BUILD CRITICAL THINKING SKILLS USING DISTANCE

LEARNING, PODCASTING, BLOGS, AND WEB DESIGN

Explore the power of using project-based learning that encompasses critical thinking skills and

create authentic assessment tools. Your students will be empowered to write research papers, podcasting scripts, blogs that address higher order thinking of synthesis and evaluation, as

well as create their own web designs.

Distance Learning

Study Animal Behavior/Animal Enrichment with the Buffalo Zoo via Time Warner Cable and high-speed Road Runner Internet technology

Three field trips: two through the Distance Learning Lab and the third by visiting the Buffalo Zoo

Two Forty Minute DLL Sessions

Students meet with zoo enrichment educator Rebecca Balk via DLL

Rebecca talks about animal behavior/enrichment

Students answer questions and visit selected animals by way of a poly-com or web camera

Developing the Research Project

Each class is assigned two animals to study and create enrichment projects for them.

Students select the animal they want to research from the two choices.

Research begins using Noodle Tools: NoodleTools : Sign In

Students research their animal using the Internet and other media resources.

Students brainstorm their ideas, create a plan using Windows Paint, and present their enrichment ideas to Rebecca in session two via the Document camera in the DLL.

Students complete an ethogram of their animal behaviors for session two and record their predictions of animal reactions to their enrichment project.

Motivated Students in Charge

Students e-mail approved enrichment plans to Rebecca.

Work begins on making the enrichment.

Enrichment projects are taken to the zoo for the final field trip and presented to the animals.

Students record their observations and assess their predictions.

Zoo Enrichment Projects

Lions enjoying their treat

Playground for the Black-Masked Ferret

Dini , the Fennec Fox

Perfume Scented Sack

Apple Juice Popsicle for the Tigers

Students create more…multi-media opportunities using

Power Point and Podcasting Power Point Presentations

were made by all students. Presentations are published on my web page and change weekly.

Podcast TV scripts were created. Students worked collaboratively in their groups using their research report to write a script. All participated with speaking parts.

Podcast was also video- taped by students to evaluate themselves before the final podcast.

Practice, practice, practice! Fluency, voice inflection, and clarity are important!

Both groups worked at their own pace. Some groups needed more time to produce their final podcast.

Ready to tape using Podium, a podcasting tool. Completely student run.

Podcasts are published on my web page and students can download them to their iPods or mp3 players.

www.akronschools.org/keppel

Collaboration and Practice

Fluency and Editing

Team Building

Evaluating our work

Podcasting 101 “Audio broadcasts, spoken word

and musical, have been available on the Internet for years, but the recent combination of RSS (Really Simple Syndication) and audio files have made the process much simpler. When a site has an RSS feed, it means you can subscribe to the content – if there's new content, you'll get a notification in your RSS reader (usually a software program or a Web site). By wrapping an audio recording inside an RSS enclosure ,the RSS software knows it's audio or video content and will download it automatically to a location that you specify on your hard drive. Then, when you connect your Windows Mobile powered device, you can sync it to your device for listening or viewing. That's the basics of how it works – though it's important to note that a lot of content can be viewed or listened to inside your browser as well.” (from the Audacity site)

We use a software program call “Podium” which is very student-user friendly. Students can easily add their scripts and color code them for each speaker, edit, add music or sounds, and images. Our podcasts are then saved as an mp3 file, then exported through Audacity which is a free, open source software for recording and editing sounds.

http://audacity.sourceforge.net/

Next, I upload the file to my web page. Students can then listen to the podcast from our classroom or anywhere there is access to a computer via the hard drive . They can also download the podcast to their mp3 players or iPods through iTunes, a common aggregator.

Creating Podcasts of Your Own Think outside the box:

Present one lesson differently than you usually do using a podcast. While the podcast is playing from your TV screen, you could be free to address other needs.

Podcasting addresses different student learning styles.

http://www.rmeducation.com/podium

Library of Congress http://www.loc.gov/podcasts/ http://schools.clipart.com/in

dex

Wild Animal Chronicles –www.nationalgeographic.com/podcasts

Your lessons when you are absent – create a 5 minute introduction or review.

Diaries of book characters or historical characters

Study guides, quizzes, spelling, or vocabulary reviews

Drama – plays, stories, sketches, audio books

Weather, jokes, etc. School news Student work Reviews of books, poems,

movies, music, art, current events

Add music to the beginning or end of your podcast to jazz it up. No commercial music due to copyright laws

“What we learn with pleasure, we never forget.” -Alfred Mercier

On my site you can find study guide reviews and lessons for students who are absent. Students can sit at the computer virtually anywhere, pop on some headphones, and download their podcasts to their MP3 players or iPods, or just click and play, to listen right on the computer. Most recently I have used the podcast to post listening practice so students can listen if they need to redo essay work or if they are absent. I no longer have to reread the same passage six – eight times.

Teaching today requires creating lessons that are motivating in our highly technologically advanced world that meet the needs of our students to compete worldwide.

How to Create a Podcast Have the tech department add

Podium and Audacity on your computers. You will also need to have a Podcast page added to your web page.

www.toolfactory.com Open Podium. Create your title. Click on the red record button-

3,2,1-pause then begin speaking into the microphone. Press stop when you are finished.

Save the podcast as a Podium file and give the file a name.

Listen to it, edit, add music, etc. Save it again as an mp3 file.

Close Podium. Now go to All Programs and

open Audacity. Go to FILE on the task bar and

click open. Find your podcast saved as an

mp3. Click on export as an mp3. You

will be prompted to get the lame encoder file which is in the teacher share. Simply click on that folder and the folder in that folder, and you are done. This is a one time event.

Save the podcast You are now ready to put it up

on your webpage.

Preparing the Sportscast

Dress for the Part

Synthesis

Videotaping to Evaluate

Podcast Sites to Investigate

Do your own podcast: Do’s and Don'ts, how's and why’s - www.intelligenic.com

Collection of royalty free sounds and music http://schools.clipart.com/

Wild Animal Chronicles –www.nationalgeographic.com/podcasts

ReadWriteWebhttp://www.sblceastconn.org/projects/getrealweb.htm

ESL Teacher Talk – www.ESLteachertalk.com

Sites for Teachershttp://www.sitesforteachers.com/index.html

Podiumhttp://www.rmeducation.com/podium

Library of Congresshttp://www.loc.gov/podcasts/

We’re not done yet! Web Page Design

In computer club after school, students used MultiMedia Lab V to create their own web pages.

MultiMedia Lab V is the ultimate tool for building interactive multimedia projects, reports, and presentations.

Students especially enjoyed creating “sprites” using Windows Paint. Some sprites require up to 47 animations!

All pages followed their research paper outline and Power Point highlights.

This part of the project requires much commitment and hard work. Students came during their lunch, study hall, and put in several hours after school working until 4:30 two-three days a week. They couldn’t stop creating.

Web designs are published to my web page and burned to a CD for their portfolio

www.akronschools.org/keppel http://www.toolfactory.com http://www.toolfactory.com/products_aux/

demos/mmlv/index.html

http://www.toolfactory.com/products_aux/demos/mmlv/PILOT.htm

http://www.toolfactory.com/products_aux/demos/mmlv/SPRITEBANA.htm

http://www.toolfactory.com/products_aux/demos/mmlv/NORDEN.htm

Multi-Media Lab V

The software's Gallery offers hundreds of clip-art pictures. In addition, it has a colorful interface that shows thumbnails of each page down the left-hand side of the screen. Students can adjust the properties of each page, choose background colors, add videos, and upload their own digital images.

MultiMedia Lab V has scores of pre-built templates to inspire students to be creative.

Multimedia Lab V has more features for the advanced user, such as web authoring tools. Students can add dozens of buttons, controls, and special effects to their web pages without typing a single line of code.

http://www.toolfactory.com/products_aux/demos/mmlv/index.html

http://www.toolfactory.com/products_aux/demos/mmlv/firstproject.html

Multi Media Lab V

Using a Class Novel to BLOG

While reading the Newbery award winning novel Roll of Thunder, Hear My Cry and Where the Red Fern Grows students responded to authentic assessments using higher–order thinking skills of synthesis and evaluation.

A response rubric is given with a question for students to respond to.

Students can be rotated throughout the week to respond to the questions using the computers rather than their journals. All responses must be text supported. Using text support to express an opinion is a highly developed skill that students need practice with.

Selected responses are then evaluated by each student stating why they are exemplars or models to improve writing.

Students once again are highly motivated to read and write. They are in charge of their own learning. They decide when they will work on the computer to respond to the blog within the time parameters given. They are excited to have their work posted, and they recognize and implement the essentials for good writing.

Once again students are published on my web page.

www.akronschools.org/keppel

“What the child can do in cooperation today he can do alone tomorrow” -

L.S. Vygotsky In September, my students

responded to a blog prompt on my webpage describing the highlights of their summer and the books they read. They then used these blogs to create scripts showcasing their books to encourage others to read. This is an ongoing episodic project which will be podcasted throughout the year using the books they read in their book clubs. Additionally we have written our own poetry, selected a classic poem, and podcasted an episode of poetry readings. Our poetry and stories will be published to a hardcover book and CD portfolio for each student.

www.akronschools.org/keppel

In my classroom we

have created several podcasts, responded to blogs, and created web pages to bring our classroom to our homes. This explosion of multi-media is one of the many new ways my students are presenting their work.

www.anthologyofpoetry.com www.poeticpower.com www.studentreasures.com

Create Collaborative Learning Wonders

Students are in charge. They select their leaders, deadlines, deal with last minute students, reassign tasks, write their own scripts and music, evaluate their voice inflection, word choice, and presentation by videotaping and podcasting over and over again until they are satisfied. I upload the podcast or approve their blogs on my web page and if they hear or see an error, they edit again.

Students develop self-discipline, the ability to work well with others, a sense of responsibility, for themselves and their work, initiative, creativity, and problem solving. Students learn to think critically and it carries over into their reading and writing . Students know their work is real and that others will see and judge the quality of their work. Reflection and evaluation are crucial to the collaborative/cooperative process. There must be an audience beyond the teacher for student work.

Enhanced Student Learning

All standards met! Standard 1:Read, write,

listen, and speak for information and understanding.

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

Enhanced critical thinking skills.

Higher-order thinking skills are developed using Bloom’s Taxonomy.

Students are in charge of their own learning and are highly motivated.

Use the curriculum you have and incorporate technology without giving up required lessons.

Authentic Assessments that are meaningful to students.

Improved test scores. Love of learning and school.

Web Sites Worth Investigating

http://www.nyscate.org/resources.

http://www.microsoft.com/emea/education/partnersinlearning/default.mspx

http://www.thinkquest.org/

http://www.netc.org/classrooms@work/index.html

http://www.rmeducation.com/podium

http://audacity.sourceforge.net/

http://www.toolfactory.com

http://muve.gse.harvard.edu/rivercityproject/

http://www.awesomeclipartforeducators.com/type.cfm?feature=School&sec=General

http://www.akronschools.org/keppel

skeppel@akronschools.org Sandy Keppel – 542-5040x6216

http://ncsu.edu/midlink/newest.htm

http://www.remc11.k12.mi.us/bcisd/classres/intideas.htm

http://www.cilc.org/collaboration_all.aspx

http://www.pbs.org/teachers/

http://school.discovery.com/schrockguide/assess.html

http://www.emsc.nysed.gov/3-8/

http://www.thinkbright.org/video/

http://www.tnaqua.org/KidsTeachers/Distance_learning.asp

http://www.loc.gov/podcasts/

http://www.ccssc.org/

SIX EXCITING ENRICHMENT PROJECTS: ENHANCING ZOO

ANIMALS

By: Everyone!!!

The Big Brown Bear

“HI, I’m the big brown bear,

I hibernate during the winter,

My coat is thick and brown,

Fishes are my favorite food,

Am I not cute?”

Brown Bear Enrichment

The brown bear group made a bear-tastic enrichment project! They made frozen fish and put cookies in them. The bears went wild! (This bear was very protective of his treat.)

The Pretty Polar Bear

“I’m the pretty polar bear,

I’m snow white, but not a princess,

I love seals with all my tummy,

I’m pretty but not petite.”

Polar Bear Enrichment

The enrichment the polar bear group made was cool. They stuck popcorn together into a box shape, and the bear loved it. Also they made a frozen ball of juice and fish. The polar bears were shivering with excitement.

The Smart Spectacled Bear

“I’m the smart spectacled bear,

My fur is black or brown,

My spectacles are yellow; I can’t see out of them very well,

I’m a funny looking fellow!”

Spectacled Bear Enrichment

The spectacled bear enrichment project was awesome; anyone could see that!

They put peanut butter on a water carrier and then put popcorn on that. The bear wouldn’t stop eating!

The Racy Red Footed Tortoise

“I’m the racy red footed tortoise,

I’m a red reptile, I'm 55 years old, I admit; I'm not

that fast.”

Red Footed Tortoise Enrichment

The Tortoise group definitely didn’t rush in making their enrichment project. They put fruit in tubes and on a paper flower. He loved the red strawberries (he probably thought they were his relatives)!

The Funky Fennec Fox

“I’m the funky fennec fox,

I have tan fur and a long tail,

I only weigh 3-5 pounds,

I'm light as a feather!”

Fennec Fox Enrichment

The fennec fox group had fun making their project even though it was small. They made a spinning food mobile. The fox jumped at this enrichment.

The Small Senegal Parrot

“I’m the small Senegal parrot,

Talking is my favorite pastime,

I’m green, gray, and yellow,

I like to eat corn in the mornin’,

Want some ear plugs?”

Senegal Parrot Enrichment

The Senegal parrot loved his project so much, he couldn’t stop talking about it! The group made a stand and hung beaded strings from it.

Making Enrichment and finding information

WAR!

Are Neil and Connor working hard or hardly working?

Busy, busy.

They’re all tied up!