Assignments


 * Online Searching Web 2.0 Sources**
 * __Directions__:**

The goal of this assignment is for you to practice your online searching skills and learn about an important resource. The resource listed below is available by navigating the hyperlink-if you have difficulty finding one, e-mail me.

These questions do not have strict right or wrong answers-rather grading will be based on the appropriateness of your searching strategies and/or thoughtfulness of your observations. It may take you multiple attempts to find a resource that fits your curricular needs. The questions can be copied and pasted along with responses of 2-4 complete sentences per question.


 * The Amazing Web 2.0 Projects Book by Terry Freedman**
 * []**


 * 1) Identify your grade level and curricular area that you instruct.
 * 2) How many resources did you find that were of interest and why? What did you find to be the most effective search strategy?
 * 3) What kind of information did you find? Explain how could be used in your classroom.
 * 4) Compare to another resource, is the tool user friendly-access? Applicable to content in the curriculum? What do you think the results could be after using versus paper and pencil?
 * 5) How can this resource apply to your final project?

Final Project
 * Additional task 3/12/12: Book mark all resources found through this assignment on your Diigo account.**
 * You and a partner locate a Web 2.0 tool in the Super Book of Web Tools for Educators or another source approved by the instructor. Since it is likely that you both work in different districts or subjects areas with varying curriculum needs, there are two options when approaching this assignment. 1) Demonstrate a single tool showing how it works with two different assignments OR 2) Use two different tools showing how it can enhance the same assignment. Make sure that you are demonstrating a tool that has not been shown in class. The write up should include an assignment sheet for the students and a grading rubric.**


 * The demonstration should include how you would teach students on how to use the Web 2.0 tool and exhibit an example of the finished project using the Web Tool. Tell us why you selected the Web 2.0 tool to improve student achievement. Feel free to have the class participate any way you see fit.**

Proposal** Group member names: Grade level/subject: _ __Web Tool(s) used:__ _ __Strategy to search for resource: Cross curricular applications?__ What sort of checklist will you need to create to complete assignment?

What have you learned so far? What questions do you have about the assignment?

Grading Rubric for Web 2.0 Tool Class Demonstration (Final Project)

Information………………………………………………………………………………20 pts.
 * Provides accurate information about the Web 2.0 tool
 * Information is thoroughly explained in an understandable manner
 * Uses the Web 2.0 tool in direct correlation to the subject area they instruct
 * Describes the both the short term and long term vision/purpose for the project

Presentation………………………………………………………………………………15pts.
 * Presents the information in an effective manner
 * Has visual aid(s) and/or engaging activities for audience
 * Quality Eye Contact & Adequate Voice Level

Class time usage…………………………………………………………………………5pts.


 * Use class time effectively and efficiently
 * Good audience member during other presentations (including asking questions)

GRADE:_ /40

** Learning Reflection ** Write a 500 or more word essay in which you reflect on your own learning in this course. You might start by thinking about the following questions (although you are not required to answer any or all of them):
 * What did you hope to learn in this class? What did you learn? What do you now wish that you would have learned?
 * How has your knowledge and understanding of Web 2.0 tools grown or changed since the beginning of the course?
 * What do you still need/want to learn about Web 2.0 tools?
 * What is the most important thing that you learned during this course?
 * What is the most surprising thing that you learned during this course?
 * If you were advising a future student, what would you tell them to expect to learn?

This is a formal piece of writing. Although the “I” voice is appropriate, your essay should have an introduction and conclusion. This paper is about you and the focus should be on you, not the instructor or the course.

__ Grading Rubric for Learning Reflection __ Details || Responses are clear and well focused. Main ideas are supported by details. || Responses are clear and focused. Main ideas are not well supported by details. || Responses are given but without detail. Main ideas are somewhat clear. || Responses are given. The main ideas are not clear. || Responses do not apply to questions or relate to course. || provides an overview. Information is relevant and presented in a logical order. The conclusion is strong. || The introduction provides an overview of the paper. A conclusion is included. || The introduction states the main idea. A conclusion is included. || The introduction, structure, or conclusion are not clear. || There is no introduction or conclusion. || of writing is very clear. Knowledge and/or experience with the topic. || Purpose of writing is somewhat clear. Knowledge and/or experience with the topic. || Purpose of writing is somewhat clear. Knowledge and/or experience with the topic limited. || Purpose of writing is unclear. || Unable to address topics relevant to the course. || appropriate and accurate. || Creative usage of words and phrases. Selection and placement of words can be inaccurate. || Usage of words that communicate clearly, but the writing lacks variety. || Usage of limited vocabulary. Unable to clearly communicate thoughts. || Uses incorrect grammar. Selection and placement of words are inaccurate. || constructed and have varied structure and length. No errors in grammar, mechanics, and/or spelling. || Most sentences are well constructed and have varied structure and length. Makes a few errors in grammar, mechanics, and/or spelling, yet understand content. || Most sentences are well constructed, but they have a similar structure and/or length. Makes several errors in grammar, mechanics, and/or spelling that interfere with understanding. || Sentences sound awkward, are distractingly repetitive, or are difficult to understand. Makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding. || Most sentences are incomplete. Unable to understand meaning of writing. || GRADE: /30
 * Criteria || 5pts || 4pts || 3pts || 2pts || 1pt ||
 * Focus &
 * Organization || The introduction sparks interest and
 * Voice || Purpose
 * Word Choice || Creative usage of words and phrases. Selection and placement of words are
 * Sentence, Structure, Grammar, Mechanics, and Spelling || All sentences are well
 * Comments/Opinions || Well stated with evidence from coursework and lectures. || Multiple times uses evidence from coursework and lectures. || Sometimes uses evidence from coursework and lectures. || Rarely uses evidence from coursework and lectures. || Never uses evidence from coursework and lectures. ||