Session+2

"2.3 Website Analysis"

Even though I had never heard of a tree octopus, the tree octopus website seemed convincing at first glance because of the presentation is so detailed, includes multiple tabs and multiple links including the side-bar for fund raising. The site is simple to navigate from section to section which adds an air of authenticity. Glancing at the list of documentation, games, first-hand accounts, pictures, media attention, etc. all give the home page the feeling of substance until you really take the time to read or look.

Every paragraph is overloaded with information, much of it tongue-in-cheek details and excess suggesting a well prepared parody of on endangered species sites. Clearly, the humor grows as the site invites the reader deeper into the charade. Once in, it is difficult to resist noting the multiple gests from the pictures of a tree octopus at Christmas to the connection to the tree octopus to Sasquatch, the fact that use of the “sub pharyngeal ultra fricatives if done correctly would shred human’s larynx” or that none of the donations were used to help the endangered tree octopus.

The website on male pregnancy was exceptionally thorough and convincing. The look, the tabs, the comprehensive nature of the explanations, rationales, links, associations with real places, news publications, universal gender debates, and religious considerations - all make the site seem devoted to truth and science. After looking at the site, documentaries, scientific explanations, information, and advertisement, I would think many students would be impressed and convinced about the veracity ofRYTHospitaland Mr. Lee and his doctor.

While one might have previously used basic biology to identify the site as a hoax, I found it less easy to validate the lies because of my tendency not to be surprised by where science takes us and because of the transgender male who delivered a baby (although the anatomy issue is much more understandable in that case). Some of the links were dead ends, the documentary was far less informative than possible, footage of Mr. Lee shopping and eating was of proof nothing. Some of the links went to useless places like an Egyptian paper. Exaggerated claims about a 12 minute max sleep aid and head transplants also made the site questionable. The scientific explanation of how a man could carry a baby in his abdominal cavity with no placenta nor need for continued hormones were totally unbelievable among other observations.

The first bit of advice would be to trust no site until investigated and to note that having a website means absolutely nothing; these two websites easily provide lies. The site on the tree octopus seems in retrospect good fun; the site on male pregnancy a caveat about the power of the internet to spread misinformation. I would think that there is a way to steer students away from certain sources of information such as Wikipedia and would like to know how to teach students to avoid misleading or inaccurate websites.

Evaluating Web Pages
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Summary of Evaluating Web Pages: The information on Evaluating Web Pages includes a thorough series of guides for checking the reliability and authenticity of websites used for research. The directions are extensive and informative in their own but also provide rationales, answers to questions that might be raised and explanations on how to deal with common problems.

The directions begin with the hows and whys of validating a source’s URL and weighing the value of the site by for example comparing different domains to personal sites. Next, is the direction to evaluate the source by checking links providing background information or backtracking site information by truncating back from the URL. Again, the goal is verification of reliability of the information, information about date of publication, and credentials of author. Students then evaluate alternate links and documentation searching for more verification on reliability. The supporting documentation, publisher, and other resources should be accountable and serve as valuable evaluative tools. Alternate sites for evaluating the web pages such as alexa.com and Wayback Machine as well as using familiar search engines such as Google are suggested for evaluating the site, the author, and suggested links.

This site provides lots of valuable information for any student serious about finding reliable, timely, and accountable sources.

2.3 Inquiry Based Learning Websites **[]** **Inquiry Page - archived copy**
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The University of Missouri offers an eThemes website loaded with information as a “source for content-rich, kid-safe online resources.” The site offers teaching tips for grades 1-12 and a series of impressive links. [] Student Inquiry in Research Process The link I visited was “Student Inquiry in the Research Process. Here a full explanation from start to finish of inquiry projects is available. This site includes discussion of “Recursive Questioning Cycle in Inquiry Research” and pages about student inquiry and orientation, exploration, strategies, investigation, conclusion and reflection. For the teacher there are discussions of about using primary sources, evaluating the internet, an annotated bibliography and information on assessments. The work was copyrighted in 2005 but is thoughtfully presented. The Expanding Canon: Teaching Multicultural Literature - Inquiry Rudolfo Anaya and james Baldwin [] Literature and Inquiry
 * The Inquiry Page is a history and sampling of educational philosophy through practice, units, and resources about inquiry based learning. The site is appealing because it is a comprehensive snap shot of background information presented collaboratively. John Dewey's beliefs are reviewed and the cycle of learning from asking, investigating, creating, discussing, and reflecting is reviewed and presented as the source of the next series of questions and discoveries. For me, it seemed like a natural first step. The site includes close to 3000 viewable inquiry units, ways of altering, types of assessments, and explanation of the development of the website as its own inquiry based project.**
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 * Teaching Tips: Inquiry-Based learning - eThemes**
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This is an exciting website as it pairs the theories and strategies of inquiry directly with high school English classes. There is a video, lesson plans, examples and explanations of using different authors, small groups, student led inquiry and discovery, use of technology, and presentations. The site was prepared by both the teacher and students and presents a perfect example of adapting course work within an English class. Much of what I looked at previously dealt specifically with science and history. This site deals in terms of author's purpose and student interests and needs. The site is loaded with links and support and represents and excellent model.

2.4: 3 Minute Pause
The information about finding accountable internet sources and the process of identifying and reading 3 sources discussing inquiry based learning provided helpful background and fundamental review of how inquiry can be used as a valuable tool for students. This work showed the need for effective teacher guidance when assigning students to research through the internet. The importance of technology literacies became more apparent with each assignment, as did the wealth of materials available.

I imagine how creativity is nurtured within an inquiry based classroom but am still stuck on the as yet limited access to technology within schools. All that I've read is exciting for kids and teachers. Do ability levels factor in? Are there ways to differentiate or do students do that on their own as they design their own questions?

All of what we are doing, I would think, is preparing us for our final project, but how creative will our projects have to be? How far from our comfort zones will we need to push?

//"2.6 Reflections on Student Work//".
Is there a rubric for evaluation of the student work or just a holistic evaluation necessary? I was generally impressed with the students' work. I did look over the first court case of each and was impressed with the improvements for each student on the second try. While there were still issues with spelling, conventions, and need for reivision, I was excited at how much more skillfully they each were in using the wordles, the links, glogs, etc. I liked the pirate pad and listening to what seemed like real student voices. I liked their ability to go out into the world and capture pictures, details, news stories, videos, and interviews about their criminals. I like how the groups shared a common interest and worked to focus on age as a common element. I believe they did a good job.

I would think the students learned a tremendous amount about using technology, doing research, and discovering methods for sharing information and discoveries.

These student samples reinforce the notion that teachers need to be prepared to help students discover new uses for the internet and technologies that exist for sharing information.