DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK
Learning Experience by Sally
Taibe,
Member of the
LEARNING
CONTEXT:
This Learning Experience is within the context of a course
taught via Distance Learning. That is, I
teach six students in my local classroom in Warrensburg (the local school) and
six students fifty miles to the north in Newcomb school district (the remote
school). (See Figure 1.) Instruction is by means of two-way interactive
simultaneous closed-circuit television transmission. Both locations have individual student desks
equipped with microphones, a student camera which transmits student images, fax
machines, telephones, two videocassette recorders, and an overhead document
camera. (See Figures 2 and 3.) Each site
may use any of the equipment at any time during class. Locally, as the host site, I am equipped with
an additional camera called a teacher camera.
Each site has a classroom aide permanently assigned for technical and
disciplinary assistance.
The purpose of this learning experience is to encourage
students to seek information regarding various issues related to child
development ages and stages and to parenting practices. The Learning Experience focuses on gathering
and sharing information through Internet sources. Students analyze Internet
information and apply the information in a persuasive essay and game
presentation. It must be related to what
has been learned about child development and parenting practices in earlier
classes. Each student must submit a persuasive essay to me at my school
district e-mail address. Students are required to make an attachment and create
a link to their resources. This Learning Experience is from the module “Understanding and Relating to Younger Children” in a
Human Development course, but may be used in any course that meets the
parenting requirement by including child development.
Students should be familiar with word processing, use of the
Internet, and e-mail. Presentations are
facilitated by familiarity with the use of standard equipment in the Distance
Learning Room. Before students are
assigned this project, they should know about child development prior to
puberty (including fetal development, if possible), the theories of Maslow,
Piaget, and Havinghurst. The various
areas of development, including physical, social, emotional, and intellectual,
should be understood. Knowledge regarding writing a persuasive essay is
important, and time should be made in the learning experience to teach students
should they not know how to do this. Most students are familiar with television
game shows, so knowing how to play the game ahead of time hastens the modeling
of this learning experience.
PROCEDURE:
1.
Decide when to introduce the Learning Experience to
the students. It should follow units on
prenatal development, child development, the four areas of development
(physical, social, emotional, and intellectual), and theories on development:
Piaget, Maslow, and Havinghurst.
2.
Plan the project, activities, and assessments that
must be ready for presentation to students.
Include an exemplar for students to assess. The Learning Standards and Performance
Indicators Chart and the Scope of Content/Understandings will guide the
Learning Experience design.
3.
Distribute Distance Learning Student Contracts and
parent release forms for student and parent signatures.
4.
Make up a student roster. Ask students to provide their telephone and
e-mail addresses, so that they may contact each other during the school term,
if necessary. Students are NOT required to provide this
information, but most are compliant. Include your school phone number and
e-mail address. Distribute to local students
and fax a copy to the remote classroom.
5.
Make arrangements with the Distance Learning network
to reverse a transmission. Make
arrangements with your building administrator and check with the remote school
to arrange for a visitation. Plan to
visit and teach one class at the remote school, broadcasting to your local
students. This is always important when teaching a Distance Learning
class. It is even more important to do
this before assigning a large project, so the remote students meet you in person
and get to know you better.
6.
Confirm with computer coordinators at both local and
remote schools that a computer lab and a computer instructor is available for
your class period at each site. Make a
reservation for that time.
7.
When ready to implement the Learning Experience,
follow Sequential Plan provided in this packet. (See Appendix 2.)
8.
Present project and teacher exemplar to the students.
Include the rubric and graphic organizers. Have students score the
exemplar project.
9.
Display a video clip from the television game for
students unfamiliar with format. Alternately, you may model and videotape the
game based on the exemplar for students who are unfamiliar with the game or
absent the day it is presented to class. Prepare students for the presentation
so they know that they must defend the correct answers as well as explaining
the reasons why the other choices are incorrect.
10. Allow
students to become familiar with e-mail by assigning a date that they are to
e-mail you with the link to their primary articles. This should be due a few
days before the project is due.
11. Following
the class for computer work, instruction related to the child development unit
may continue. This allows students to
ask questions and to e-mail you regarding problems. Any absent students have time to catch up,
and any snags in the plans may be addressed.
12. Return
graded projects to students and discuss with them. Include the reflection questions and tell
them to e-mail you with their suggestions/comments regarding the Learning
Experience.
13. As
students do not have access to the teacher’s computer files, the teacher will
compose an information sheet of web addresses submitted by students as a
resource for community members. This is faxed to the remote school and
delivered to the local school for availability in the Guidance Office.
INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS:
·
Any schools involved in Distance Learning must have a
Distance Learning room and a link to each other. Usually, this is arranged in advance by
scheduling an entire 20-week course on the Distance Learning Network prior to
the start of the school year.
·
Despite this Learning Experience being designed for a
Distance Learning Facility, it may be easily be adapted to a traditional
classroom, maintaining computer usage.
·
Special needs students may require extended time or
support services to complete the Learning Experience.
·
A computer laboratory or a library/media center would
facilitate completion of this task.
TIME
REQUIRED:
Planning and preparation
by the teacher will vary according to his/her experience with designing
rubrics, familiarity with computer programs, use of the Internet, and
experience as a Distance Learning instructor.
Extra planning is always necessary when teaching over the Distance
Learning Network as compared to a traditional classroom. Time must also be allowed for technical
snags, such as a server being down, or the Distance Learning telephone links
being temporarily out of service.
Class time should be provided to instruct students in the
use of Distance Learning technology, and computer lab usage and technology.
Students need to plan on working on this project out of class, and the teacher
may need to provide them with a way to access a computer.
Class time will need to be scheduled for explaining the
Learning Experience, examining an exemplar, discussing and editing the rubric
with the students, communicating with students who raise concerns or questions,
and assessing student work. For student
presentations, allow one period of classroom instruction time for 3 students on
the first day or two. After two days, 4
students may be scheduled per day.
Human Development is a 20-week class. The Sequential Plan
allows for 9 days of instruction time.
Each class period is 40 minutes, but when teaching a Distance Learning
class, actual instruction time is about 35 minutes. It is necessary for the teacher and local
students to engage in some small talk with the remote students in order to
establish a feeling of community before beginning each day.
RESOURCES:
Distance Learning facilities, scheduled class time on the
Distance Learning network, and a teacher trained in Distance Learning
methodology are required if more than one school district participates in this
class. Whether or not one or more school
districts participate, computers and access to the Internet are a must. Other possible resources include:
·
Computer coordinator or instructor to teach students
to use computer technology
·
Student packets
·
Exemplar packet
·
Teacher packet
·
Transportation to remote school, if necessary
·
Student contracts and release forms
ASSESSMENT
PLAN:
The basic rubric is provided. Teachers may modify it according to the game
played or the specific essay assigned.
The teacher observes and checks student understanding of the assignment
and rubric when students are assessing the exemplar. Student feedback and comments are welcomed at
this time, so that a revised rubric may be distributed and/or faxed before the
project is due. Observation and
videotaping of student presentations, evaluation of graphic organizer, the game
sheet, and the essay are all included on the rubric.
Student comfort with technology is checked when e-mailing
the teacher with a practice attachment and link. Later, the students must e-mail the teacher
with the address of their primary resources.
This is when the teacher can monitor and adjust the assignment as
needed. Immediate feedback may be given
to students on a personal, confidential, and convenient level via e-mail. When the student e-mails with a link, or the
beginning of an essay, the teacher can respond quickly, and the student may
make adjustments before turning in the final product.
TEACHER
REFLECTION:
This is my fourth year as a Distance Learning teacher. Since the rooms were designed to support a
mostly lecture format, I am always looking for a way to update and actively
involve students in the learning process.
It occurred to me that I could easily address the Family and Consumer
Sciences and Health standards by traditional projects, but I wanted to make the
students more enthusiastic about the project.
Incorporation of the English Language Arts and Career Development
standards by use of computer technology seemed a challenging and interesting
way to accomplish this. My students
adapted quickly to the sophistication of a Distance Learning class. It seemed
quite natural to extend the student interest in technology to this Learning
Experience. Since many college professors are now requiring students to submit
papers via e-mail, it seemed a good idea to give them such an experience before
leaving for college. Personally, I liked working with students this way, and plan to
assign similar Learning Experiences to be submitted via e-mail. The advantages
of students submitting projects via e-mail are many: immediate, convenient,
confidential and private conferencing and feedback. As a result of this
technology and methodology, the final projects were of higher quality than
those of the past. All students at both sites submitted this project. Student
feedback was positive. I also teach a 20 week Adolescent Psychology class to
Warrensburg, Newcomb and one other school district 45 miles to the south of
here. I plan to assign similar project
for this class too.
In planning this Learning Experience, I learned that many of
my peers do not yet use rubrics, but they expressed an interest in seeing the
final product. It seems that teachers
need an exemplar, too. Using a rubric is
very helpful in assessing student work.
The expectations are clear, and there are no surprises when projects are
returned to students. I have also
discovered that one always needs to plan extra time for Distance Learning
assignments. The remote computer
coordinator was absent on the scheduled day in the lab, and a substitute had to
fill in. Flexibility is the key, so I
had to allow some students to fax the entire assignment, and then to e-mail it
at a later date.
A concern that I have for all classes I teach is how to make
each experience real and hands on. This Learning Experience is dovetailed with
volunteer work involving younger children. By alternating the units this way,
the students learn to put theory into practice. I recommend linking this
Learning Experience to some Lab time or other activity involving younger
children.
Planned
changes in future assignments of this project:
·
Use the class roster to set up a mailing group on
Outlook Express. The class can be conveniently contacted this way.
·
E-mail the student packet to each student instead of
distributing hard copies of the assignment. Doing so, will enable me to set up
hyperlinks to the suggested web sites, modeling the way the students will
submit their projects. It also shows students how convenient it is to use
links.
·
Include in the Student Packet a guide to evaluating
Internet information. It may be necessary to review and discuss this guide in
class.
·
Schedule an extra day working in the computer lab,
because the students expressed a need for extra computer time.
·
Require students to send me their links on the second
computer workday.
·
Require the graphic organizer and opening paragraph
be submitted a few days before the actual project is due. This prevents procrastination
and helps students to clarify their thoughts.
·
Change the rubric by adding three additional strips.
I plan to include a strip evaluating writing skills, spelling, and mechanics,
another strip scoring for punctuality, in project submission, and finally a
third strip that evaluates use of technology. Then it will be possible to
remove use of technology from the “Personal Reflection” and the “Response”
strips on the rubric.
Karen Hurst, a certified Foreign Language and English
Language Arts teacher in Warrensburg school district, reviewed this learning
experience. She was my peer coach prior
to this year, and we have developed a good collaborative professional
relationship. Additionally, Pat Loncto reviewed this Learning Experience as a
part of the development of the Parenting Scope of Learning for the Parenting
Requirement for graduation.
RUBRIC FOR
DIFFERENT AGES, STAGES, AND PAGES: A PARENTING HYPERLINK
DIMENSIONS
|
4 |
3 |
2 |
1 |
SCORE
|
|
GRAPHIC ORGANIZER: The degree to which student uses organizers to plan essay. (fax) Standard: ELA 1A, ELA 1C |
Essay organizer is complete with data from the primary
article and secondary article. Supporting opinions reflect the information
from the articles. Several ideas organized logically. |
Accurate use of information using paraphrasing from
primary article. Some ideas organized in a logical way. |
Simply lists ideas from article. Verbatim text and incomplete
information. Includes vaguely related issues. Few ideas organized on chart. |
Essay organizer is illogical or out of sequence. Bears
little relationship to issue. One idea is supported. |
_____X1 |
|
CONTENT QUESTIONS on the graphic organizer: the degree to which
student developed appropriate questions reflecting article content. (fax) Standard:
FCS 2A, H 1A, ELA 3A, ELA 1C |
Appropriate number of questions. Accurate questions
reflecting information from the primary article. Content is pertinent to
issue. Questions and distracters are challenging. |
Less than required number of questions submitted.
Incorporates specifics related to article that address the main ideas raised
in the primary article. Some questions may dwell on lesser points raised.
Information is accurate. Questions and distracters are of appropriate
difficulty. |
Half the number of questions submitted. Incorporates
generalities or ideas vaguely related to issues from primary article. Some inaccuracies in information. Questions
or distracters are simplistic. |
One question submitted. Content is unrelated to issues
raised in primary article. Errors in
content. Questions or distracters have no relationship to article. |
_____X2 |
|
RESPONSE to article on Child Development article: The degree to which the student demonstrates an understanding of the issue
raised in the article.(ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a6A, ELA 1A, ELA
1E, ELA 3B |
Opinions effectively communicate and enhance an
understanding of issue related to child development from several positions.
References to primary and secondary articles are appropriate. Interpretation
and analysis of issues are accurate. Organized response is convincing. All
sources properly cited and linked to essay. |
Supports interpretation with appropriate argument and
supporting citations from primary article.
Discusses all the salient information, making connections to prior
knowledge. Proper citation and one link to primary source. |
Essay has only minimal organization. Considers only one
aspect of the issue raised in the primary article. Incomplete citation, and
improperly linked to essay. |
Presentation lacks organization. References to issues have little relevance
to article or incorrectly interpret the article. Does not address the main issue of the
article. Incorrect or inaccurate citation. No link created to document. |
____X2 |
|
PERSONAL REFLECTION on the issues in the article. The degree to which
student expresses and supports an opinion relative to the article. (ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a5A, CDOS 3a6A, ELA 3A, ELA 1D, ELA 1E |
Opinions are supported citing
and quoting points raised in primary article and secondary resources. Opposing arguments are addressed clearly,
fairly, and assertively. Personal experiences are used as a reference.
Clearly applied to current parenting practices and reflects on its future
application. Essay sent as an attachment. |
Expresses a well-defined position, using evidence from the
primary article to support opinion. Position is plausible using adequate
evidence. Student addresses current or anticipated parenting practices making
distinctions about the relative value of ideas. Essay sent as e-mail message
without attachment. |
Offers general position. Uses generalities to support
position. Limited evidence from the primary source is applied to form opinion.
Reflection states preferred current or anticipated parenting practices with
some explanation of position. Essay faxed instead of e-mailed. |
Position is vague or brief with unrelated general
statements. View on issue is ambiguous. Statements tend to ramble. Reflection
is partially developed. Current parenting or anticipated is nominally
mentioned or missing. Essay sent through |
____X2 |
|
ORAL PRESENTATION: the effectiveness of presentation demeanor and
the degree to which the student engages audience Standard:
ELA 1A |
Audience is engaged completely, and participating in
game/discussion. Student is calm, knowledgeable, and professional in
demeanor. Articulates well. Behavior enhances learning. |
Audience is attentive. Student appears comfortable. May
lack knowledge on some points. Clearly communicates information. Behavior
does not interfere with learning. |
Audience participation is spotty. Student is nervous or lacking knowledge on many
points. Appears disinterested. Has difficulty explaining information. Asks
yes/no questions. |
Speaking is difficult to discern too quiet, mumbles.
Audience is disinterested. Student’s recollection of information is spotty.
Makes up information. Appears distracted and/or disinterested. |
____X1 |
DIFFERENT AGES, STAGES, AND PAGES:
A PARENTING HYPERLINK
STUDENT PACKET
CHILD DEVELOPMENT ASSIGNMENT:
DIFFERENT AGES, STAGES, AND PAGES: A
PARENTING HYPERLINK
DUE DATE:
OVERVIEW:
Each student is to conduct an online search regarding an
issue related to a child development issue.
(If it is not possible to go online, the following may be substituted: a
book, a 2 page magazine or newspaper article, viewing of a non-fictional
videotape, viewing and taping a television documentary, or creating a bulletin
board to inform peers about an issue.) This project must be submitted by the
end of first period on the day this project is due. It must be e-mailed to me at my address: taibes@wcsd.org
along with a link to your online source of information. (If school rules require it, you must use
your own school account.) If your
information is not from an online source, then you may scan the hard copy of
the article, and create an attachment to e-mail to me. If your server is down, you may bring a hard
copy of the project to class, and fax it to me just as class is beginning. The
rubric for grading is enclosed.
REQUIREMENTS:
1.
Send as an attachment
via e-mail a written two page persuasive essay that explains and supports
your opinion of the article in relationship to current parenting practices
reflecting upon how you think this issue may influence your parenting
practices.
2.
Fax to me a
completed graphic organizer that outlines your reasoning and opinions
(organizer is enclosed).
3.
Create a link to
the article so that I may access it. If necessary, make an attachment or fax the article to me. Secondary sources must have a
complete citation.
4.
Fax enclosed
sheets completed for the game “Who Wants to be a Millionaire?”
5.
Be the host of “Who Wants to be a Millionaire?” as
your oral presentation.
6.
Submit any videos or books used as a reference.
TOPICS YOU
MAY REPORT ON:
You may include topics covered in class or other topics that
affect young children, infants and babies, and preteens. You may
NOT include materials already
viewed and used previously in class.
TOPIC
SUGGESTIONS:
You may report on, but
should not be limited to, any of the following: discipline, early learning,
child abuse, the effect of sibling births, illness, AIDS, divorce and children,
school related issues, sports and children, day care issues, competition, teen
parenting and young children, adoption, multiple birth issues, religious
upbringing, traditions, children’s fears and/or problems, friendship, computer
access and children, etc.
SUGGESTED WEBSITES:
You must
email me with your topic by Monday, October 23 at the close of school. You may input “parenting” on a search engine
or any other topic related to your issue.
You may also try some of the following:
www.wnyt.com www.parentsplace.com
www.pueblo.gsa.gov www.family.com
www.parenttime.com www.parenthoodweb.com
A QUICK GUIDE TO WRITING A PERSUASIVE ESSAY
Preparing a persuasive
essay is much like preparing for a debate.
You study an issue from different perspectives. You then establish your main argument and
gather your support. You also plan a strategy to counter the opposition, and so
on. When you write your essay, always keep your silent debating opponent in
mind; never let this person gain an advantage. All persuasive writing shares
the following characteristics:
STARTING
POINT: Persuasive writing begins with a strong feeling you have about
an important issue, one about which there are differing opinions. State your
opinion and give reasons for it.
PURPOSE: Your goal
is to convince readers to agree with your argument (or to accept its validity).
FORM: Most
persuasive writing follows a predictable pattern: An opinion is expressed and
fully supported. Opposing arguments are addressed. Then, in closing, the
opinion is reasserted. Most persuasive essays work best if your strongest
argument is stated first, followed by your weakest, and finally supported by
your second best argument.
AUDIENCE: Always
have a clear sense of your readers, whether you are addressing your writing
peers or a more general audience. What do they already know about the subject?
What objections may they have to your opinion?
VOICE: Speak with
confidence and assurance, but also be reasonable and fair in your comments.
This will help you gain the confidence of your readers.
POINT OF
VIEW: Use the third person (he, she, and they) in most of your
persuasive writing. However, in personal commentaries and persuasive essays
stemming from direct experience, the first person (I) may be appropriate.
CONCLUDE: Restate
the issue and your opinion of it.
PERSUASIVE
ESSAY GRAPHIC ORGANIZER
DIMENSIONS
|
4 |
3 |
2 |
1 |
SCORE
|
|
GRAPHIC ORGANIZER: The degree to which student uses organizers to plan essay. (fax) Standard ELA 1A, ELA 1C |
Essay organizer is complete with data from the primary
article and secondary article. Supporting opinions reflect the information from
the articles. Several ideas organized logically. |
Accurate use of information using paraphrasing from
primary article. Some ideas organized in a logical way. |
Simply lists ideas from article. Verbatim text and
incomplete information. Includes vaguely related issues. Few ideas organized
on chart. |
Essay organizer is illogical or out of sequence. Bears
little relationship to issue. One idea is supported. |
_____X1 |
|
CONTENT QUESTIONS on the graphic organizer: the degree to which
student developed appropriate questions reflecting article content. (fax) Standard:
FCS 2A, H 1A, ELA 3A |
Appropriate number of questions. Accurate questions
reflecting information from the primary article. Content is pertinent to issue.
Questions and distracters are challenging. |
Less than required number of questions submitted.
Incorporates specifics related to article that address the main ideas raised
in the primary article. Some questions may dwell on lesser points raised.
Information is accurate. Questions and distracters are of appropriate
difficulty. |
Half the number of questions submitted. Incorporates
generalities or ideas vaguely related to issues from primary article. Some inaccuracies in information. Questions
or distracters are simplistic. |
One question submitted. Content is unrelated to issues
raised in primary article. Errors in
content. Questions or distracters have no relationship to article. |
_____X2 |
|
RESPONSE to article on Child Development article: The degree to which the student demonstrates an understanding of the issue
raised in the article.(ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a6A, ELA 1A, ELA
1E, ELA 3B |
Opinions effectively communicate and enhance an understanding
of issue related to child development from several positions. References to
primary and secondary articles are appropriate. Interpretation and analysis
of issues are accurate. Organized response is convincing. All sources
properly cited and linked to essay. |
Supports interpretation with appropriate argument and
supporting citations from primary article.
Discusses all the salient information, making connections to prior
knowledge. Proper citation and one link to primary source. |
Essay has only minimal organization. Considers only one
aspect of the issue raised in the primary article. Incomplete citation, and
improperly linked to essay. |
Presentation lacks organization. References to issues have little relevance
to article or incorrectly interpret the article. Does not address the main issue of the
article. Incorrect or inaccurate citation. No link created to document. |
____X2 |
|
PERSONAL REFLECTION on the issues in the article. The degree to which
student expresses and supports an opinion relative to the article. (ESSAY: email) Standard: FCS 2A, H 1A, CDOS 3a2A, CDOS 3a5A, CDOS 3a6A, ELA 3A, ELA 1D, ELA
1E |
Opinions are supported citing
and quoting points raised in primary article and secondary resources. Opposing arguments are addressed clearly,
fairly, and assertively. Personal experiences are used as a reference.
Clearly applied to current parenting practices and reflects on its future
application. Essay sent as an
attachment. |
Expresses a well-defined position, using evidence from the
primary article to support opinion. Position is plausible using adequate
evidence. Student addresses current or anticipated parenting practices making
distinctions about the relative value of ideas. Essay sent as e-mail message
without attachment. |
Offers general position. Uses generalities to support
position. Limited evidence from the primary source is applied to form
opinion. Reflection states preferred current or anticipated parenting
practices with some explanation of position. Essay faxed instead of e-mailed. |
Position is vague or brief with unrelated general
statements. View on issue is ambiguous. Statements tend to ramble. Reflection
is partially developed. Current parenting or anticipated is nominally
mentioned or missing. Essay sent through |
____X2 |
|
ORAL PRESENTATION: the effectiveness of presentation demeanor and
the degree to which the student engages audience Standard:
ELA 1A |
Audience is engaged completely, and participating in
game/discussion. Student is calm, knowledgeable, and professional in
demeanor. Articulates well. Behavior enhances learning. |
Audience is attentive. Student appears comfortable. May
lack knowledge on some points. Clearly communicates information. Behavior
does not interfere with learning. |
Audience participation is spotty. Student is nervous or lacking knowledge on
many points. Appears disinterested. Has difficulty explaining information.
Asks yes/no questions. |
Speaking is difficult to discern too quiet, mumbles.
Audience is disinterested. Student’s recollection of information is spotty.
Makes up information. Appears distracted and/or disinterested. |
_____X1 |
COMMENTS:
