Patents and the Deodar Cedar

Introduction:
For many cultures, the spiritual and the "real" world are closely connected, sometimes interchangeable. Great emphasis is placed on the natural world in connection to some culture's belief systems. In India, for example, the Hindu's call the deodar cedar the "wood of the gods." This mighty tree has been revered for centuries upon centuries. The ancient Hindu sages would go high up in the Himalayas into the deodar forests and practice complicated meditation rituals. The deodar cedar is certainly mentioned in many ancient Hindu legends. While the deodar cedar is valued for its deep-rooted religious significance, the tree has always had many practical uses. The deodar cedar has been used for centuries in ancient medicine, incense (which plays a large role in Indian culture and religion), and in construction materials from past times, even widely used today.

Task:
In this webquest, you will play the role of an aspiring inventor, contracted by the United States Agency, the NTCBF (New Technologies to Create a Better Future) organization, to come up with a new invention. They want you to use something that can be grown and cultivated in various regions of the United States, so new jobs can be created in the production of this new marketable product. What better way than to use the deodar cedar, which can grow in the mountain ranges of both the western and eastern part of the United States, to use as a base material for a new invention?! You will investigate several websites relating to the deodar cedar and answer questions about the tree, its cultural significance and diverse practical applications in the economic world. You will need to come up with a new and practical use for the deodar cedar in order to secure a patent from the United States' Patent Office. As a final product, you will need to create a short PowerPoint presentation (7-10 slides) outlining your new invention/use of the deodar cedar to present to your boss at the NTCBF National Summit meeting in just a few short weeks. The question guiding your work is, What can I learn from the deodar cedar's history as a religious icon along with its diverse practical uses to create a use for the deodar cedar in America that will create jobs and ultimately uplift our economy?

Process:
You will need to read materials on the web pages listed below. For each page, you should answer the supporting questions listed below the link to the web page. After you have read materials on all the web pages and answered all the questions, you should prepare your PowerPoint presentation to your bosses at the NTCBF. Your report should be a minimum of seven slides to act as a visual aid when presenting your 3-5 minute presentation to your bosses. The presentation should include the following elements:

1. Your name and the title of your presentation
2. A listing of all your sources
3. A summary of the information in each source. Use the answers to your questions to write your summaries.
4. A specific use for the deodar cedar in the creation and/or production of a marketable product. BE SPECIFIC. Remember, you are applying for a patent that will be used to create new jobs in our tough economy. A lot is depending on you! (And your job depends on it!) You should show how the deodar cedar has had and continues to have many diverse practical applications in the economic sense. You could also include how large of a role this product has played in other countries through its combined cultural, practical, and religious significance, in order to validate your future new use of the tree in the United States.

Webpage #1 - http://en.wikipedia.org/wiki/Cedrus_deodara

• Questions -
• Why is the deodar cedar called the "wood of the gods" in Hindu culture?
• Where has the deodar cedar already been cultivated in the United States?

Webpage #2 - http://jcmcgowan.blogspot.com/2008/03/blog-post.html

• Questions -
• How did the British use the deodar cedar when they colonized India?
• What properties make the deodar cedar such a widely used tree in building purposes?

Webpage #3 - http://www.fao.org/docrep/V5350e/V5350e12.htm

• Question -
• What are four products the deodar cedar is used to make?

Webpage #4 - http://www.toddcaldecott.com/index.php/herbs/learning-herbs/373-devadaru

• Questions -
• What are some of the medicinal uses of the deodar cedar?
• How is the deodar cedar used in medical research?

Evaluation:

RUBRIC	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Content Accuracy	Content in the final presentation is mostly inaccurate and does not include information from all the web pages.	Content in the final presentation is mostly accurate but limited and/or does not include information from all the web pages.	Content in the final presentation is accurate, but does not include information from all the web pages.	Content in the final presentation is completely accurate and does include information from all the web pages.
Structure and Format	Presentation length and slides do not meet the outlined requirements.	Either presentation length OR # of slides do not meet the outlined requirements.	Presentation length and # of slides meets the outlined requirements.	Presentation length and # of slides goes above and beyond outlined requirements.
Quality	The presentation fails to engage the viewers and does not connect the information in a clear and concise manner.	The presentation connects the information but fails to engage the viewer in a clear and concise manner.	The presentation adequately connects the information and engages the viewer in a clear and concise manner.	The presentation connects the information and engages the viewer in an exceptional manner.
Creativity of Deodar Cedar Use	The use of the deodar cedar is not specific/or is not given.	The use of the deodar cedar is not a “new” use for patent purposes.	The use of the deodar cedar is a “new” use for patent purposes.	The use of the deodar cedar is highly creative and sparks the viewers’ interest.

Conclusion:

This webquest focuses on the deodar cedar and the diverse practical applications of the tree in the economic sense.  Not only does this tree have great economic value, the tree has held great significance in the culture and religion of the Hindu's.  For centuries, this tree has played a pivotal role in various facets of societies throughout the world.  One can use the knowledge gained from the many wide ranging uses of the deodar cedar to perhaps think creatively about how we can use our natural resources to create new and revolutionary products.  However, we must also be aware that many cultivated and natural resources are over-processed and risk becoming extinct.  So, as inventors, naturalists, economists, or whatever you want to be, keep in mind that our natural resources only exist as long as we take care of them!  We have a dual responsibility to our future generations: one, to secure a better future by creating new technologies and products that uplift society; two, to manage these precious resources so they can still be enjoyed by all in the decades and centuries to come!

Mobile Learning and Teaching Place-based education

Introduction

This week's readings in my methods class differed in their content, yet I always try to tie in something about one to connect with the other.  Essentially, this process is exactly what we want our students to do when they engage in reading abstract text, primary sources; all in the process of historical inquiry and analysis. The first article delved into the new and interesting topic of teaching placed-based education (Resor, 2010), while the other  gave a deeply analytic and research-based delineation of mobile based learning, e-learning, and ubiquitous learning and how breaking down these types of technology-based learning into a pedagogical framework can help any teacher implement such technologies in the classroom (Park, 2011). 

Why Place-Based Education???

The concept of place-based education is very new to me, and the article by Resor (2010) entitled "Place-Based Education: What is Its Place in the Social Studies Classroom?" gave a great critique and interpretive analysis of the benefits and drawbacks of using such a pedagogical framework within the classroom.  The author expressed the benefits of using such a learning system based on the local sphere.  Place-based education gives the students what I like to call "skin the game."  They use their local context as a base and research field to learn, research, explore, and apply knowledge and service-based projects.  This type of learning enhances student achievement because students have a direct cognitive and tangible connection to learning.

Reinforcing the Majority or Carving New Paths???

One of the main points that I took from this intuitive article was how many teachers use such an educational framework within their curriculum, but in the end, the results show that students (in their exploration and subsequent work) merely reinforce the stereotypes or history written by the majority.  For example, when students in a social studies class "mapped out" a visitor guide for a certain township, they worked with realtors and town officials, and the final product only included the upper echelons and attractive areas of town.  The authors points out that this may not be everyone's history and we as teachers, if using such a place-based curricula, must think outside the box and get students to finding avenues never explored or never written in the town's history because those who wrote the history were obviously the majority and hegemonic group in power.

Breaking Down Technology-Based Learning

The research-driven article entitled "A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types" by Park (2011) broke down three different types of tech-based and/or distance learning into further categories based on transactional distance theory.  The author introduced a totally new breakdown of mobile learning into a pedagogical framework that teachers can use as a guideline and learning tool when creating courses, curricula, projects, and even lessons.  I think Park's breakdown of mobile learning into four distinct categories:  1)high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning.  I'm not going to go into the specifics, yet, one can see a scripted breakdown of the different types of mobile learning in a clear and concise manner.  For example, the fourth category was used in a science class as students took their mobile devices and recorded bird-watching activities.  The use of the mobile device within this context allowed students to not have to take a notebook and dually try to take notes while watching a bird.  Students used their phone to take pictures, make voice comments, which also allows students to post their findings to the a class web page or forum.  This process of using mobile technology instead of the traditional method has a dual function.  Students can look back on their work with relative ease because their work is saved on their mobile device, and they can upload their work to a Web 2.0 app to create a presentation or simply upload to a class website to allow peer and instructor comments.  Basically, this is a great way to promote group learning as well as individualized learning.  I think students could use this type of mobile learning in the context of the social studies classroom with relative ease!

Conclusion

These articles differed greatly in their content, scope of research, and breadth; however, I believe Park's breakdown of distance and technology-based learning through e-learning, mobile, and ubiquitous learning can certainly be used in the classroom of a teacher who implements a place-based educational framework.  Teachers can used the advice and differentiation techniques outlined by Park in how to effectively use for example, mobile devices, while students are out in the field in their own locale, of how to effectively use and manage such technology to promote learning.

References

Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distance Learning, 12(2). Retrieved from http://www.doaj.org/doaj?func=abstract&id=698756&recNo=4&toc=1&uiLanguage=en

Resor, C. W. (2010). Place-Based Education: What is Its Place in the Social Studies Classroom? The Social Studies, 101, 185-188. doi:10.1080/00377990903493853

21st Century Skills and Twitter

Technology is Best

21st century skills are certainly critical and necessary for teachers to practice and preach, and yes, to teach.  However, while Hogue (2011) cites statistics that 99% of schools have a 5:1 computer to student ratio, I find these facts hard to believe due to my short-lived experience in the classroom.  However, it is the hope that schools, districts, states, and hopefully our national system will issue proclamations and ultimately funding to provide every student the opportunity to use a computer/IPad/Tablet for everyday use in their classrooms. 

A Lens into the Future (hopefully)

Hogue (2011) argues for the importance of using technology within the classroom framework.  Using computers allows for differentiation and a diverse approach to teaching.  Students can engage technology and the software that is out there for just about every type of learning and creating.  Students can utilize inquiry skills to access the Internet to find digital histories, perform research, and easily make connections to find new and invaluable information with the click of a button.  However, as a future middle grades social studies teacher, I realize that I will have to teach my students the process of research as well.  Just throwing students into the abyss of the Internet can quickly turn into a downspiral of confusion and misleading avenues.  One must teach students the proper investigative and analytical skills necessary to filter through topics with ease.  Yet, once the basics are ingrained into our students, the possibilities are endless.  Hogue (2011) gave one example of a class that utilized technology to harness the creative power of the students themselves, all the while developing students who excelled at teamwork, cohesion, collaboration, and created a finished product critqued by their peers.  Students "In a government class students were assigned a groupproject that required them to create an election campaign for a presidential candidate. They used a MacBook application called Pages to design a brochure for their candidate. They used iMovie to edit and produce an election campaign advertisement. Students in other classes read their materials, viewed the videos, and cast the deciding votes" (p. 4469).  Like I said, the possibilities are endless.  Plus, unlike using traditional formats of construction paper and pencil (students can create these if they want to), the electronic creations can be digitized and made public through blogs, class wikis, or another form of web-based group functions and structures.  I envy some of the schools that have a 1:1 computing initiative; yet, I know wherever I get my first job, I will implement using technology in the classroom, even if that means hogging the Media Center for as long as possibly allowed!

Technology and Rubrics

Another article that linked technology in the classroom to assessment, was a piece by Quinlan (2011).  While technology is being used in colleges and schools throughout the country, many teachers do not know or have little experience creating grading schemas to assess their student's products.  The article referenced blogs, forums, online classes, and products created through technology and how to properly assess them.  It gave some great information on how some students categorize performance, quality, style, and content within the technology-in-the-classroom domain.  Hopefully, teachers (many already have) will begin to catch up and realize the full potential of rubrics.  Rubrics provide a great outline and reference for the teacher as well as the student.  Teachers can grade with relative ease and far less subjectivity when using rubrics, while students can use the rubrics and models of excellence to know exactly what they are supposed to do or what criterion needs to be fulfilled in order to get the grade or achieve the quality of a finished product that is to their liking.

To Tweet or Not to Tweet?

Finally, I was introduced to the art of Twittering this week.  My professor assigned my class the task of creating a Twitter account this week.  We had to post every day until this blog post, with emphasis on following those that were education-centric.  At first, I was opposed to the thought of another social network "scheme." (I 'deleted' my Facebook quite a while ago after reading a provoking aricle about suicidemachine.org and the growing trend to separate oneself from entities who control your internet identity).  However, upon tweeting, following, and being followed, my group of cohorts grew to include people just as passionate about change, new ways of teaching, and essentially everything about education.  I realized that I can use this database to easily find out new trends in teaching, topics that interest me, and piggyback on the ideas and thoughts of others to create new meaning and knowledge for myself.  All-in-all, the process was and continues to be great.  I consider myself a lifelong learner, and Twitter is certainly a new literacy for me.  I can only hope I will gain as much knowledge and insight into the world as my tweeting expertise hightens to new levels of insaneness!!!

References

Hogue, G. (2011). 21st Century Social Studies Education. In M. Koehler & P. Mishra (Eds.), Society for   Information Technology & Teacher Education International Conference 2011 (pp. 4468-4471). Nashville, Tennessee, USA: AACE. Retrieved from http://www.editlib.org/p/37037.

Quinlan, A. (2011). Creating Scoring  Rubrics to Assess Online Activities. In M. Koehler & P. Mishra (Eds.), Society for Information Technology & Teacher Education International Conference 2011 (pp. 669-673). Nashville, Tennessee, USA: AACE. Retrieved from http://www.editlib.org/p/36349.

Assessment Always

Introduction

This week’s readings dealt with various forms of assessment.  How to assess, why to assess, the best methods to assess: these issues were all confronted.  While several of the readings did not deal explicitly with actually how, what, and why to assess, all went over detailed concepts that invariably are linked to proper assessment techniques that maximize learning capabilities.  All-in-all, this week’s readings in ECI 535 discussed the concept of student-directed investigation.  What does it mean? What does it entail? What are the teacher’s responsibilities? Why is it so critical to implement this conceptual framework of teaching in today’s classroom?  The following articles address these issues and certainly make the case that repetition and stagnant learning processes are obsolete.

Student-Directed Investigation

Larson and Keiper (2007) preach the pedagogy of student-directed investigation.  They outline the different forms of this type of teaching framework.  The authors advocate the many reasons behind such methodology within the classroom framework.  To sum up their arguments, they advocate this type of teaching and student learning because it creates, molds, and shapes students through differentiation, student responsibility, and the “real world” attributes of questioning, engaging, and learning how to process information in a critical manner.  I really enjoyed the “Planning Template for Inquiry Learning Lesson” (p. 267).  This is similar to a task analysis, yet provides exact questions for the teacher to reference to ensure the objectives meets the goals and subsequent student expectations and learning outcomes.  I usually do not put quotes in my blogs, but I thought this one was extremely relevant to some of the struggles I am experienced and perceive in others when trying to create lessons that fulfill the criteria offered by the objectives.  Larson and Keiper (2007) write, “The objectives will also help you create a scoring guide that reflects your thinking on the valued outcomes.”  I like the correlation of objectives to something that I as a teacher value. 

Writing Matters

Reising’s (1997) article “The Formative Assessment of Writing” emphasizes the importance of writing and the skills that surround and envelope becoming a proficient writer.  While many are de-emphasizing writing in some aspects, Reising touts writing as a skill that is necessary for the development of students as well-rounded students.  Writing is necessary for the real world.  I think this is especially salient, when email, text, and Twitter are some of the more dominant forms of speaking.  One can say these new forms of communication are certainly a new literacy for our time.  Yet, these tasks, which could be considered abbreviated, still involve the knowledge and skills to communicate effectively.  A terribly-written memo to your boss may be the only impression he or she has gotten of you for a week.  Single-impressions make lasting impressions, so one should realize how important writing is to our society and overall development as a country as a literate sphere to rest of the world.

ITI = Creating Democratic Students

Randle (1997) is a proponent of “Integrated Thematic Instruction” or ITI.  I like her title, “The Measure of Success…”  This concept parallels the other articles in how assessment is contrived within the classroom.  With ITI, students are constantly self and peer evaluating.  Students have responsibility to themselves and the rest of the class.  Through ITI, students play a first-hand role in the development on rubrics, grading schemas, etc.  This level of added responsibility creates a learning structure where students are excited to come to class.  They get a real-world, experiential knowledge that literally allows them to “grasp” the concept.

Writing Matters II

Mullin and Hill (1997) also preach the effectiveness of using writing in the classroom.  Their article links proposes the idea that writing is a very effective type of formative assessment.  Teachers can link writing skills to what the students learned in a very obvious fashion.  I like how they not only link writing to continual assessment within a history class’ framework, but the authors also show how writing allows students to express interest in what they want to learn.  This inevitably provides guidance for the teacher.  Additionally, writing to me is such an over-arching skill that is so critical in education.  Students who can put their ideas on paper will be able to voice their opinions, critical ideas, etc. with ease.  Also, writing allows students to express themselves so the teacher can try to cater and allot for each students different ways of learning and viewing the world.

Active Learning Creates Active Citizens

Bonwell (1997) furthers the application of assessment within the classroom context.  He ties active learning concepts with methods of questioning.  Active learning involves constantly questioning the students before, after, and during activities.  Not only does this type of active engagement with the students foster critical thinking, inquiry, and investigative skills, but active learning allows the teacher to see what methods could be changed, improved, taken out, or modified.  Giving the students a mid-semester or even an end-of-the-unit evaluation form will direct the teacher to what the students learned, whether they liked it or not, and what could have been changed or needs to improve.  This is a continual assessment of the teacher, which is most beneficial to a teacher like myself who strives to be a lifelong learner.

Final Thoughts

Reading about how important assessment is within the classroom is so important for those who are future teachers.  It is hard sometimes to realize that assessment allows the teacher to work backwards, forwards, and everywhere in-between.  One creates units, lessons, activities, and projects all in the hope that the students actually learn the content and make real-world connections and grow as learners.  Assessment, especially analyzing strategies for continuous assessment, is vital to both the teachers and the students.  This allows teachers to analyze their unit through an assessment lens when used correctly, thus enabling teachers to get the most out of their unit, which inevitably leads to a higher level of student interaction and overall learning.

Works Cited

Bonwell, C. C. (1997). Using Active Learning as Assessment in the Postsecondary Classroom. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 73-76. Retrieved from http://www.jstor.org/stable/30192087

Larsen, B. A., & Keiper, T. A. (2007). Instructional Strategies for Middle and High School. Routledge, NY.

Mullin, J., & Hill, W. (1997). The Evaluator as Evaluated: The Role of Formative Assessment in History Class. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 88-91. Retrieved from http://www.jstor.org/stable/30192091

Randle, I. (1997). Integrated Thematic Instruction. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 85-87. Retrieved from http://www.jstor.org/stable/30192090

Reising, B. (1997). The Formative Assessment of Writing. The Clearing House: Forms and Functions of Formative Assessment , 71 (2), 71-72. Retrieved from http://www.jstor.org/stable/30192086

The Many Faces of Maps

Maps provide a unique lens into the past.  Maps can be personalistic, based on memories or based entirely on the known "facts" of the time period.  One can look at maps with historic and reflective lens to get a birds-eye glimpse or a full immersion into the past.  This initial post focuses on a map close to my heart, Spence Ridge Trail, in the Pisgah National Forest.

Taking the Spence Ridge Trail has always been a joy of mine.  My best friend I met in college and who will be my best man at my wedding meet up and go camping every year on our annual reunion camping trip.  We began this yearly adventure of camping for a week over Thanksgiving since we were 18.  There are about 10-15 of us who attend every year.  Drop everything you're doing and get to Spence Ridge.  That has always been the destination.  Weeks before this journey, I began collecting my camping essentials and begin to dream about my days of fishing, hiking, and enjoying the company of those I only get to see a few times a year.  Relishing the moments, the memories are countless.  It is certainly the best week of my year.  Looking forward to camping out in the cold and cooking a turkey in a propane deep fryer is just an experience that the senses can't get enough of.  Waking up and smelling coffee roasting in over the fire is something you only should experience in the mountains.  There is nothing to stop you from experiencing the beauty of nature, going out into the woods to cut firewood for the day.  Tromping through dense brush, hauling mammoth-sized logs from felled trees and throwing them into the back of truck seems arduous, but you bring yourself back to times where this was the norm and everyday ritual of many that lived in the NC Piedmont and mountain areas.
The Pisgah National Forest is such a breathtaking wonder full of wild beauty.  The elevated emotions and heightened senses stem from an eagerness, excitement, as well as a sense of awe and fear.  While the trails, scenic views, sharp drops overlooking miles of peaks and rushing water, and wildlife evoke awe-inspiring feelings, one knows that he or she is playing with a force of nature that has to be reckoned with.  Hundreds have gotten lost, been unprepared for the environmental conditions, and subsequently gotten themselves lost in this huge expanse of nature.  One of my best friends was lost here in Linville Gorge.  There was a huge search party where helicopters with infrared heat-seeking elements were looking for Andrew.  It was all over the news.  When one cannot make it out of the Gorge at night, the winds are fierce and howling, and everything gets wet from the dense fog and river that thunders down from Tennessee into North Carolina.  The chances of making it through the night without appropriate gear is slim-to-none.

This map is historically connected to my personal experiences in life.  Every year, I look forward to pulling out this trusty map (GPS does not work very well down the Gorge, unfortunately) and using it to guide my way. The adventure starts with everyone separate, coming from Florida, South Carolina, NC, and Virginia.  Somehow, even the dead and dark of night, every single person comes trekking down the trail, gears in tow.  It's amazing to the amount of effort one takes to create the experience.  I reminisce to the times of the trailblazers and hope that I can recreate the same feelings, experiences, and emotions that they did as they created new trails to discover new parts of the world.  

Lester’s approach to learning, visualizing, writing eloquently about maps can be described a new literacy in itself.  When approaching a map with historical significance, Lester shows readers and historians alike how a simple snapshot into a map can be sufficient at pulling the ephemeral knowledge, yet one must dig deeper if one wants to make deeper connections from the content.  Lester’s journey to show how Europeans developed through his investigation into the historiography of the map itself is a great way to create a backdrop or personal narrative about a map.  Lester shows us that performing additional research will allow students to create connections that perhaps no one has ever did before.  You can take a map at its face value, or you can ask yourself the important questions.  Why was this map created?  Why does it look like it does?  Can I find any maps from earlier or later time periods that show progression of historical thinking and ways of viewing the world?  Why did the elements of the map change over time?  Why is this map important?

Addendum

Lesson Title:

Creating Chronological Connections with Mapping

Standards / Objectives: 

SWBAT to demonstrate analysis of using world maps of different time periods to create understanding of accessibility, religions, occupations, and language by comparing and contrasting maps in a graphic organizer, storyboard, blog, or wiki creation.

Purpose:

The purpose of this lesson is to get students to look at a specific historical map and find maps that relate to the main ideas yet differ chronologically.  Thus, this will allow the students to look at two distinct maps purporting the same themes and create a comparative analysis of the two.  Students will be able to describe the differences and similarities in an effort to reach the goal of students creating connections and meaning in order to visualize the development, change, and progression of people, places, and ideas as the world changes in time.

Anticipatory Set:

Students will asked how they think movement and the migration of people, places, and idea through technology has changed the world.  Students will list examples and teacher will write examples on board. (ie. Communication-deliverance methods of horses to telegraph to telephone to email to text message to Twitter).

This set of introductory questions and oral response will get students thinking about the lesson and how to create connections visualizing change and progress.

Activities Planned (Methods):

1.       Students will be given original map entitled “Accessibility. Religions. Occupations. Language.” Created in 1948. 

2.       Students will be divided into groups of four.

a.       Each student will pick a role and division of labor that interests them.

                                                               i.      (ie. Scribe, formatter, researcher, visual technician)

1.       Students will be asked to find a world map that references one of the topics addressed by the map.

a.       Students will research bookmarked websites to find maps that other world maps that relate to one of the themes of the original map.

                                                               i.      For example, student could find a world map showing the connecting lines of email transmissions across the world that shows the flow of information and ideas and compare the map to the original map’s feature of accessibility.

                                                             ii.      Another example, students could find a map relating to the differentiation of occupations in the 21^st century and compare to the map of 1948.

2.       Upon finding their unique comparative map, the group will decide on a presentation format.

a.       The format is differentiated to include learners of all types and styles.

                                                               i.      Groups can create a PP, Blog, Wiki Page, Graphical organizer through Prezi or Glogster, iMovie, etc. 

                                                             ii.      The only condition is a form of technology has to be used in the creation of the visual presentation.

3.       Once the group has created the visual presentation, they will review and present to class. 

4.       Once all groups have presented, the teacher should create a group Wiki page to present all the students projects for public display.

Closure:

Students will present projects to class in 10 minute presentation following group presentation rubric.

Materials Needed:

·         Access to Internet and Computer

o   If school does not have 1:1 computing initiative, then teacher will schedule Media Center/Computer Lab or 4-5 class periods.

o   Bookmarked websites for student access to research potential maps, obtain statistics and facts.  (ie. WorldFactBook…historical maps…national archives, etc.).

o   Projector, SmartBoard

o   Pens, paper, writing tools.

Assessment Strategy:

Students will be assessed through three items.

1.       Group evaluation rubric.

2.       Group Presentation rubric.

3.       Self-evaluation rubric.

The Group Presentation Rubric should be presented to the students before the onset of the project.  Show the students how they can achieve a “5” ie. Excellent for each category and model examples.  This will allow them to know what they have to do to create a high quality presentation.

To Differentiate or Not To Differentiate? That is the Question...

Differentiation is Key

The question of whether to differentiate or not is not really a valid question anymore.  Researchers over the years have identified multiple intelligences coinciding with the simple fact that everyone is different.  Some may learn in the same way as I do, but others may learn another way, and so on.  The traditionalist standpoint of droning in front of a lecture or having students pull out their handy notebooks and arduously copy sentences and recite vocabulary have gone out the window.  In place of these obsolete notions is the concept of differentiation.

Rules of the Game

Wehrmann (2000) expounds on the concept of differentiation by providing future teachers such as myself sound advice on what to do and what not to do when trying to implement differentiation within the classroom context.  She warns teachers to not fall into the trap of quantity over quality.  Don't give your advanced students more work; give them options and choices that allow them to challenge their own competency and skills.  In contrast, also be aware of the environment and affordances that entail the different degree of work that the students are performing.  Some students may see differentiation, if not used correctly, as being biased or playing favorites.

Knowledge + Deliberation = Intelligence

Tukey (2002) explains the steps necessary to implement differentiation into one's curriculum.  She advises teachers to take "baby steps" when beginning to change the structure of one's class.  To begin, set expectations for your students.  Also, ensure the students have a voice when formulating the process itself.  Allowing students to decide on their goals and be aware of the necessary steps to achieve those goals provides the students with the opportunity to be responsible and to have some "skin the game."  Students who can see their own personal goals and notice progress will be motivated to succeed.  Additionally, probably the most important point of my reading this week, the author described how hard it was to get student's to provide critical feedback to their peers.  When evaluating one another, students are afraid to step one another's toes, for this may seem to be confrontational and certainly awkward.  I still find this hard to do today, and I'm in a MAT program.  However, providing insightful advice, critique, and feedback is necessary to molding students who can give and receive constructive criticism.  

Diversity is Here to Stay

Parker (2000) describes how diverse our schools and student composition are in the present day.  This increase in diversity across the educational spectrum is only going to increase.   Teachers have to be ready to use this element to their benefit.  Parker (2000) implores the use of deliberation within the classroom and the larger context of the school as well.  Knowledge and deliberation go hand-in-hand.  You can't have one without the other.  In order for our students to become conscientious and deliberative citizens who can initiate and passively deliberate issues within our societal context, we must have teachers who seize the opportunity afforded by such a diverse population.

Remarks

Our schools are becoming increasingly diverse.  Our world is becoming increasingly diverse.  Employers are constantly telling their employees to diversify their portfolio, for this will get them that promotion they are yearning for.  The same is true with our teachers.  We must cater to the changing world around us and develop curriculum that allots for differentiation.  Especially in today's classroom where inclusion is the norm, teachers will be teaching to learners that span the entire competency spectrum.  So, teachers must implement differentiation and subsequent methods of teaching critical thinking skills that are so critical for success in today's global marketplace.

Parker, W. C. (1997). The art of deliberation. Educational Leadership, 54(5), 18.

Tukey, L. (2002). Differentiation. The Phi Delta Kappan, 84(1), 63-92.

Wehrmann, K. S. (2000). Baby Steps: A Beginner’s Guide. Educational Leadership, 58(1), 19.

Everyone can be a Historian Through Digital History

Questions

How are web-based resources different and similar to print-based versions of the same materials?

• Web-based resources are readily accessible to anyone that has a computer, a subscription, or is a member of a journal. They may only need a log-in name and password. The key difference between print and web-based resources is simply time and location. Potential researchers or those simply curious for more information do not have to leave their desktop. In contrast, in order to research or “check out” a print material, the individual has to travel to a library and there may be considerable travel time to a library that actually has a wealth of research materials. One may have to drive all the way to the nearest university in order to access materials and resources they may need. The similarity of both print and web-based resources is that both offer the same content. However, that is about the similarities you are going to get when comparing the two.

What are some of the affordances of digital history?

• Digital history brings the content directly into the hands of the potential researcher/historian. Along with easy access, travel-free searching, and click-at-the-button access to a wealth of information, digital history usually provides additional links to resources other than the one the researcher was trying to find. References are easily available and easily accessible. For students, digital history brings history into the classroom.

What are some of the constraints of digital history?

• Digital History sometimes creates instances where students take the content at face value and do not perform any additional research. Sometimes, the information can get bogged down with outside content or links that can be meddlesome for the researcher to look through. Also, as opposed to asking a librarian for help with print resources, it is hard to get help if one is stuck in on a topic. People who are not as tech savvy, especially in the field of research, can be bogged down in searching for items.

Of the 11 versions of Thomas Harriot's book that you browsed, what do you think are the three best and why?

• I really like the DocSouth document. It allows for an easy, one-page scroll reading. That is essential when I’m quick-reading a scholarly article or resource in order to find the topic/subject that I am looking for. Also, the National Humanities Center website was useful in that it had subject headings and tabs for quick access to sections and the individual maps. Compared to the others that only had text, this was essential. I also enjoyed the nps.gov website. This site was also a one-page scroll that allowed the reader to quickly scroll and also had heading for particular sections. It was nicely formatted and laid out in a succinct manner.

American Memory includes a useful structure of accessing and using digital historical resources.

• I believe American Memory does provide a viable structure for accessing digital history resources. It provides a large breadth of headings and highlighted links. Also, there are embedded topics with additional tags and links that link the reader/researcher to further information. I like the thematic layout of the site and its ease to the eye. I like how you can search via subject, creator, and place. 

The presentation of an historical resource online is not very important. What's important is the content within.

• I strongly disagree with this statement. From experience, I have certainly gotten lost wading through websites that are presented in a savage manner. From clicking on ghost links to treading through pages upon pages of text getting foggy eyed, the presentation of a website certainly makes the difference. Also, when someone is performing research through digital history applications, coming upon a site that is meager at best, one tends to brush it aside. If a presentation is appealing and catches the eye, the researcher will automatically begin to scroll its pages.

Challenges
You are in charge of a new initiative at the National Archives. You've been charged with developing an innovative web-based presentation of the United States Constitution. Given what you know about how digital historical resources are presented on the web, describe your ideal design for the presentation of the Constitution.

• In my innovative design for the Constitution, I would have the document in its truest form, a “living” document. Each clause would have relevant historical figures that are linked to the clause. Important eras such as the Civil Rights Movement that used the 14th Amendment to climb the ladder of equality would be linked to specific clauses within the Constitution. The writers of the Constitution would have embedded links with biographies. The Constitution would not be a simple piece of rich parchment. When someone with interest scrolled over words, lines of possible connections would lead to figures, places, and events. Also, past and current controversial issues would be linked to the clauses that were used to create the laws or decisions that spark the controversy. Students would be able to learn why some view the document through a strict interpretation or a loose interpretation and read some important landmark decisions by Supreme Court judges. The web-based presentation would be manageable, succinct, and presented with a good flow and not too choppy. For, the Constitution really is a “living” document.

Addendum
http://docsteach.org/activities/6900


For my DocsTeach Activity, I created an activity using the SCIM-C heuristic for a student investigation group project entitled "Examining Child Labor."  Student will have background knowledge on the Industrial Revolution, and be able to define the economic term of capitalism.  Students will have a general knowledge on the division of labor and separation of classes.

Students will open the activity and take a quick "snapshot" of all the pictures within the activity.  Students will be placed into groups of three.  Each student would pick a task from "researcher", to "scribe" to "formatter."  Each group will pick a picture that they want to be become "experts" on.  The analysis using SCIM-C would take at least two to four class periods, especially during the corroboration, which will lead students to the final element of the activity, creating connections from what they learned using child labor in the US during the early 1900's to present-day countries who use child workers and soldiers for economic profiteering.  Once the SCIM-C analysis is complete, students will come together and present their analysis is a presentation format.  Then, the students will take part in whole-class discussion focusing on child labor, why and how it occurs and why child labor is a human rights' issue.  Students will use their gained knowledge from the Child Labor activity and subsequent SCIM-C analysis to foster understanding of present-day child labor.  Finally, students could create a blog, video, poem, song, or persuasive letter as pertaining to child labor and why it should be outlawed all over the world.

Essentially, students will learn how and why child labor occurs using historical references (pictures) from the past.  They will be able to compare and contrast their lives with children of the past and connect with children who suffer the misfortune of being embroiled in child labor throughout the world.  This will hopefully foster a democratic mindset and allow students to want to initiate change in society as full and participatory citizens.