Teacher Workshop Presentation Notes Part 1

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Notes

/workshop.html

Workshop goal Presentation - 30 minutes How does Kidlink support Internet-enhanced education? What is "Who Am I?" program? Hands-on Training - 3 hours WAI student work on the WWW. How can I use WAI with my students? What does it offer students? What does it offer teachers? How does WAI support my curriculum standards? How does WAI encourage involvement of parents and community members? Before we begin, click on "Bookmarks" or "Favorites" and bookmark this workshop main page. If you get "lost" during the workshop this morning you can always look at your bookmark and come safely back to this webpage. The first part of our workshop this morning is divided into two main areas. I will talk to you about the overall goal of the workshop, show you how KIDLINK addresses curriculum requirements and give you a brief summary of the "Who Am I?" program. In the next part of the workshop you will have time to discover and explore how the "Who Am I?" program fits your classroom needs. Let's look first at the goal for our workshop. Click on the first link (1)- "Workshop goal."

/tgoal.html

Workshop Goals for teachers As a result of the Teacher Workshop, teachers will: examine and understand the "Who Am I?" program. see connections between their required curriculum and "Who Am I?" modules. acquire new strategies for implementing "Who Am I?" in their classrooms. build a network of support people and resources for use with "Who Am I?". This workshop is designed to help you learn about "Who am I?" and intergrate it into your curriculum. You will learn new strategies and discover many resources to help you. Click on "Back" to return to the main /workshop.html page. Once there, click on the second link (2a)- "How does Kidlink support Internet-enhanced curriculum.

/curric.html

How does Kidlink support Internet-enhanced education? Language arts Writing Research Social studies History Geography Mathematics Cookery and Science The Arts - Sample II Current events Personal development Economics "Who Am I?" enhances and supports all curriculum areas. On this page are links to many student examples. Which ones would you like to see? I would suggest that you explore more of these links on your own in the "hands-on" part of the workshop. Below the list of content areas are links to each module and the specific curriculum connections for them. Click on some of the links then click on the back button on your browser to return to the /workshop.html webpage. Once there, click on the third link (2b) - "What is the 'Who Am I?' program?"

/fifteenminute.html

WAI is an educational program for youth. It supports curriculum standards. It is student centered. It offers support for teachers. This webpage gives a brief summary of what the "Who am I?" program is all about. In a nutshell you can see that it is an education program for young people, designed with them and their teachers in mind. The first link on this page takes us to the timeline of the module and a list of the six modules. Let's spend just a few minutes exploring these links. Be sure to revisit these links in the hands-on part of our workshop this morning. Click on each of the links for a quick look and brief summary. When the teachers are ready to begin the hands-on part of the morning session, click on back to return to the /workshop.html webpage. While looking at item #3 on the menu explain to the teachers that now they will have a chance to work at their computers and explore the workshop pages on their own. Encourage them to write down any good ideas that come to their minds as they view these web pages. Do they see places where "Who Am I?" would fit well into their classrooms? At the beginning of the afternoon session teachers can share these ideas and also ask questions about anything that is not clear to them.

Hands-on Session begins Facilitator: It is now time for me to stop talking and allow you a chance to explore and discover for yourself - the very kind of experiences we want for our students.

/kie/waila/students.html

[The screen text shows many links to WAI student work across all the language areas. Too much to place here.] We will spend about 20 minutes looking at the webpages showing the work of the students on the web. When you take the first link (3a) you will land on a page that gives you the opportunity to see kids' work in several languages. Take a look around. Enjoy your tour. Circulate around the lab and talk one-on-one with the teachers as they browse the webpages. Assist anyone who has problems. After 20 minutes call the group to attention. This might be a good time for a 10 minute "stand and stretch" break. After the short break, direct the teachers to the next link on the /workshop.html menu (2b) - "How can I use WAI with my students?"

/use.html

Using WAI with students... Prepare classroom management of computers Involve students in setting goals for activities. Develop assessment rubrics with students Plan cooperative work across curriculum areas - team teaching Arrange a display area for special "Who Am I?" module e-mail and pictures. Divide class for small group activities: Using electronic media Using printed resources Producing creative writing Creating displays Publish student work for school and parents to see - "Who Am I?" web pages At this time we will spend about 30 minutes thinking about how you can use WAI with your students in your classroom. This is the time to focus on your needs and the needs of your students. You will be prompted to think about your strategies for grouping your students and making computers available for them. Think about ways you will involve the students and bring them into the heart of their own learning. Can you bring other teachers into WAI with you in a team teaching mode? What will you do to publish the work of the students and instill in them a pride for their work? You will see a sample rubric for assessing student work and a blank rubric sheet that you can print and take with you. You will see another sheet that you can also print. It might help you organize group activities for your students when there are not enough computers in your room for each student. Print that sheet and think about activities you can plan for rotating groups. The seven screens that the teachers will visit are below on this page. You can easily see where the teachers will be going as they take each link. Encourage the teachers to look carefully at each webpage and think about their own class of students with their unique circumstances. Help them personalize this workshop to suit their needs. If there are teachers sitting together from a common grade level encourage them to work together as they plan common goals.

/computermgt.html

Classroom management of computers... Where can your students use computers? In your classroom? In a computer lab? In a library? How many computers are online? How many are offline? How often can students use these computers? Prepare in advance for best use of computer time. Teachers are viewing this webpage on their own. Teachers will click on "Back" to return to the workshop menu page.

/goals.html

Setting goals with students... Be aware of student needs and abilities. Identify curriculum goals and objectives. Examine "Who Am I?" modules for matching goals. Discuss module activities with students. Allow students choices of activities. Guide students to set individual or group goals. Specify time limit for completion of activities. Teachers are viewing this webpage on their own. Teachers will click on "Back" to return to the workshop menu page.

/assessment.html

Writing assessment rubrics with students... Decide which tasks must be performed for a module activity to be complete. Describe these tasks using a rubric and point system. [sample] Make sure students know the rubrics before they begin a task. Students assess their own work or do peer editing before they submit the final copy to the teacher. Teacher uses the rubric, assigns a score and final grade then shares with each student. Teachers are viewing this webpage on their own. Remind them to view the sample rubric and print the blank sheet for their own notes unless you have printed a copy for them. Teachers will click on "Back" to return to the workshop menu page.

/across.html

Planning cross-curriculum teaming for: Where Do I Live? Examine module lessons, activities and resources with interested teachers on your grade level. Identify class activities each teacher can do to connect with local curriculum and support student work in the module. See table below. Make a timeline for the tasks. Social Studies Locate cities using latitude and longitude; make maps; identify famous landmarks and landforms; research national heroes. Math Identify time zones; compare Fahrenheit and Celsius; analyze data using graphs and charts. Language Arts Research and write about local folklore, fables, legends, tales, national heroes and family; conduct interviews and write journals. Science Compare weather patterns, temperatures, sunrise and sunset; discuss environmental issues; identify endangered animals and plants. Art and Drama Make a collage or display board; create drawings and paintings; make puppets and dioramas; design travel brochures; perform plays and skits. Physical Education Plan a multicultural sports day; learn about and play multicultural games and dances. This is a good time for teachers on the same grade level to work and plan together. Teachers will click on "Back" to return to the workshop menu page.

/display.html

Arrange a display area... Make a display area for "Who Am I?" messages and images. Invite students to decorate the display area. Place and rotate special "Who Am I?" messages on the display board. Print and post images of "Who Am I?" participants. Post "Who Am I?" drawings by your students. Invite parents, administrators and guests to see your display. Teachers are viewing this webpage on their own. Teachers will click on "Back" to return to the workshop menu page.

/groups.html

Organizing Group Activities for "Who Am I?" Will students rotate through all group activities? How long will they spend in each activity? Will they remain in one group for the duration of the "Who Am I?" module? Use this chart to make notes for yourself as your organize your plans for rotating use of computers. Types of Activities Electronic Media: [Internet, CD-ROM, computer generated art, spreadsheets, databases, desktop publishing] How many students? Printed Resources: [atlases, encyclopedias, books, newspapers, magazines] How many students? Creative Writing: [diaries, journals, interviews, plays, debates, newsletters, book reports] How many students? Creating Displays: [charts, graphs, models, diagrams, props, manipulatives] How many students? Teachers are viewing this webpage on their own. Encourage them to print the page to use later as they plan lessons for a specific module unless you have printed copies to include in a handout for teachers. Teachers will click on "Back" to return to the workshop menu page.

/english/wai/kidswork

[Text on the screen shows the names and images for all 6 of the WAI modules. They can click on the links to see what students did on the KIDWAI list for each module.] Teachers are viewing this webpage on their own. A click on the images on this page will take teachers to the actual module. A click on the dates will take them to the work of the students on the KIDWAI (English) list during the Sept-June 1998-1999 school year in the Northern Hemisphere. Teachers will click on "Back" to return to the workshop menu page.

/students.html

What does "Who Am I?" offer students? Gives students an audience [A - B - C] and a purpose for writing Broadens multicultural perspectives - Argentina - Denmark - French text -Italy - Japan - Norway - Portuguese text - Uruguay [Spanish text] - USA Brings real world meaning to classroom tasks Promotes and supports engaged learners Stimulates inquiry and problem solving Encourages learning across curriculum areas Call the teachers to attention and suggest that they move on to this webpage and its set of links for the next 30 minutes. Here they will see concrete examples that verify WAI's claims to supporting student learning objectives. Teachers will click on "Back" to return to the workshop menu page.

/teachers.html

What does "Who Am I?" offer teachers? Curriculum connections for each module Discussion questions and classroom activities Online resources for each lesson Tips for using WAI in the classroom Web publishing of student work Support team and coordination lists Interaction with global colleagues Teachers are viewing this webpage on their own. It is rich in links to valuable information for them. Make sure they are exploring as much as they can. Suggest that they stay here only 30 minutes to remain on schedule. Remind them that they can always revisit these webpages from home or school or a local Internet cafe! After this webpage suggest that the teachers take a 15 minute break. Teachers will click on "Back" to return to the workshop menu page.

/mycurric.html

How does "Who Am I?" support my curriculum standards? Make a chart with your major curriculum goals/standards by month Examine the WAI module curriculum connections web pages. Make note of topics and activities in "Who Am I?" that reinforce and enhance your curriculum. Plan lessons according to the needs of your students. The teachers should spend 30 minutes on this webpage and its links. Menu items 1 (curriculum highlights by month) and 4 (lesson plan template) are also handouts that can be printed from the web. If you have printed and copied our handouts then your teachers already have a copy. Remind then that they have these sheets on which to place helpful notes. Click on "Back" to return to the morning workshop menu on /workshop.html./KBD>

/month.html

In the blank for each month, list a few of the major learner outcomes that you must teach your students in your curriculum area. Identify the "Who Am I?" module(s) that can enhance those learner outcomes. A sample is given in the first month. Choose one or two learner outcomes a month to reinforce with "Who Am I?". Abbreviate module names: Who am I? [Response], Where do I live? [Where], What are my rights? [Rights], My friends and Family [Friends], What are my roots? [Roots], Virtual Vacation [Vacation] Major Outcomes from My Curriculum Guide WAI Module(s) September Math: charts, graphs; Social Studies: latitude and longitude; Language Arts: creating questions for an interview, descriptive writing Science: weather patterns Response - interview; Where - descriptive writing, latitude/longitude, record daily temperatures October November If you have made copies of handouts for all the teachers, they have a copy of this webpage. Encourage them to take some time, at home or at school, to examine their curriculum guides and some major learner outcomes they must address for each month. Then, they should look at the curriculum connections that are listed for each module. Links to these are found on the /curric.html webpage which is menu item number 2 on the previous webpage (/mycurric.html). Click on "Back" to return to the /mycurric.html webpage. Click on number 2 from the menu to revisit the /curric.html page with examples of student work showing connections to curriculum and learner outcomes.

/curric.html

How does Kidlink support Internet-enhanced education? Language arts Writing Research Social studies History Geography Mathematics Cookery and Science The Arts - Sample II Current events Personal development Economics Teachers view this page on their own. Be sure to direct them to the links at the bottom of the page which go to each of the 6 modules and their lists of curriculum outcomes addressed in the modules. Click on "Back" on your browser to return to the /mycurric.html webpage.

/lessontemp.html

The lesson plan template is designed to help teachers integrate technology into their curriculum. It is only a guide. Teachers should write their lessons as prescribed by their local administration. Our template is simply a resource. If you have prepared handouts for the teachers they will have a copy of this lesson plan template. Encourage them to take the links on it which are helpful in preparing plans for any lesson. This is another webpage that uyour teachers might want to revisit later when thye have more time. Click on "Back" to return to the /mycurric.html webpage.

/parents.html

Welcome Parent and Community Input... Many of the lessons in the "Who Am I?" modules contain activities where students are encouraged to interact with parents and community members to gather information. After examining the module contents, brainstorm - then make a plan to contact parents, community agencies and organizations who would be willing to visit school and speak to your class or perhaps address the student body during an assembly on topics within the program. Parents are often a great resource and are willing to come to school and share their experiences or expertise. The table below displays suggested activities within "Who Am I?" where students interact with parents or community members. Who Am I? Ask an elderly relative in your family what were the favorite names used when he or she was a child and make a list of those names. Interview your parents and ask them how your name was given. Who decided and why? Invite persons with different occupations to visit your school and talk about their work. Where Do I Live? Talk to mom, dad, extended family members, neighbors and friends and gather recipes that are specific to your region. Interview an older person in your family or community and ask them to tell you about their home when they were your age. What Are My Rights? Talk to you parents and make a list of your childhood illnesses and when you had them. Make a booklet about your 'Medical History' and write about how you were taken care of and how you felt when you were sick. Ask to speak to community groups about your 'What Are My Rights?' project. My Friends and Family Invite an elder in the family of one of your classmates to talk to the class about being an older member of the family. Make a survey about how much it costs to provide for an average family in one week in your class. Talk to your parents and make a list of all expenses including food, mortgage, phone, insurance, car, petrol, movie, sweets etc. Create a Family Recipe Book for your family by collecting favorite recipes in your family. What Are My Roots? Begin to gather information for your Family Tree by asking relatives for names, birthdates and birthplaces of members of your family. Invite someone from your family to come to school and share a special talent they have. If there are bankers in your family they might talk to your class about a career in banking. If there are farmers in the class they might explain the challenges of living off the land and how it has changed or stayed the same over the years. Survey your family members and graph the careers that have been chosen by members in your family. Virtual Vacation If any of you know someone in the travel industry you might like to invite them to the school to tell you about what to show your visitors. If you live in a town you can ask the mayor or perhaps a mom or a dad could come to the school to talk about your area. Teachers are viewing this webpage on their own. Give them 15 minutes. Click on "brainstorm" to see the handout that will help teachers as they search for ways to bring parents and the local community into their lessons as resources.

/community.html

Finding Parent and Community Input... Do you know the occupations, special talents or hobbies of the parents of your students? Are there local businesses or community resources available to you? Would any of these people be willing to come and speak to your class or invite your class to visit a part of your community? A little research may reveal a treasure chest that will enhance your participation in the "Who Am I?" program. Parent Profile Occupations? Hobbies/Talents Travel experiences? Community Members Guest speakers? Field Trips? Free Materials? Teachers should use this handout to collect data from the students (parents), and other adults who can assist them in finding resources. Parent-Teacher organizations are a great place to gather such information. This is the end of the morning session of the workshop. Take a break for lunch and then return to the lab in the afternoon for the second session. Teachers will click on "Back" then "Back" again to return to the workshop menu page.