Achterman csla web2_0

Web 2.0 for Student Achievement: Leveraging Technology for Academic Gains

Doug Achterman, Ph.D.San Benito High School

Hollister, CA

dachterman@gmail.com

Based on this word

cloud, make pre-

dictions about

the article from

which it was taken

Now form questions

empha-sizing key

words from the

cloud

Article: Student inquiry and Web 2.0.Author: Pam BergerSchool Library Monthly 26 (5), 2010.

Web 2.0 Tool: Wordlewww.wordle.net

Available http://www.schoollibrarymonthly.com/articles/Berger2010-v26n5p14.html

Into Through BeyondPre-reading Reading Extension/Reflection

Connect Wonder Investigate Construct Express Reflectobserveexperienceconnect to

self activate ……

prior knowledge

predict

develop questions develop hypotheses

find & evaluate

information to

answer questions

test hypotheses

draw conclusionsdevelop new

understandings

apply under-

standings to

new contextshare learning

with others

examine one’s

own learningask new

questions

Inquiry model from Barbara Stripling

Wonderpredict

develop questions develop hypotheses CA Model School Library Standard

AND Common Core Standard, ELA: Activate prior knowledge related to the information and events in texts

Practical Criteria for Academic Use

• Students create or manipulate (organize, analyze, evaluate, synthesize) content• Free• In the “Cloud.” • Technology is transparent• Clear academic benefit

Areas of Potential

• Pre-writing, pre-reading, background building

• Concept mapping• Note-taking• Language acquisition• Meta-cognition, self-reflection• Formative assessment

Web 2.0: Collaborate to…

Brainstorming: EdistormConnect

observeexperienceconnect to

self activate ……

prior knowledge

Brainstorming: Edistorm

Blue “Note” icon = comments(Unlimited comment space)

Casting Idea Votes

Export to XLS (Spreadsheet)(formative assessment)

Heads Together

For more bright ideas…

Wallwisher

Unlimited number of students can post

Web-based pictures, audio and video

Investigate Constructfind & evaluate

information to

answer questions

test hypotheses

draw conclusionsdevelop new

understandings

1. Organize this information in a way that best helps answer the question.

2. Which posts are most helpful in answering the question?

3. How do you suppose the Voting Rights Act of 1965 influenced or changed American society?

Wallwisher• Brainstorming whole-class, in groups, or

individually• Generating and assessing background

knowledge• Reviewing important content from a unitCool Features• Auto-saves as soon as info entered• Embeds into blog, web page

Concept Mapping: Gliffy and Bubbl.us

Concept Mapping

• Show understanding in a less language-dependent way• Show understanding of connections

between important concepts• Visual representation/visual learning

Concept Mapping: Bubbl.us

You can preselect topics for students to organize

Students can collaborate with each other and you

You can’t write on lines to explain connections, but you can add unattached bubbles.

Investigate Constructfind & evaluate

information to

answer questions

test hypotheses

draw conclusionsdevelop new

understandings

1. From your concept map, which type of program appears most common? Why do you think that is the case?

2. Examine the concept maps from the others in your group. Which map makes the most sense? What does this map help you understand?

Heads TogetherFor more bright ideas about concept mapping 2.0

Google Forms (in Google Docs)

Choose type of answer, and make it optional or required.

Link to dynamically updated spread-sheet

Real-Time Feedback & Support

Students: Will This Resource Help Me for My Own Research?Teachers: Is this student finding the right kind of evidence? Are students having a harder time finding evidence for A than for B?

Feedback and Support

• Students share resources• Students learn from each others’ choices

of best passages• Teachers (classroom and librarian) make

formative assessments about individual students and whole class.

• Students and teachers see trends about what resources are most helpful. Provides starting point for reflections about the research process and about the content.

Heads Together

For more bright ideas…

More from Google Forms

Each time students complete a work session:

Google Forms: Assessment and Self-Reflection

• Students and teacher(s) monitor progress with an easy form

• Students reflect regularly.• Students can view reflections collectively

when unit is over for big picture of progress, process

• Teachers can use as formative assessment and a conversation-starter on process and content.

Heads Together

For more bright ideas about Google Forms for assessment & reflection…

For 2nd Language Learners

NO REGISTRATION NECESSARYEasy to use for novice computer users

Comic Strip Generators:

MakeBeliefsComixhttp://www.makebeliefscomix.com

For 2nd Language Learners

More Difficult, but with hundreds of options

Comic Strip Generators:

ToonDoohttp://toondoo.com

For 2nd Language Learners

Animation Programs

XtraNormalhttp://www.xtranormal.com

Cameras

Animations

Expressions

Looks

Points

Pauses

Sounds

‘Magicam’ chooses the best camera angle for you.

XtraNormal…Students create a script, choose voices,backgrounds, characters, camera angles, ambient noise, music, character movement, etc.

https://sites.google.com/site/sbhslibraryaides/home/xtranormal

Academic Benefits

• Students engage in language creation and language play • Lowers affective filter• Students can share work with others

even when they’re not ready to speak

Heads Together

For more bright ideas…

Final ThoughtsHow can I use Web 2.0 to…

• Help students learn more, learn differently, learn more deeply?

• Facilitate student collaboration to produce deeper understandings than they could produce alone?

• Expand the community of learners on a given project?

• Enhance students’ experience through the inquiry cycle?