After reading Chapter Three Learning and Knowledge in the Twenty-first Century, three ideas of learning helped me better understand important aspects of technology today. It is very interesting to look back at the late 1800’s to see what types of technology were used. Besides the steam engine most everything that dealt with education was completed with a pencil and paper. The sample math problem that was required for an eight grader in 1896 is a very challenging problem that was figured out by using only paper and pencil. Today, we would use a calculator to figure out the answer. Most eighth graders at my school wouldn’t be able to solve that problem, and if they could, it would take them a long time to do so. The time that we have to teach students these days is very valuable. Our government has set high expectations that we as schools need to meet. Even though I believe, it is very important that students understand the how and the why to solving a problem, we are very fortunate to have the technology we do in today’s education. This technology allows for our students to begin grasping ideas and concepts much quicker than using a paper and pencil. I believe that using both technology and paper and pencils are most beneficial. Finding a happy medium will help us guide our students in the direction to success. The ‘Knowledge Explosion’ has created newer technologies so we can better educate our students and learn more about what is happening in society.
Another learning point that I thought was very interesting is how we must not only learn about technology, but we must also learn with technology. According to Niess, Lee, and Kajder (2007) “future citizens must not only learn about the technology but they also must learn how to learn with technology; in other words they need to learn how to use technology as a tool for learning” (p. 40). I believe this is such an important quote for educators to understand. As teachers, we need to be able to teach our students to understand about technology and begin using technology as an instrument that will guide them in recognizing how technology can help them become more successful learners in our society today.
Lastly, Niess, Lee, and Kajder (2007) say “Ultimately, without students’ understanding and making sense of the problems, research has shown that they develop a fear or dislike for the subject along with an attitude that the subject does not need to make sense” (p. 42). This is an idea that really hits home for me. As a new third grade teacher, I believe it is very important for students to understand how and why to solve a problem. Many times teachers just teach the algorithm. However, students can not explain why they did what they did in solving a problem. For example, I am teaching three-four digit subtraction in my math class. I had students that came to me completely understanding the algorithm, but couldn’t explain the how and why. I could see when they got to a part in the problem that was a little more challenging and needed some explaining they were getting frustrated. I knew that for them to be successful, they needed to explain to my why and how they completed the problem. Because many of my students could not do this, we had to go back to place value. I didn’t want to go back, but I knew it was essential for them to understand the foundation.
As I was writing about students understanding and making sense of problems, I thought it would be good to have students create a subtraction problem on the computer and type out how they are going to solve that problem in words. For example, if they had the math problem of 826-537 they could start off by explaining that you can not take away six from seven. You have to go to your neighbor and borrow a ten etc. This might help them better understand why they are borrowing.
Another idea that I think would be fun for my class and our reading buddies is the ‘In the Classroom 3.1 activity’. It would be great to have them to cut out different technologies that we use in society today and then go the computer lab and print off the different technologies that were used in the late 1800’s. I don’t think students understand how technology has changed. This would be a great project for both my third graders and their reading buddies.
A main concern that I have is learning with technology. I do believe that it is very important to teach, but with the expectations of our government on our schools it is very hard to keep up on learning with technology because it is always changing. With everything else that needs to be done, how do I keep updated on new technology?
Tuesday, November 3, 2009
Monday, November 2, 2009
Jennifer Atkinson, Chapter 4 Reflection
Three ideas or learnings from the reading
Technology is all around us and is important to use in teaching. Students need to understand how and when to use certain technology; “what is more important is that students are able to determine how to use the available technologies appropriately, using them to solve problems and make decisions” (Niess, Lee, Kajder, 2007, p. 52). We can expose students to technology, but we need to make sure they understand the appropriate times to use certain technology. Another point is integrating technology with all content standards. It is important for teachers to think of how to use technology to help students learn new concepts in a variety of subjects (math, science, reading). Finally, teachers need to realize where students are with their technology skills. Sometimes the skills needed to use certain technology have not been taught yet. Students need a lesson on how to use the technology first, before they can use the technology for learning content. For example, we have a math website students use to do activities at their level. However, before I could take my whole class to the computer lab and turn them loose to work on math, we had a lesson on how to navigate the website. They had to practice logging in, finding their activities, reporting scores to me, turning the volume down, and saving work. Before the students could do the math concepts, they had to understand how to use the technology.
Two new ideas for integrating technology
Explaining and discussing Standard 2 seems very important to me. Having a lesson highlighting some of the rules for using technology would be useful. Students need to be aware of what is acceptable for copying and using information online. I will also integrate Standard 5, using technology research tools, with my students. My students research and write animal reports in the spring. Having students do some of their research using technology will meet technology standards and give students exposure to different sources of information.
One concern about integrating technology
One concern I have for integrating technology is how to fit in teaching the basic technology skills. In my district, Computers is not a class until middle school. My students do not have much for keyboarding skills. They are able to use technology for math activities and research, but they are not able to do much typing, because it takes so much time for them to find the letters. Even just typing poems took them a lot of time.
Technology is all around us and is important to use in teaching. Students need to understand how and when to use certain technology; “what is more important is that students are able to determine how to use the available technologies appropriately, using them to solve problems and make decisions” (Niess, Lee, Kajder, 2007, p. 52). We can expose students to technology, but we need to make sure they understand the appropriate times to use certain technology. Another point is integrating technology with all content standards. It is important for teachers to think of how to use technology to help students learn new concepts in a variety of subjects (math, science, reading). Finally, teachers need to realize where students are with their technology skills. Sometimes the skills needed to use certain technology have not been taught yet. Students need a lesson on how to use the technology first, before they can use the technology for learning content. For example, we have a math website students use to do activities at their level. However, before I could take my whole class to the computer lab and turn them loose to work on math, we had a lesson on how to navigate the website. They had to practice logging in, finding their activities, reporting scores to me, turning the volume down, and saving work. Before the students could do the math concepts, they had to understand how to use the technology.
Two new ideas for integrating technology
Explaining and discussing Standard 2 seems very important to me. Having a lesson highlighting some of the rules for using technology would be useful. Students need to be aware of what is acceptable for copying and using information online. I will also integrate Standard 5, using technology research tools, with my students. My students research and write animal reports in the spring. Having students do some of their research using technology will meet technology standards and give students exposure to different sources of information.
One concern about integrating technology
One concern I have for integrating technology is how to fit in teaching the basic technology skills. In my district, Computers is not a class until middle school. My students do not have much for keyboarding skills. They are able to use technology for math activities and research, but they are not able to do much typing, because it takes so much time for them to find the letters. Even just typing poems took them a lot of time.
Jennifer Atkinson, Chapter 3 Reflection
Three ideas or learnings from the reading
It was interesting reading the differences in education between the 1800s and today. It is amazing how much education has changed. One idea that I agree with and work on with my students is making sure they understand the processes they are learning. So often students can follow the steps to get the correct result, but they do not understand what they are doing and they do not know if their answer is reasonable. According to the text, “sense making is important in learning if ideas are to be remembered and expanded” (Niess, Lee, Kajder, 2007, p. 42). Another idea focused on in the reading is the constructivist approach. I agree that learning is transferring from teacher-centered to student-centered instruction. It is necessary for students to do the thinking, discovering, and reasoning for themselves. This helps them develop life long critical thinking and problem solving skills. Finally, the chart on p. 48 comparing traditional learning environments to new learning environments shows how much times are changing. Students should be leading the learning and working in groups. Lessons need to be multisensory and relate to real world situations.
Two new ideas for integrating technology
Lesson 3.1 “What is Technology?” (p. 45) could be used with my students. My students have grown up with technology. It would be interesting to get their ideas on what technology is and how it has changed people’s lives. Another idea for integrating technology in my classroom is thinking how technology can help me present material in multiple ways. It is important for students to have several representations of information. By incorporating technology, I will be able to show students material in a variety of ways.
One concern about integrating technology
One concern I have for integrating technology is finding the time and having the knowledge to develop more student-centered lessons using technology. I want my students doing more of the exploring and work on the computer, instead of using technology has a whole class lesson.
It was interesting reading the differences in education between the 1800s and today. It is amazing how much education has changed. One idea that I agree with and work on with my students is making sure they understand the processes they are learning. So often students can follow the steps to get the correct result, but they do not understand what they are doing and they do not know if their answer is reasonable. According to the text, “sense making is important in learning if ideas are to be remembered and expanded” (Niess, Lee, Kajder, 2007, p. 42). Another idea focused on in the reading is the constructivist approach. I agree that learning is transferring from teacher-centered to student-centered instruction. It is necessary for students to do the thinking, discovering, and reasoning for themselves. This helps them develop life long critical thinking and problem solving skills. Finally, the chart on p. 48 comparing traditional learning environments to new learning environments shows how much times are changing. Students should be leading the learning and working in groups. Lessons need to be multisensory and relate to real world situations.
Two new ideas for integrating technology
Lesson 3.1 “What is Technology?” (p. 45) could be used with my students. My students have grown up with technology. It would be interesting to get their ideas on what technology is and how it has changed people’s lives. Another idea for integrating technology in my classroom is thinking how technology can help me present material in multiple ways. It is important for students to have several representations of information. By incorporating technology, I will be able to show students material in a variety of ways.
One concern about integrating technology
One concern I have for integrating technology is finding the time and having the knowledge to develop more student-centered lessons using technology. I want my students doing more of the exploring and work on the computer, instead of using technology has a whole class lesson.
Chapt 4 Wk 2 Cathy Ziebarth
Chapter 4 Preparing Technologically Literate Students
3 ideas of learning that are of interest to me
NETS•S Performance Indicators are of interest to me. I have worked with the technology standards, administered the 8th grade TAGLIT assessment, and worked with teachers willing to integrate technology into their curriculum. The standards are very broad in the way they are written and leave a lot to interpretation. For example: Standard I. Basic Operations and Concepts- Demonstrate a sound understanding of the nature and operation of technology systems. 2. Are proficient in the use of technology. What exactly does that mean and how would a teacher access that students have met that goal? While the NETS•S may provide guidelines, I believe they are very difficult to implement and the assessment tool TAGLIT is basically a self assessment asking 8th graders to check a box if they feel they are familiar with a particular performance.
The second standard focuses on social, ethical and human issues. This one states that students exhibit acceptable behavior when it comes to scholarly, legal and ethical uses of technology. An example of infringement of this standard is downloading music without paying, sharing it, or making copies of software. These guidelines are pretty clear cut, yet when I discuss this with my students and present case studies, and I am amazed that students really don’t understand what is wrong with not paying for music, or making copies for a friend. We need to be vigilant and set a good example for students when it comes to copyright infringement, teaching students to cite accurately, and reinforcing ethical behavior.
The last statement that jumped out at me was the one that stated schools are expected to assure that all students have at least a basic knowledge of using technology for learning and communicating. The 1990s saw technology classes at all levels, they provided a foundation with technology. Today those types of classes are limited. So where does this responsibility fall—to the classroom teacher, who may be ill prepared to handle those responsibilities, and not have the time in a regular day to schedule yet another learning activity. Using technology is expensive to implement and maintain. Districts that struggle economically will be hard pressed to maintain the infrastructure, equipment and training needed to meet the NETS•S.
To integrate technology in my classroom I will address NETS•S VI-Technology problem-solving and decision making tools. I have a document camera and have not used it to its fullest extent. I know that I can freeze frame pictures, do video, store photos and recall them. I have used it for proofreading text, allowing the students to use proofreader’s marks, while the rest of the class is able to observe through the use of the overhead projector. Students couldn’t volunteer fast enough to be able to try it out and see their hands projected on the wall as they made corrections. I am going to involve my 8th grade class and have them work with a partner, research document cameras and demonstrate to the class one application. That will allow me to utilize the camera in a variety of ways, integrate technology through a cognitive process and meet two additional standards, productivity and problem solving tools. My second idea will work hand in hand with the document camera demonstration when I have students develop a guide for implementing the procedures they demonstrated. Students could use word processing, or mapping software to illustrate and describe the process, thus creating a guide for all students now and the remainder of the year.
One main concern about integrating technology for student learning after reading this chapter.
The authors states that, “before the school year begins, teachers consider what technologies they want to use to be sure that their students are able to use throughout the year” (Neiss, Lee & Kajder, 2007, p.57) I believe integrating technology is not a high priority for most teachers. If a technology is convenient, easy to use and teachers receive training, and the hardware is in their room and working, it may lead to implementation of a particular technology. I have witnessed reluctance to change, fear of new ideas, and not enough time in the day to meet the standard curriculum goals, let alone the technology standards. I’m not even sure most teachers realize there are technology standards. I’m concerned that there is a lack of training, understanding and time to adequately implement technology standards.
3 ideas of learning that are of interest to me
NETS•S Performance Indicators are of interest to me. I have worked with the technology standards, administered the 8th grade TAGLIT assessment, and worked with teachers willing to integrate technology into their curriculum. The standards are very broad in the way they are written and leave a lot to interpretation. For example: Standard I. Basic Operations and Concepts- Demonstrate a sound understanding of the nature and operation of technology systems. 2. Are proficient in the use of technology. What exactly does that mean and how would a teacher access that students have met that goal? While the NETS•S may provide guidelines, I believe they are very difficult to implement and the assessment tool TAGLIT is basically a self assessment asking 8th graders to check a box if they feel they are familiar with a particular performance.
The second standard focuses on social, ethical and human issues. This one states that students exhibit acceptable behavior when it comes to scholarly, legal and ethical uses of technology. An example of infringement of this standard is downloading music without paying, sharing it, or making copies of software. These guidelines are pretty clear cut, yet when I discuss this with my students and present case studies, and I am amazed that students really don’t understand what is wrong with not paying for music, or making copies for a friend. We need to be vigilant and set a good example for students when it comes to copyright infringement, teaching students to cite accurately, and reinforcing ethical behavior.
The last statement that jumped out at me was the one that stated schools are expected to assure that all students have at least a basic knowledge of using technology for learning and communicating. The 1990s saw technology classes at all levels, they provided a foundation with technology. Today those types of classes are limited. So where does this responsibility fall—to the classroom teacher, who may be ill prepared to handle those responsibilities, and not have the time in a regular day to schedule yet another learning activity. Using technology is expensive to implement and maintain. Districts that struggle economically will be hard pressed to maintain the infrastructure, equipment and training needed to meet the NETS•S.
To integrate technology in my classroom I will address NETS•S VI-Technology problem-solving and decision making tools. I have a document camera and have not used it to its fullest extent. I know that I can freeze frame pictures, do video, store photos and recall them. I have used it for proofreading text, allowing the students to use proofreader’s marks, while the rest of the class is able to observe through the use of the overhead projector. Students couldn’t volunteer fast enough to be able to try it out and see their hands projected on the wall as they made corrections. I am going to involve my 8th grade class and have them work with a partner, research document cameras and demonstrate to the class one application. That will allow me to utilize the camera in a variety of ways, integrate technology through a cognitive process and meet two additional standards, productivity and problem solving tools. My second idea will work hand in hand with the document camera demonstration when I have students develop a guide for implementing the procedures they demonstrated. Students could use word processing, or mapping software to illustrate and describe the process, thus creating a guide for all students now and the remainder of the year.
One main concern about integrating technology for student learning after reading this chapter.
The authors states that, “before the school year begins, teachers consider what technologies they want to use to be sure that their students are able to use throughout the year” (Neiss, Lee & Kajder, 2007, p.57) I believe integrating technology is not a high priority for most teachers. If a technology is convenient, easy to use and teachers receive training, and the hardware is in their room and working, it may lead to implementation of a particular technology. I have witnessed reluctance to change, fear of new ideas, and not enough time in the day to meet the standard curriculum goals, let alone the technology standards. I’m not even sure most teachers realize there are technology standards. I’m concerned that there is a lack of training, understanding and time to adequately implement technology standards.
Chapt. 3 Wk 2 Cathy Ziebarth
Week 2 Chapter 3 Learning and Knowledge in the Twenty-first Century
Three ideas of learning that are of interest to me.
Educational terms of the 21st century include language such as: learning environments, active participants, scaffolding, and student-centered, collaborative work, multiple paths, and teachers as a guide rather than a translator. These terms reflect the diversity and change that has taken place since the 1600s when the buzz words were very simple and included: useful knowledge, reading, writing and arithmetic. Our sense of learning and teaching has changed dramatically with a shift from basic knowledge, to learning to do repetitive tasks quickly in the 1800s, to a society dependent on newer technologies, instant communication and the ability to trade ideas and share information in real time.
I was also interested in the differences in the behavioral and cognitive concepts of learning and how it influences student learning. When I make use of reinforcement or repetitive practice to strengthen or teach a new skill, I am following the behaviorist approach. The cognitive theory relies on building upon previously learned information through well organized lessons. Students are in control of their own learning, and learned information is organized in the brain. I believe I use a combination of behavioral and cognitive concepts in my teaching.
Technology has changed how we teach and learn. Easy access to information makes it vital that we teach students to analyze and be able to evaluate information. Technology is no longer just the tool to get information, but a tool for learning.
Two ideas for integrating technology for student learning in my classroom. I had a rare opportunity to diverge from my lesson plans and give students the opportunity to evaluate and analyze new technology in my classroom today. We just received a mobile lab of notebooks. I put them in the hands of each student, their task was to explore the uses and evaluate the usability-does it work for word processing and what adjustments do we need to make due to the size? (Grade 6) Will it work for easy access to the internet for Pearson assessment, what do we need to do to make it work? (Grade 8) As a class we made all the wireless internet connections so the computers would be ready to go in the classrooms. The 6th graders decided the notebooks were more difficult to type on due to the reduced size-compared to the 8th graders who did not seem to mind the smaller keyboard. 8th graders figured out the camera and video capabilities and were using those without any prompting or directions. The 6th graders became very upset when they accidently resized their document using the touch pad and could not see their typing. The7th graders figured out the touch screens, but realized it did not track very well. It was interesting to see their reactions and enthusiasm for new technology, the 6th graders could hardly contain their excitement.
One main concern about integrating technology for student learning after reading this chapter.
After reading the chapter my only concern about integrating technology is evaluating my own perspectives on how students learn, and using the tech tools I have at my disposal to make sure that my students not only learn about technology, but also learn with technology.
Three ideas of learning that are of interest to me.
Educational terms of the 21st century include language such as: learning environments, active participants, scaffolding, and student-centered, collaborative work, multiple paths, and teachers as a guide rather than a translator. These terms reflect the diversity and change that has taken place since the 1600s when the buzz words were very simple and included: useful knowledge, reading, writing and arithmetic. Our sense of learning and teaching has changed dramatically with a shift from basic knowledge, to learning to do repetitive tasks quickly in the 1800s, to a society dependent on newer technologies, instant communication and the ability to trade ideas and share information in real time.
I was also interested in the differences in the behavioral and cognitive concepts of learning and how it influences student learning. When I make use of reinforcement or repetitive practice to strengthen or teach a new skill, I am following the behaviorist approach. The cognitive theory relies on building upon previously learned information through well organized lessons. Students are in control of their own learning, and learned information is organized in the brain. I believe I use a combination of behavioral and cognitive concepts in my teaching.
Technology has changed how we teach and learn. Easy access to information makes it vital that we teach students to analyze and be able to evaluate information. Technology is no longer just the tool to get information, but a tool for learning.
Two ideas for integrating technology for student learning in my classroom. I had a rare opportunity to diverge from my lesson plans and give students the opportunity to evaluate and analyze new technology in my classroom today. We just received a mobile lab of notebooks. I put them in the hands of each student, their task was to explore the uses and evaluate the usability-does it work for word processing and what adjustments do we need to make due to the size? (Grade 6) Will it work for easy access to the internet for Pearson assessment, what do we need to do to make it work? (Grade 8) As a class we made all the wireless internet connections so the computers would be ready to go in the classrooms. The 6th graders decided the notebooks were more difficult to type on due to the reduced size-compared to the 8th graders who did not seem to mind the smaller keyboard. 8th graders figured out the camera and video capabilities and were using those without any prompting or directions. The 6th graders became very upset when they accidently resized their document using the touch pad and could not see their typing. The7th graders figured out the touch screens, but realized it did not track very well. It was interesting to see their reactions and enthusiasm for new technology, the 6th graders could hardly contain their excitement.
One main concern about integrating technology for student learning after reading this chapter.
After reading the chapter my only concern about integrating technology is evaluating my own perspectives on how students learn, and using the tech tools I have at my disposal to make sure that my students not only learn about technology, but also learn with technology.
Sunday, November 1, 2009
Chapter 4 - Bryan Pechhtl
Chapter 4 Reflection
3 Ideas of Learning:
Three items jumped out at me in Chapter 4 this week. The first item was NET.S Standard II on page 60, dealing with the ethics of technology in the classroom. I have always tried to be a good model for my kids whether its downloading music or videos from the internet. There are a number of my colleagues in the past, however, that freely admitted to having improperly gained music. I have always been aware that kids will (like adults) look for an excuse to justify questionable behavior. I found an online curriculum last year that helps teachers educate kids about the illegality of just such practices.
The second point from the article dealt with research, on page 63, under NET.S Standard V. The authors indicate that students must carefully cite their sources when using any. A number of my students apparently have never been taught this concept, as they don’t see anything wrong with copying and pasting entire sentences, much less garnering information during research. It is the easy way out and it gets the assignment completed, I suppose, so that’s why they choose to do it. I don’t know if it’s also because the kids don’t have an in-depth understanding of research and how it’s supposed to contribute to their thoughts, not make up their thoughts.
Finally, the integration of the NET.S standards throughout the curriculum really struck me, as well. There is a tension or pull from administrators wanting teachers to include local or state curriculum standards, national curriculum standards, and now technology standards. Some of my colleagues’ lesson plans amaze me. They actually include each standard being taught in their daily lesson plans. I don’t know if other teachers are doing this, but it is extremely time-intensive. I think the idea to be familiar with them (the NET.S Standards) is a great thing, but to cite them in a daily lesson plans gives me the impression the authors of the text haven’t been in a primary or secondary classroom in some time.
2 New Ideas for Tech Integration:
1st: As I was reading on page 57 where NETS.S I talks about basic operations and concepts, I thought about my 7th grade class this past Friday. We started a project where they would not be able to complete some work, so it would have to be saved on the computer. I like to have students save it on the network because they can access the project anywhere in the school instead of just the one machine. However, the vast majority didn’t know how to do what I consider a basic operation. So, on Monday of this next week, I will be starting a class with a mini technology lesson in my classroom to show students how to save their work to our school network.
2nd : The NETS.S II also gave me an idea about teaching a lesson to my students about copyright infringement and stealing other people’s ideas. I found a curriculum online (http://digitalcitizenshiped.com/) that has some great examples and ideas and is intended for teachers to teach students about the correct usage regarding research and citation and music, among other things.
1 Technology Integration Concern:
My concern about integrating technology in the classroom goes back to a point I made earlier, that is about knowing which NETS.S I am using in regards to a particular days’ lesson. Is this going to be something that administrators are going to be worried about? Probably not, as they have AYP, IEP, and other pressing issues. Do they want us to utilize technology in the classroom? Absolutely. I’m just wondering if in the future we’ll have to account for it in our lessons, again, taking away time from actually teaching our students.Ch. 3 Reflection - Bryan Pechtl
Chapter 3 Reflection
3 Ideas of Learning:
1st: Immediately in the first pages of the text section, I found myself asking the question that the book was asking: what knowledge is worth knowing? I was surprised to see the math problem that an 1896 eighth grader was required to do. I can’t imagine many of the students from that time period had a use for that knowledge in very many settings, yet it was required to know. I can assure you that extremely few of my school’s students could perform such a function. I also found it interesting that the manner in which we conduct elementary and high school was basically created in 1892, according to the text on page 39. Is it time to have another committee see if we should change some elements of education today? Quite probably, though I suspect most people would balk at any major changed.
2nd: On page 42, the authors note that behaviorist educators “promotes learning a fixed set of skills in a fixed order”. I found myself disagreeing with their use of the example when it comes to sorting, though I understand the point they’re trying to make. They say behaviorists believe that learning is an accumulation of bits of knowledge, which is what I’m familiar with. I may be reading too much into it, but it appears the authors don’t have much belief in the effectiveness of this system. However, there must be some basic elemental knowledge that is going to be learned through repetition, at least as a building block stage.
3rd: As for constructivists, I guess I would fall into their definition based on the way I teach. The one problem that I saw early on in the reading was that if the student has a learning disability, there will need to at least initially be some manner of adjusting their thought process. If the student doesn’t have the proper tools, there will not be proper construction and, as a result, a flawed answer. On the other side, we have a teacher that is utilizing a new math series in the high school. It is centered around the students developing the answers based on group work and input. The teacher has reported that it’s too early to develop any conclusions just yet, but the students have really been struggling thus far. But it’s easy to see that students gain a better understanding if they have to search out the correct answers.
2 New Ideas for Tech Integration:
1st: I have used web quests in the past for a variety of subjects and topics, but after reading the chapter, it might be a good idea to have some of my students, in small groups, develop a web quest for their peers. This would probably have to be done at a higher grade level, but because the students would have to conduct the research on the topic to make a relevant web quest, they would likely gain a greater knowledge of the topic at hand.
2nd: after reading what students needed to know in the late 1800s for eighth grade, I think that, as a history teacher, it might be a neat project to have the students research a project to see how much has changed in the past 100 years. Students could be broken into small groups and research a different subject – math, science, history – and report back to the class with a Power Point giving some example problems. Students could also create a document with the questions and give the “test” to the remaining students, just to see if they could pass the eighth grade in 1896.
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