The agenda that follows briefly outlines sections of a two- to
three-hour hands-on workshop. It includes a few helpful pointers and time
estimates.
Openers (10-20 minutes)
Following the welcome, introductions, and any get-acquainted activities; review
the goals, agenda, and the Wild Ride resources.
Demonstrate the Wild Ride Web Site (10-20 minutes)
A quick demonstration of the Web site should focus on introducing a few
organization and navigation basics, and not on content. With monitors off, walk
participants through a few preliminary features of the Web site:
-
Point out opening page options, such as the Introduction and
Ordering links
-
Show the site map (Note: This site map is for organization
overview and is not used for navigation)
-
Select Learning that Works, demonstrate some secondary pages and
show navigation back using the back button of the browser
-
Demonstrate navigation buttons at the bottom of the main section
pages
-
Return to opening page for selecting classrooms and select site
map to review at end
Explore the Web Site
Get teachers started by having them type in the complete URL:
http://www.intel.com/education/projects/wildride/index.htm. Depending
on time available, structure the hands-on time with pauses for group
discussions. It may be helpful to use a prepared handout with questions to
prompt discussion. The handout has discussion questions that can be downloaded
and modified in a word processor.
Discussion Questions
Some natural breaks and discussion points include:
Review Classroom Context and Description (10-15 minutes)
Encourage participants to start with the contextual information at the
orientation page before moving to the project description in Learning that
Works. When the majority have moved through this material, pause and discuss:
-
How is this classroom similar to or different from your
classroom(s)?
-
What aspects of the project are appropriate for your
classroom(s)?
-
What project ideas does this classroom bring to mind?
Review Management and Organization Strategies (10-15 minutes)
The Working Together and Using Workspaces sections contain a lot of material on
specific strategies and activities. A discussion of these strategies can
generate a lot of variations and new possibilities among a group of teachers.
Pause and discuss strategies:
-
What strategies does this teacher use to keep students organized
and managing their group work? What do you use?
-
How are computer and non-computer activities scheduled in this
classroom and in your own?
-
How do students rotate or move from activity to activity?
-
What are the advantages and disadvantages of the workspace
arrangements in this classroom?
-
How do they compare with those in your own classroom?
Review Monitoring and Assessment Practices (10-15 minutes)
The Assessing Learning section contains many student work samples, scoring
guides, and a description of assessment for the project. After reviewing the
materials, pause and discuss:
-
Extended projects often result in a culminating performance
assessment; what kinds of performance assessment do your students do?
-
How do you assess final projects?
-
In what ways are the scoring guides and student monitoring tools
useful for projects you do, or may do in the future?
-
In what ways has technology supported student learning?
Review of school support (10-15 minutes)
The final section, Supporting Success, addresses school leadership and
structure that supports classroom use of technology.
-
In your school, what structures are in place that support your
use of technology?
-
What has helped you the most?
-
What support would you like to have?
Wrap Up
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