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Day2

Page history last edited by TPS-Colorado 10 years, 9 months ago

 

 

Day 1 Day 2 | Additional Resources 

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Friday July 29, 2011
Time Topic Activity Presenter Resources
8:00-8:15 Rebooting

Discussion -Remembering Yesterday; Planning for Today

 

Inquiry Journal

Stevan Kalmon

Mary Johnson

Day 1 Agenda

Day 2 Agenda

  • Goals and objectives for Day 2
  • Roadmap and expectations (what we expect & what you'll do)

 

A Metaphor for learning: http://epicgraphic.com/data-cake/

 

 

 

TPS Goal 3: Teaching with Primary Sources; Goal 4: Exploring www.loc.gov; Goal 5: Understanding legal/ethical use

 

A Guided Inquiry --

4. Investigating, Constructing about, & Expressing about the Library of Congress & Using Primary Sources

Time Topic Activity Presenter Resources
8:15-8:35

INVESTIGATE; CONSTRUCT

 

Unexplored Library of Congress Resources

 

Objective 3b: Investigate the ways primary sources and various technologies can promote  inquiry, literacy, differentiated learning, and creative expression of knowledge.

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

 

Becoming a Library of Congress Expert - Group work, preparing for reports to other participants

Mary Johnson 

 

8:35-8:45

CONSTRUCT; EXPRESS

 

Sharing Expertise Small Groups

What to report:

  • What it is
  • Why it's useful to a learner
  • Why it's useful to a teacher 
  • A really interesting tidbit (or two)
 
8:45-8:55

INVESTIGATE; CONSTRUCT

 

Copyright and Primary Sources

 

Objective 5a: Explore copyright, public domain and citation issues related to the use of digitize primary sources.

 

Short Tour of Copyright and Primary Sources  Mary Johnson

Copyright 

8:55-9:05

CONSTRUCT; REFLECT

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

 

Objective 6a: Examine inquiry learning models and methods.

 

REFLECT

 

Inquiry Journal -

Teacher Side

Construct

Reflect

Stevan Kalmon

After 3 hours investigating Library of Congress materials...

  • What have you discovered about the LoC and primary sources? 
    (Use goals and objectives) 
  • What have you discovered about the investigation stage of the inquiry process?
    • Finding & evaluating information
    • Thinking about information obtained
 

 

 

TPS Goal 2: Analyzing Primary Sources; Goal 3: Teaching with Primary Sources; Goal 4: Exploring www.loc.gov Goal 5: Creating Inquiry Activities

 

A Guided Inquiry --

5. Investigating, Constructing about, & Expressing about the Library of Congress & Using Primary Sources

Time Topic Activity Presenter Resources

9:05-9:20

 

 

INVESTIGATE; EXPRESS

 

Technology Integration and Primary Sources

 

The teacher as Instructional Designer

 

 

Short Tour of PSI-21 Mary Johnson

PSI21 Wiki:

http://psi21.pbworks.com/

 

Article about Primary Sources and Technology Integration 

by Peggy O'Neill-Jones and Michelle Pearson

 

Digital Primary Source Formats - Good reference for solving digital issues when integrating primary sources with technology

 

9:20-9:30 Break      

9:30-10:20

 

 

INVESTIGATE; CONSTRUCT; EXPRESS

 

Teaching with Primary Sources

 

The teacher as Instructional Designer

 

Objective 2a: Explore the connection between primary sources and 21st century learning skills and habits.

 

Objective 3b: Investigate the ways primary sources and various technologies can promote  inquiry, literacy, differentiated learning, and creative expression of knowledge.

 

Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.

 

QR Codes and Primary Sources Activity Mary Johnson

QR Resources:

 

Images from the Industrial Revolution (handouts of primary sources)

 

Thinking about Primary Sources graphic organizer

 

Activity Steps:

  1. In pairs or groups of three, study an image from the Industrial Revolution. Using the Thinking about Primary Sources graphic organizer, do a basic analysis of the image.  
  2. Discuss how you think the image relates to the Industrial Revolution and what additional information you need to confirm or refute your ideas.
  3. Using a QR code reader on a mobile device, scan the QR code on the primary source to navigate to its bibliographic information. What more does this record tell you?  
  4. Taking your questions from the primary source analysis, investigate ways to build an historical context around that primary source:
    1. Search online for related primary and secondary sources.
    2. Select 1-3 useful sources per person.
    3. Create a QR code that connects each source to a website or document that helps build context or answers your questions.
    4. Print each QR code, and tape it to the primary source. 

    5.   Share sources and QR guides with another group. Consider these questions:

    1. How do your selections of primary and secondary sources build contextual knowledge of your original primary source.
    2. Why did you choose them? 
    3. What information is still missing?

 

For reference only:

QR Code Activity Steps

QR Code Activity Images (Industrial Revolution)

 

10:20-10:35

EXPRESS; REFLECT

 

The Teacher as Instructional Designer

 

Objective 2a: Explore the connection between primary sources and 21st century learning skills and habits.

REFLECT

 

Inquiry Journal -

Teacher Side

Construct

Express

Reflect

 

 

Distinguishing learning IN & learning FOR the 21st century

Learning IN & Learning FOR PowerPoint

Learning IN & Learning FOR Scenarios

 

Review objectives

 

Stevan Kalmon 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mary Johnson

  • How effectively does the QR code work as a way to express knowledge?
  • How effectively does the QR code work as a way to construct knowledge?
  • What guidance and support do students need for expressing knowledge?
  • How does technology integration relate to 21st century skills?
  • What does QR code work demonstrate about learning IN and learning FOR the 21st century?

 

 

TPS Goal 3: Teaching with Primary Sources; Goal 7: Creating Inquiry Activities

 

A Guided Inquiry --

6. Constructing & Expressing about Using Primary Sources

Time Topic Activity Presenter Resources

10:35-10:50

CONSTRUCT

 

Standards and Primary Sources

 

The Teacher as Instructional Designer

 

Objective 3a: Use primary sources to align instruction with Common Core and state standards

 

Incorporating Standards and Essential Questions into the ARS

Mary Johnson

Colorado P-12 Academic Standards

10:50-10:55 Break      
10:55-11:30 Thinking about Questions  

Nancy White

Christine Schein

 

11:30-12:00 (or 12:30-1:00; pend-

ing lunch arrival)

CONSTRUCT; EXPRESS

 

Creating a Tool for Facilitating Inquiry

 

The Teacher as Instructional Designer

 

Objective 3b: Investigate the ways primary sources and various technologies can promote  inquiry, literacy, differentiated learning, and creative expression of knowledge.

 

Objective 7a: Design and create inquiry-based learning activities using primary sources from the Library of Congress.

Developing Annotated Resource Sets Work Time

TPS_ARS_Template.doc

 

TPS_ARS_Industrial_Revolution

 

Instructions for linking and downloading:

 

Selecting Primary Sources, Part I: Knowing Your Students (advice from the Teaching with the Library of Congress blog)

 

12:00-1:00 Lunch  

 

 

 

1:00-2:20

 

Continue ARS Development

Work Time 

Check-in at 1:40

 

2:20-3:00

CONSTRUCT; EXPRESS; REFLECT

Peer critiques

Stevan Kalmon

Tuning Protocol: Looking at Student Work

Abridged Protocol critical friends example

 

Two learnings & two questions about the ARS

 

   

REFLECT

 

Inquiry Journal -

Teacher Side

Connect

Wonder

Investigate

Construct

Express

Reflect

 

Stevan Kalmon

Like the Hans Rosling washing machine, how can the online primary sources of the Library of Congress revolutionize your teaching?

  • Ideas & commitments about using inquiry learning 
  • Ideas & commitments related to Teaching with Primary Sources & using the Library of Congress website.
 
3:00-3:30

Wrap-up

Door Prizes

End of Workshop Survey

Peggy O'Neill-Jones

 

 

 

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