Team+7+MNLI+12

Team 7

**[[file:MNLI COTE PPT 10 15.pptx]] My PowerPoint Presentation for the first online discussion.**
Lynne Cote's Lesson Plan on Search Engines, Comparing, Using and Organizing them. Leslie Skantz-Hodgson - Smith Vocational (Northampton) skantzl@svahs.net Lynne Cote - (Newburyport) email lcote@newburyport.k12.ma.us Marybeth Gallant - (Ashland) email mgallant@ashland.k12.ma.us
 * I ran an iPad class for 20 teachers during the fall. I took notes on our agenda each month (I have enclosed those notes below). We have learned a great deal and enjoyed a lot of growth. As I look back to our summer concerns, it is surprising that all of those issues have gone away. We are encountering more issues but as we grow, we seem to be able to manage them as they appear.**
 * Here is a summary through Dec that our Principal asked me to put together. The use of the iPads is staggering. In the month of November we checked out our 30 iPads 2,579 times!!**
 * I attended a BER conference on integrating technology into the curriculum. He stressed, as MNLI does, that technology needs to be used as a tool to drive curriculum and get students to the next level. Here are the notes I took from that meeting. I loved their Management Ideas on how to ensure teachers and administrators that the technology is being used appropriately during classes.**
 * My lesson Plan. The teachers love the search engines! It has been difficult to get a whole class to use them, but I have been able to work individually with a few students and teachers and I think for the spring when the Sophomores and Juniors have their big research projects, I will be able to lead more classes on how to use Symbaloo and how to effectively choose the best search engine for the topic.**
 * Names**

all of us are high school library teachers!
 * Grade Levels/Subject Areas**


 * Project Resource (for team members)**

Content Creation and Collaborative Knowledge Construction Using Wikispaces (Buffy Hamilton) []

Effective Search Techniques and Recommended Sites []

Barriers to information seeking in school libraries: conflicts in perceptions and practice []

Just Google It! Developing Internet Search Skills []

Beyond Googling []

Information Literacy Links []

To find pages that have been taken down, dead links, etc., you can go to www.archive.org and use their "wayback machine"

To find the owner of a website, use easywhois.com

To find out who is linked to a website, go to Altavista.com, and type link: plus the name of the website

=Lesson Plan Template =


 * Introductory information: **

For students to do good research, they need to start by using the highest quality sources they can find. Many students don't know how to evaluate a website and instead use "top results" or "whatever looks good." School librarians need to help students internalize the criteria for effective web searching and website evaluation. Because no checklist is ever perfect, they need to develop what Ian O'Byrne calls "a healthy skepticism" about all information.


 * Specific Skills to be learned**

I know how to use different search engines. I know how to use internal search engines. I know how to edit and revise keywords.I know simple search strategies for making my searches more specific. I know advanced features of search engines and how to use them.

**Grade level Subject area(s**) 9-12; all content areas

**Topic of lesson**: Effective online evaluating and searching


 * MA Frameworks: **


 * Connections to the Common Core**


 * References (source(s) of information used in conceptualizing this lesson plan) **

Common Core Standards Symbaloo and it s component search engines Readability Bogus websites http://Pixton.com/ic:pp3os664 Slikk.com



Computer, projector
 * Materials: **

What materials will you use to support your instruction? Over the course of your lessons, these may include workbook and/or textbook materials but should also include original materials developed by you. The types of materials used should be varied over the series of lessons. Include any technology that you plan to use.

Objectives

What are the specific and measurable behaviors that this lesson will require students to perform to demonstrate that they are working towards meeting the standards stated above? Make these important and challenging. State these in terms of what the students will do (e.g. The students will calculate, draw, write, measure, etc.). Be sure that you are not simply listing the activities of the lesson; these belong in the procedure. Focus on key knowledge and/or skills to be acquired.

Procedure

<span style="font-family: Verdana,Geneva,sans-serif;">Initiation <span style="font-family: Verdana,Geneva,sans-serif;">How will you start the lesson? The initiation generates student interest in the lesson and helps students to understand the purpose of the lesson and what they will be doing. You might: <span style="font-family: Verdana,Geneva,sans-serif;">state the objectives of the lesson. <span style="font-family: Verdana,Geneva,sans-serif;">connect what students are about to learn in this lesson to what they already know. <span style="font-family: Verdana,Geneva,sans-serif;">ask a question or engage the students in a quick activity to motivate interest. <span style="font-family: Verdana,Geneva,sans-serif;">relate the lesson to real life.

<span style="font-family: Verdana,Geneva,sans-serif;">Lesson Development <span style="font-family: Verdana,Geneva,sans-serif;">How will you develop the lesson? <span style="font-family: Verdana,Geneva,sans-serif;">Be sure that the content you are teaching is accurate and worthwhile. <span style="font-family: Verdana,Geneva,sans-serif;">List the steps you will follow during the course of the lesson to ensure that your students reach the objective(s). <span style="font-family: Verdana,Geneva,sans-serif;">Logically sequence the steps to help your students to reach the objectives. <span style="font-family: Verdana,Geneva,sans-serif;">Describe the modeling or guidance you will provide. <span style="font-family: Verdana,Geneva,sans-serif;">Include learning activities that will engage students, are culturally responsive, and are appropriate to the content. <span style="font-family: Verdana,Geneva,sans-serif;">Write sample questions to pose to the students. Be sure to include higher level questions that promote critical thinking. <span style="font-family: Verdana,Geneva,sans-serif;">Include some expected student responses to your questions.

<span style="font-family: Verdana,Geneva,sans-serif;">Closure How will you connect the various parts of elements of the lesson to “bring it all together” for the students so that they fully understand the purpose of the lesson? You might: <span style="font-family: Verdana,Geneva,sans-serif;">summarize what the students have learned during the course of the lesson or ask the students to summarize what they’ve learned. <span style="font-family: Verdana,Geneva,sans-serif;">review one more example of what has been learned as a type of summary. <span style="font-family: Verdana,Geneva,sans-serif;">link the lessons to previous learning experiences and explain how it relates to upcoming learning experiences.

<span style="font-family: Verdana,Geneva,sans-serif;">Assessment []



<span style="font-family: Verdana,Geneva,sans-serif;">How will you determine whether your students have reached the objective(s)? What will they say or do to demonstrate mastery of the objective (s)? What evidence will you collect? Under what conditions will the assessment be completed? What degree of accuracy or level of mastery do you expect? <span style="font-family: Verdana,Geneva,sans-serif;">Assessment should be ongoing throughout the course of the lesson. You may also assess students’ learning at the end of the lesson. Assessments can include discussions with students, paper-and-pencil tasks, or performance-based activities. <span style="font-family: Verdana,Geneva,sans-serif;">Be sure to take into account the developmental level of your students. <span style="font-family: Verdana,Geneva,sans-serif;">Attach a copy of any assessment that you use as well as criteria for evaluating the assessment. Attach 3 student work samples as well.

<span style="font-family: Verdana,Geneva,sans-serif;">Modifications/Differentiation


 * MODIFICATIONS**

[]

Search Engine For low vision

[]

Gives age range and reading level for articles

[]

Good for grade levels 9 & 10; more student friendly

Advanced Students

Easily distracted student who needs clean text: Readability

<span style="font-family: Verdana,Geneva,sans-serif;">What are your reflections on the teaching and learning that has taken place during the lesson? After you have taught the lesson, write some brief notes. You will later incorporate aspects of this reflection into a more detailed reflection on your entire experience with this project. Use the following questions as a guide: <span style="font-family: Verdana,Geneva,sans-serif;">What aspects of the lesson and particular strategies do you think were most effective and why? <span style="font-family: Verdana,Geneva,sans-serif;">Did you make any changes mid-stream in the lesson from your original plan and, if so, why? <span style="font-family: Verdana,Geneva,sans-serif;">If you were to teach this lesson again, what would you do differently and why? <span style="font-family: Verdana,Geneva,sans-serif;">How well did your students meet the lesson’s objectives? <span style="font-family: Verdana,Geneva,sans-serif;">How did your assessment help you to reach a conclusion about your students’ learning? <span style="font-family: Verdana,Geneva,sans-serif;">What are appropriate next steps to further your students’ learning?

Extensions: __Searching__ 1. Ask students to each sign up for one search engine and become familiar with its features. Be prepared to share what you've learned about the potential uses for this particular search engine in class one day when there are a few minutes left in class.

2. Create a symbaloo

__Evaluating__ <span style="font-family: Verdana,Arial,Helvetica,sans-serif;">1. Find out what other web pages link to this page using [|alexa.com]

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">2. Find out who owns/registered a web page using easywhois.com

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">3. Find out how a topic is treated in other countries/cultures by doing a search of sites hosted by other countries: go to Altavista.com and type host: plus the country code. (Examples for using this function would be: how do other countries view the issues of global warming, the war in Iraq, immigration laws, etc.) if you follow that country code with the letters ac, you'll find what is posted by the academic communities abroad. Learn country codes at:


 * 1) Review bogus websites
 * 2) []
 * 3) []
 * 4) []

(Assessment)
 * 1) Brainstorm as a class what “criteria” we want to use to evaluate
 * 2) Show Johns Hopkins site
 * 3) Show UC Berkley
 * 4) Show CRAAP test
 * 5) Go evaluate a site of your interest; in pairs and tell us if it’s a valid site, based on the criteria

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
 * 1) Discuss Searching techniques
 * 1) Boolean
 * 2) Synonyms
 * 3) URL- what is it telling us?
 * 4) Review Domain Names
 * 5) Country Codes
 * 6) Look for links that say "**About us**," "**Philosophy**," "**Background**," "**Biography**"; Look up the author’s name in google
 * 7) Is it copyrighted
 * 8) **Are sources documented with footnotes or links?**


 * 1) Introduce Symbaloo – describe each search engine’s purpose – limit to 6 search engines
 * 2) Search on Google and search on one of the other search engines

[] Search Engine For low vision
 * MODIFICATIONS**

[] Gives age range and reading level for articles

[] Good for grade levels 9 & 10; more student friendly

Assign a search engine per student: Review and teach to class Create a Symbaloo throughout each year (add 4 a year) Use Alexa.com to see other links to get toUse [|alexa.com]: Type or paste the URL into alexa.com's search box. Click on the "Get details" button. You will see, depending on the volume of traffic to the page: b. Do a **link:** search in Google, Yahoo!, or another search engine where this can be done: 1. Copy the URL of the page you are investigating (Ctrl+C in Windows). 2. Go to the search engine site, and type **link:** in the search box. 3. Paste the URL into the search box immediately following **link:** (no space after the colon). The pages listed all contain one or more links to the page you are looking for. If you find no links, try a shorter portion of the URL, stopping after each /. //Note: Different search engines give very different results for "link:" searches. We suggest trying more than one.// 2. Look up the title or publisher of the page in a reputable [|directory] that evaluates its contents ([|ipl2], [|Infomine], [|About.com], or a specialized directory you trust).
 * EXTENSIONS:**
 * Traffic details.
 * Contact/ownership info for the domain name.
 * "Related links" to other sites visited by people who visited the page.
 * Sites linking in to the page.
 * A link to the "[|Wayback Machine]," an archive showing what the page looked like in the past.

Lesson Plan Template As you fill out each box please delete the prompts. **Grade Levels/Subject Areas** all of us are high school library teachers! **Overview** For students to do good research, they need to start by using the highest quality sources they can find. Many students don't know how to evaluate a website and instead use "top results" or "whatever looks good." School librarians need to help students internalize the criteria for effective web searching and website evaluation. Because no checklist is ever perfect, they need to develop what Ian O'Byrne calls "a healthy skepticism" about all information. **Essential Question** How do I efficiently and effectively find precise, accurate information? Specific Questions I know how to use different search engines. I know how to use internal search engines. I know how to edit and revise keywords.I know simple search strategies for making my searches more specific. I know advanced features of search engines and how to use them.

"Less is more" - narrow your search terms for better results! -search shortcuts (find: define: etc) -which extensions might be best for your purpose (.com, .edu, .gov etc) -how search engines, organize and display results **Tools we might want to use in the lesson** Symbaloo Animoto? A wiki? A Google doc? cRAAP test Type Talker: Only works in Chrome.
 * Topics to Cover** -framing your search (keyword strategies, Boolean searching, using parentheses)

“Readability” -



Introductory information at the top: Your name **Type here. These fields will expand as necessary. Date of Lesson Name of school Grade level Subject area(s) Topic of lesson CT/district standards Instructional Group References What source(s) of information did you use in conceptualizing this lesson plan? Materials What materials will you use to support your instruction? Over the course of your lessons, these may include workbook and/or textbook materials but should also include original materials developed by you. The types of materials used should be varied over the series of lessons. Include any technology that you plan to use. Objectives What are the specific and measurable behaviors that this lesson will require students to perform to demonstrate that they are working towards meeting the standards stated above? Make these important and challenging. State these in terms of what the students will do (e.g. The students will calculate, draw, write, measure, etc.). Be sure that you are not simply listing the activities of the lesson; these belong in the procedure. Focus on key knowledge and/or skills to be acquired. Procedure** **Activity: Hoax Websites**Question: How do I know if the information is useful for my research?Learning Objective: Integrating strategies for verifying the accuracy of information and author's level of expertise** Activity 1. Work with your group to brainstorm strategies for critically evaluating the information at a website. Create a list of these ideas in your handout.2. See if you can determine if each of these sites is real or not real (there are some of both). Avoid relying only on your prior knowledge - since often your students will not have this knowledge to rely on or it is inaccurate.If you determined that it is real, what evidence do you have to prove it? If you think it is a hoax, how do you know for sure? **


 * Evaluating WebPages: Techniques to Apply & Questions to Ask. UC Berkeley **
 * http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html**
 * John Hopkins University,: Evaluating Information Found on the Net**
 * Analyze a webpage: advice and tips:**
 * []**

Why was the page put on the web? **
 * Let’s Think about:**
 * Inform, give facts, give data?
 * Explain, persuade?
 * Sell, entice?
 * Share?
 * Disclose?