Group+C+Workspace

=Voice thread4-C-1 HomeHomeHome > Group C Workspace=

To add your VoiceThread:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the bottom of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 3) Click under the last link of the Learning Activity 4-C-1: Create a VoiceThread section.
 * 4) Type your first name and last initial followed by "VoiceThread" (ex. TimF VoiceThread).
 * 5) Highlight your your name and VoiceThread name.
 * 6) Click the **Link** button on the Editor bar.
 * 7) Click the **External Link** tab, if you are not currently on it.
 * 8) Copy and paste your VoiceThread link in the Address textbox.
 * 9) Click the checkbox next to New Window.
 * 10) Click **Add Link**.
 * 11) Press **Save** on the Editor bar.

To edit the Overcoming Barriers table:

 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you you reach the Learning Activity 6-D-1: Overcoming Barriers section.
 * 3) To add a barrier, highlight "Enter barrier here." text and type in your barrier. To add a solution, highlight "Enter solution here." text in the cell to the right of the barrier and type in your solution. If another solution already exists, type your solution under it. Note: Be sure to add your initials at the end of your barriers and solutions so you receive the correct amount of credit for your work.
 * 4) Press **Save** on the Editor bar.

To comment:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter a descriptive title.
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

CristineD_VoiceThread
MandyU_VoiceThread

ChristineD Voice Thread

Learning Activity 6-D-1: Overcoming Barriers
Barriers ||~ Solutions || There are not enough computers available for whole school so lab time is hard to obtain. MU ||< Work in small groups, or have a rotating schedule for individual students to use the computers, while others are doing another activity. - CDoris Can you assign the project in groups? - JF Encourage students to also do work outside of school. They can use the library for computer access. -MS || Our administration feels that projects that require extended time to complete wastes instructional time. Learning and activities should be short and quickly completed. MU ||< Select a project which you can incorporate into multiple periods a day - For example: The Rosa Parks research project my students would do could be done during writing time (b/c they're researching and writing), during computer time, or during Social Studies periods. - CDoris || Often out internet is down without warning and students can't access internet or saved files. MU ||< Have a plan B such as a library cart so that students could conduct research, etc. on that day. DC This might also be an opportunity to encourage students to access information at home and bring in on a flash drive - JF || Administration feels that using technology projects will cut down on the amount of state test prep time. MU ||< Collaborate with your technology teacher to see if any of the work could be done during that cluster time. (This one is almost a losing battle in my school) - CDoris Try clearly defining the standards and skills obtained with the project to the administration and technology teacher. JF || Students may stumble upon inappropriate websites - CDoris ||< Plan ahead and provide websites that are preapproved or use kid safe sites. MU We create library folders in our district ahead of time that provides the approved sites. JF Provide some website addresses that would be helpful for completing the project that you have already previewed. Christined || Dealing with students who have very limited computer skills vs. students who are very tech savvy. - CDoris ||< Regularly meet with groups to check on progress, give kids a tech cheat sheet to walk through steps, in creating groups have mix computer abilities so kids can help and tutor each other. MU Have some kids work as floating 'mentors' to help other students who are having difficulty. Christined || Security software blocks websites that are appropriate and would be useful for the project. - Christine D ||< In our district, we can talk to the technology dept. and tell them specific sites that we want to use and they can override the system and unblock websites that are needed for projects. MU As teachers, we have a code that we can use to access blocked sites. JF || Some students have difficulty coming up with questions that help them search for important information for project, others do not. - Christine D. ||< Meet and conference with students to help them come up with questions. Also by working in teams of mixed ability they can put their heads together. Teach a lesson yourself or with the help of your librarian on internet searches. That helped me last year when kids were sure what to ask in order to search for information. MU Maybe brainstorming about these questions is as important as defining essential questions for the students - JF Give them a list of some example questions to get brainstorming started. -MS || Time for completing projects takes away from other classroom activities. -Christine D. ||< Some parts of the project can be schedule as homework. MU || Limited lab time. - Christine D. ||< In scheduling the progress of the project, have the students meet a deadline so that they are all using the presentation software at the same time so that your need for the lab is less. MU || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. || Enter barrier here. ||< Enter solution here. ||