YDC Workshop
Morino Institute

Perry Center
12 Sept 2000
Robert Price
Overview of the Session
MAY SESSION
12 September 2000 (Tuesday)

Collaborative Project Based Learning via the Internet

Participants will learn strategies for developing and implementing Internet based projects with staff and children within their organization and between different out of school programs. The session will include hands-on development that parallels project development with children and youth.

Coverage:

We will be using Netscape Composer software for designing our webpages. It is free as part of Netscape Navigator. If you'd like more advanced software (actually easier to create pages with) try Adobe GoLive and Macromedia Dreamweaver. These are the two pieces of software most professional web designers use. Both are available at educational / non-profit pricing at around $100.

Overview of the Day

Idea Book
Draw pictures of things you collect.

Group Book
List objects that we see around our community.

Read a Book - always helpful to read a book that links to the theme of the day. The brain is always seeking patterns. For more on Brain Research read Eric Jensen's Teaching with the Brain in Mind. Very readable with amazing information that will impact the way we teach.

Successes
We will use a circle map in groups to create visual maps of summer programs we implemented:

Collections
We will focus on building collections of things that tell us a story - about our interests and community. Using things that are important to us will develop interest and purpose to learn and share our explorations. We will design and develop web pages to document and share our learning. To develop an understanding of what to collect and how to represent it we will:

1. Use a circle map to develop our ideas in context.

2. We will look at how we can represent collections of things on a website.

3. WWW exploration of ideas
The teacher(s) will develop a small webpage with links the parallel their ideas with collection of things. This could also include the addition of new student ideas after their visual mapping of ideas. Other areas to explore collection of things include:

A starter collection of things to collect.

After visiting WWW ideas, we can revisit the circle map of collection ideas (1) to add more ideas.

4. A collection of things tells a story - through image (sound) and words. The use of language is very important. It is very important to build vocabulary in their areas of interest. Suggestions include sentence transformation, imitation writing, and questioning strategies.

5. Building the webpage (and website)
Initially we develop a collection of things as a group. Using a type of collection suggested by the students:

  1. The teacher models sketching out a design in their Idea Book. This will include the actual page design and how the things will be represented. Each page will be sketched in the idea book before developing the webpage. The teacher will be paired with a student while modeling how to develop the page with the whole group sharing on the input. Introduce several tools initially.
  2. Two students will now model developing a second page. This will include determining the roles of each paired student (model how THEY will determine) so they are working collectively. Introduce another tool. Teacher is the coach while the rest of the group is observing and contributing.
  3. If the students understand the what and how it is done, have everyone working in pairs. If there is an odd number of students have one work individually with the teacher sharing responsibility.

Street sign demo.

5. Webpage development order

6. Building understanding - progressively developing understanding

7. Introducing Tools for Software
While developing a project, the students benefit from a progressive introduction of how to use the software tool(s) they are using. Brain research shows the brain seeks patterns - so the repetition and building support their understanding (and the adults) of the how to use the tools.

8. Gallery Walks
At the end of the session or completion of a page have all students open their work, then as a group go station to station to share the webpages. At each station:

9. Reflection
The students use their Idea Books for a reflective entry at the end of the session. Possible reflection formats include:

10. Add email response link
The students create an email response link (and ask for) opinions from people viewing. To building an audience different centers could work collectively on having their students visit each other's sites. The process of visiting a site is:

11. Developing webpage to introduce collection ideas

12. Assessing Students
To assess students it is very important to have examples of work over a period of time. Students working in Idea Books, writing books or similar helps keep a chronological record of their work. Their reflective entries also are a key element to understanding how the student is doing.

Extentions

Building vocabulary to support language development on the webpages.

Collectively build collection sites between different groups in the same or different out of school projects. This will extend upon email response links and develop conversation between different students.

Other Potential Activities for the Session

Creating charts from survey data in Excel and creating an image file to post on the web (an example).

Revisit how to introduce using the tools of a piece of software in a logical manner.

Haiku and photos. Includes use of visual mapping to develop and transfer to webpages.

Collective professional development - will use visual mapping to envision important components of professional development and how to develop collectively amongst different out of school organizations.


YDC Page | hyperstudio | YDC links | interviewing
netscape composer | photography | visual mapping


Robert Price - 66 First Place #3 - Brooklyn, NY 11231 - 718.855.8548
fax: 718.855.8574 - www.eggplant.org - robert@eggplant.org

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