"In all honesty, it's the best course I've ever taken.
It's like night and day. Someone turned on the light when I took this
course as to what teaching should be all about in its delivery. . . ." -- urban New Jersey LInC participant |
Building a Knowledge Base Creating a Project Modeling Engaged Learning and Effective Internet Use
Construct engaged learning and effective tech use
from best learning experiencesExperience tech-supported engaged learning
first-hand from student's perspectiveRead and discuss NCREL's Plugging In
Analyze projects (big picture)
Explore key elements of projects and sample hooks
View a modeled project proposal discussion and
proposal feedback cycleDiscuss and improve sample project proposals
"I have learned SOOO much. . . . As a 50+ non-mechanically inclined
female, I feel you all have opened some fantastic doors for me. I can't
wait to begin the project with kids next week. I can't imagine doing the
project without the Internet. . . ." -- suburban New Jersey LInC participant |
Brainstorm standards-based topics
Write two proposals using guiding questions
Revise proposal(s)
Select final proposal, expand into presentation page
Write a scenario
Create the assessment and evaluation
Create student pages
Ongoing: sharing, reflection, self-evaluation, peer review,
facilitator feedback, and assessment via rubrics
Author: LInC LeadersAuthentic task is creating a project for/with students.
Facilitator is coach and guide.
Participants work in collaborative teams.
Participants request breakout groups to direct their learning.
Discussion groups are formed and varied throughout course.
Past experience is valued and built-upon.
Participants regularly reflect, self-assess and share ideas.
Technology is used to communicate, collaborate, research and publish.
Technology is learned only as needed to complete projects.
Assessment is performance-based and ongoing.
Each course is tailored to individual learning needs and preferences.