Effective+Instructional+Models+-+week+4+-+direction+sheets

Effective Instructional Models - direction sheets **Internet Workshop** __**How To Design an Internet Workshop**__ This is the "easiest way to begin using the Internet for instruction" (Leu, p. 110). This model allows students to share both content information and new literacy strategies they used to help them complete their work. The Internet Workshop can be used in a variety of ways, but it generally follows these steps (Leu, 2004): __**Step One:**__ Locate good sites with relevant content information for the unit being studied and set a bookmark(s) or provide the URL to students. How do you quickly find a site on the Internet containing useful information related to your classroom unit and at an appropriate grade level? One strategy is to simply use a search engine or a directory organized for teachers and children, one that also screens out inappropriate sites for children. You might begin with one of these locations: [|Yahooligans], [|Ask Jeeves for Kids], [|Searchopolis], and [|KidsClick]. **Step Two:** Develop an activity for students using the site(s) that you have bookmarked. Students can bring it to the Internet Workshop to record their findings. __**Step Three:**__ Assign the activity to be completed during the week. This can be accomplished by taking the whole class to the computer lab or assign the work to be complete on the students own time. Some teachers find it helpful to create a schedule so that they can assure equal access to the Internet. **Step Four:** Create a Workshop Session. Have students share their discoveries, questions, and strategies at the end of the week during a workshop session. Sessions might consist of two steps: 1. What I learned 2. What I want to learn At first, teachers might need to be actively involved in the workshop in order to model the type of discussion they want to take place during these sessions. Teachers should try to create an environment in which all students have the opportunity to participate and should not let one or two students dominate the discussion. Since students can contribute content or new literacy knowledge during the Internet workshop, all different types of learners have the opportunity to shine. Visit this site for more information about this model: http://www.readingonline.org/electronic/RT/2-02_column/ Here are a few web directories to help you find sites for your students: Science/Math - http://www.robertlackie.com/sci/index.html Social Studies - http://www.loc.gov/index.html Language Arts - http://www.associatedcontent.com/article/804235/annotated_webliography_english_language.html **Internet Project** __**How to Design an Internet Project**__ An Internet Project is a collaborative learning opportunity with other classrooms, it may include Website projects or spontaneous projects. Internet projects unite classrooms in exploring common topics (Leu, 2001). During an Internet project, classrooms can communicate and share observations, research or many other collaborative projects. One way to get started with Internet Project is to use Website projects. These are good starting points for teachers new to Internet projects because all the directions and resources are already created. Website projects are more permanent projects created by individuals at a website (Leu, Leu, & Coiro, 2004). By searching the internet or following one of the links below, all a teacher needs to do is visit the site and follow the directions. Examples of website Internet Projects: __[|Flat Stanley Project]__ [|NASA Interactive Internet Projects] [|Global Virtual Classroom] Another way to integrate Internet Project is through spontaneous projects. These differ from the Website project because they are developed by teachers who find one another on the Internet. To implement spontaneous projects the following procedures should be followed: __Step One:__ Plan a collaborative project for an upcoming unit in the classroom. The project description should include a summary of the project, a sclear list of learning goals, expectations for collaborating classrooms, and a timeline for beginning and ending the project. It is important to note that this step require advanced planning, usually a few months before it is to be implemented. __Step Two:__ Once the project is created, it needs to be posted on the Internet several months in advance seeking collaborative classroom partners. Projects can be posted at the following sites: __[|Oz Projects]__ __[|Global SchoolNet's Internet Project Registry]__ __[|Intercultural Email Classroom Connections]__ __[|Epals Projects]__ __Step Three:__ Once a teacher expresses interested in collaborating with your classroom, be sure to arrange the collaboration details. __Step Four:__ Finally, complete the project and share your information and work with your collaborating classroom. References Leu, D.J., Jr (2001). Internet Project: Preparing students for new literacies in a global village. Retrieved February 21, 2009, from [|www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/RT/3-01_Column/index.html]. Leu, D. J., Leu, D.D., & Coiro, J. (2004). Teaching with the Internet K-12; New literacies for new times (4th ed.). Norwood, MA: Christopher-Gordon.