Распространение педагогического опыта

30/03/2011

http://www.kn.att.com/wired/fil/pages/listworkshopin.html 

What’s on the Web?

Tom March classifies "applications" which are available on the Web into 7 categories:

• Enrichments
• Lessons / on-line tutorials
• Tools
• References
• Resources
• Projects
• Activities (Hot-lists, Scrap-books, Treasure Hunts, Samplers and WebQuests)

Decide which of March's 7 "applications" is being described. Match the application and the description.

Web Site Evaluation Checklist
(for students collecting resources for a research paper)

Things to know and do:

1. You should not start your research by looking on the Web with a search engine.  You should collect some background knowledge first by looking at sources in the library.  An encyclopedia or Wikipedia can be used.
2. You should only use articles that you can read and understand well.
3. Anyone can put articles on the Web from university professors to primary school students. Be careful!
4. Information you find on the Web may not be true.  It may also be biased (someone's opinion).  If so, it is very important to find opinions on both sides of the question.
5. When you find an article, read the first and last paragraph. Then read the first sentence in each paragraph.  Don't use a dictionary.  Do you understand the main ideas of the article?  If not, don't use the article.

Answer the following questions "yes" or "no".  If you have more than 3 "No" answers, do not use the information in the article in your research paper.

Objectivity/Advocacy:

Some articles are written to report information objectively (without the author’s opinion). Other articles are written to “advocate” the author’s point of view, either for or against an issue.  It is okay to use advocacy articles, but you also need to find an equal number of articles from the other side’s point of view.

1. ___Is it clear to you that this article is either objective reporting or an advocacy article?        

Which is it? (check one) ___objective        ___advocacy

2.  ___Is more than one viewpoint expressed?

3. ___Can you identify the name of the organization that put up this Web site?

        Which organization is sponsoring it?

Authority:

1. ___Do you know who wrote the information on this page?  

2. ___Is there a link to contact the author?

3. ___ Is there information to show that the author is knowledgeable or an expert?

Check the URL (Web address).  A tilde (~) means the page is a personal one, not part of an organization’s official Web site.  Try putting the author’s name into Google.  See what else s/he has written.  You can also put the URL into Google.  This will show you which sites link to the page you found.

Accuracy:

1. ___ Can you tell where the author got his/her information?  Are there links to the sources?

2. ___ Is the information typed correctly, with correct grammar and spelling?

Currency:

It is important to have up-to-date information.  Some Web sites have old information that is still useful, but if the actual Web site is not updated, you may doubt the information that is presented.

1. ___Can you find the date that this article was originally written?        Date:

2. ___Can you find the date that this article was put on the Web?        Date:

3. ___Can you find the date that this article was revised?

4. ___Click on three links in the text (if there are links in the text).  Are all the links working?

Coverage:

Some Web sites are collections of links to other Web sites.  They are useful, but they not considered a “source” of information for your paper.  

1. ___Does this Web site contain original information?

2. ___Does this article contain information that will help you with your paper?

Holidays, Calendars, American history

Diversity Calendar

http://www3.kumc.edu/diversity/

http://www.arborday.org/arborday/

...an easy-to-use site which is "a daybook of holidays and celebrations around the world

http://www.earthcalendar.net/index.php

http://www.columbusnavigation.com/

http://www.webexhibits.org/calendars/

a content-rich site with information about the history of calendars, the various calendars in use and not in use, and much more
 

http://www.stormfax.com/ghogday.htm

a single page with the history of this holiday and the shadow results for the last 100 years
 

http://www.theideabox.com/

activities and crafts for all through the year
 

http://kch-shkola-22008.narod.ru/

http://www.kn.att.com/wired/fil/pages/listholidayski.html

1. My Scenario: "The Time Machine". For students of 13-14 years of age.

2. http://pbskids.org/stantonanthony/day_in_life.html

3. Imagine that you've got a machine that can take you back into the past. Are you ready to walk a mile in someone else’s shoes? What it would be like to live in another time, in another place, as some other person. How would your life be the same or different compared to today? See how you would survive a day in the life of one of these nineteenth-century boys and girls. And then present your experience in the form of a poster or a PowerPoint presentation.

        Questions to Guide You:

• In what kind of house would you and your family live?
• What would your work day be like?
• What kinds of games would you have played?
• What kind of education would you receive?
• How might you have celebrated your emancipation?

Explore the page about kids' rights and make up a  list of the most important kids' rights.

4. The objectives for using this Scenario is developing students' complex communicative language skills and widening their crosscultural knowledge. Students may work individually or in groups of 2-3 providing all the alternatives are covered. After their investigation they are to present the results graphically and speak about it in class. They are also to explore the page about kids' rights and decide what the most important rights are. Finally they may produce the list of kids' Rights and stick it somewhere in the classroom.