寫吧，每天都寫，就當成寫日記。寫在日記本沒人看
寫在這裡，或許幸運的話可以出版一本書呢。
幸福的祕訣就是喜歡一個人原本的樣子。當遇到不好的念頭時，問自己「這是真的嗎？」
2023年12月11日 星期一
2007年6月28日 星期四
Reflection and questions for thoughts
1. Engagement and participation
Our class is divided into four groups, and Anita, Eleanor and I are in the same group. I think this course emphasizes on both team works and individual work but we still have our own space to put all our works and assignments. Actually, before taking this course I though that the function of blogs is for people, especially for fashionable ones, to have an online space in which they can express themselves and show themselves so they may mainly put personal pictures and personal experience on blogs. However, after taking this course I find that people can use bloggers in a more meaningful and educational way. In traditional learning environment there are few chances for students to evaluate or give comments on works of their peers. We just finish assignments alone and wait for grades or evaluations from our teachers. Now we all have our own bloggers which can be viewed as portfolios, but the most amazing things is the interactive function of bloggers. We can give feedbacks to our peers. Take myself for example, when my group finishes a team work we will assignment someone to post it on class blogger, and the rest of us will go to check whether there is something wrong about the post. I also read other groups’ work which is posted on class blogger, since other groups also work hard and they really did a job. Sometimes, when we do not really know how to finish the assignment we will want to know how other groups finish their works. In this way we may get some directions. So I have to admit that I do more often observe on class blogger. I am more active in my own blogger, for I have to organize and post individual works on my blogger. The main reason is that I have authority on my blogger which I don’t on class blogger. As for small group, I often check my peers' bloggers, since they are well-organized and have some information my blogger don’t. I gave some of them my comments. For example, when Yajoo said that she encountered some problem while she was blogging, I just had the same experience, so I left a message for her and encouraged her not to feel depressed. At that time I found that bloggers are not just a “cold” learning environment because of the interactive function we can share our learning experiences and reflections. We are not only exchanging information but feelings!
2. Learning
I think bloggers do support the learning goal which wants to learn and teach through Internet. While I was blogging I always thought that what I put on my blogger would be read around the world, and therefore, I would carefully deal with the information I put on my blogger. Not only is the information I put on my blogger important but also the way I organize my blogger. Because our group sets up some principles and criteria for ESL websites and bloggers, I really hope that I blogger can fit the principles. Unfortunately, problems occurred while I was organizing my blogger. Although I use computers often, this is the first time for me to build a blogger. Problems I encountered are mainly technical problems. That is why we need partners, and I asked my partners for help. They also could not solve my problems, so I concluded that there must be something wrong with my computer. Even so, the process of blogging is interesting, since I explored different functions which helped me build my blogger. I think it is a success in learning, since we did learn many things while we interacted through bloggers. I have to confess that I don’t like spending too much time staring at the screen, but some assignments force me to spend many hours on the Internet. Besides, if my computer can not work, it is inconvenient to borrow a computer from my classmates. I also like seeing my learning peers in person, and when we discuss something we can respond to each other immediately.
3. Language learning
While I left comments on my peers' blogger and got feedbacks from my peers we were communicating with each other. From my peers’ bloggers I saw great creativity and I also tried to make my blogger more interesting and attractive like theirs. I use my creativity in the process of organizing the blogger. I figured out an English tile and a brief description of my blogger, but the description would cover my picture therefore I placed it in the “About Me”. I also put a picture of myself to signal my own identity. When I encountered problems, my partners would help me and we also exchange our thoughts on bloggers in a way of collaboration. I have to say that my English reading and writing ability improve during this course, since I finish every assignment by using English, and I also read a lot article written by my partners. We write article in different styles and sometimes I can learn a way to write a beautiful essay.
Our class is divided into four groups, and Anita, Eleanor and I are in the same group. I think this course emphasizes on both team works and individual work but we still have our own space to put all our works and assignments. Actually, before taking this course I though that the function of blogs is for people, especially for fashionable ones, to have an online space in which they can express themselves and show themselves so they may mainly put personal pictures and personal experience on blogs. However, after taking this course I find that people can use bloggers in a more meaningful and educational way. In traditional learning environment there are few chances for students to evaluate or give comments on works of their peers. We just finish assignments alone and wait for grades or evaluations from our teachers. Now we all have our own bloggers which can be viewed as portfolios, but the most amazing things is the interactive function of bloggers. We can give feedbacks to our peers. Take myself for example, when my group finishes a team work we will assignment someone to post it on class blogger, and the rest of us will go to check whether there is something wrong about the post. I also read other groups’ work which is posted on class blogger, since other groups also work hard and they really did a job. Sometimes, when we do not really know how to finish the assignment we will want to know how other groups finish their works. In this way we may get some directions. So I have to admit that I do more often observe on class blogger. I am more active in my own blogger, for I have to organize and post individual works on my blogger. The main reason is that I have authority on my blogger which I don’t on class blogger. As for small group, I often check my peers' bloggers, since they are well-organized and have some information my blogger don’t. I gave some of them my comments. For example, when Yajoo said that she encountered some problem while she was blogging, I just had the same experience, so I left a message for her and encouraged her not to feel depressed. At that time I found that bloggers are not just a “cold” learning environment because of the interactive function we can share our learning experiences and reflections. We are not only exchanging information but feelings!
2. Learning
I think bloggers do support the learning goal which wants to learn and teach through Internet. While I was blogging I always thought that what I put on my blogger would be read around the world, and therefore, I would carefully deal with the information I put on my blogger. Not only is the information I put on my blogger important but also the way I organize my blogger. Because our group sets up some principles and criteria for ESL websites and bloggers, I really hope that I blogger can fit the principles. Unfortunately, problems occurred while I was organizing my blogger. Although I use computers often, this is the first time for me to build a blogger. Problems I encountered are mainly technical problems. That is why we need partners, and I asked my partners for help. They also could not solve my problems, so I concluded that there must be something wrong with my computer. Even so, the process of blogging is interesting, since I explored different functions which helped me build my blogger. I think it is a success in learning, since we did learn many things while we interacted through bloggers. I have to confess that I don’t like spending too much time staring at the screen, but some assignments force me to spend many hours on the Internet. Besides, if my computer can not work, it is inconvenient to borrow a computer from my classmates. I also like seeing my learning peers in person, and when we discuss something we can respond to each other immediately.
3. Language learning
While I left comments on my peers' blogger and got feedbacks from my peers we were communicating with each other. From my peers’ bloggers I saw great creativity and I also tried to make my blogger more interesting and attractive like theirs. I use my creativity in the process of organizing the blogger. I figured out an English tile and a brief description of my blogger, but the description would cover my picture therefore I placed it in the “About Me”. I also put a picture of myself to signal my own identity. When I encountered problems, my partners would help me and we also exchange our thoughts on bloggers in a way of collaboration. I have to say that my English reading and writing ability improve during this course, since I finish every assignment by using English, and I also read a lot article written by my partners. We write article in different styles and sometimes I can learn a way to write a beautiful essay.
2007年6月24日 星期日
The poem I posted in SchMOOze
Lu Xun
I had stuck in such situation for a long time.
Since I kicked Mr. Longtime's over-many-many-year account book.
I revealed a secret from their desirous eyes.
Their big weird eyes sparkled mysterious lights-they wanted to eat me.
I opened the historical book seeing two words "EAT MEN" between the lines.
How could I escape if my country had over four thousands years history of eating men?
I was in the dark and could not tell it was day or night.
I had stuck in such situation for a long time.
Since I kicked Mr. Longtime's over-many-many-year account book.
I revealed a secret from their desirous eyes.
Their big weird eyes sparkled mysterious lights-they wanted to eat me.
I opened the historical book seeing two words "EAT MEN" between the lines.
How could I escape if my country had over four thousands years history of eating men?
I was in the dark and could not tell it was day or night.
Three Favorite Weblogs
1. The English Blog (for learners and teachers of English)
This is one of my favorite weblogs whose target users are learners and teachers of English, and therefore, there is abundant learning material in this blog. It covers 26 categories, such as books, business English, culture and music, and introduces many both entertaining and meaningful websites in each category. Through this blog learners can link to other interesting websites or ESL weblogs. The title of the latest post is Japanese Learning English. It is an English teaching video filmed by Japanese, and I have to say this video is pretty stupid but funny! In this video learners can learn some sentences about robbery, for example, take anything you want and spare me my life. But I think that on one wants to apply these sentences in real life.
2. Listen to English - learn English
I highly recommend this weblog especially to learners who want to improve their listening comprehension. Learners can know the learning target clearly in the home page. The introduce mentions that this is a podcast website for people learning English and it can help users improve their English vocabulary and pronunciation and listening skills. According to Yahoo dictionary, podcasting is "a method of publishing files to the Internet, allowing users to subscribe to a feed and receive new files automatically by subscription". What's more, this blog also provides the full text of every podcast, so learners can look up the meaning of a specific word in a dictionary. In general this blog is qualified to the principles and criteria we set for English learning weblogs in three aspects. First, its title let users use directly that this is a blog for English learning. Second, this is well-organized and simple enough for users. Third, the content of this blog fulfills its learning goal- improve learners' listening comprehension. I think you should try it yourself!
3. english 360
The last one blog I want to introduce is english 360. This blog is built by a business English teacher who begun a short online course on using blog for language teaching (just like us!) and the author would like to share his profession with users of this blog. There are 15 categories in this blog and most of them are about language learning and teaching. I think this blog is more suitable for advanced learner and English teachers, since it provides profound skill of using English such as presentation skills. Basically, it does not fit our first principle, for from its title users cannot know it is about ESL learning. Users can acquire more information of this blog in the ABOUT section.
This is one of my favorite weblogs whose target users are learners and teachers of English, and therefore, there is abundant learning material in this blog. It covers 26 categories, such as books, business English, culture and music, and introduces many both entertaining and meaningful websites in each category. Through this blog learners can link to other interesting websites or ESL weblogs. The title of the latest post is Japanese Learning English. It is an English teaching video filmed by Japanese, and I have to say this video is pretty stupid but funny! In this video learners can learn some sentences about robbery, for example, take anything you want and spare me my life. But I think that on one wants to apply these sentences in real life.
2. Listen to English - learn English
I highly recommend this weblog especially to learners who want to improve their listening comprehension. Learners can know the learning target clearly in the home page. The introduce mentions that this is a podcast website for people learning English and it can help users improve their English vocabulary and pronunciation and listening skills. According to Yahoo dictionary, podcasting is "a method of publishing files to the Internet, allowing users to subscribe to a feed and receive new files automatically by subscription". What's more, this blog also provides the full text of every podcast, so learners can look up the meaning of a specific word in a dictionary. In general this blog is qualified to the principles and criteria we set for English learning weblogs in three aspects. First, its title let users use directly that this is a blog for English learning. Second, this is well-organized and simple enough for users. Third, the content of this blog fulfills its learning goal- improve learners' listening comprehension. I think you should try it yourself!
3. english 360
The last one blog I want to introduce is english 360. This blog is built by a business English teacher who begun a short online course on using blog for language teaching (just like us!) and the author would like to share his profession with users of this blog. There are 15 categories in this blog and most of them are about language learning and teaching. I think this blog is more suitable for advanced learner and English teachers, since it provides profound skill of using English such as presentation skills. Basically, it does not fit our first principle, for from its title users cannot know it is about ESL learning. Users can acquire more information of this blog in the ABOUT section.
2007年6月14日 星期四
Principles and Criteria for English Learning Weblogs
Principles:
1. First of all, we should let every visitor know that the site is about ESL learning, so the blog should be titled with directly.
2. The visual designs of the site should be simple yet captivating. It should be manipulated by learners with clear directions.
3. The content of the blog should fulfill our target learner's needs, and the target learner's age, language ability and other descriptions should be placed under the blog title.
4. Since we are building a site with Web 2.0 features, we should make sure that learners are capable of posting feedback or their practice outcomes, or comments on their interested articles. Rss, permalink and traceback would also help learning in distributing and aggregate learning materials.
5. With the help of Web 2.0 features, we can also make evaluation a public activity, such as web pulls and comments.
Criteria:
We think that there are some essential features a ESL/EFL weblog should have to help develop learner's four skills: Reading, Writing, Speaking, and Listening. In order to improve learners' reading abilities, the weblog should include hypertext in its articles for learners to link to more reading materials. This is really crucial because it offers learners multiple choices to link to other texts, so that learners will have more self-awareness about their learning process.
As for writing, we think it is important for the weblog to provide text-input features, so that the learners can submit their feedback to the site, such as comments. And other basic functions like spell check and grammar check should be provided. After writing a paragraph, it is better to provide learners a chance to find out their mistakes, and help them revise their original one.
Thirdly, If a weblog aims to improve learners' listening and speaking abilities, it will need more multimedia features to support their goal. To help improve the learner's speaking abilities, the weblog should be able to record learners' voice input then analyze them(such as accent, pronunciation, and intonation), so that it would generate comments and suggestions to the learners, and help them speak better.
1. First of all, we should let every visitor know that the site is about ESL learning, so the blog should be titled with directly.
2. The visual designs of the site should be simple yet captivating. It should be manipulated by learners with clear directions.
3. The content of the blog should fulfill our target learner's needs, and the target learner's age, language ability and other descriptions should be placed under the blog title.
4. Since we are building a site with Web 2.0 features, we should make sure that learners are capable of posting feedback or their practice outcomes, or comments on their interested articles. Rss, permalink and traceback would also help learning in distributing and aggregate learning materials.
5. With the help of Web 2.0 features, we can also make evaluation a public activity, such as web pulls and comments.
Criteria:
We think that there are some essential features a ESL/EFL weblog should have to help develop learner's four skills: Reading, Writing, Speaking, and Listening. In order to improve learners' reading abilities, the weblog should include hypertext in its articles for learners to link to more reading materials. This is really crucial because it offers learners multiple choices to link to other texts, so that learners will have more self-awareness about their learning process.
As for writing, we think it is important for the weblog to provide text-input features, so that the learners can submit their feedback to the site, such as comments. And other basic functions like spell check and grammar check should be provided. After writing a paragraph, it is better to provide learners a chance to find out their mistakes, and help them revise their original one.
Thirdly, If a weblog aims to improve learners' listening and speaking abilities, it will need more multimedia features to support their goal. To help improve the learner's speaking abilities, the weblog should be able to record learners' voice input then analyze them(such as accent, pronunciation, and intonation), so that it would generate comments and suggestions to the learners, and help them speak better.
Hypertext V.S. Print Text
Q1:
hypertext: more extensive than accessible, more convenient than comfortable, prompt.
print text :more accessible than extensive, more comfortable than convenient, healthy.
Q2:
Interactive text gives a stage for everyone to exchange their knowledge.
It's a place where readers = authors.
Wikipedia is a great example of interactive text.
Fair share between two sides.
But after, it's up to you to participate.
Q3:
In our opinion, multimedia provides many information instead of responding.
You can get different information from blogs or Youtubes. It's more interesting and more various than traditional print text.
Podcasting is a great example of multimedia publishing.
hypertext: more extensive than accessible, more convenient than comfortable, prompt.
print text :more accessible than extensive, more comfortable than convenient, healthy.
Q2:
Interactive text gives a stage for everyone to exchange their knowledge.
It's a place where readers = authors.
Wikipedia is a great example of interactive text.
Fair share between two sides.
But after, it's up to you to participate.
Q3:
In our opinion, multimedia provides many information instead of responding.
You can get different information from blogs or Youtubes. It's more interesting and more various than traditional print text.
Podcasting is a great example of multimedia publishing.
PBL/PBL/IBL
Inquiry-based learning:
Students participates in many types of inquiry activities, and through the process of discovering their goals, they go through repeated stages of questioning, reflecting, and research.
Problem-based learning:
"It is often viewed as a component of these inquiry activities. …Problem-solving is generally understood to include skills such as making accurate observations, finding and organizing information, predicting, synthesizing, and using other higher order thinking skills to find solutions.” (Subtract from Call Essentials)In short, two of them are difficult to define precisely, but in this author’s point of view, he thinks basically problem-based learning is just a component of inquiry activities because they share the same skills which are necessary for language learners, but inquiry-based learning involves more complicated stages of inquiries. Through the process of inquiry activities, they apply their problem-solving skills to find the result of their goals.
Project-based learning:
“Project-based learning might productively be considered as one useful subcategory of problem-based learning in terms of not only designing a specific focus and context for student projects but in terms of getting students themselves to also (a) identify project constrains and feasibility; and (b) to plan and apply a design approach.”(Subtract from The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities)So in conclusion,Inquiry-based learning> Problem-based learning> Project-based learning:
Question 2.
“A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing.” We all agree WebQuest is a good way for learning; however, our group prefers a multimedia project for our final project. Because our target learners are young children, it will be more attractive if we use multimedia. Although WebQuest can give a lot material, it will be kind of boring for young kids to read words without any pictures or sounds. We decide to use some pictures, animation and sounds to make our project more fun!
Question 3.
Our Goal:
Building a multimedia website that would help primary school English beginners (age 9-11) to acquire the ability as such to pass GEPT entry-level test.
Our Method:
Since we have decided our target learners as primary school children, it would be necessary for the content and the representation of our site to be captivating and of interest for young children. After discussion, we agreed that the topic for our multimedia website would be “Holding a Birthday Party”, which would involve 3 parts: Invitation, preparation and hosting. Thus our young learners would learn proper dialogues about an interesting event, and may apply their learned skills in their daily-lives.
Presentation of Our Website:
Since we have decided to build a multimedia website, we must facilitate all possible multimedia means to create a learning environment that should not only be visually appealing but also rich with sound and interactive activities. Pictures must be abundant on our site, recordings and music clips would be used, and simple Flash component and games would also be featured in our project.
Group Discussion
1. What is Weblog?
According to Wikipedia, a weblog "is a website where entries are made and displayed in a reverse chronological order."
2. What are some popular weblog English learning sites?
I Talk Show English Zone seems to be a great English learning blog.
The English Blog provides information for both English learners and teachers.
3. What can the blog do compared to the traditional English Learning website?
It's has features such as RSS, permalinks and traceback that allow learners to participate in contributing content, just as the blog's builders do. Viewers of Traditional English Learning websites can only read and watch but has no authority to modify the content of the sites.
4. What is RSS/ permalinks/ traceback?
a. According to Wikipedia, RSS "is a family of web feed formats used to publish frequently updated digital content, such as blogs, news feeds or podcasts." Users uses this feature with their costumized RSS readers, which would prompt them to read the blogs they have subscribed if those blogs have new posts.
b. Wikipedia describes a permalink as "a URL that points to a specific blogging entry even after the entry has passed from the front page into the blog archives." It's an abbreviation of Permanent link.
c. Traceback is a way to inform blog A that you would like to link it to blog B, and leave a link of blog B on the original blog A.
5. How can team blog functions (e.g. comment, moderation, traceback and pingback) support English reading and writing?
Blog functions such as the above use the concepts of Web 2.0, therefore uses of blogs can gain advantage in a way that it allows viewers to have more active relationship with the learning contents, therefore they are not passive receivers of information as in Web 1.0 websites anymore.
6. How can multimedia presentation help ESL learning?
Since language is not just reading, we can be fully positive about the impact multimedia presentation on ESL learning. Multimedia presentation exposes students to audio and visual information that puts language in its cultural contents, thus facilitate students to learn better.
According to Wikipedia, a weblog "is a website where entries are made and displayed in a reverse chronological order."
2. What are some popular weblog English learning sites?
I Talk Show English Zone seems to be a great English learning blog.
The English Blog provides information for both English learners and teachers.
3. What can the blog do compared to the traditional English Learning website?
It's has features such as RSS, permalinks and traceback that allow learners to participate in contributing content, just as the blog's builders do. Viewers of Traditional English Learning websites can only read and watch but has no authority to modify the content of the sites.
4. What is RSS/ permalinks/ traceback?
a. According to Wikipedia, RSS "is a family of web feed formats used to publish frequently updated digital content, such as blogs, news feeds or podcasts." Users uses this feature with their costumized RSS readers, which would prompt them to read the blogs they have subscribed if those blogs have new posts.
b. Wikipedia describes a permalink as "a URL that points to a specific blogging entry even after the entry has passed from the front page into the blog archives." It's an abbreviation of Permanent link.
c. Traceback is a way to inform blog A that you would like to link it to blog B, and leave a link of blog B on the original blog A.
5. How can team blog functions (e.g. comment, moderation, traceback and pingback) support English reading and writing?
Blog functions such as the above use the concepts of Web 2.0, therefore uses of blogs can gain advantage in a way that it allows viewers to have more active relationship with the learning contents, therefore they are not passive receivers of information as in Web 1.0 websites anymore.
6. How can multimedia presentation help ESL learning?
Since language is not just reading, we can be fully positive about the impact multimedia presentation on ESL learning. Multimedia presentation exposes students to audio and visual information that puts language in its cultural contents, thus facilitate students to learn better.
My Schmooze and Hot Potatoes experiences
Schmooze is an interesting and complicated leaning tool. It’s just like playing a computer game, well, it is a game! In Schmooze I had to be careful with instructions or I could not go anywhere. I went to Cafeteria and ordered something. At first, I said “Give me a pizza, please.” But the computer could not understand that. I thought maybe I was not polite enough, so I said “Would you give me a pizza, please.” But it also did not work out. After reading the instruction, I realized how to order things and how to eat them in that cafeteria. It will be more efficient if users read the instructions before. Then I went to the library and it was amazing that there were many kinds of books. Like a real library, if a book was borrowed by someone else, I could not borrow it until it was back to the bookcase. I also left a poem in the public book which was a special experience. When I thought that my poem could be read by users of schmooze from different countries, I felt so excited. But it is pity that there is no interactive function in the public book, therefore, I can not know other people’s reflections on my poem. Another interesting place is Tunnel Maze which is designed as a labyrinth. I was asked to answer grammar questions so that I could get out the tunnel. I appreciate that the vivid description of the scene which is very helpful to users. Besides, those grammar questions are not difficult for ESL learners. It is a good way to examine whether you have basic concepts of grammar. The last place I went was MOOrrey’s bar. I asked someone to dance with me and read the DJ’s song list. I was glad that there were some songs that I had heard before. Using hot potatoes is another special experience for me. It is not as interesting as Schmooze but it is useful especially for teachers. My partner and I designed some question about a news story. We used JCloze and JQuiz since they were suitable for our questions. We tried to design some short questions but it was annoying that we were asked to provide correct answers when there was no one!
blogging experience
Building my own blogger is like having a baby. Every parent may have some expectations of their children, and so do I. I expect that my blogger should be well-organized and have a beautiful template. The most important thing is I can share some useful information on my blogger. However, while I was designing my blogger I encountered some technical problems. First, after I chose a favorite template and uploaded a beautiful picture on my blogger, I found that the labels could not show up. I tried many times and asked my partners for help, but in vain. I could do nothing but choose another template which was simpler. I enjoyed exploring new things in the process of using blogger. Since I never used blogger before, everything is interesting for me. I tested different functions and they were easy to use. I appreciate the interactive function of blogger. I can introduce my blogger to my friends and classmates who may leave feedback for me if there is something wrong or good on my blogger. In that way, I can improve my blogger and make it perfect!
2007年6月12日 星期二
Chapter 2: Developing and Practicing Reading and Writing Skills
Wacky Web Tales
This website is built by Houghton Mifflin which is "one of the leading educational publishers in the United States, publishing textbooks, instructional technology, assessments, and other educational materials for teachers and students of every age." (From its official site)
Goats:
Learners especially basic learners can practice some basic writing skills by filling their own words in the computer-created outline. Through the process of choosing their own words, learners can have basic concept of writing.
Presentation:
Young kids are recommended reading the Part of Speech Helps before using this website. Basic grammar concept is available in that section. In the home page many tales are listed. Users can choose a topic they like and then fill words in the blank by following the instruction. Children can read the models of writing before they create theirs. What's more, there is a Education Place at bottom of this site which provides guidelines for educators and families.
Appropriateness:
Grade 3 and above
Outcomes:
Students can print out their writings after they finish the work.
Evaluation:
None
This website is built by Houghton Mifflin which is "one of the leading educational publishers in the United States, publishing textbooks, instructional technology, assessments, and other educational materials for teachers and students of every age." (From its official site)
Goats:
Learners especially basic learners can practice some basic writing skills by filling their own words in the computer-created outline. Through the process of choosing their own words, learners can have basic concept of writing.
Presentation:
Young kids are recommended reading the Part of Speech Helps before using this website. Basic grammar concept is available in that section. In the home page many tales are listed. Users can choose a topic they like and then fill words in the blank by following the instruction. Children can read the models of writing before they create theirs. What's more, there is a Education Place at bottom of this site which provides guidelines for educators and families.
Appropriateness:
Grade 3 and above
Outcomes:
Students can print out their writings after they finish the work.
Evaluation:
None
2007年6月11日 星期一
Chapter 6: Inquiry and Problem-Solving
Website: Inquiry Page
This website is built by Community Informatic Initiative in 1998. "The Community Informatics Initiative (CII) works with people to develop information and communication technologies to achieve their goals. It fosters collaborations across campus, local, national and international communities. Together we build innovative community networks, community technology centers, software, and library services." (From its official site)
Goals:
"It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment." Through this website learners can acquire the theory and method of inquiry, then they can develop their own learning experience.
Presentation:
This website provides definition, process, environment, articles and slides of inquiry. Hypertext is well-used and helpful for users to acquire further information.Besides, there is a Inquiry Units section in which users can practice skill of inquiry. "An Inquiry Unit is a way to represent the process of problem solving. Each unit starts with a guiding question and provides a space for activities of Investigation, Creation, Discussion, and Reflection." Users can create their own one by clicking on "Add a Unit" and they can make their unit private or public.
Appropriateness:
It is suitable for advanced learners and also provides a clear scaffold.
Outcomes:
Teachers can use this learning method to design some projects and students can also finish their projects by following the method of inquiry. (Ask-Investicate-Create-Discuss-Reflect-Ask) According to the website, the outcomes can be lesson plans, individual or group investigations, research plans, student work, open questions, or pathfinders to information.
Evaluation:
An assessment in inquiry classroom is provided, including Rubrics, Anecdotal Notes, Student-Kept Records, Conferences and Conferences.
This website is built by Community Informatic Initiative in 1998. "The Community Informatics Initiative (CII) works with people to develop information and communication technologies to achieve their goals. It fosters collaborations across campus, local, national and international communities. Together we build innovative community networks, community technology centers, software, and library services." (From its official site)
Goals:
"It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment." Through this website learners can acquire the theory and method of inquiry, then they can develop their own learning experience.
Presentation:
This website provides definition, process, environment, articles and slides of inquiry. Hypertext is well-used and helpful for users to acquire further information.Besides, there is a Inquiry Units section in which users can practice skill of inquiry. "An Inquiry Unit is a way to represent the process of problem solving. Each unit starts with a guiding question and provides a space for activities of Investigation, Creation, Discussion, and Reflection." Users can create their own one by clicking on "Add a Unit" and they can make their unit private or public.
Appropriateness:
It is suitable for advanced learners and also provides a clear scaffold.
Outcomes:
Teachers can use this learning method to design some projects and students can also finish their projects by following the method of inquiry. (Ask-Investicate-Create-Discuss-Reflect-Ask) According to the website, the outcomes can be lesson plans, individual or group investigations, research plans, student work, open questions, or pathfinders to information.
Evaluation:
An assessment in inquiry classroom is provided, including Rubrics, Anecdotal Notes, Student-Kept Records, Conferences and Conferences.
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