Alan

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 Pequea Valley Elementary Band =====  Web 2.0 Final Project  Allen Apgar  October 23, 2010  __ Lesson Plan __ ** Lesson Essential Question ** :  · What is the purpose of the Band Wiki?  · What do students need to learn to be able to answer the Essential Question?  o Assessment Prompt 1: What is the web address?  o Assessment Prompt 2: Do I have an account or know how to make one?  o Assessment Prompt 3: What are the proper items to add to the site?  o Assessment Prompt 4: What does collaboration mean? ** Activating Strategy ** :  · KWL - Wikis  · Key vocabulary to preview: Wiki, collaboration, Menu, Navigation Bar, link, Widget, embed ** Teaching Strategies: **  · Instruction: ** AP: ** What are the proper items to add to the site? Assignment and/or Assessment: Each student will open and review one link or video presently on the site. Then the students will add at least one additional link or embedded item to their instrument-grouping page. <span style="mso-layout-grid-align: none; mso-list: l2 level1 lfo4; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · Extending Thinking Activity: Classifying and Categorizing - Media type and impact on site. ** Summarizing Strategy ** : <span style="mso-layout-grid-align: none; mso-list: l2 level1 lfo4; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · Plus-Minus-Intriguing <span style="mso-layout-grid-align: none; mso-list: l2 level1 lfo4; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · Resources and Materials: wikispaces.com; SMARTBoard presentation file, Computer Cart, flexibility Time (in days): <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none; text-indent: .5in;"> 2

<span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">__ Lesson Narrative __

After completing the ETC 2010 Web 2.0 Class, I went home and took a long look at what I could include in an elementary band class that would have a lasting effect on the program, and not just a quick project to complete this requirement. After looking at a few examples, good and bad, I finally settled on a Wiki for the Elementary Band. I brought my proposal to the principal in both of the buildings, because I intend to have collaboration from the students on both sides of the district on one Wiki, and was given permission to proceed I then sat down and took a long look at what I thought I might be able to do with this project. As I developed the lesson, I started asking the students leading questions about: collaboration, what would be cool to be part of band, how can we use tech in band, and do you what a Web 2.0 tool is. This was all done in hopes of gaining a working knowledge of my students Web 2.0 aptitude. I also began promoting the idea with little “commercials” like “wouldn’t it be cool if we could make something that improved our band and was available to share with other elementary bands?” Then in the end of September I gave an introductory lesson about “what is a Wiki.” That proved very informative, especially for me. I found out immediately that many of the students did not know what a Wiki really was. They did not understand how they were going to collaborate. And I even got a phone call about it being nothing more that “Facebook” for school. My heart was a little disappointed. Over the next six days I regrouped, and prepared for the second half of the planned lesson using the laptop cart during band rehearsal to actually let them add information to our Wiki. Along the way I also took a couple of parent calls: why this was important to the band class, why does my child needed a login to participate, will we need to pay for this, and my favorite, isn’t this just like Facebook, who will be able to communicate with them? I did send out an email explaining the class goal for the Wiki and it’s use in class this year, but as I discovered the parents were very fearful of their child being in a vulnerable place that would share too much sensitive information. I did set up the wiki so that the students were either going to use first name and last initial or first initial last name, and it is set up to be publicly viewed but only members can edit pages and leave comments. Day #2 – the laptop cart. The first thing I noticed the day we had the laptop cart was the energy and engagement in the room. There was a buzz about band and I get the feeling that when things get rolling it is going to be a wonderful place for my kids to present/display their talent to a larger audience. I had a frustrating experience at Paradise, when we went to start the lesson a message popped up from wikispaces, “offline for the next hour for maintenance.” That was a big downer! The kids didn’t get to do any editing on the site, we spent half of the class looking at and evaluating information that could be included in the wiki. Good chance to extend and refine the idea of the content, but very frustrating that we could not upload and add to it that day. The Salisbury experience with the laptop cart was much different. I had a room of engaged students feverishly trying to find suitable content to add to the wiki. I had a few students recording in my office and locker room to edit and upload (not done yet….). It was really encouraging to see their energy and help them start to build this collaborative learning environment. Where do I go from here? Well, I have committed to my students and myself to sign out the laptops once a month and spend at least 30 minutes updating our space together. I have watched students refine performances and had them ask, “Do you think this could be good enough to post as an example.” I also see great potential to connect with other bands and start a cooperative experience there. What did I learn? Was it successful? I can say that I learned a lot after these first two lessons were taught. One of the largest lessons was you couldn’t assume that the students have the best handle on Web 2.0 applications. I also realized that just because they have seen a wiki, it does not mean they know how to use a wiki. The kids are social by nature and they had a misconception that this was going to be a social event. I need to make sure I do a better job outlining/explaining the idea next year. I also found that using the laptop cart was a problem. I was the first person to check it out this year and many of the computers were not ready to login. Updates had not been performed and many of the computers were not fully charged; the students and teacher were quickly frustrated by the “failure” of the technology. I have included below a list of the standards I used (or had in mind) as I developed and taught the Acquisition lesson for using a Wiki in 5th Grade Band at Pequea Valley School District this year. District Standards <span style="margin-left: .5in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> This course is designed to provide traditional instrumental instruction to students on a variety of standard band instruments. Our goals are to achieve a characteristic sound quality using: proper embouchure, articulation, posture and technique. Students in the larger ensemble will be focusing on: independent playing, implementing proper sound qualities for their particular instrument and learning a variety of musical styles. The students will: · Execute the basic elements of musicianship: including defining basic terms and performing terms written in musical selections and exercise, and definitions of the following: various dynamic markings, appropriate tempo markings, articulations and phrasing markings. · Perform in ensembles, both large and small: Using proper rehearsal techniques, independent playing, simple sight-reading, proper instrument tuning and correct stage deportment, as well as performing simple rhythm patterns independently for the teacher. NETS - Student ** 1.  ** ** Creativity and Innovation ** <span style="margin-bottom: .1pt; margin-left: .5in; margin-right: 0in; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: .5in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"> Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ** 2.  ** ** Communication and Collaboration ** <span style="margin-bottom: .1pt; margin-left: .5in; margin-right: 0in; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: .5in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"> Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ** 3.  ** ** Research and Information Fluency ** <span style="margin-bottom: .1pt; margin-left: .5in; margin-right: 0in; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: .5in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"> Students apply digital tools to gather, evaluate, and use information. Students: ** 4.  ** ** Critical Thinking, Problem Solving, and Decision Making ** <span style="margin-bottom: .1pt; margin-left: .5in; margin-right: 0in; margin-top: .1pt; mso-para-margin-bottom: .01gd; mso-para-margin-left: .5in; mso-para-margin-right: 0in; mso-para-margin-top: .01gd;"> Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ** 5.  ** ** Digital Citizenship ** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ** 6.  ** ** Technology Operations and Concepts ** Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;">__ Student Work __ <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> = http://pvelemband.wikispaces.com/ =
 * a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * b. || communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * d. || contribute to project teams to produce original works or solve problems. ||
 * a. || plan strategies to guide inquiry. ||
 * b. || locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * a. || identify and define authentic problems and significant questions for investigation. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. ||
 * a. || advocate and practice safe, legal, and responsible use of information and technology. ||
 * b. || exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * d. || exhibit leadership for digital citizenship. ||
 * a. || understand and use technology systems. ||
 * b. || select and use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||

<span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> The Wiki experience is a first for many of the PV students. I have found out, as we continue to work on this, that they had very little prior knowledge of a Wiki and we are constructing learning as we go. There are good things in this scenario, they are not necessarily tied to “prior expectations/habits” with the technology, but it also means that I have not gotten the creative level of work I had hoped for. It is going to be a large investment into this project, but I think that the return will be well worth it! <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> I am spending a lot of time teaching remembering, understanding, applying and analyzing. __ Student Expectations __ <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> I began the year expecting that my 5th Graders had at least been exposed to a Wiki, and that some had collaborated on one before. My goal was therefore to have participation by most students at the evaluating and creating levels of the Digital Bloom’s taxonomy, minimally at the Analysis for all (A. Church-2008). <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> Wow – was I surprised. I ended up finding out through the introductory lesson that all but 2 students had never seen a Wiki (excluding Wikipedia) and most thought that it was just going to be a “social network” for school. I quickly had to revise my expectation, for the first half of the year, to focus on Understanding and Applying basic computer knowledge and “good global citizenship.” <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> We are slowly gaining understanding of: copyright material; using links (and citing sources) for quality information and tools; and being good global citizens. I have the feeling that if I can accomplish this that is can be used by other faculty to promote similar activities (i.e. Wikis) in their classes and decrease the need for them to focus on teaching these lower level skills, so that they can create for the world to see. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> My students’ understanding today is a little more advanced. But I still feel that I am answering many basic questions about understanding and the collaboration goal of the Wiki, with regards to band class. <span style="mso-layout-grid-align: none; mso-pagination: none; tab-stops: 28.0pt 56.0pt 84.0pt 112.0pt 140.0pt 168.0pt 196.0pt 224.0pt 3.5in 280.0pt 308.0pt 336.0pt; text-autospace: none;"> __ Scoring Rubric/Grading __ This Wiki, like the Elementary Band at Pequea Valley, is not graded. I have instructed the students that work that is not conducive to the improvement of our performance ensemble would be questioned and/or removed at the teacher’s discretion.

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