F2009+8Y24+Lab+1+Activity+Type+Reviews


 * EDUC 8Y24 Lab#1 Activitiy**


 * Christina Koos--> Vocabulary Bingo/ GeoBingo**

This activity is both fun and educational as it provides a review or introduction to a subject in a visual and interactive fashion. Whether in teams or done in smaller groups, the class can interact with each other while manipulating the graphics with tools. By using specific icons/ images as landmarks, the students can easily indentify terms or concepts if they are having difficulty (differentiated learner points). Although this game might spark competition in the classroom, it can be controlled and organized by not using tangible rewards. This game can be created either before hand (by the teacher) or individually as an assessment to the students ability to use and manipulate the tools/programs on the computer (not given a letter or numeric grade at the end). To add, this activity displays the level of cognition a student has as they associate certain symbols with specific concepts/terms/ideas.

EDUC 8Y24 Lab #1: Activity

Andrea Milosavljevic- WebQuests

WebQuests are one of many activities that I would use in my classroom. They are a great way for students to work in groups by being assigned roles and tasks that they need to complete. It teaches students how to problem solve. WebQuests are an activity that teaches students how to find resources that they need by searching on the internet. The search can also be guided by the teacher. The teacher provides web sites that he or she wants the students to look at. One really good webquest that I found to use in my classroom is called "Oceans In Trouble!". I am in a Gr.4 classroom and this would cover the science curriculum for that grade that deals with humans affecting the environment.

The Oceans In Trouble - []

8Y24 Lab 1: Type in your Activity Types Reviews below. Then place a line under your entry.=

Elise Currier - Character Map or Web

Character Maps or Webs are a visual map that shows how different categories of information can relate to each other. By creating a map, students are able to organize and prioritize information. The best parts about these maps are that there are several word processing documents or concept mapping tools such as Inspiration and SMART Ideas. Online websites also provide lesson plans for bringing in literary map instruction using online tools. A way that this use of activity could be assessed is assessing the student’s comprehension of the character element of stories. By examining the way in which they create their Character Maps or Webs are created the teacher can get a better understanding of how well the student grasps the ideas being taught in the classroom. _

Tamara D'Hollander- DGI I would use DGI (Demonstrate-Guide-Independent) in the classroom because I think it is a great way to transition students into a more independent learning style. It is important for the teacher to ensure that the students grasp the concept before letting them continue on their own. The activity that I have choosen to explain is digital storytelling activities (p.223). The end result will be the students creating a comic strip. The teacher will first demonstrate drag and drop and then allow the students to try. Using a LCD projector, show the students how to find the page, album and caption. Let the students try. These steps will be posted somewhere on the wall for the students to refer back to. Next students will find picutres on their own and put them into the comic strip (using the skills previously learned). They will then type in the caption boxes and the comic is finished! I would use this lesson for fully alive or religion because they could demonstrate social issues, relationships and conflict resolution.

Michelle Hobson -Impersonations An activity that I could definitely see myself using in the classroom was the impersonations found in chapter 4, communication and project-based-learning p.132. By having each student type a letter to a main character of a novel or fictional story they are able to explore dialogue and offer suggestions to how the rest of the story may go. What I really liked about this tool is that a teacher or administrator could then respond to these emails with thought provoking questions or comments that could inspire further thoughtful and deeper responses. I could see myself using this activity in a lesson that allows for creative thought such as literature circles or novel studies. That was just my initial thought but the ideas are endless. I would assess this assignment based on the understanding of one or more story elements being discussed using a rubric that would also be given out prior to the assignment. _ _

Chris D’Alessandro – Character Map One of the activities I found most useful and interesting was the character map activity found in chapter 4, communication and project-based learning, p. 131. Most students are familiar with using mapping or web diagrams in many different situations. This activity focuses on creating a map or web for a specific purpose, which is central to a particular character. The activity has students focus on a main character of a piece of literature and record various traits to aid in the understanding of the character’s action and motivation. The students would continuously add to the character map as they continue to read the literature. I think this tool would be useful in language arts when completing a novel study unit. Having an ongoing character map can help students to keep track of traits of the main character, and can aid with understanding motivation in complex characters. I would have students start a character map after first being introduced to the protagonist and continue to add it to as more information becomes available, at the end of each chapter. At the end of the novel I could collect the task for assessment for detailed completeness.

Sarah Bazinet – WebQuests WebQuests are an activity that I would like to implement into my classroom as a future educator. I really enjoy the way the students get to construct their own learning and knowledge from this type of activity. WebQuests are teacher directed at first, since they set them up to allow the students to problem solve, and then it enables students to have hands on experience. This means WebQuests fall under the TPK category since it is a problem based process that you are teaching to the students. WebQuest are inquiry based and they can be completed in groups or individually. I could see myself using WebQuests by creating a problem for a science and technology class. The problem I would outline for my students would be, “If all insects in Canada were going extinct, which one would you save and why?’ This webQuest would allow the students to research various insects, use higher order thinking skills to analyze the information they find, and come up with an answer. One aspect of the activity I would assess would be their final answer. On a rubric I would assess the way they justify their insect and actively construct their own understanding of why that insect should be saved.

Jessica Heikoop - Vocabulary Bingo The name of the activity type that I have selected in called Vocabulary Bingo or Geobingo, and is found on page 131 of the textbook. This activity uses a table from Microsoft Word where a bingo card is constructed using vocabulary words, spelling words, or graphics that represent landmarks. The learners then identify and cross off the word or term that the Bingo Master explains using a definition. Students are able to make their own Bingo games if wanted. I could see myself using this in a lesson that revolves around difficult words that the students may not be totally familiar with. For example, it could be used during a novel study in language arts. To test the understanding that students have of various words that they are encountering, this Bingo could be played. It could also be done at the end of the book as a review before a test or quiz. If it was used in a novel study I could use it at the beginning of the novel study as a diagnostic assessment in order to see which students understood which vocabulary words. Instead of presenting the terms in the novel to the class as a vocabulary list, the teacher could pose this game as a fun and engaging activity. I would be assessing as I was walking around, and also when students call Bingo, I would have them say the words they received in the Bingo and explain each one, therefore confirming that they truly know what they mean.

Chelsea Mateo- Ebook The activity that I have chosen is the ebook, which is a valuable learning tool for students and teachers! An “ebook,“ is an electronic book, that serves as a resource that can help introduce students to various topics. Ebooks are becoming more and more popular, because it is something that students can access over the internet (ex. Powerpoint), and since we are teaching to students of the 21st century, technology is an important aspect of our teaching methods. As an instructor, I can see myself using ebooks in my teaching practice. I would create ebooks for my students; therefore, they can have access to information that I want them to read (that way I can ensure they are getting the information, and not finding unreliable information on the internet). I would also create ebooks to inform students on specific topics (ie. Effects of the human body during exercise). Moreover, one aspect I would assess is whether the students have the technological abilities to access the ebook. In addition, I would also teach students how to create their own ebooks. I believe that this tool is an important resource for both teachers and students, and ebooks can be used and created by the teacher, as well as students. With this in mind, I could also assess the students on their ebooks. Overall, I think the ebook is a valuable resource in the teaching profession.

Sarah Baker - Maps or Webs Using //maps or webs// (outlined on page 131 of the text) can be used in the classroom to help students organize thoughts, ideas and/or key pieces of information, in a coherent fashion. Furthermore, maps or webs concretely identify connections that exist between the various elements under examination, thereby supporting opportunities for further more in-depth thinking. For instance, according to the text, this particular activity type scaffolds students by “providing a structure for ideas and facts that help students learn to organize and prioritize information” (Figg & Burson, 2009, p. 131).

As we saw in class today, tools such as Inspiration can be used to help students brainstorm ideas for learning activities. In this case, students might be encouraged to create a concept web before proceeding with creating a formal multi-stage project (such as the e-book) in order to generate ideas and anticipate all of the necessary components. However, students can also be encouraged to use concepts maps to review material for tests, summarize key pieces of information, or—as the text outlines—identify interrelationships among and developments within characters.  Under the latter circumstance, a teacher could use a concept map to assess a student’s ability to make inferences from the text that identify and relate key events associated to the character of a text (e.g., how do they development personally, socially, etc.; what are the relationships that exist between characters; and so on and so forth).

Kara-Laina Ikola- Webquests

Using Webquests can be used in the classroom to guide students through a learning activity without the teacher having to guide the students through it. The students through help of a guide can solve problems and find conclusions on their own. Also if using a webquest it can be helpful tg have students complete it as a group, which can be a good opportunity to see hwo students work together. Webquests are a constructivist type of learning where "students are asked to use Higher Order Thinking Skills) to find, synthesize and analyze information in a guided, yet independent, hands on fashion, actively constructing their own understanding of the material." (Figgs & Barton, 2009, p.166) I think this sort of activity could be used in discovering information in science, i.e. looking at the human body and systems. This type of activity could also be used for a geography or history lesson, collecting information on a specific area and doing up a report on it. I think webquests are something I could definitely see myself using with my students in the future!

Sarah King - WebQuests Since we completed one in class, I have been particularly intrigued by the problem-based learning activity known as a //WebQuest//. A WebQuest is an extension of the Treasure Hunt or Scavenger Hunt activities used to help students navigate the Web in search of information. In a WebQuest, students begin with a problem and use the Internet to complete their inquiry into a solution to that problem. I see myself using this type of activity in many lessons; in fact, I am planning a Science lesson which features a WebQuest as the key lesson activity. In this activity, which will be part of a unit on Space as outlined in the Grade 5 Science curriculum, students will use a WebQuest, in pairs, to find out whether or not their assigned planet would be amenable for the placement of an experimental community for humans. The WebQuest will end with the creation of a brief PowerPoint presentation about their planet, which will be presented to the High Council for Space Exploration (their classmates and teacher). The PowerPoint and oral presentations will be assessed by the teacher, as will the students’ successful completion of the WebQuest.

Janice Kadowaki- Book Reports Book reports created with //MS PowerPoint// are a creative way to present material for language arts class. Book reports help students analyze stories thoroughly and in an organized way. Students can use //MS PowerPoint// in two unique ways; by assigning a topic to each slide to help organize information and by drawing a shape template, which can later be printed off, cut out, and folded into a cube. Headings such as book information, plot summary, character information, quotes, and things that you liked about the book may be used. I think I could use this activity with students to help them organize their ideas and help them to analyze story elements in a book they are reading. I would provide a list of reading options and get them to create a book report as a final project. I would assess the final book report looking for the student’s understanding of story elements, organization of thoughts, and completion of the assignment.

Erin Young- WebQuests

I believe an effective Webquest can serve many useful purposes. Firstly, it appeals multiple intelligences and provides an oppurtinuty for differentiated learning and problem based learning, as students are able to see, hear, and interact with the program, instead of simply sitting in their seats as a teacher writes on a blackboard. Webquests often require students to apply their problem solving skills, and the use of multiple Webquests over a period of time allows the teacher to scaffold these activities to increase these skills. This would require them to use their higher order thinking skills to find, synthesize and analyze information (Barton & Figg, 166). By interacting with the Webquest, students are constructing their own knowledge of the topic, instead of simply being a recipient. If I were to integrate Webquests in the classroom, I would like to see the students work in pairs, which may help them teach each other through a new technology (the best way to learn is to teach someone else!). It also allows for the development of cooperation with peers. In my sixth grade placement class, we have a student who has been diagnosed as gifted, yet also has ADHD. He often finds the sixth grade work too simple, and if he is not stimulated, he will disrupt the class. A challenging Webquest is a perfect way to keep him engaged, without sending him out of the classroom.

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Kally Robinson - Treasure Hunt

The activity type that I chose is “Treasure Hunt”. A treasure hunt is a center-based cooperative group work activity, in which a series of questions are to be answered about a certain topic. Students find the answers to these questions by exploring the websites provided to them by the teacher. I could see myself using a ‘treasure hunt’ tool in my classroom when having the students perform a research-based assignment where they are learning about a new topic. I would assess the students by making sure that they answered all of the questions and used the appropriate internet tools for searching on websites.

Caitlin Munn: WebQuest I have chosen the WebQuest activity. WebQuests are problem-cased learning activities that are done online. The lesson is structured with steps for students to follow, and provides links to online resources. They allow students to do inquiry learning. A teacher can create their own WebQuest, or choose from ones that have already been created by other teachers. You can find WebQuests for different grades, subject and topics. I see myself using WebQuests because I have experience using them. I would use them in the classroom to teach my students problem based learning and inquiry. The WebQuest acts as a guide, and allows students to learn the process of problem based learning. Once they have developed these skills, they would be able to do inquiry based learning without the WebQuest as a guide. When using a WebQuest I would assess my students on two things. The first would be the content of the WebQuest (ex. plan a garden). This could be done by assessing their final project of the WebQuest with a rubric. I would also be assessing my students ability to use the problem solving process. This would be used to determine the future use of problem based learning. Do students need more time to learn the process? Or are they ready to use this type of learning without the guidance and structure of a WebQuest? 

Karen Freeman - Treasure Hunts

Treasure Hunts are an excellent way of leading students through a guided learning exercise. This specialized form of a Linklist is a safe way for teachers to provide a "pathway" of URLs for their students to navigate. The collection of knowledge by the students, and saving those answers into a Word document, provides an effective assessment tool for teachers. I would use this activity type in my classroom because my grade 6 class is capable of identifying information scanned from a web page and recording it, either electronically or manually, for evaluation of skills and knowledge learned. One aspect of the activity that I would assess is their ability to locate and follow hyperlinks (via icons or graphics) to navigate from place to place. This would be assessed by their recording of what was found along each step of the Treasure Hunt.

Hannah Rodgers -Keypals

Keypals is a way for students to converse with someone from another class, another city, or even from another country. The students learn netiquette as well as letter-writing skills, but more importantly they learn about another person who they might not otherwise have had the chance to talk to. In my undergraduate program we had a teacher come and talk to us about the pen pal and keypal program that he (and then his brother) had implemented in their schools. The students in the keypals program were emailing to children in another country, finding out what life was like for them. I would use this activity to show students that the internet has made us able to connect instantly to people all around the world, and to try and broaden their horizons as they talk to people from different places. I think that it is always a good lesson for us to have to get to know someone new, as adults or as students. One aspect of this that I could assess would be literacy and writing skills, by having the students print out some (or all) of their emails to their keypal and marking their use of spelling, grammar and conventions of a letter.

8Y24: Lab 1 Mara Prgomet: Vocabulary Bingo or GeoBingo

Vocabulary Bingo, also known as GeoBingo, promotes recognition of key concepts and important vocabulary. Bingo sheets can either be personalized through the use of //Microsoft Word// or various other templates listed on page 131 of the EDUC 8Y24 textbook. Although students can use the Bingo activity type individually, within my own classroom I believe I would optimize the benefits small group dynamics for its’ completion. By having students work together, a certain level of competition is eliminated, and even struggling students can participate successfully. Within this activity type I find the use of observation and antidotal comments to be the most efficient assessment of learning. To clarify, as I would use this as assessment //for// learning I would NOT assign a numeric or letter grade.

Courtney Maciulaitis' Activity Type: Wiki

The Web 2.0 tool that I am most attracted to is the wiki. I like this tool the best for its collaborative nature. This is a quick tool, allowing the users to do editing of the content right on the web page and instantly update it. This is a great class tool, as it allows a forum for teachers to communicate with parents and students, while allowing all the class participants to make contributions as well. This wonderful tool exposes students to collaborative group work. This tool would be an asset to students when they need to work as a class in order to investigate a particular topic A lesson that could make use of this tool would begin by being framed by me, the teacher, providing instructions online. I cold then provide hyperlinks to other web pages that I wanted students to gather information from. The students' task would be to explore the suggested sites and report back to the wiki with their gathered information. After the task is complete, the teacher will be able to use rubrics or checklists to assess the content that the children have posted on the wiki as well as their understanding of how to use this tool based on their ability to process information from the web pages and report on it on the class wiki.

Nathan Pellerin, Activity: MadLibs

One activity that interests me is the MadLibs word game. In this activity the author, or "MadLibber", takes a paragraph or short story and removes certain words at strategic points, so the reader must replace them with words of their choosing. I would use this activity as a hook into a literacy lesson as it would give my students a chance to practice their creativity and enhance their knowledge of sentence structure and fluency. The main part of this activity that I would assess are the new sentences that the students create, to see if they understand where it is appropriate to place a noun, verb, adjective, pronoun, etc.