enjoy!
This week, since our focus is collaboration, I though I would post a website that might come in handy if you are trying to set up a meeting with a group of people such as your school's English department. The website is called Doodle. This site is free and super easy to use. Basically, this site allows you to create an event, select date/time options, and send an email relaying the information to the event participants. The participants then vote on the time slots that work best for them. After they have voted, you can view a chart that highlights the best time for everyone. From there, you send one more email to your participants letting them know what date/time the meeting will take place. The best part is that all of this decision making can occur with only 2 emails! Other nice features include no required login, linking capability with other types of online calendars (i.e. Google Calendar), and mobile access (iPhone, etc.).
Check out this page for a short video on exactly how to use the site. Enjoy!
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