Final Project -RILS

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Relevant and Innovative Learning Scenario

Rebecca Stuart

Brief Overview:

Using a previously created website, the students will learn how to add new pages of information to their website. They will be using this new page to create a space to talk about their favorite thing. The students will be able to add pictures and video to create a fun site for people to visit.

1.     Target Audience—Twelve fourth grade students will be used for this scenario. The students attend a small Christian private school. There are nine girls and three boys. The students are all nine years old.

2.     Materials—Whiteboard and markers

a.     White board and markers

b.     12 Computers with internet connection

c.     Student writing journals

3.     Objectives—At the end of the scenario the learner will be able to:

a.     Create a new page on their website.

b.     Describe their favorite thing

c.     Design their site to include one picture

d.     Analyze new information on other’s blogs and comment appropriately

4.     Procedure—

a.     Write instructions on the board.

                                              i.     Turn computers on

                                            ii.     Go to students.weebly.com

                                          iii.     Log in

                                            iv.     Wait patiently J

b.     Tell students that they will be allowed to talk to each other through out this process. Encourage the students to ask each other questions; For example: “How did you get that picture to look like that?” Remember, no talking while teacher is talking.

c.     Demonstrate, if possible, how to select the “pages” tab.

d.     Once on the “Pages” tab is open, students should select the “Add Page” button. This button is orange and rectangular.

e.     They will now need to name the page. The default setting for the name is New Page. The name should be something about their favorite thing.

f.      Once the page has been named, the students will need to select save settings. If the student leaves the page without saving, they will have to start the process over.

g.     When the saving is complete, the students will have a new tab to select from their home page.

h.    Students will go to their new page and “drag and drop” the element that they would like to start with. The students will be told to begin with writing. This means that they can select paragraph or paragraph with picture.

i.      Students will then begin writing about their favorite thing. If the students have already written about it in their writing journals, they will be able to copy the information instead of trying to think of information on the spot.

j.      When the writing is complete, the students will be given the opportunity to browse the pictures and videos available to them. They will do this by using the drag and drop method to drop the element (picture or video) into the page.

k.    When the student feels that their page is complete, they will create a new post on their blog page. The blog post will tell their readers that they have created a new page and to go check it out.

l.      Students will be given time to analyze each other’s new pages and post comments to each other through the blog post created above.

5.     Web 2.0 Tool—The web 2.0 tool used for this RILS is www.weebly.com.  This tool is used to allow students to create their own websites. The websites that the students create are password protected and user friendly.

6.     Social Participation/ Social Learning—The students will be allowed to talk to each other throughout this entire scenario. This will allow the students to see what other classmates are doing and ask them to show how they can do it themselves. The students are always excited to show each other something new. The end result of the scenario is for the students to explore each classmate’s new page and then tell them what they think by posting a comment to their blog.

7.     Making Connections—

a.     Previous knowledge in order to create new knowledge. Students will be using their knowledge of how to create a website with a welcome and how to create a blog page to help them with this scenario. Students will also be using their typing lessons to help them while writing about their favorite thing.

b.     Something that is relevant for them—The students will be writing about something that they are passionate about. There will be no limitations set on what this favorite this is because every learner is unique. Learning to blog also teaches the students a valuable way to share their thoughts with the public.

c.     With a local or global audience—For the safety of the students, their websites are not global. The website password has been given to the parents. Some students have given the password to their family members and these family members have been able to post their thoughts on the student’s blog. It gives the students a special feeling to know that others are reading their work.

8.     Create/ Produce—The end product will be a new page on the student’s website. As well as a blog thread about their new page.

9.     Assessment— Rubric for Web Site Design: New Page

CATEGORY	4	3	2	1
Learning of Material	The student has an exceptional understanding of the content and procedures used to make a new page.	The student has a good understanding of the content and procedures used to make a new page.	The student has a fair understanding of content and procedures used to make a new page.	Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make a new page.
Graphics	Graphics are related to the theme/purpose of the site, are thoughtfully cropped, are of high quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, are of good quality and enhance reader interest or understanding.	Graphics are related to the theme/purpose of the site, and are of good quality.	Graphics seem randomly chosen, are of low quality, OR distract the reader.
Interest	The author has made an exceptional attempt to make the content of this page interesting to the people for whom it is intended.	The author has tried to make the content of this page interesting to the people for whom it is intended.	The author has put lots of information in the page but there is little evidence that the person tried to present the information in an interesting way.	The author has provided only the minimum amount of information and has not transformed the information to make it more interesting to the audience.
Content Accuracy	All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met.	Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met.	Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met.	There are several inaccuracies in the content provided by the students OR many of the requirements were not met.
Work Ethic	Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.	Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.	Student usually uses classroom project time well, but occasionally distracts others from their work.	Student does not use classroom project time well OR typically is disruptive to the work of others.
Layout	The Web page has an exceptionally attractive and usable layout.	The Web page has an attractive and usable layout.	The Web page has a usable layout, but may appear busy or boring.	The Web page is cluttered looking or confusing.
Content	The page has a well-stated clear purpose and theme that is carried out throughout the page.	The page has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.	The purpose and theme of the page is somewhat muddy or vague.	The page lacks a purpose and theme.
Spelling and Grammar	There are no errors in spelling, punctuation or grammar in the final draft of the Web page.	There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Web page.	There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Web page.	There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Web page.
Blog Comments	Post comments to all classmates’ blogs.	Post comments to almost all classmates’ blogs.	Posts comments to some classmate’s blogs.	Does not post a comment to every classmate’s blogs.
Fonts	The fonts are consistent, easy to read and point size varies appropriately for headings and text. Use of font styles (italic, bold, underline) is used consistently and improves readability.	The fonts are consistent, easy to read and point size varies appropriately for headings and text.	The fonts are consistent and point size varies appropriately for headings and text.	A wide variety of fonts, styles and point sizes were used.

10.  Reflection—

a.     Students—The students can write about their experience in their writing journals or write their reflection as a blog post.

b.     Educator—The educator can reflect on their own blog, in a teacher journal, through notes recorded on the computer for future reference or they could create a short video reflection about the whole experience.