Executive Summary
In this paper several issues have been explored and recommendations made. Copyright, Security, access and validity issues have been raised and addressed. Most seriously affected by these issues is Schools. We want our students to access information and use it to create new ideas. We want them safe. We want them to have access to information they need and hope they know how to chose their sources well and wisely. It is our job to implement training, activities and safeguards that will enable our student to access the information highway and exploit it for our future.
Copyright and Fair Use
Both Schools and Business must make themselves aware of copyrights, Fair Use and the Teach Act are for protection of intellectual domain. Copyright includes protection of; Print/Text, Films, Movies, Pictures, Images, Music and Sounds. The reason we have copyright laws is so that an individual can earn money from their work and get paid by others for using it. Copyright originally only lasted 14 years, but has been extended to the originators life plus 70 years and a day after that it becomes public domain. Works published by the U.S. Federal Government regardless of publication date are automatically public domain. Materials that are in the Public Domain are free to use in any capacity.
The Fair Use law keeps works available to others in order to generate new ideas through education. Teachers and schools have a right to this material. There are several ways to use Copyrighted works legally. "Fair use" protects both the owner of copyrighted material from financial damage and the rights of the public to limited use of copyrighted material. Fair Use allows limited use of copyrighted material without requiring permission from the rights holders. There are four factors to be considered in determining whether or not a particular use is fair:
• The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes;
• The nature of the copyrighted work;
• The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
• The effect of the use upon the potential market for or value of the copyrighted work.
Teachers and students should be knowledgeable about what is “Fair Use” and what is copyright infringement. Another law to protect the public right to new ideas is The “Technology, Education, and Copyright Harmonization Act”, (TEACH ACT). This expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. But there is still a considerable gap between what the statute authorizes for face-to-face teaching and for distance education. In general the same 4 factors apply for the TEACH ACT. Unfortunately there are more prerequisites to fullfil in using the TEACH act as a legally defensible position, and it is specific for use in remote classrooms especially distance education. Even with the “22 (!) prerequisites we may be optimistic that, together with fair use, this new statute will achieve Congress' goal of facilitating the use of digital technologies in distance education.” For a handy checklist go to: http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm
for use for questions about copyright infringement.
With training and review, students and teachers can be well versed in these laws, creators will earn the money they deserve and new ideas will be born. A semi-annual review of laws and permissions over a short 1-2 hour duration will keep staff up to speed on these issues.
Accuracy and Validity
Because of the abundance of information and sources available today on the internet, you must choose the criteria used to judge the accuracy & validity of the information and sources you site in your instructional setting or research very well. There are several methods to discern valid and accurate sites. Redundancy and verifiability are two main techniques in use today. There is no replacement for diligence when citing and using web references. While many sources, such as wikipedia, are good for a general overview of a subject, they are not suitable as primary reference of research or work. Students and teachers must know the difference. Training and consistent review will be invaluable to help teachers, and students wisely select their sources for citation.
Security and Privacy
Security and Privacy is a difficult topic and one that has evolved over the years. As hackers have become more sophisticated, so too have our tools for prevention and detection become proficient. Developing acceptable use policies, and security procedures is the responsibility of technical advisors in collaboration with teachers, administrators and community members. Determining the consequences of misuses must be determined in advance.
Security and Privacy in Education are important for a well run school and district. There is no substitute for diligence on the part of staff and personnel for privacy and security issues. Attention to security protocols and assurance that students are following acceptable use policy will safeguard our children as they use the internet and technology for its many wonderful resources and services.
The Digital Divide
The digital divide does not only pertain to third world and developing countries. The US has a digital divide along racial, age and economic lines. This is diminishing the ability of the US to tap into a wealth of skill and ability.
The one-laptop per child is just one program that has been very successful in other countries and in the US. Many school districts in California spent precious Educational Technology Grant money on providing laptops for each student at a specific level.
Our Schools will be promoting computer technicians from within, training students to repair and upgrade machines thus providing their population with computers while training students for great jobs in the not so distant future. We are pro-active and have dedicated several staff members to this endeavor in a supervisory capacity.
Conclusion
There several areas affecting the use and availability of technology. In taking a pro-active stance we are anticipating problems and taking steps to train staff and students to be wise ‘consumers’ of technology. The potential is great. We will not loose opportunity by being diligent, planning and training our staff.
References list for Copyright:
Electronic Frontier Foundation (EFF). (2002). Fair Use Frequently Asked Questions (and Answers). Available online at Retrieved on July 10, 2008 from http://w2.eff.org/IP/eff_fair_use_faq.php
FindLaw Lawyer Directory. ( 2008) Chart: Fair Use or Public Domain? Retrieved on 10 July 2008 from http://smallbusiness.findlaw.com/copyright/copyright-using/public-domain-vs-fairuse.html
Heller, James S. (2002) Copyright, fair use and for-profit sector. Business Service Industry, BNET Business Network. Retrieved on 11 July 2008 from http://findarticles.com/p/articles/mi_m0FWE/is_5_6/ai_85880884
Hoffman, Ivan, (2006). ARTICLES ABOUT CORPORATE TRAINING AND ONLINE EDUCATION. Retrieved on July 11, 2008 from http://www.ivanhoffman.com/protected2.html
The University of Texas, Intellectual Property; Copyright Crash course. Retrieved on July 12, 2008 from http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm
Reference list for Accuracy and Validity:
Some websites to help us sort good from bad.
http://www.sc.edu/beaufort/library/pages/bones/lesson5.shtml
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
http://www.factcheck.org/
SEO Articles (2007). Search Engine Optimization Articles.
http://www.site-booster.com/seo-sem-articles-2007/website-assessment-criteria-link-popularity.html
TruthOrFiction
http://www.truthorfiction.com/
FactCheck.
http://www.factcheck.org/
Snopes
http://www.snopes.com/
Educational information I use
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Encyclopedia
Encyclopedia Britannica
http://www.britannica.com/
HighBeam Encyclopedia
http://www.encyclopedia.com/
Answers.com Technology. Retrieved on July 15, 2008 from http://www.answers.com/open+source?cat=technology
Open Source.org. Home Page. Received on July 15, 2008 from http://www.opensource.org/about
http://72.14.205.104/custom?q=cache:3ax8K3dxP70J:www.purdue.edu/hr/doc/OnlineResourceValidity.doc+checking+accuracy+validity+of+sources&hl=en&ct=clnk&cd=7&gl=uk&client=pub-2070091971271392
http://www.media_awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm
Reference list for Security and Privacy:
Education Technology Planning: A Guide for School Districts. (2001). California State Board of Education Press.
Monterey County Office of Education, Monterey California. To view acceptable use policy and internet service agreements see: http://www.monterey.k12.ca.us/information_tech/it_downloads.htm
Richard Akers and Harold "Buz" Lamson Moderators. (2008). Surfers Discussion Group: Security and Privacy Issues.
Appendix A P-5060
Monterey County Office of Education
Student Use of Technology
Acceptable Use Agreement
Reference for Equality and Access:
The International Center for Disability Resources on the Internet (ICDRI) http://www.icdri.org/CynthiaW/the_digital_divide.htm
The Center for Democracy and Technology (CDT) Bridging the Digital Divide:Internet Access in Central and Eastern Europe http://www.cdt.org/international/ceeaccess/countrydetail.shtml
Internet Access & the Digital Divide: Information Inequality at Local & Global Levels http://faculty.washington.edu/krumme/internet/divide.html
DCCPS: Information & Resources: Digital Divide Resources http://cancercontrol.cancer.gov/cancer_resources-digdivide.html
Special Populations Web sites
Web site from Colorado Department of Education Library Services to Diverse and Special Populations
http://www.cde.state.co.us/cdelib/diversity/Resources-Programs.htm
Special Populations.... KidSmart Early Learning Program (November, 2005) ... Building a Bridge Across the Digital Divide (November, 2000) ...
http://uwnyc.org/technews/special_populations.html
Policies Web Site
National Distance Education Centre: The Digital Divide in the EU: National Policies and Access to ICTs in the Member States
http://www.euractiv.com/en/infosociety/bridging-digital-divide-eu-policies/article-132315
NATIONAL TELECOMMUNICATIONS AND INFORMATION ADMINISTRATION FALLING THROUGH THE NET II: NEW DATA ON THE DIGITAL DIVIDE (1997)
View Report: http://www.ntia.doc.gov/ntiahome/net2/falling.html
View Charts & Graph: http://www.ntia.doc.gov/ntiahome/net2/charts.html
Other PDF’s of Interest
DOES THE DIGITAL DIVIDE STILL EXIST? Bush Administration Shrugs, But Evidence Says "Yes" http://chnm.gmu.edu/digitalhistory/links/pdf/introduction/0.26a.pdf
Digital divide or digital development? The Internet in Mexico by James Curry and Martin Kenney First Monday, volume 11, number 3 (March 2006), URL: http://firstmonday.org/issues/issue11_3/curry/index.html
Tuesday, August 26, 2008
Sunday, August 24, 2008
Saturday, August 23, 2008
Wednesday, August 13, 2008
Independent Study Program Survey for Administrators
Please click below to participate in my survey about Independent Study Programs. Although this is geared towards Gonzales Unified School District and it's Independent Study Program I would very much appreciate your input from this survey. Be sure to put your email address, if you would like to receive results of this survey.
Click Here to take survey
Thank you.
Click Here to take survey
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Tuesday, August 5, 2008
Wednesday, July 30, 2008
Program Instruction Adted 506
Instruction in the High School Classroom
Delivery Format, Media and Timeline; Module 1 July 30, 2008
Penn State World Campus ADTED 506 Su 2008
Louise Berry
Task 1, 2, and 3. Subject: History, Language Arts, and Technology
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher.
Setting: Classroom
Materials: Paper/Pencil
A pre-pared list of key words for student use in the search. (Brainstormed during class)
A printed example of what a page of notes looks like.
A printed example/diagram of what information is needed for correct MLA citations.
The URL address of Wiki-page set up for students to use, bookmarked in computers.
General instructions (printed) for how to edit the Wiki page.
Computer
Internet Connection
Programs to use: Ask.com
Google.com
Dogpile.com
PBWiki.com
MS Word or Works
(On the Wiki-page) A printed example of how to cite Internet references using MLA style and what a summary would entail. Dates, time, names, places, etc.
Time: 5 x 50 minute class periods. (One week of instruction)
Skills: Students will: Use the Internet for research.
Use search engines to find information about a topic.
Summarize information.
Use Works or Word to write a summary of information
Use a Wiki page to post and share information for others to read.
Use a Wiki page to read and share what others have researched.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students not having experience with work/works or net, or editing Wiki pages.
4 Students not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student drafts to show progress. (see formative assessment for further deliverables). One page of notes of approximately 250 words. 2 citations in MLA style of where information was obtained.
Formative Assessment:
Each student must enter at least one citation in MLA format into teacher’s drop box on the server every day. Each student will update the Wiki everyday. Students will post their current draft page of notes into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This is to include questions about dates, places etc.
Task 4: Subject: Art and History
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to draw with colored pencil and mark off even space.
Setting: Classroom
Materials: 5 ft lengths of butcher paper or long drawing paper
Colored pencils
Print outs from summaries of financial histories in Canada, US and Mexico (tasks 1-3).
Rulers
Time: 3 class periods @ 50 minutes.
Skills: Students will: Create a time line.
Draw or depict historical events.
Use color to differentiate activities and countries.
Place/read events on paper linearly.
Anticipated Challenges:
1 Students not certain how to draw events.
2 Students requiring assistance to distribute space on the time line.
3 Students need help to prioritize events.
Deliverables:
Individual timelines for the financial history of US, Canada and Mexico.
Formative Assessment:
While students are making this timeline, instructors to ensure inclusion should check key events.
Summative Evaluation:
Using key dates and events a fill in test will be created and administered.
Task 5. Subject: Visual and Performing Arts/English.
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to speak clearly in either Spanish or English.
Setting: Classroom
Materials: Paper/Pencil
Computers
Video Camera
Battery charger and rechargeable batteries
iMovie HD
List of key terms to use in the program
List of key dates and locations for student use
Printed example of MLA citations style
Time: 5@ 50 minute class periods. (One week of instruction)
Skills: Students will: Use the search engines for research.
Use search engines to find photos and simulations.
Create a storyboard
Video other students
Use Works or Word to write a summary of information
Use a Wiki page to post and share videos for others to see.
Use Google Earth to find maps.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student uncertainty in writing. (stick with: Who, what, where, when and how format)
3 Technical issues: Students may not have experience with work/works or net, or Wiki editing.
4 Students may not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student progress. (see formative assessment for further deliverables). One storyboard for video. One video, two citations in MLA style.
Formative Assessment:
Each student must enter at least two citations in MLA format into teacher’s drop box on the serve. Each student will send the link to their video on the Wiki with the draft storyboard and notes to the teacher’s drop box every day.
Each student will update the Wiki everyday. Each student will evaluate one other teams videos.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This will include questions about dates, places etc.
Task 6. Subject: Mathematics.
Pre-requisites: Comprehend the sequence of numbers. Ability to: Place in order numbers from .001 to 1000.
Setting: Classroom
Materials: Paper/Pencil
A scanned image of Wall Street Journal clipping.
A pre-designed diagram with fill-in spaces.
Time: 2@ 50 minute class periods. (Two days of instruction)
Skills: Students will: Read a clip from the financial page with comprehension.
Be able to diagram an information packet so a novice can use it.
Evaluate the importance of specific attributes of Wall Street Journal information.
State in words what is important about these diagrams.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students unsure as how to use number lines.
4 Students not sure how to diagrams an object. (encourage and persist)
Deliverable:
Daily input to teacher’s inbox. Day 1: Scanned image. Day 2: Diagram of the image used on previous day.
Formative Assessment:
Each student will enter the work completed into the teacher’s drop box on the server every day.
Each student will answer the given survey questions as assigned each day.
Summative Evaluation:
Students will be tested at the end of the week. A clip from the Wall Street Journal will be used to create a diagram. A definition and description of various parts of the diagram will be completed. For the particular entry each student will conduct a brief analysis.
Task 7. Subject: Mathematics.
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Students should have the ability to speak clearly in either Spanish or English. Completion of task 5 and 6.
Setting: Classroom
Materials: Paper/Pencil
Computer with MS Excel
Lesson: A short presentation about stock market trends and effects of large movements of money.
Several printed charts showing large volume stock sales.
Several printed scenarios about large sales of stock on the NYSE.
Several printed scenarios about large purchases of stock on the NYSE.
Calculator
Time: 2@ 50 minute class periods.
Skills: Students will: Analyze charts and write summaries of their findings.
Use formulas to create a spreadsheet used to calculate the amount of money moving in the market.
Be clear in summarizing information. (Use skills learned from task 5 and 6 to explain)
Use Works or Word to write a summary of information
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write. Students will use who, what, where, when and how format (WWWWH).
3 Technical issues: Students not having experience with calculators or Work/Word programs.
Deliverable: Daily delivery of student summaries, two diagramed stock charts, a brief summary of 100 words or less, outlining main concepts and a calculation sheet showing numbers used and final answers.
Formative Assessment:
Each student will turn in sketches onto the server (teacher’s drop box).
Each student will check another student’s calculation sheet.
Each student will proofread another student’s summary before it is posted.
Every student will post a summary into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the unit in using a chart, calculator and diagram to describe the action in the stock market.
Task 8. Subject: Mathematics/Technology/Language Arts.
Pre-requisites: Completion of task 5, 6 and 7.
Setting: Classroom. Students work in groups of 2
Materials: Paper/Pencil
Computers with MS PowerPoint, music clips and scanned images of diagrams from Task 6
Evaluation checklist
Calculator
Time: 5@ 50 minute class periods.
Skills: Students will: Write a storyboard.
Create a Power point presentation of 2 to 4 minutes in length.
Explain charts and trends in the stock market.
Explain percent change, both increase and decrease.
Explain commissions and sales in the market.
Describe how money is made in the market.
Any formulas students used will be included.
4 sources must be cited including the Wall Street Journal.
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write (use WWWWH).
3 Technical issues: Students not having experience with Power point and manipulating music or images on the computer.
Deliverable:
A 2-4 minute PowerPoint presentation with music and links. A summary of 100 words, or less including main concepts. An excel spreadsheet showing formulas, calculations, and numbers used for final answers.
Formative Assessment:
Each student team will turn in their power Point presentation onto the server (teacher’s drop box). Each student team will view another team’s work and evaluate it using the checklist adding comments as needed.
Every student team will post their evaluation checklist into the teacher’s drop box.
Summative Evaluation:
Students will be graded based on the quality of their presentation and content as determined by the evaluation checklist turned in by their peers and that of the instructor.
Material Requirements and Sources
Search engines:
Dogpile 2008 InfoSpace, Inc. Retrieved from:
http://www.dogpile.com
Askforkids. (2008). IAC Search & Media, Retrieved from:
http://www.askforkids.com/
Google (2008) Google, Retrieved from: http://www.google.com/
Wiki site. (2007). PBwiki, Inc.
http://pbwiki.com/education.wiki
Computer programs:
Firefox
PB Wiki
Microsoft Office Suite 2006 including PowerPoint, Excel and Word
Google Earth
On the Mac:
iMovie
ITunes
Garage Band
Works
Technical requirements:
Internet connection
Intranet (Server) connection
Computer (min. 1 for every 2 students)
Scanner
Printer
Overhead projector
Video camera (Flip camera)
Battery charger and 4 AA chargeable batteries.
Delivery Format, Media and Timeline; Module 1 July 30, 2008
Penn State World Campus ADTED 506 Su 2008
Louise Berry
Task 1, 2, and 3. Subject: History, Language Arts, and Technology
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher.
Setting: Classroom
Materials: Paper/Pencil
A pre-pared list of key words for student use in the search. (Brainstormed during class)
A printed example of what a page of notes looks like.
A printed example/diagram of what information is needed for correct MLA citations.
The URL address of Wiki-page set up for students to use, bookmarked in computers.
General instructions (printed) for how to edit the Wiki page.
Computer
Internet Connection
Programs to use: Ask.com
Google.com
Dogpile.com
PBWiki.com
MS Word or Works
(On the Wiki-page) A printed example of how to cite Internet references using MLA style and what a summary would entail. Dates, time, names, places, etc.
Time: 5 x 50 minute class periods. (One week of instruction)
Skills: Students will: Use the Internet for research.
Use search engines to find information about a topic.
Summarize information.
Use Works or Word to write a summary of information
Use a Wiki page to post and share information for others to read.
Use a Wiki page to read and share what others have researched.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students not having experience with work/works or net, or editing Wiki pages.
4 Students not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student drafts to show progress. (see formative assessment for further deliverables). One page of notes of approximately 250 words. 2 citations in MLA style of where information was obtained.
Formative Assessment:
Each student must enter at least one citation in MLA format into teacher’s drop box on the server every day. Each student will update the Wiki everyday. Students will post their current draft page of notes into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This is to include questions about dates, places etc.
Task 4: Subject: Art and History
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to draw with colored pencil and mark off even space.
Setting: Classroom
Materials: 5 ft lengths of butcher paper or long drawing paper
Colored pencils
Print outs from summaries of financial histories in Canada, US and Mexico (tasks 1-3).
Rulers
Time: 3 class periods @ 50 minutes.
Skills: Students will: Create a time line.
Draw or depict historical events.
Use color to differentiate activities and countries.
Place/read events on paper linearly.
Anticipated Challenges:
1 Students not certain how to draw events.
2 Students requiring assistance to distribute space on the time line.
3 Students need help to prioritize events.
Deliverables:
Individual timelines for the financial history of US, Canada and Mexico.
Formative Assessment:
While students are making this timeline, instructors to ensure inclusion should check key events.
Summative Evaluation:
Using key dates and events a fill in test will be created and administered.
Task 5. Subject: Visual and Performing Arts/English.
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to speak clearly in either Spanish or English.
Setting: Classroom
Materials: Paper/Pencil
Computers
Video Camera
Battery charger and rechargeable batteries
iMovie HD
List of key terms to use in the program
List of key dates and locations for student use
Printed example of MLA citations style
Time: 5@ 50 minute class periods. (One week of instruction)
Skills: Students will: Use the search engines for research.
Use search engines to find photos and simulations.
Create a storyboard
Video other students
Use Works or Word to write a summary of information
Use a Wiki page to post and share videos for others to see.
Use Google Earth to find maps.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student uncertainty in writing. (stick with: Who, what, where, when and how format)
3 Technical issues: Students may not have experience with work/works or net, or Wiki editing.
4 Students may not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student progress. (see formative assessment for further deliverables). One storyboard for video. One video, two citations in MLA style.
Formative Assessment:
Each student must enter at least two citations in MLA format into teacher’s drop box on the serve. Each student will send the link to their video on the Wiki with the draft storyboard and notes to the teacher’s drop box every day.
Each student will update the Wiki everyday. Each student will evaluate one other teams videos.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This will include questions about dates, places etc.
Task 6. Subject: Mathematics.
Pre-requisites: Comprehend the sequence of numbers. Ability to: Place in order numbers from .001 to 1000.
Setting: Classroom
Materials: Paper/Pencil
A scanned image of Wall Street Journal clipping.
A pre-designed diagram with fill-in spaces.
Time: 2@ 50 minute class periods. (Two days of instruction)
Skills: Students will: Read a clip from the financial page with comprehension.
Be able to diagram an information packet so a novice can use it.
Evaluate the importance of specific attributes of Wall Street Journal information.
State in words what is important about these diagrams.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students unsure as how to use number lines.
4 Students not sure how to diagrams an object. (encourage and persist)
Deliverable:
Daily input to teacher’s inbox. Day 1: Scanned image. Day 2: Diagram of the image used on previous day.
Formative Assessment:
Each student will enter the work completed into the teacher’s drop box on the server every day.
Each student will answer the given survey questions as assigned each day.
Summative Evaluation:
Students will be tested at the end of the week. A clip from the Wall Street Journal will be used to create a diagram. A definition and description of various parts of the diagram will be completed. For the particular entry each student will conduct a brief analysis.
Task 7. Subject: Mathematics.
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Students should have the ability to speak clearly in either Spanish or English. Completion of task 5 and 6.
Setting: Classroom
Materials: Paper/Pencil
Computer with MS Excel
Lesson: A short presentation about stock market trends and effects of large movements of money.
Several printed charts showing large volume stock sales.
Several printed scenarios about large sales of stock on the NYSE.
Several printed scenarios about large purchases of stock on the NYSE.
Calculator
Time: 2@ 50 minute class periods.
Skills: Students will: Analyze charts and write summaries of their findings.
Use formulas to create a spreadsheet used to calculate the amount of money moving in the market.
Be clear in summarizing information. (Use skills learned from task 5 and 6 to explain)
Use Works or Word to write a summary of information
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write. Students will use who, what, where, when and how format (WWWWH).
3 Technical issues: Students not having experience with calculators or Work/Word programs.
Deliverable: Daily delivery of student summaries, two diagramed stock charts, a brief summary of 100 words or less, outlining main concepts and a calculation sheet showing numbers used and final answers.
Formative Assessment:
Each student will turn in sketches onto the server (teacher’s drop box).
Each student will check another student’s calculation sheet.
Each student will proofread another student’s summary before it is posted.
Every student will post a summary into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the unit in using a chart, calculator and diagram to describe the action in the stock market.
Task 8. Subject: Mathematics/Technology/Language Arts.
Pre-requisites: Completion of task 5, 6 and 7.
Setting: Classroom. Students work in groups of 2
Materials: Paper/Pencil
Computers with MS PowerPoint, music clips and scanned images of diagrams from Task 6
Evaluation checklist
Calculator
Time: 5@ 50 minute class periods.
Skills: Students will: Write a storyboard.
Create a Power point presentation of 2 to 4 minutes in length.
Explain charts and trends in the stock market.
Explain percent change, both increase and decrease.
Explain commissions and sales in the market.
Describe how money is made in the market.
Any formulas students used will be included.
4 sources must be cited including the Wall Street Journal.
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write (use WWWWH).
3 Technical issues: Students not having experience with Power point and manipulating music or images on the computer.
Deliverable:
A 2-4 minute PowerPoint presentation with music and links. A summary of 100 words, or less including main concepts. An excel spreadsheet showing formulas, calculations, and numbers used for final answers.
Formative Assessment:
Each student team will turn in their power Point presentation onto the server (teacher’s drop box). Each student team will view another team’s work and evaluate it using the checklist adding comments as needed.
Every student team will post their evaluation checklist into the teacher’s drop box.
Summative Evaluation:
Students will be graded based on the quality of their presentation and content as determined by the evaluation checklist turned in by their peers and that of the instructor.
Material Requirements and Sources
Search engines:
Dogpile 2008 InfoSpace, Inc. Retrieved from:
http://www.dogpile.com
Askforkids. (2008). IAC Search & Media, Retrieved from:
http://www.askforkids.com/
Google (2008) Google, Retrieved from: http://www.google.com/
Wiki site. (2007). PBwiki, Inc.
http://pbwiki.com/education.wiki
Computer programs:
Firefox
PB Wiki
Microsoft Office Suite 2006 including PowerPoint, Excel and Word
Google Earth
On the Mac:
iMovie
ITunes
Garage Band
Works
Technical requirements:
Internet connection
Intranet (Server) connection
Computer (min. 1 for every 2 students)
Scanner
Printer
Overhead projector
Video camera (Flip camera)
Battery charger and 4 AA chargeable batteries.
Goals and Objectives ADTED 506
Goals and Objectives; Module 1
July 3, 2008
Louise Berry
Adted 506, SU 08
Penn State World Campus
Goal: Students will use California State Standards for: theater art, reading, writing, speaking, listening, computing, data evaluation, and data analysis and calculation skills across the curriculum. (California State Board of Education, 2008)
Topic for module 1: Financial planning and the finance markets.
Table 1. Subject, tasks, objectives, major learning domain and level.
Subj. Topic/task Objective Domain and level
History 1. Describe and explain the history of finance/money in the United States. Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in U.S. financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 citations will be done accurately using MLS style. Cognitive-
Analysis, and synthesis.
History 2. Describe and explain the history of money/finance in Mexico Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in Mexican financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 sources will be cited using MLA style. Cognitive-
Analysis, and synthesis.
History 3. Describe and explain the history of finance/money in Canada. Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in Canadian financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 sources will be cited using MLA style. Cognitive-
Analysis, and synthesis.
Art/
History 4. Compare and contrast Canadian, US, and Mexican Monetary/Financial systems.
Using their own data, and that from the Wiki, students will create a timeline to be used to diagram major historical financial events in Mexico, USA and Canada. Cognitive-
Evaluation and analysis.
Table 1 continued.
Visual and Performing Art/
English 5. Describe how the New York Stock Exchange (NYSE) works. Students will work in small groups to create a video to dramatize how the NYSE works. A map of New York with at least three photos, including one of “Wall Street”, and a simulated or copied ticker read-out will be incorporated in the production. Psychomotor- Dramatization
Cognitive-synthesis.
Math 6. Make a graph/diagram including labels to explain how you read a stock listing from the Wall Street Journal.
Students will use a clipping from the Wall Street Journal*, scan and enlarge the image, add labels and explanations, so that a novice could use the image/diagram to read the stock listing and understand the given information and it’s significance. Cognitive-analysis, calculation, and synthesis.
Math 7. Describe in detail what happens when large purchases/sales are transacted on the NYSE. Include a chart or graph Given a scenario, students will calculate and describe in detail the effects on the market when large purchases/sales take place on the NYSE. Students will sketch and label both charts for comparison. Cognitive-analysis, calculation, synthesis, and application.
Math 8. Explain how you make money in the stock market Working in groups of 2, students will create a two to four minute power-point presentation to demonstrate how to make money investing in the stock market. Percent increases and commission quotes will be explained and formulas used for calculating them must be included.
At least 4 sources will be cited using MLA style. Cognitive-synthesis calculation, and application.
Table 1 continued.
Math 9. Research and summarize the current market trends in the global economy, include the sectors and give specific examples.
Students will research and write a summary about rising and falling global market sectors. Research tools will include the internet, text and teacher resources. A 200 word minimum report will explain and describe 3 specific areas that are showing weakness or strengths in current world markets. At least 3 sources must be cited using MLA style. Cognitive-analysis, evaluation and prediction.
English 10. Research and summarize current trends in finance in the United States include the sectors and give specific examples.
Student will use the internet, texts, and teacher resources to research and summarize current U.S. market trends. A 200 word report describing and explaining at least 3 specific examples of rising and falling market sectors. At least 3 sources will be used and cited using MLA style. Cognitive-analysis, evaluation and prediction.
*May be from online resource
References
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, Benjamin S. and David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green.
Bloom’s Taxonomy Retreived on July 3, 2008 from
1. http://members.fortunecity.com/rapidrytr/dist-ed/bloom.html
2. http://www.officeport.com/edu/blooms.htm
3. http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Caffarella, Rosemary S. (2002). Planning Programs for Adult Learners; A practical guide for educators, trainers, and staff developers, Second Ed. Jossey-Bass. John Wiliey and Sons Inc.
California State Board of Education. Content Standards Framework for California Public Schools, High School (2005). Sacramento, CA. Retrieved on June 28, 2008 from http://www.cde.ca.gov/be/st/ss/
Carroll, John B. (1998). Minimalism. Retrieved June 23, 2008 from TIP Theories. Web site: http://tip.psychology.org/carroll.html
Cookson, Peter S. (1998). Program Planning for the Training and Continuing Education of Adults: North American Perspectives. Krieger Publishing co. Malibar, Fl.
Hein, George E. (1991). Constructivist Learning Theory. Retrieved July 3, 2008 from Institute for Inquiry. Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
Gagne, Ellen D. (1985). The Cognitive Psychology of School Learning. Boston Mass.: Little, Brown and Co.
Gagne, R. (1992). Conditions of Learning. Retrieved June 23, 2008 from TIP Theories. Web site: http://tip.psychology.org/gagne.html
Gardner, H. (1983). Multiple Intelligences. Retrieved July 2, 2008 from TIP Theories. Web site: http://tip.psychology.org/gardner.html
Grabowsk, Barbara L., Koszalka, Tiffany A. (2007). Web-Enhanced Learning Environment Strategies Handbook and Reflection Tool 12th Edition. Penn State and NASA.
Moore, David M. & Francis M. Dwyer. (1994). Visual Literacy, A spectrum of visual learning. Englewood Cliffs, New Jersey: Educational Technology Publications.
Pilkurich, George M. (2006). Rapid Instructional Design, Learning ID Fast and Right. 2nd Ed. Pfeffier, John Wiley and Sons, Inc. San Francisco.
Schunk, Dale. (2004). Learning Theories, An educational perspective, Fourth Ed. Columbus, Ohio: Pearson.
The Wall Street Journal. Retrieved on July 3, 2008 from www.wallstreetjournal.com
The Wall Street Journal Interactive Edition on-line. Retrieved on July 4, 2008 from http://online.wsj.com/public/us
July 3, 2008
Louise Berry
Adted 506, SU 08
Penn State World Campus
Goal: Students will use California State Standards for: theater art, reading, writing, speaking, listening, computing, data evaluation, and data analysis and calculation skills across the curriculum. (California State Board of Education, 2008)
Topic for module 1: Financial planning and the finance markets.
Table 1. Subject, tasks, objectives, major learning domain and level.
Subj. Topic/task Objective Domain and level
History 1. Describe and explain the history of finance/money in the United States. Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in U.S. financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 citations will be done accurately using MLS style. Cognitive-
Analysis, and synthesis.
History 2. Describe and explain the history of money/finance in Mexico Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in Mexican financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 sources will be cited using MLA style. Cognitive-
Analysis, and synthesis.
History 3. Describe and explain the history of finance/money in Canada. Students will use the internet to research, take 1 page of notes, and summarize the main historical turning points in Canadian financial history. This summary will be posted to a class Wiki to be edited by others. At least 2 sources will be cited using MLA style. Cognitive-
Analysis, and synthesis.
Art/
History 4. Compare and contrast Canadian, US, and Mexican Monetary/Financial systems.
Using their own data, and that from the Wiki, students will create a timeline to be used to diagram major historical financial events in Mexico, USA and Canada. Cognitive-
Evaluation and analysis.
Table 1 continued.
Visual and Performing Art/
English 5. Describe how the New York Stock Exchange (NYSE) works. Students will work in small groups to create a video to dramatize how the NYSE works. A map of New York with at least three photos, including one of “Wall Street”, and a simulated or copied ticker read-out will be incorporated in the production. Psychomotor- Dramatization
Cognitive-synthesis.
Math 6. Make a graph/diagram including labels to explain how you read a stock listing from the Wall Street Journal.
Students will use a clipping from the Wall Street Journal*, scan and enlarge the image, add labels and explanations, so that a novice could use the image/diagram to read the stock listing and understand the given information and it’s significance. Cognitive-analysis, calculation, and synthesis.
Math 7. Describe in detail what happens when large purchases/sales are transacted on the NYSE. Include a chart or graph Given a scenario, students will calculate and describe in detail the effects on the market when large purchases/sales take place on the NYSE. Students will sketch and label both charts for comparison. Cognitive-analysis, calculation, synthesis, and application.
Math 8. Explain how you make money in the stock market Working in groups of 2, students will create a two to four minute power-point presentation to demonstrate how to make money investing in the stock market. Percent increases and commission quotes will be explained and formulas used for calculating them must be included.
At least 4 sources will be cited using MLA style. Cognitive-synthesis calculation, and application.
Table 1 continued.
Math 9. Research and summarize the current market trends in the global economy, include the sectors and give specific examples.
Students will research and write a summary about rising and falling global market sectors. Research tools will include the internet, text and teacher resources. A 200 word minimum report will explain and describe 3 specific areas that are showing weakness or strengths in current world markets. At least 3 sources must be cited using MLA style. Cognitive-analysis, evaluation and prediction.
English 10. Research and summarize current trends in finance in the United States include the sectors and give specific examples.
Student will use the internet, texts, and teacher resources to research and summarize current U.S. market trends. A 200 word report describing and explaining at least 3 specific examples of rising and falling market sectors. At least 3 sources will be used and cited using MLA style. Cognitive-analysis, evaluation and prediction.
*May be from online resource
References
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, Benjamin S. and David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green.
Bloom’s Taxonomy Retreived on July 3, 2008 from
1. http://members.fortunecity.com/rapidrytr/dist-ed/bloom.html
2. http://www.officeport.com/edu/blooms.htm
3. http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Caffarella, Rosemary S. (2002). Planning Programs for Adult Learners; A practical guide for educators, trainers, and staff developers, Second Ed. Jossey-Bass. John Wiliey and Sons Inc.
California State Board of Education. Content Standards Framework for California Public Schools, High School (2005). Sacramento, CA. Retrieved on June 28, 2008 from http://www.cde.ca.gov/be/st/ss/
Carroll, John B. (1998). Minimalism. Retrieved June 23, 2008 from TIP Theories. Web site: http://tip.psychology.org/carroll.html
Cookson, Peter S. (1998). Program Planning for the Training and Continuing Education of Adults: North American Perspectives. Krieger Publishing co. Malibar, Fl.
Hein, George E. (1991). Constructivist Learning Theory. Retrieved July 3, 2008 from Institute for Inquiry. Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
Gagne, Ellen D. (1985). The Cognitive Psychology of School Learning. Boston Mass.: Little, Brown and Co.
Gagne, R. (1992). Conditions of Learning. Retrieved June 23, 2008 from TIP Theories. Web site: http://tip.psychology.org/gagne.html
Gardner, H. (1983). Multiple Intelligences. Retrieved July 2, 2008 from TIP Theories. Web site: http://tip.psychology.org/gardner.html
Grabowsk, Barbara L., Koszalka, Tiffany A. (2007). Web-Enhanced Learning Environment Strategies Handbook and Reflection Tool 12th Edition. Penn State and NASA.
Moore, David M. & Francis M. Dwyer. (1994). Visual Literacy, A spectrum of visual learning. Englewood Cliffs, New Jersey: Educational Technology Publications.
Pilkurich, George M. (2006). Rapid Instructional Design, Learning ID Fast and Right. 2nd Ed. Pfeffier, John Wiley and Sons, Inc. San Francisco.
Schunk, Dale. (2004). Learning Theories, An educational perspective, Fourth Ed. Columbus, Ohio: Pearson.
The Wall Street Journal. Retrieved on July 3, 2008 from www.wallstreetjournal.com
The Wall Street Journal Interactive Edition on-line. Retrieved on July 4, 2008 from http://online.wsj.com/public/us
Program Design Task Analysis ADTED 506
Instructional Design, Task Analysis; Module 1 and 2 July 20, 2008
Adted 506
Penn State, World Campus
Louise Berry
This instruction is based on a Learning Analysis and is designed to create a purposeful and meaningful integration of life skills across the high school curriculum. The first module will have students learn about a general career area and skill set. In this module financial management students will explore careers and skills.
Students will gain many skills while building their knowledge about finance and the global economy. They will develop and utilize graph reading, data interpretation, prediction, computation, calculations (including percentages, increases and decreases) for stock gains and losses. Students will calculate, commissions and rates of change as well as percents of change for this module. Even if students do not plan to enter financial management as a career, they do expect to manage their own finances in the near future. This training and the skills it develops will be useful for student’s future.
The combination of computation, communication of knowledge, and information (both scientific and historical) as applied to finances will drive an integrated curriculum that is useful for students in their near future.
This instruction will use the inquiry mode. Students will be given a list of questions to research and answer. These questions have been artificially separated by topic to ensure each subject (History, Mathematics, Social Science and Culture) has been included. The English language standards are interwoven throughout this module measured in the end product, whether it is written, spoken or video taped form.
Module 1: Financial planning or jobs in the finance sector
As part of the historical perspective the students will research and be able to:
1. Describe and explain the history of money in the United States.
2. Describe and explain the history of money in Mexico.
3. Describe and explain the history of money in Canada.
4. Compare and contrast Canadian, US, and Mexican Monetary systems.
As part of the mathematical/logical perspective the students will research and be able to:
1. Describe how the New York Stock Exchange (NYSE) works.
2. Make a graph including labels to explain how you read a stock listing from the Wall Street Journal.
3. Describe in detail what happens when large purchases/sales are transacted on the NYSE. Include a chart or graph.
4. Explain how you make money in the stock market.
5. Research and summarize the current market trends in the global economy, include the sectors and give specific examples.
6. Research and summarize the current trends in finance in the United States include the sectors and give specific examples.
As part of the career search and community exploration the students will research and be able to:
1. Give 10 specific examples of where I could work as a financial advisor here in Monterey County.
2. Analyze and explain how and why Monterey County, California fits into the Global economy.
3. Describe in detail what you see as the next big growth areas in Monterey County, California.
4. Evaluate to discern which companies you would invest in. Pick eight and be sure to give your justification.
5. Predict how will you fit into the Global economy cover the next 2-5 years. Include details and give examples.
Students using the Internet, teacher resources, staff, texts, magazines, business newspapers and online RSS news-feeds will research these areas. Students will compile and share information. They will write summaries of their findings. These will be posted to a classroom Wiki. This instruction will utilize the California State standards of research, compilation, summation, and citation for English. The written genre including persuasion, summarization, comparison/contrast will be used as students research and find facts to complete these tasks. Citations and qualifications in student writing will be required to ensure that other students can find the information and verify data. Rebuttals and alternate synopsis may be presented by students and could give rise to debates that will be recorded on video or pod-casts and linked to the Wiki. A chat room will be utilized for a prepared debate between groups.
An added benefit is that this module will create an instructional day for students, rather than an unrelated series of instructional periods.
During the instruction teachers will be guides and mentors, helping the students research and accomplish their learning. Students will have unanswered questions and can e-mail each other as well as their instructors for guidance.
Here are the standards addressed in this module: The ability to research, evaluate, synthesize, record and apply information from a combination of sources and disciplines. Communicate in written, audio, and video formats. Produce a Wiki site, or blog, video and audio recordings that are posted on the learning management system. Utilize critical thinking and organizational skills to synthesize information and make use of that for self and others.
Module 2; Career Exploration/Job Quest
There are many vocational areas to investigate. Cosmetology, Sales, Service positions, Hospitality and Management, Horticulture, Engineering, both mechanical and industrial; Contracting specialties, areas such as plumbing and electrical, framing, cabinetry making, dry wall finishing, painting, heating, ventilation and air conditioning, (HVAC); Child Care, Teaching, Automotive services, like maintenance, auto body repair, and auto design. Students get excited when they connect with something they think they actually can do in life.
By starting with a career or skill set, students will see the applicability of the skills we expect them to master. Even if students can not immediately decide on a career, they will need a resume, at some point in life they will do an interview and should find out a little about jobs that are available and what levels of education are needed for each career.
This instruction combines computation, communication skills and the knowledge both scientific and historical about careers.
Using an inquiry model, students will be given a list of questions to answer. These have been artificially separated by topic to point out that each subject has been included. History, Mathematics, Social Science and Culture are integrated with Physical Education which is included through the study and use of body language. The English language standards are interwoven throughout this module as communication, both written and spoken.
Module 2; Career Exploration/Job quest
As part of the historical perspective the questions include:
1. What jobs were available in the Monterey County, California 25 years ago?
2. What jobs are available in the Monterey County, California today?
3. How is it different/similar today than it was 25 years ago?
4. What are the current career trends in the global economy?
5. What does it take to work in another country like Mexico, UK or Canada?
Research and pick one career and answer the following:
6. What skills does ___________ require?
7. How much money does an _________ make?
8. What are the statistics for ________?
9. How secure is an ___________ (how long do people stay employed)?
10. What opportunity for advancement is there as an ___________?
As part of the mathematical/logical perspective the questions are:
11. What jobs require a High School Diploma?
a. How much money do these jobs pay? (Averages/graph)
12. What jobs require a Certificate of training or AA degree:
b. How much money do these jobs pay? (Average/graph)
13. What jobs require a college Degree BA or higher?
a. How much money do these jobs pay? (Averages/graph)
14. Will I have to travel in my career?
a. If so what will that cost in time/money/resources?
As part of the career search and community exploration the questions are:
15. How can I be prepared to enter this career?
16. What is my list of needs or skills required for this career?
a. People skills
b. Physical skills
c. Academic skills
d. Letter of recommendations
e. Resume
f. Career goals outlined
g. Interview skills
h. Other
17. What type of working environment can I expect as an ________?
18. Are there _______ jobs here in Monterey County, California?
19. In the next 2-5 years, what will I need to do to prepare as an ________?
Students using various resources including the Internet, teachers and staff, texts, magazines, Junior Achievement materials and other online resources will research these questions. Students will compile information and write summaries of their findings. These will be posted to a classroom Wiki. This exercise will utilize the standards of research, compilation and summation for English. Students to report their research findings will use written genre such as summary and comparison/contrast. Students will need to use citations to qualify their data and ensure that others will find the same information. Mock interviews will be videotaped and students will constructively critique themselves and each other’s performance and skills, both as interviewer and interviewee. A chat room will be utilized for an online interview. The class Wiki will host an ever-growing list of tips for job seekers.
Organization Development Activities
The heart of this transition will be the connection, electronically, of one classroom with the next. Each student must be able to access their work from any classroom at Wellington Smith Jr. School, (WSS) modify that work, and save a new version for later access. The brain of this transition will be the imagination and knowledge base our instructors and assistant instructors at WSS bring to the classroom and the information available on the World Wide Web. Several things will need to occur simultaneously for this training to be successful. The strategic planning, organizational restructuring, individual and group performance management and feedback combined with effective teamwork will make this a winning effort.
It is probable that many other subjects will surface as students begin their research. These will be used to develop questions for future modules as we continue and expand inquiry-based learning at Wellington Smith Jr. School.
Adted 506
Penn State, World Campus
Louise Berry
This instruction is based on a Learning Analysis and is designed to create a purposeful and meaningful integration of life skills across the high school curriculum. The first module will have students learn about a general career area and skill set. In this module financial management students will explore careers and skills.
Students will gain many skills while building their knowledge about finance and the global economy. They will develop and utilize graph reading, data interpretation, prediction, computation, calculations (including percentages, increases and decreases) for stock gains and losses. Students will calculate, commissions and rates of change as well as percents of change for this module. Even if students do not plan to enter financial management as a career, they do expect to manage their own finances in the near future. This training and the skills it develops will be useful for student’s future.
The combination of computation, communication of knowledge, and information (both scientific and historical) as applied to finances will drive an integrated curriculum that is useful for students in their near future.
This instruction will use the inquiry mode. Students will be given a list of questions to research and answer. These questions have been artificially separated by topic to ensure each subject (History, Mathematics, Social Science and Culture) has been included. The English language standards are interwoven throughout this module measured in the end product, whether it is written, spoken or video taped form.
Module 1: Financial planning or jobs in the finance sector
As part of the historical perspective the students will research and be able to:
1. Describe and explain the history of money in the United States.
2. Describe and explain the history of money in Mexico.
3. Describe and explain the history of money in Canada.
4. Compare and contrast Canadian, US, and Mexican Monetary systems.
As part of the mathematical/logical perspective the students will research and be able to:
1. Describe how the New York Stock Exchange (NYSE) works.
2. Make a graph including labels to explain how you read a stock listing from the Wall Street Journal.
3. Describe in detail what happens when large purchases/sales are transacted on the NYSE. Include a chart or graph.
4. Explain how you make money in the stock market.
5. Research and summarize the current market trends in the global economy, include the sectors and give specific examples.
6. Research and summarize the current trends in finance in the United States include the sectors and give specific examples.
As part of the career search and community exploration the students will research and be able to:
1. Give 10 specific examples of where I could work as a financial advisor here in Monterey County.
2. Analyze and explain how and why Monterey County, California fits into the Global economy.
3. Describe in detail what you see as the next big growth areas in Monterey County, California.
4. Evaluate to discern which companies you would invest in. Pick eight and be sure to give your justification.
5. Predict how will you fit into the Global economy cover the next 2-5 years. Include details and give examples.
Students using the Internet, teacher resources, staff, texts, magazines, business newspapers and online RSS news-feeds will research these areas. Students will compile and share information. They will write summaries of their findings. These will be posted to a classroom Wiki. This instruction will utilize the California State standards of research, compilation, summation, and citation for English. The written genre including persuasion, summarization, comparison/contrast will be used as students research and find facts to complete these tasks. Citations and qualifications in student writing will be required to ensure that other students can find the information and verify data. Rebuttals and alternate synopsis may be presented by students and could give rise to debates that will be recorded on video or pod-casts and linked to the Wiki. A chat room will be utilized for a prepared debate between groups.
An added benefit is that this module will create an instructional day for students, rather than an unrelated series of instructional periods.
During the instruction teachers will be guides and mentors, helping the students research and accomplish their learning. Students will have unanswered questions and can e-mail each other as well as their instructors for guidance.
Here are the standards addressed in this module: The ability to research, evaluate, synthesize, record and apply information from a combination of sources and disciplines. Communicate in written, audio, and video formats. Produce a Wiki site, or blog, video and audio recordings that are posted on the learning management system. Utilize critical thinking and organizational skills to synthesize information and make use of that for self and others.
Module 2; Career Exploration/Job Quest
There are many vocational areas to investigate. Cosmetology, Sales, Service positions, Hospitality and Management, Horticulture, Engineering, both mechanical and industrial; Contracting specialties, areas such as plumbing and electrical, framing, cabinetry making, dry wall finishing, painting, heating, ventilation and air conditioning, (HVAC); Child Care, Teaching, Automotive services, like maintenance, auto body repair, and auto design. Students get excited when they connect with something they think they actually can do in life.
By starting with a career or skill set, students will see the applicability of the skills we expect them to master. Even if students can not immediately decide on a career, they will need a resume, at some point in life they will do an interview and should find out a little about jobs that are available and what levels of education are needed for each career.
This instruction combines computation, communication skills and the knowledge both scientific and historical about careers.
Using an inquiry model, students will be given a list of questions to answer. These have been artificially separated by topic to point out that each subject has been included. History, Mathematics, Social Science and Culture are integrated with Physical Education which is included through the study and use of body language. The English language standards are interwoven throughout this module as communication, both written and spoken.
Module 2; Career Exploration/Job quest
As part of the historical perspective the questions include:
1. What jobs were available in the Monterey County, California 25 years ago?
2. What jobs are available in the Monterey County, California today?
3. How is it different/similar today than it was 25 years ago?
4. What are the current career trends in the global economy?
5. What does it take to work in another country like Mexico, UK or Canada?
Research and pick one career and answer the following:
6. What skills does ___________ require?
7. How much money does an _________ make?
8. What are the statistics for ________?
9. How secure is an ___________ (how long do people stay employed)?
10. What opportunity for advancement is there as an ___________?
As part of the mathematical/logical perspective the questions are:
11. What jobs require a High School Diploma?
a. How much money do these jobs pay? (Averages/graph)
12. What jobs require a Certificate of training or AA degree:
b. How much money do these jobs pay? (Average/graph)
13. What jobs require a college Degree BA or higher?
a. How much money do these jobs pay? (Averages/graph)
14. Will I have to travel in my career?
a. If so what will that cost in time/money/resources?
As part of the career search and community exploration the questions are:
15. How can I be prepared to enter this career?
16. What is my list of needs or skills required for this career?
a. People skills
b. Physical skills
c. Academic skills
d. Letter of recommendations
e. Resume
f. Career goals outlined
g. Interview skills
h. Other
17. What type of working environment can I expect as an ________?
18. Are there _______ jobs here in Monterey County, California?
19. In the next 2-5 years, what will I need to do to prepare as an ________?
Students using various resources including the Internet, teachers and staff, texts, magazines, Junior Achievement materials and other online resources will research these questions. Students will compile information and write summaries of their findings. These will be posted to a classroom Wiki. This exercise will utilize the standards of research, compilation and summation for English. Students to report their research findings will use written genre such as summary and comparison/contrast. Students will need to use citations to qualify their data and ensure that others will find the same information. Mock interviews will be videotaped and students will constructively critique themselves and each other’s performance and skills, both as interviewer and interviewee. A chat room will be utilized for an online interview. The class Wiki will host an ever-growing list of tips for job seekers.
Organization Development Activities
The heart of this transition will be the connection, electronically, of one classroom with the next. Each student must be able to access their work from any classroom at Wellington Smith Jr. School, (WSS) modify that work, and save a new version for later access. The brain of this transition will be the imagination and knowledge base our instructors and assistant instructors at WSS bring to the classroom and the information available on the World Wide Web. Several things will need to occur simultaneously for this training to be successful. The strategic planning, organizational restructuring, individual and group performance management and feedback combined with effective teamwork will make this a winning effort.
It is probable that many other subjects will surface as students begin their research. These will be used to develop questions for future modules as we continue and expand inquiry-based learning at Wellington Smith Jr. School.
Instructional Design ADTED 506 Needs Analysis
Running head: NEEDS ANALYSIS
Need Analysis and Learner Analysis
for Monterey County Office of Education,
Alternative Education
at Wellington Smith Jr. School
Louise Berry
Penn State University, World Campus
Introduction
This paper will answer critical questions about students at Wellington Smith Jr. School. Included in this analysis is a closer look at general student ability, attitude, learning style and current level of knowledge.
Using several tools, a gap analysis was done to determine if in fact instruction or training is needed. Priorities and importance stakeholders assigned to skills and outcomes are discussed. The cause of performance problems and the exploration of actual opportunities was sumized. In conclusion a proposal for a possible solution and growth opportunities for both students and staff has been suggested.
The Learner Analysis
1. General Learner Characteristics
1.1. Student’s at Wellington Smith Jr. School general age ranges from 12 to 18 years old. This translates to 7th through 12th grade.
1.2. Many students have little or no work experience.
1.3. Usual student attitude is poor about school. Student’s often see it as a waste of time and have frequently failed but don’t know why. They have little or no expectation of success in the traditional educational setting.
1.4. Many students have special learning needs and have Individual Educational Plans (IEPs) in place from other schools or districts.
1.5. Approximately half of our population are second language learners and about 10% of those are beginning English learners.
2. Many students in this age range are not reading at grade level. Preparation for mathematics including ability to add or subtract quickly and multiply are often lacking.
3. Description of process used to complete learner analysis
3.1. Brief research of cumulative files for each learner.
3.2. Review of standard test scores included in these files.
3.3. Parent/teacher conferences.
3.4. Informal interviews with students.
3.5. Close work with students during instruction, one-on-one.
3.6. Close observations and notes from classroom interactions and instruction.
The Gap Analysis
1.1 Current Situation
The students served by Alternative Education and MCOE at Wellington Smith School are under-performing on their academic standards in all subject areas. This information is reported in student STAR test results. Upon entering Wellington Smith Jr. School each student is assessed using this test to determine reading, language and mathematical ability as a grade level comparison. CDE. (2008)
1.2 Further Assessment
Student performance, specifically in mathematics was measured. The CSU math diagnostic for Algebra readiness test results reported all students scored below 40% on the tests for algebra readiness.
Test questions determine student ability to compute basic problems including decimals, fractions, and integers, to solve equations and simple geometry problems. The level of complexity is based on California State Mathematics standards for 7th graders. CSU/UC Mathematics Diagnostic Testing Project. (2008)
1.3 Student Attitude
As a group these teenagers do not like school, do not attend school, are frequently truant or become suspended or expelled from regular school. However, in the classroom students can be engaged and are interested in learning. (Personal observation and Interviews)
1.4 Desired Situation
Students are expected to be able to perform basic math. Students need skills like; computing rates, percentages, interest, finding discount and markup, taking and using measurements, finding area, volume and employing mathematics to solve real life problems.
Priorities and Importance
2 Legal mandates
2.1 Federal Mandates, NCLB and Test Scores
The Federal Mandate No Child Left Behind requires that all schools in every state increase their API scores every year. These scores are based on student test results. The major tests are English language and Mathematics. California students are expected to be testing at proficient and above by the year 2010 (Wikipedia, 2008)
2.2 State Mandates and California State Test Scores
There are two basic types of tests for California High School Students other than College qualifying exams. The first is the California High School Exit Exam, fondly referred to the CAHSEE (pronounced “Casey”). It consists of three sections, a writing section, a language/grammar/reading section and a mathematics section. The Mathematics section of the CAHSEE consists of primarily basic mathematical computations such as percentages, discounts, rates, volume etc. ETS. (2008)
2.3 California Higher Education
According to Tom Reisz, EAP Coordinator for the CSU system, Executive Order 665 requires students who fail entrance exams to take remedial courses, if students do not prove proficient in English and Mathematics they will be dropped from their programs. Remediation programs at the CSU system, were expected to be discontinued by 2007. (2008)
2.4 GED Test Scores
General Educational Development tests compare scores from students taking the test to those graduating high school. Students who are 17 and incarcerated, or if not incarcerated and 60 days from their 18th birthday are eligible. In order to pass a student must score higher than 40% when compared to graduating High School Seniors nationwide. There are 5 exams. They cover Mathematics, English as writing, English as grammar and reading, Social Studies, and Science. The Mathematics tests covers basic mathematical computation and problem solving, much like other tests discussed in this paper.
2.5 MCOE requirements
According to Dr. Nancy Kotowski, Superintendent, (2008) The Monterey County Office of Education works closely with 24 school districts, the local institutions of higher education, and the many diverse communities of interest. The MCOE provides service, leadership, and support designed to advance education in Monterey County to world-class standards.
2.6 Alternative Education requirements
The mission of Alt. Ed. is to prepare students for future success by providing a supportive school environment that focuses on increasing academic and pro-social behaviors and skills, while providing functional life skills instruction.
3 Business and Community Mandates
3.1 Job or employer requirements
It used to be that having a High School Diploma meant that the basic skills were learned. Unfortunately that is not true today. An example of this change is reflected in the business community employment applications often include a section to check math ability. A local example is Trader Joe’s employment application. This application includes seven or eight math problems on it just to check basic addition, subtraction, multiplication and division of their applicants. Trader Joe’s (2008)
According to an article sponsored by Micron Technology, many professions employ mathematics. Exposing students to these professions will demonstrate the importance and relevance of real-world math challenges. (2008)
3.2 Parental expectations
“I want my child to succeed in learning, I want him to be able to have what ever kind of career he wants. I just can’t help her with her homework because I don’t know how to do it.” This quote is typical of the comments of parents to teachers in school. Parents want the best for their children and believe the school will be able to provide that. (Parent/Teacher conference, 2004)
3.3 Stakeholders:
The people affected by this are the general citizenry of Monterey County, including parents, community members, business owners, and individual residents.
4 Types and Causes of Performance Problems
4.1 Specific Math Problems
Assessing the students with the University of California Math Diagnostic test to pinpoint mathematical and computational shortfalls. The MDTP is a widely accepted and valid test used in California Middle and High Schools to diagnose readiness for Algebra, Geometry, and other higher-level math courses. Individual student reports are provided for teachers to determine the areas a student needs further study or review and indicate the areas students did well in. (MDTP) Mathematics Diagnostic Testing Project (2008)
4.2 Skills Tested and Findings
4.2.1 Decimals, their operations and applications; Percents.
Student average score 24%
4.2.2 Simple equations and operations with literal symbols.
Student average score 23%
4.2.3 Exponents and square roots.
Student average score 31%
4.2.4 Fractions, their operations and applications.
Student average score 25%%
4.2.5 Geometry and graphing.
Student average score 19%
4.2.6 Integers their Operations and Applications.
Student average score 31%
4.3 Math Attitude
The California Department of Education states in its Remediation section; “Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now.”
4.4 Learning Style Inventory
A Learning Style Inventory was administered in printed form. See Table 1.
The majority of students described themselves as Visual Learners and also described themselves as Physical or Kinesthetic Learners. Unexpectedly about 20% of students described themselves as Solitary Learners. In the classroom they often help each other get the right answers, although they can get competitive.
Table 1. Learning Inventory Results by Percent
Visual Verbal Aural Physical Social Solitary
57% 28% 24% 31% 0.05% 21%
4.5 Motivation
“Clearly, students who do not see a reason for studying a subject, apply little effort to that endeavor. Connecting learning to the world of work helps students see how knowledge is applied and acts to motivate them. It helps students see how what they learn relates to life beyond school so that young people can be better prepared for the rapidly changing world.” CA Dept of Ed. (2007).
4.6 Confidence
Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now. CDE (2008). Appendix E.
5 Possible Solutions and Growth Opportunities
5.1 Recommended Development
This recommendation will include the instructional organization, staff and students. In entails a purposeful and meaningful, integration of applicable life skills into and across the curriculum will provide students with the opportunity to see the usefulness, and continuum of learning for their future. Instruction that combines computation, and communication with scientific and historical knowledge as it is applied in the workforce will engage the learner and create a momentum from one class to the next.
This focus will create an instructional day rather than a series of instructional periods. During the day the teachers will act as guides and mentors, as the student explores careers and prerequisite skills and/or knowledge for specific job and interest sectors.
The ability to research, scrutinize, synthesize, record and apply information from a combination of sources and disciplines will be beneficial to students now and in their future.
5.2 Organization Development Activities
The heart of this transition will be the connection, electronically, of one classroom with the next. The ability of each student to access their work from any classroom at Wellington Smith Jr. School, (WSS) modify that work, and save a new version for later access. The brain of this transition will be the imagination and knowledge base intrinsic in our instructors and assistant instructors at WSS. Several factors will come together for this transition, strategic planning, organizational restructuring, individual and group performance management and feedback. This will rely on effective team building.
5.3 Specific Opportunities
There are many vocational areas where mathematics is applied. Cosmetology, Sales, Most Service positions, Hospitality and Management, Horticulture, Engineering, both mechanical and industrial; Contracting specialties, areas such as plumbing and electrical, framing, cabinetry making, dry wall finishing, painting, heating, ventilation and air conditioning, (HVAC); Automotive services, like maintenance, auto body repair, and auto design. Students get excited when they connect with something they think they might do in life.
5.4 Cost Effectiveness
5.4.1 What are the costs if no solution is applied?
Because the direct costs of no solution are not immediately quantifiable an inductive approach will be used for this analysis. The cost of this problem is loss of production here in Monterey County. As students graduate and enter the workforce they must be trainable but have basic skills. If many students are not prepared for the workforce, employers will have to shoulder the cost of remedial education. The cost of remediation in the community colleges and adult learning institutions includes; instructor’s salary, tutoring and skill center staff wages, in addition to the allocation of building space and other resources. These costs are not immediately measurable, but the $21.00 per unit that students pay at a California Community College does not begin to cover costs.
In the event students do not choose remediation, often the cost translates to increased crime and destruction of property, which is not directly measurable. It costs about $45,000 per year to house an inmate in California and the statistics show that many return juvenile offenders advance within the justice system, and eventually become inmates.
5.4.2 What are the costs of conducting programs to change the situation?
The infrastructure is in place. The electronic connectivity serves 75% of the classrooms and new wiring for the one building not served by the current wireless system has been ordered. The central server is operational and stable. Training sessions will be required for staff in addition to meeting sessions where staff can brainstorm and integrate curriculum. The hours for setting up the Learning Management System and the various programs and components may run into the 100’s. All told, the cost will certainly be less than housing two inmates for even 1 year in the state of California.
Data Analysis Methods
5.5 A review of relevant literature regarding mathematics and other academic performance levels in current school populations was revealing in that many focus mainly on motivation and attitude of learners rather than skill building as was popular in the 90’s.
5.6 Personal observation and informal interviews with students were effective in discovering what students think about math and school in general.
5.7 Interviews with Administration helped to ascertain what programs had been used in the past that were effective and that got students excited about school.
5.8 Interviews with other teachers and instructional assistants on site resonated with the observations in the classroom and what students were sharing about their experiences in and with school before arriving at Wellington Smith Jr.
5.9 Diagnostic testing was useful to verify classroom observations of current mathematical ability and acuity. CSU/UC Mathematics Diagnostic Testing Project. (2008).
5.10 The Learning style survey generated further results that fortified classroom observations and delineated learning styles and preferences. Mimletics Accelerated Learning Styles Inventory. (2008).
5.11 Online document searches for Socio-economic information, crime statistics, and STAR test results for Wellington Smith School and other nearby schools, provide valid and concrete facts and figures for comparisons.
References
California Department of Education. (2008). Standardized Testing and Reporting (STAR) Results. Retrieved June 2, 2008 from http://star.cde.ca.gov/
California State Board of Education. Curriculum Development and Supplemental Materials Commission. Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (2005). Appendix E: Mathematics Intervention and Algebra Readiness Instructional Materials. Pg. 338. Sacramento, CA. Retrieved on April 9, 2008 from http://www.cde.ca.gov/ci/ma/cf/index.asp
Chapman, James W. and McAlpine, Donald D. (1988). Students' perceptions of ability. Gifted Child Quarterly, Winter; 32: 222 - 225.
CSU/UC Mathematics Diagnostic Testing Project. (2006). Retrieved June 12, 2008 from http://mdtp.ucsd.edu/highschool.shtml
ETS. (2007 results). California High School Exit Exam. Retrieved July 2, 2008 from http://eap2007.ets.org/
Kotowski, Nancy. (2008) Letter from the Monterey County Superintendent of Schools, Monterey County Office of Education. Retrieved April 8, 2008 from http://www.monterey.k12.ca.us/county_superintendent/index.htm
Mathematics Diagnostic Testing Project (MDTP), California State University, San Bernardino. History of MDTP. Retrieved June 30, 2008 from http://www.math.csusb.edu/mdtp/History%20of%20MDTP.htm
McKellar, Danica. (2007). Math Doesn’t Suck. How to survive middle school math without losing your mink or breaking a nail. Hudson Street Press. NY, NY.
Mimletics Accelerated Learning Styles Inventory. (2008). Retreived May 28, 2008 from http://www.learning-styles-online.com/
Micron Technology. (2008). Math In the workplace. Boise Idaho. Retrieved June 9, 2008 from http://www.micron.com/k12/math
Parent/Teacher Conference, (2005). Room A3, Fitch Middle School, Seaside, CA.
Reisz, Tom. EAP Coordinator. www.calstate.edu/eap PowerPoint presentation. Retrieved June 9, 2008. www.sjsu.edu/eas/docs/EAP_Presentation.ppt
Trader Joes Employment Application. Available at: Pacific Grove, 1170 Forest Avenue, Pacific Grove, CA 93950
Uppman, Mike. Principal of Court Schools. Interview on May 2, 2008.
Vincent, Gary. Director of Alternative Education. (2008). Interview on January 8, 2008.
Vincent, Gary. Director of Alternative Education. (2008). Mission Statement for Alternative Education. Retrieved June 2, 2008 from http://www.monterey.k12.ca.us/alternative_education/index.htm
Wikipedia. NCLB. (2007). Retrieved June 18, 2008 from http://en.wikipedia.org/wiki/No_Child_Left_Behind
Wikipedia. GED. (2008). Retrieved June 30, 2008 from http://en.wikipedia.org/wiki/GED
Yahoo Answers. Cost to house an inmate per year? Retrieved July 1, 2008 from http://answers.yahoo.com/question/index?qid=20060830072230AAokWcK
Need Analysis and Learner Analysis
for Monterey County Office of Education,
Alternative Education
at Wellington Smith Jr. School
Louise Berry
Penn State University, World Campus
Introduction
This paper will answer critical questions about students at Wellington Smith Jr. School. Included in this analysis is a closer look at general student ability, attitude, learning style and current level of knowledge.
Using several tools, a gap analysis was done to determine if in fact instruction or training is needed. Priorities and importance stakeholders assigned to skills and outcomes are discussed. The cause of performance problems and the exploration of actual opportunities was sumized. In conclusion a proposal for a possible solution and growth opportunities for both students and staff has been suggested.
The Learner Analysis
1. General Learner Characteristics
1.1. Student’s at Wellington Smith Jr. School general age ranges from 12 to 18 years old. This translates to 7th through 12th grade.
1.2. Many students have little or no work experience.
1.3. Usual student attitude is poor about school. Student’s often see it as a waste of time and have frequently failed but don’t know why. They have little or no expectation of success in the traditional educational setting.
1.4. Many students have special learning needs and have Individual Educational Plans (IEPs) in place from other schools or districts.
1.5. Approximately half of our population are second language learners and about 10% of those are beginning English learners.
2. Many students in this age range are not reading at grade level. Preparation for mathematics including ability to add or subtract quickly and multiply are often lacking.
3. Description of process used to complete learner analysis
3.1. Brief research of cumulative files for each learner.
3.2. Review of standard test scores included in these files.
3.3. Parent/teacher conferences.
3.4. Informal interviews with students.
3.5. Close work with students during instruction, one-on-one.
3.6. Close observations and notes from classroom interactions and instruction.
The Gap Analysis
1.1 Current Situation
The students served by Alternative Education and MCOE at Wellington Smith School are under-performing on their academic standards in all subject areas. This information is reported in student STAR test results. Upon entering Wellington Smith Jr. School each student is assessed using this test to determine reading, language and mathematical ability as a grade level comparison. CDE. (2008)
1.2 Further Assessment
Student performance, specifically in mathematics was measured. The CSU math diagnostic for Algebra readiness test results reported all students scored below 40% on the tests for algebra readiness.
Test questions determine student ability to compute basic problems including decimals, fractions, and integers, to solve equations and simple geometry problems. The level of complexity is based on California State Mathematics standards for 7th graders. CSU/UC Mathematics Diagnostic Testing Project. (2008)
1.3 Student Attitude
As a group these teenagers do not like school, do not attend school, are frequently truant or become suspended or expelled from regular school. However, in the classroom students can be engaged and are interested in learning. (Personal observation and Interviews)
1.4 Desired Situation
Students are expected to be able to perform basic math. Students need skills like; computing rates, percentages, interest, finding discount and markup, taking and using measurements, finding area, volume and employing mathematics to solve real life problems.
Priorities and Importance
2 Legal mandates
2.1 Federal Mandates, NCLB and Test Scores
The Federal Mandate No Child Left Behind requires that all schools in every state increase their API scores every year. These scores are based on student test results. The major tests are English language and Mathematics. California students are expected to be testing at proficient and above by the year 2010 (Wikipedia, 2008)
2.2 State Mandates and California State Test Scores
There are two basic types of tests for California High School Students other than College qualifying exams. The first is the California High School Exit Exam, fondly referred to the CAHSEE (pronounced “Casey”). It consists of three sections, a writing section, a language/grammar/reading section and a mathematics section. The Mathematics section of the CAHSEE consists of primarily basic mathematical computations such as percentages, discounts, rates, volume etc. ETS. (2008)
2.3 California Higher Education
According to Tom Reisz, EAP Coordinator for the CSU system, Executive Order 665 requires students who fail entrance exams to take remedial courses, if students do not prove proficient in English and Mathematics they will be dropped from their programs. Remediation programs at the CSU system, were expected to be discontinued by 2007. (2008)
2.4 GED Test Scores
General Educational Development tests compare scores from students taking the test to those graduating high school. Students who are 17 and incarcerated, or if not incarcerated and 60 days from their 18th birthday are eligible. In order to pass a student must score higher than 40% when compared to graduating High School Seniors nationwide. There are 5 exams. They cover Mathematics, English as writing, English as grammar and reading, Social Studies, and Science. The Mathematics tests covers basic mathematical computation and problem solving, much like other tests discussed in this paper.
2.5 MCOE requirements
According to Dr. Nancy Kotowski, Superintendent, (2008) The Monterey County Office of Education works closely with 24 school districts, the local institutions of higher education, and the many diverse communities of interest. The MCOE provides service, leadership, and support designed to advance education in Monterey County to world-class standards.
2.6 Alternative Education requirements
The mission of Alt. Ed. is to prepare students for future success by providing a supportive school environment that focuses on increasing academic and pro-social behaviors and skills, while providing functional life skills instruction.
3 Business and Community Mandates
3.1 Job or employer requirements
It used to be that having a High School Diploma meant that the basic skills were learned. Unfortunately that is not true today. An example of this change is reflected in the business community employment applications often include a section to check math ability. A local example is Trader Joe’s employment application. This application includes seven or eight math problems on it just to check basic addition, subtraction, multiplication and division of their applicants. Trader Joe’s (2008)
According to an article sponsored by Micron Technology, many professions employ mathematics. Exposing students to these professions will demonstrate the importance and relevance of real-world math challenges. (2008)
3.2 Parental expectations
“I want my child to succeed in learning, I want him to be able to have what ever kind of career he wants. I just can’t help her with her homework because I don’t know how to do it.” This quote is typical of the comments of parents to teachers in school. Parents want the best for their children and believe the school will be able to provide that. (Parent/Teacher conference, 2004)
3.3 Stakeholders:
The people affected by this are the general citizenry of Monterey County, including parents, community members, business owners, and individual residents.
4 Types and Causes of Performance Problems
4.1 Specific Math Problems
Assessing the students with the University of California Math Diagnostic test to pinpoint mathematical and computational shortfalls. The MDTP is a widely accepted and valid test used in California Middle and High Schools to diagnose readiness for Algebra, Geometry, and other higher-level math courses. Individual student reports are provided for teachers to determine the areas a student needs further study or review and indicate the areas students did well in. (MDTP) Mathematics Diagnostic Testing Project (2008)
4.2 Skills Tested and Findings
4.2.1 Decimals, their operations and applications; Percents.
Student average score 24%
4.2.2 Simple equations and operations with literal symbols.
Student average score 23%
4.2.3 Exponents and square roots.
Student average score 31%
4.2.4 Fractions, their operations and applications.
Student average score 25%%
4.2.5 Geometry and graphing.
Student average score 19%
4.2.6 Integers their Operations and Applications.
Student average score 31%
4.3 Math Attitude
The California Department of Education states in its Remediation section; “Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now.”
4.4 Learning Style Inventory
A Learning Style Inventory was administered in printed form. See Table 1.
The majority of students described themselves as Visual Learners and also described themselves as Physical or Kinesthetic Learners. Unexpectedly about 20% of students described themselves as Solitary Learners. In the classroom they often help each other get the right answers, although they can get competitive.
Table 1. Learning Inventory Results by Percent
Visual Verbal Aural Physical Social Solitary
57% 28% 24% 31% 0.05% 21%
4.5 Motivation
“Clearly, students who do not see a reason for studying a subject, apply little effort to that endeavor. Connecting learning to the world of work helps students see how knowledge is applied and acts to motivate them. It helps students see how what they learn relates to life beyond school so that young people can be better prepared for the rapidly changing world.” CA Dept of Ed. (2007).
4.6 Confidence
Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now. CDE (2008). Appendix E.
5 Possible Solutions and Growth Opportunities
5.1 Recommended Development
This recommendation will include the instructional organization, staff and students. In entails a purposeful and meaningful, integration of applicable life skills into and across the curriculum will provide students with the opportunity to see the usefulness, and continuum of learning for their future. Instruction that combines computation, and communication with scientific and historical knowledge as it is applied in the workforce will engage the learner and create a momentum from one class to the next.
This focus will create an instructional day rather than a series of instructional periods. During the day the teachers will act as guides and mentors, as the student explores careers and prerequisite skills and/or knowledge for specific job and interest sectors.
The ability to research, scrutinize, synthesize, record and apply information from a combination of sources and disciplines will be beneficial to students now and in their future.
5.2 Organization Development Activities
The heart of this transition will be the connection, electronically, of one classroom with the next. The ability of each student to access their work from any classroom at Wellington Smith Jr. School, (WSS) modify that work, and save a new version for later access. The brain of this transition will be the imagination and knowledge base intrinsic in our instructors and assistant instructors at WSS. Several factors will come together for this transition, strategic planning, organizational restructuring, individual and group performance management and feedback. This will rely on effective team building.
5.3 Specific Opportunities
There are many vocational areas where mathematics is applied. Cosmetology, Sales, Most Service positions, Hospitality and Management, Horticulture, Engineering, both mechanical and industrial; Contracting specialties, areas such as plumbing and electrical, framing, cabinetry making, dry wall finishing, painting, heating, ventilation and air conditioning, (HVAC); Automotive services, like maintenance, auto body repair, and auto design. Students get excited when they connect with something they think they might do in life.
5.4 Cost Effectiveness
5.4.1 What are the costs if no solution is applied?
Because the direct costs of no solution are not immediately quantifiable an inductive approach will be used for this analysis. The cost of this problem is loss of production here in Monterey County. As students graduate and enter the workforce they must be trainable but have basic skills. If many students are not prepared for the workforce, employers will have to shoulder the cost of remedial education. The cost of remediation in the community colleges and adult learning institutions includes; instructor’s salary, tutoring and skill center staff wages, in addition to the allocation of building space and other resources. These costs are not immediately measurable, but the $21.00 per unit that students pay at a California Community College does not begin to cover costs.
In the event students do not choose remediation, often the cost translates to increased crime and destruction of property, which is not directly measurable. It costs about $45,000 per year to house an inmate in California and the statistics show that many return juvenile offenders advance within the justice system, and eventually become inmates.
5.4.2 What are the costs of conducting programs to change the situation?
The infrastructure is in place. The electronic connectivity serves 75% of the classrooms and new wiring for the one building not served by the current wireless system has been ordered. The central server is operational and stable. Training sessions will be required for staff in addition to meeting sessions where staff can brainstorm and integrate curriculum. The hours for setting up the Learning Management System and the various programs and components may run into the 100’s. All told, the cost will certainly be less than housing two inmates for even 1 year in the state of California.
Data Analysis Methods
5.5 A review of relevant literature regarding mathematics and other academic performance levels in current school populations was revealing in that many focus mainly on motivation and attitude of learners rather than skill building as was popular in the 90’s.
5.6 Personal observation and informal interviews with students were effective in discovering what students think about math and school in general.
5.7 Interviews with Administration helped to ascertain what programs had been used in the past that were effective and that got students excited about school.
5.8 Interviews with other teachers and instructional assistants on site resonated with the observations in the classroom and what students were sharing about their experiences in and with school before arriving at Wellington Smith Jr.
5.9 Diagnostic testing was useful to verify classroom observations of current mathematical ability and acuity. CSU/UC Mathematics Diagnostic Testing Project. (2008).
5.10 The Learning style survey generated further results that fortified classroom observations and delineated learning styles and preferences. Mimletics Accelerated Learning Styles Inventory. (2008).
5.11 Online document searches for Socio-economic information, crime statistics, and STAR test results for Wellington Smith School and other nearby schools, provide valid and concrete facts and figures for comparisons.
References
California Department of Education. (2008). Standardized Testing and Reporting (STAR) Results. Retrieved June 2, 2008 from http://star.cde.ca.gov/
California State Board of Education. Curriculum Development and Supplemental Materials Commission. Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (2005). Appendix E: Mathematics Intervention and Algebra Readiness Instructional Materials. Pg. 338. Sacramento, CA. Retrieved on April 9, 2008 from http://www.cde.ca.gov/ci/ma/cf/index.asp
Chapman, James W. and McAlpine, Donald D. (1988). Students' perceptions of ability. Gifted Child Quarterly, Winter; 32: 222 - 225.
CSU/UC Mathematics Diagnostic Testing Project. (2006). Retrieved June 12, 2008 from http://mdtp.ucsd.edu/highschool.shtml
ETS. (2007 results). California High School Exit Exam. Retrieved July 2, 2008 from http://eap2007.ets.org/
Kotowski, Nancy. (2008) Letter from the Monterey County Superintendent of Schools, Monterey County Office of Education. Retrieved April 8, 2008 from http://www.monterey.k12.ca.us/county_superintendent/index.htm
Mathematics Diagnostic Testing Project (MDTP), California State University, San Bernardino. History of MDTP. Retrieved June 30, 2008 from http://www.math.csusb.edu/mdtp/History%20of%20MDTP.htm
McKellar, Danica. (2007). Math Doesn’t Suck. How to survive middle school math without losing your mink or breaking a nail. Hudson Street Press. NY, NY.
Mimletics Accelerated Learning Styles Inventory. (2008). Retreived May 28, 2008 from http://www.learning-styles-online.com/
Micron Technology. (2008). Math In the workplace. Boise Idaho. Retrieved June 9, 2008 from http://www.micron.com/k12/math
Parent/Teacher Conference, (2005). Room A3, Fitch Middle School, Seaside, CA.
Reisz, Tom. EAP Coordinator. www.calstate.edu/eap PowerPoint presentation. Retrieved June 9, 2008. www.sjsu.edu/eas/docs/EAP_Presentation.ppt
Trader Joes Employment Application. Available at: Pacific Grove, 1170 Forest Avenue, Pacific Grove, CA 93950
Uppman, Mike. Principal of Court Schools. Interview on May 2, 2008.
Vincent, Gary. Director of Alternative Education. (2008). Interview on January 8, 2008.
Vincent, Gary. Director of Alternative Education. (2008). Mission Statement for Alternative Education. Retrieved June 2, 2008 from http://www.monterey.k12.ca.us/alternative_education/index.htm
Wikipedia. NCLB. (2007). Retrieved June 18, 2008 from http://en.wikipedia.org/wiki/No_Child_Left_Behind
Wikipedia. GED. (2008). Retrieved June 30, 2008 from http://en.wikipedia.org/wiki/GED
Yahoo Answers. Cost to house an inmate per year? Retrieved July 1, 2008 from http://answers.yahoo.com/question/index?qid=20060830072230AAokWcK
Instructional Blueprint for Virtual Fieldtrip to Candlestick Park
| | Topic: Virtual Fieldtrip to Candle Stick Park | ||||||||||
| | Subject Area: History of Baseball/Technology integration | ||||||||||
| | Audience/Grade Level: High School and up. | ||||||||||
| | Purpose: Integrate technology with prior learning about baseball teams and their ball fields. | ||||||||||
| | Objectives: Use internet, word, write, use computers to create a brochure and apply a checklist and a rubrik. | ||||||||||
| Essential learning element Number 1: Motivate |
| ||||||||||
| Essential learning element Number 2: Objectives |
| ||||||||||
| Essential learning element Number 3: Connection to Prior Learning |
| ||||||||||
| Essential learning element Number 4: New Skills and information |
| ||||||||||
| Essential learning element Number 5: Practice |
| ||||||||||
| Essential learning element Number 6: Feedback |
| ||||||||||
| Essential learning element Number 7: Evaluation |
| ||||||||||
| Essential learning element Number 8: Feedback |
| ||||||||||
Essential Learning Elements (text)
General Instructional Philosophy by Louise Berry June 13, 2008
In my classroom you will see the following philosophies in practice. They include Carroll’s four principles of minimalist instruction, which are:
1) Choose an approach that allows students to be active;
2) Use the procedure in an authentic task;
3) Work on recognizing, preventing, and recovering from student error;
4) Make the students read only enough to get started and know where they need to find other information as they work through the procedure. (Carroll)
Elements according to the Constructivist Approach
http://depts.washington.edu/eproject/constructivist.htm
This approach defines how learners should be able to think or solve problems differently when they are finished, as well as what settings, activities or interactions designers predict will lead to these new abilities.
Note, (in contrast to the behavioral specifications), the salient features of my classroom are:
◊ learners have some opportunity to define for themselves the goals and objectives for the course,
◊ the focus is more on process and interaction, less on what is specifically to be accomplished as a result of the lesson,
◊ outcomes are defined more in terms of a new common perspective rather than particular tasks or actions that individuals will be able to carry out.
◊ learners are assumed to be motivated by a common interest in some problem or issue; therefore, the learning is defined in large part by the context in which it will occur. (McGruff)
Instructional Design
1) Motivate and gain learner’s attention.
Telling a story, showing a short video clip, giving real statistics or numbers can be useful to start the learning. (Gagne)
2) Clearly State the learning objectives
These can be spoken or written. (Gagne)
3) Connect content with prior knowledge.
This helps the learner make relevant cognitions. (Krathwohl)
4) Demonstrate/present/explore new content
Check for student understanding or misconceptions. Presenting can be done using a variety of methods.
“Executive events are those in which the learner gathers the information he desires, collects ideas, practices skills as he works to solve his problem and achieve his goals. These events include reading books, attending lectures, consulting specialists and performing experiments.” (Moore 1973) A video presentation of the steps that could be played and reviewed would enhance the pamphlet. (Moore, Dwyer 1994)
5) Provide practice for students
Activities can be in many forms here including hands on, interactive, problem solving projects. (Hein, 1991)
6) Provide feedback while students are working.
Cognitive psychology has influenced learning theory in five major ways (Schuell, 1986):
◊ the view of learning is an active, constructive process
◊ the presence of high-level processes in learning
◊ the cumulative nature of learning and the corresponding role played by prior knowledge
◊ concern for the way knowledge is represented and organized in memory
◊ concern for analyzing learning tasks and performance in terms of the cognitive processes that are involved.
7) Evaluate acquisition of objectives.
Evaluation can be summative and formative
8) Provide correction and feedback
Here is opportunity for re-teaching, enrichment or re-enforcement.
References
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, Benjamin S. and David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green.
Internet places to read more about Bloom’s Taxonomy:
1) http://www.officeport.com/edu/blooms.htm
2) http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Carroll, John B. (1963). Mastery. Retrieved June 3, 2008, from TIP Theories. Web site: http://tip.psychology.org
Hein, George E. (1991). Constructivist Learning Theory. Retrieved Aug. 9, 2007, from Institute for Inquiry. Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
McGruff, Steven J. Portfolio. Retrieved June 3, 2008 from http://fire.csumb.edu/webapps/portal/frameset.jsp?tab=courses&url=%2Fbin%2Fcommon%2Fcourse.pl%3Fcourse_id%3D_7400_1
Moore, Michael, G. (1973). Journal of Higher Education. Toward a Theory of Independent Learning and Teaching. 44, 12 pg 668.
Moore, David M. & Francis M. Dwyer. (1994). Visual Literacy, A spectrum of visual learning. Englewood Cliffs, New Jersey: Educational Technology Publications.
In my classroom you will see the following philosophies in practice. They include Carroll’s four principles of minimalist instruction, which are:
1) Choose an approach that allows students to be active;
2) Use the procedure in an authentic task;
3) Work on recognizing, preventing, and recovering from student error;
4) Make the students read only enough to get started and know where they need to find other information as they work through the procedure. (Carroll)
Elements according to the Constructivist Approach
http://depts.washington.edu/eproject/constructivist.htm
This approach defines how learners should be able to think or solve problems differently when they are finished, as well as what settings, activities or interactions designers predict will lead to these new abilities.
Note, (in contrast to the behavioral specifications), the salient features of my classroom are:
◊ learners have some opportunity to define for themselves the goals and objectives for the course,
◊ the focus is more on process and interaction, less on what is specifically to be accomplished as a result of the lesson,
◊ outcomes are defined more in terms of a new common perspective rather than particular tasks or actions that individuals will be able to carry out.
◊ learners are assumed to be motivated by a common interest in some problem or issue; therefore, the learning is defined in large part by the context in which it will occur. (McGruff)
Instructional Design
1) Motivate and gain learner’s attention.
Telling a story, showing a short video clip, giving real statistics or numbers can be useful to start the learning. (Gagne)
2) Clearly State the learning objectives
These can be spoken or written. (Gagne)
3) Connect content with prior knowledge.
This helps the learner make relevant cognitions. (Krathwohl)
4) Demonstrate/present/explore new content
Check for student understanding or misconceptions. Presenting can be done using a variety of methods.
“Executive events are those in which the learner gathers the information he desires, collects ideas, practices skills as he works to solve his problem and achieve his goals. These events include reading books, attending lectures, consulting specialists and performing experiments.” (Moore 1973) A video presentation of the steps that could be played and reviewed would enhance the pamphlet. (Moore, Dwyer 1994)
5) Provide practice for students
Activities can be in many forms here including hands on, interactive, problem solving projects. (Hein, 1991)
6) Provide feedback while students are working.
Cognitive psychology has influenced learning theory in five major ways (Schuell, 1986):
◊ the view of learning is an active, constructive process
◊ the presence of high-level processes in learning
◊ the cumulative nature of learning and the corresponding role played by prior knowledge
◊ concern for the way knowledge is represented and organized in memory
◊ concern for analyzing learning tasks and performance in terms of the cognitive processes that are involved.
7) Evaluate acquisition of objectives.
Evaluation can be summative and formative
8) Provide correction and feedback
Here is opportunity for re-teaching, enrichment or re-enforcement.
References
Anderson, L. & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Bloom, Benjamin S. and David R. Krathwohl. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. New York: Longman, Green.
Internet places to read more about Bloom’s Taxonomy:
1) http://www.officeport.com/edu/blooms.htm
2) http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html
Carroll, John B. (1963). Mastery. Retrieved June 3, 2008, from TIP Theories. Web site: http://tip.psychology.org
Hein, George E. (1991). Constructivist Learning Theory. Retrieved Aug. 9, 2007, from Institute for Inquiry. Web site: http://www.exploratorium.edu/ifi/resources/constructivistlearning.html
McGruff, Steven J. Portfolio. Retrieved June 3, 2008 from http://fire.csumb.edu/webapps/portal/frameset.jsp?tab=courses&url=%2Fbin%2Fcommon%2Fcourse.pl%3Fcourse_id%3D_7400_1
Moore, Michael, G. (1973). Journal of Higher Education. Toward a Theory of Independent Learning and Teaching. 44, 12 pg 668.
Moore, David M. & Francis M. Dwyer. (1994). Visual Literacy, A spectrum of visual learning. Englewood Cliffs, New Jersey: Educational Technology Publications.
Policy Brief-Copyright, TEACH act, and Fair Use in Schools
Copyright
The protection the government gives to inventors, creators and artists for their tangable evidence of their idea is called copyright. It protects; Print/Text, Films, Movies, Pictures, Images, Music and Sounds. The reason we have copyright laws is so that an individual can earn money from their work and get paid by others for using it. Copyright originally only lasted 14 years, but has been extended to the originators life plus 70 years after that it becomes public domain.
Public Domain
Other works that are public domain are any works published in the U.S. before 1923. Some works published in U.S. in 1923 through 1963 had 28 years of copyright but you need to check to see if it was renewed. Works published in the U.S. in 1964 through 1977 enjoy an automatic copyright renewal which protects the work for 95 years.
works published in 1978 or later are protected by copyright for the life of the author plus 70 years and a day, and this also applies to unpublished works. Works published by the U.S. Federal Government regardless of publication date are automatically public domain. Materials that are in the Public Domain are free to use in any capacity. Some websites host photos and videos and request users to acknowledge the source, link to a source or cite the source. Users should read carefully to know the exact requirements.
Fair Use
Citizens felt that it was important to keep works available to others in order to generate new ideas through education. Teachers and schools have a right to this material. There are several ways to use Copyrighted works legally. The first is to pay the owner for the use of the work. This would be done for producing a school play and charging admission for the show. The use of the work is limited. Another way to legally use copyrighted materials is to get the owner’s written permission to use it. The most common way teachers and schools exercise their right to this material is by standing behind the legally defensible Fair Use Act which was created to make it easier for teachers and schools to excersize their rights.
"Fair use" protects both the owner of copyrighted material from financial damage and the rights of the public to limited use of copyrighted material. Fair Use allows limited use of copyrighted material without requiring permission from the rights holders. There are four factors to be considered in determining whether or not a particular use is fair:
1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes;
2. The nature of the copyrighted work;
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. The effect of the use upon the potential market for or value of the copyrighted work.
The TEACH Act
The Technology, Education, and Copyright Harmonization Act (TEACH ACT) expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. But there is still a considerable gap between what the statute authorizes for face-to-face teaching and for distance education. In general the same 4 factors apply for the TEACH ACT. Unfortunately there are more prerequisites to fullfil in using the TEACH act as a legally defensible position, and it is specific for use in remote classrooms especially distance education. Even with the “22 (!) prerequisites we may be optimistic that, together with fair use, this new statute will achieve Congress' goal of facilitating the use of digital technologies in distance education.” For a handy checklist go to http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm for use when you have a question about copyright infringement.
References:
Heller, James S. (2002) Copyright, fair use and for-profit sector. Business Service Industry, BNET Business Network. Retrieved on 11 July 2008 from http://findarticles.com/p/articles/mi_m0FWE/is_5_6/ai_85880884
FindLaw Lawyer Directory. ( 2008) Chart: Fair Use or Public Domain? Retrieved on 10 July 2008 from http://smallbusiness.findlaw.com/copyright/copyright-using/public-domain-vs-fairuse.html
Hoffman, Ivan, (2006). ARTICLES ABOUT CORPORATE TRAINING AND ONLINE EDUCATION. Retrieved on July 11, 2008 from http://www.ivanhoffman.com/protected2.html
Electronic Frontier Foundation (EFF). (2002). Fair Use Frequently Asked Questions (and Answers). Available online at Retrieved on July 10, 2008 from http://w2.eff.org/IP/eff_fair_use_faq.php
The University of Texas, Intellectual Property; Copyright Crash course. Retrieved on July 12, 2008 from http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm
The protection the government gives to inventors, creators and artists for their tangable evidence of their idea is called copyright. It protects; Print/Text, Films, Movies, Pictures, Images, Music and Sounds. The reason we have copyright laws is so that an individual can earn money from their work and get paid by others for using it. Copyright originally only lasted 14 years, but has been extended to the originators life plus 70 years after that it becomes public domain.
Public Domain
Other works that are public domain are any works published in the U.S. before 1923. Some works published in U.S. in 1923 through 1963 had 28 years of copyright but you need to check to see if it was renewed. Works published in the U.S. in 1964 through 1977 enjoy an automatic copyright renewal which protects the work for 95 years.
works published in 1978 or later are protected by copyright for the life of the author plus 70 years and a day, and this also applies to unpublished works. Works published by the U.S. Federal Government regardless of publication date are automatically public domain. Materials that are in the Public Domain are free to use in any capacity. Some websites host photos and videos and request users to acknowledge the source, link to a source or cite the source. Users should read carefully to know the exact requirements.
Fair Use
Citizens felt that it was important to keep works available to others in order to generate new ideas through education. Teachers and schools have a right to this material. There are several ways to use Copyrighted works legally. The first is to pay the owner for the use of the work. This would be done for producing a school play and charging admission for the show. The use of the work is limited. Another way to legally use copyrighted materials is to get the owner’s written permission to use it. The most common way teachers and schools exercise their right to this material is by standing behind the legally defensible Fair Use Act which was created to make it easier for teachers and schools to excersize their rights.
"Fair use" protects both the owner of copyrighted material from financial damage and the rights of the public to limited use of copyrighted material. Fair Use allows limited use of copyrighted material without requiring permission from the rights holders. There are four factors to be considered in determining whether or not a particular use is fair:
1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes;
2. The nature of the copyrighted work;
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. The effect of the use upon the potential market for or value of the copyrighted work.
The TEACH Act
The Technology, Education, and Copyright Harmonization Act (TEACH ACT) expands the scope of educators' rights to perform and display works and to make the copies integral to such performances and displays for digital distance education, making the rights closer to those we have in face-to-face teaching. But there is still a considerable gap between what the statute authorizes for face-to-face teaching and for distance education. In general the same 4 factors apply for the TEACH ACT. Unfortunately there are more prerequisites to fullfil in using the TEACH act as a legally defensible position, and it is specific for use in remote classrooms especially distance education. Even with the “22 (!) prerequisites we may be optimistic that, together with fair use, this new statute will achieve Congress' goal of facilitating the use of digital technologies in distance education.” For a handy checklist go to http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm for use when you have a question about copyright infringement.
References:
Heller, James S. (2002) Copyright, fair use and for-profit sector. Business Service Industry, BNET Business Network. Retrieved on 11 July 2008 from http://findarticles.com/p/articles/mi_m0FWE/is_5_6/ai_85880884
FindLaw Lawyer Directory. ( 2008) Chart: Fair Use or Public Domain? Retrieved on 10 July 2008 from http://smallbusiness.findlaw.com/copyright/copyright-using/public-domain-vs-fairuse.html
Hoffman, Ivan, (2006). ARTICLES ABOUT CORPORATE TRAINING AND ONLINE EDUCATION. Retrieved on July 11, 2008 from http://www.ivanhoffman.com/protected2.html
Electronic Frontier Foundation (EFF). (2002). Fair Use Frequently Asked Questions (and Answers). Available online at Retrieved on July 10, 2008 from http://w2.eff.org/IP/eff_fair_use_faq.php
The University of Texas, Intellectual Property; Copyright Crash course. Retrieved on July 12, 2008 from http://www.utsystem.edu/ogc/IntellectualProperty/Teachact.htm
Policy Brief-Accuracy and Validity Issues
Executive Summary
Because of the abundance of information and sources available today on the internet, you must choose the criteria used to judge the accuracy & validity of the information and sources you site in your instructional setting or research very well. There are several methods to descern valid and accurate sites. Redundancy and verifiability are two main techniques in use today.
Accuracy and Validity Issues
In many settings it is important to obtain accurate information. Finding several sites with the same information is a good way to check on accuracy, but not always feasible. Students and their instructors need information to ensure they:
◊ determine whether a website has a hidden agenda.
◊ look for supporting documents and other resources backing up the information found.
◊ determine whether the website updated regularly and contact information is presented.
◊ look at website extensions such as .gov, .edu and .com, to know sponsorship and affiliations.
◊ check the history of a website and authorship.
Several safety precautions can be taught quickly.
Appearance
Just look at the site. Does it look like a side show in a carnival or does it look serious? This is just the beginning of the examination process. Requiring Instructors and students to critically judge the value of information and their sources is the beginning of the evaluation process. Be sure to notice:
The domain extension (.edu, .gov, .com, .uk), spelling and grammar and references.
Source
Can you easily determine the source? Is contact information easily found?
Description of source: What does the domain of the site tell you about the purpose of the site? Check the list. Description of an evidence hierarchy: Was there some indication of a schemata for evaluating the information given on this site?
Currency
Is the date of the original document or content posting on the internet, and that of any updates, listed and are they current? Description of currency: can you find a ‘trail’ for this website? Using the waybackmachine website historical research engine might help.
Specific techniques
Instructing students to use specific techniques to check accuracy & validity such as:
◊ Distinguishing between Facts and Opinions
◊ Recognizing Generalizations:
◊ Testing Hypotheses:
◊ Weighing the Adequacy of Data and Evidence:
◊ Evaluating Persuasive Material
◊ Recognizing Persuasive Language
◊ Identifying Biased and Slanted Writing:
◊ Evaluating Arguments
◊ Asking Critical Questions
Verified good websites (not all are educational).
http://www.si.edu/Encyclopedia_SI/
http://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia
http://www.politifact.com/truth-o-meter/
http://www.scambusters.org/legends.html
http://www.americanfolklore.net/urban-legends.html
http://blog.washingtonpost.com/fact-checker/2007/09/about_the_fact_checker.html
http://www.truthorfiction.com/
http://www.factcheck.org/
http://www.snopes.com/
http://support.microsoft.com/search/?adv=1
http://www.symantec.com/business/support/index.jsp
http://www.brain.northwestern.edu/mdad/frontal.html
http://www.symantec.com/business/support/overview.jsp?pid=15047
http://seer.entsupport.symantec.com/docs/289451.htm
http://publicliterature.org/books/relativity/xaa.php
http://www.jhuapl.edu/aboutapl
http://web.mit.edu/nuclearpower/
http://www.pbs.org/wgbh/pages/frontline/shows/reaction/readings/french.html
http://www.world-nuclear.org/info/inf40.html
http://www.fcps.edu/LutherJacksonMS/library/techtips/tips/website_validity_guideline.html%20
http://www.archive.org/index.php
http://www.archive.org/web/web.php
http://www.thekingcenter.org/
Some things to watch out for:
◊ Chat forums that do not present referenced material as proof.
◊ Chat board from a reputable organization may or may not have valid information. It would depend on how well the comments are screened and discretion should be used.
◊ Chat forums, blogs without posts of how it is monitored or information on those presenting the information.
◊ Forum disclaimers stating moderators monitoring the site may not be relevant, as the information does not indicate who will be moderating the information.
◊ Personal blogs tend to create problems when sources are not names and the user's identity can be masked.
◊ Information on a website might be factually correct, but the inferences portrayed are sometimes skewed to the Author's personal perspective.
Invalid sites
http://www.revolutionhealth.com/forums/brain-nerves/alzheimers/89233
http://www.backupexecfaq.com/
http://www.backupexecfaq.com/about.html
http://www.backupexecfaq.com/contribute.html
http://www.siriusbackstage.com/forum/showthread.php?t=88878&page=7
http://www.pennlive.com/forums/environment
http://www.businessweek.com/debateroom/archives/2007/05/nuclear_power_a.html
http://www.greenpeace.org/international/campaigns/nuclear
http://www.wired.com/wired/archive/13.02/nuclear.html
http://neinuclearnotes.blogspot.com/2008/05/wired-magazines-green-issue-go-nuclear.html
http://www.wired.com/science/planetearth/news/2007/11/moore_qa
http://en.wikipedia.org/wiki/Nuclear_power_in_France
http://www.martinlutherking.org/
http://www.martinlutherking.org/%20
Conclusion
There is no replacement for diligence when citing and using web references. Many sources, such as wikipedia. are good for a general overview of a subject, but not for primary reference for research work. A word to the wise: Link popularity building leads to higher search engine ranking. In other words, higher search engine ranking of a website happens when it receives large number of high-quality inbound links.
Reference
Some websites to help us sort good from bad.
http://www.sc.edu/beaufort/library/pages/bones/lesson5.shtml
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
http://www.factcheck.org/
SEO Articles (2007). Search Engine Optimization Articles.
http://www.site-booster.com/seo-sem-articles-2007/website-assessment-criteria-link-popularity.html
TruthOrFiction
http://www.truthorfiction.com/
FactCheck.
http://www.factcheck.org/
Snopes
http://www.snopes.com/
Educational information I use
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Encyclopedia
Encyclopedia Britannica
http://www.britannica.com/
HighBeam Encyclopedia
http://www.encyclopedia.com/
Living Internet
Webmonkey
Answers.com Technology. Retrieved on July 15, 2008 from http://www.answers.com/open+source?cat=technology
Open Source.org. Home Page. Received on July 15, 2008 from http://www.opensource.org/about
http://72.14.205.104/custom?q=cache:3ax8K3dxP70J:www.purdue.edu/hr/doc/OnlineResourceValidity.doc+checking+accuracy+validity+of+sources&hl=en&ct=clnk&cd=7&gl=uk&client=pub-2070091971271392
http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm
Because of the abundance of information and sources available today on the internet, you must choose the criteria used to judge the accuracy & validity of the information and sources you site in your instructional setting or research very well. There are several methods to descern valid and accurate sites. Redundancy and verifiability are two main techniques in use today.
Accuracy and Validity Issues
In many settings it is important to obtain accurate information. Finding several sites with the same information is a good way to check on accuracy, but not always feasible. Students and their instructors need information to ensure they:
◊ determine whether a website has a hidden agenda.
◊ look for supporting documents and other resources backing up the information found.
◊ determine whether the website updated regularly and contact information is presented.
◊ look at website extensions such as .gov, .edu and .com, to know sponsorship and affiliations.
◊ check the history of a website and authorship.
Several safety precautions can be taught quickly.
Appearance
Just look at the site. Does it look like a side show in a carnival or does it look serious? This is just the beginning of the examination process. Requiring Instructors and students to critically judge the value of information and their sources is the beginning of the evaluation process. Be sure to notice:
The domain extension (.edu, .gov, .com, .uk), spelling and grammar and references.
Source
Can you easily determine the source? Is contact information easily found?
Description of source: What does the domain of the site tell you about the purpose of the site? Check the list. Description of an evidence hierarchy: Was there some indication of a schemata for evaluating the information given on this site?
Currency
Is the date of the original document or content posting on the internet, and that of any updates, listed and are they current? Description of currency: can you find a ‘trail’ for this website? Using the waybackmachine website historical research engine might help.
Specific techniques
Instructing students to use specific techniques to check accuracy & validity such as:
◊ Distinguishing between Facts and Opinions
◊ Recognizing Generalizations:
◊ Testing Hypotheses:
◊ Weighing the Adequacy of Data and Evidence:
◊ Evaluating Persuasive Material
◊ Recognizing Persuasive Language
◊ Identifying Biased and Slanted Writing:
◊ Evaluating Arguments
◊ Asking Critical Questions
Verified good websites (not all are educational).
http://www.si.edu/Encyclopedia_SI/
http://www.britannica.com/#tab=active~home%2Citems~home&title=Britannica%20Online%20Encyclopedia
http://www.politifact.com/truth-o-meter/
http://www.scambusters.org/legends.html
http://www.americanfolklore.net/urban-legends.html
http://blog.washingtonpost.com/fact-checker/2007/09/about_the_fact_checker.html
http://www.truthorfiction.com/
http://www.factcheck.org/
http://www.snopes.com/
http://support.microsoft.com/search/?adv=1
http://www.symantec.com/business/support/index.jsp
http://www.brain.northwestern.edu/mdad/frontal.html
http://www.symantec.com/business/support/overview.jsp?pid=15047
http://seer.entsupport.symantec.com/docs/289451.htm
http://publicliterature.org/books/relativity/xaa.php
http://www.jhuapl.edu/aboutapl
http://web.mit.edu/nuclearpower/
http://www.pbs.org/wgbh/pages/frontline/shows/reaction/readings/french.html
http://www.world-nuclear.org/info/inf40.html
http://www.fcps.edu/LutherJacksonMS/library/techtips/tips/website_validity_guideline.html%20
http://www.archive.org/index.php
http://www.archive.org/web/web.php
http://www.thekingcenter.org/
Some things to watch out for:
◊ Chat forums that do not present referenced material as proof.
◊ Chat board from a reputable organization may or may not have valid information. It would depend on how well the comments are screened and discretion should be used.
◊ Chat forums, blogs without posts of how it is monitored or information on those presenting the information.
◊ Forum disclaimers stating moderators monitoring the site may not be relevant, as the information does not indicate who will be moderating the information.
◊ Personal blogs tend to create problems when sources are not names and the user's identity can be masked.
◊ Information on a website might be factually correct, but the inferences portrayed are sometimes skewed to the Author's personal perspective.
Invalid sites
http://www.revolutionhealth.com/forums/brain-nerves/alzheimers/89233
http://www.backupexecfaq.com/
http://www.backupexecfaq.com/about.html
http://www.backupexecfaq.com/contribute.html
http://www.siriusbackstage.com/forum/showthread.php?t=88878&page=7
http://www.pennlive.com/forums/environment
http://www.businessweek.com/debateroom/archives/2007/05/nuclear_power_a.html
http://www.greenpeace.org/international/campaigns/nuclear
http://www.wired.com/wired/archive/13.02/nuclear.html
http://neinuclearnotes.blogspot.com/2008/05/wired-magazines-green-issue-go-nuclear.html
http://www.wired.com/science/planetearth/news/2007/11/moore_qa
http://en.wikipedia.org/wiki/Nuclear_power_in_France
http://www.martinlutherking.org/
http://www.martinlutherking.org/%20
Conclusion
There is no replacement for diligence when citing and using web references. Many sources, such as wikipedia. are good for a general overview of a subject, but not for primary reference for research work. A word to the wise: Link popularity building leads to higher search engine ranking. In other words, higher search engine ranking of a website happens when it receives large number of high-quality inbound links.
Reference
Some websites to help us sort good from bad.
http://www.sc.edu/beaufort/library/pages/bones/lesson5.shtml
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
http://www.factcheck.org/
SEO Articles (2007). Search Engine Optimization Articles.
http://www.site-booster.com/seo-sem-articles-2007/website-assessment-criteria-link-popularity.html
TruthOrFiction
http://www.truthorfiction.com/
FactCheck.
http://www.factcheck.org/
Snopes
http://www.snopes.com/
Educational information I use
From Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Encyclopedia
Encyclopedia Britannica
http://www.britannica.com/
HighBeam Encyclopedia
http://www.encyclopedia.com/
Living Internet
Webmonkey
Answers.com Technology. Retrieved on July 15, 2008 from http://www.answers.com/open+source?cat=technology
Open Source.org. Home Page. Received on July 15, 2008 from http://www.opensource.org/about
http://72.14.205.104/custom?q=cache:3ax8K3dxP70J:www.purdue.edu/hr/doc/OnlineResourceValidity.doc+checking+accuracy+validity+of+sources&hl=en&ct=clnk&cd=7&gl=uk&client=pub-2070091971271392
http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm
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