Teaching With NoodleTools: Instructional Strategies

I'm Debbie a bilac and I'm interested in the power of how educational software can augment teaching and learning so I've really decided to focus on five places in the noodletools software where we could think about friction and what I mean by friction is the place where you would teach the place where you want to induce slow thinking in students and I've identified those places and I'm going to give you some quick overviews of how noodletools can be used that way and then of course because the software is pretty flexible there may be other areas that you will think of and I'd love to hear from you if you're if you do think of other ways to use our software so those areas are in the annotated bibliography in what we call template or public projects the ability to modify instructions in various places in the software and then places where you can formatively assess or even summative lis assess student work and just a general comment or two about plagiarism this is an example that I like to use for an annotated bibliography in which the teacher actually assigns has assigned a set of criteria that she changes for each grade so in the in one in say the ninth grade she expects them to be able to evaluate the author and by the tenth grade she expects them to evaluate currency and by the eleventh grade it's the subject and she I've said the grades and I'm not actually sure the grades I maybe that I'm wrong on the grade levels but what I think is interesting about this is that she has all teachers sort of buy into this process and so the focus each year becomes very clear on what students are evaluating and a systematic annotated a source list think is an excellent way to begin to teach stuff you can give the students criteria as this teacher has done or they can identify the criteria that they should be using related to the topic or audience or purpose and annotate their sources that way the next one is just to connect with you to show you that the reason that an annotation makes sense is that it's really pegged to citation when you put in the author's name you're really looking at Authority and if you make that connection for the student that relationship between Authority credibility and currency related to the forum itself I think it makes it possible for the student to annotate much more clearly the other thing that's interesting about this particular student annotation is that the student has gone beyond evaluating criteria to explain how the source is used and how it is compared to other sources in the source list by color-coding in this way and by by expecting students to you could use a source citation like this to model for students what you would like their their annotations to look like and by a by color-coding the student sees exactly what you mean with each piece another way of using noodletools source where is to have students create a collaborative source list in a k in in a in a class or a group could contribute sources to a single list about a certain topic the advantage of that is that everyone begins to get a sense of what are the most important our sources what are the most significant sources in fact you can even have them rate sources once a collaborative source list is then each student can make a personal copy of that list identify a specific sub topic or question that they want to work on delete sources that are irrelevant to that particular topic and use the relevant ones to do their research a third type of project that you could consider creating for students is what we call a public project or a project template a project template is when the whole class is given the same project it could include non-negotiable sources that everyone has to use it could just consists of one provocative source or it could consist of a range of sources that you're expecting them to choose from a public project not can not only be identified in terms of the sources but also in terms of the note cards I'll show you some examples so this one is from Amy Southwick she has Southworth she had a wonderful idea that she explained to me about using a single source paper where the whole all the students get exactly the same source and they have to do the notes for that one source and select the most effective parts of that source to use correctly in their paper for younger students you could use a version of that like this noodletools project and you if you go to that URL you'll see it where each each card each note card is a node in the outline and the student then simply fills out the note card and it is already organized into a project that they can write from another possibility for a template project would be to simply give them one model note card and I've done a example of that having to do with violent video games which you can got here where the only thing the student would get would be a single note card and it and if you open that note card what you'll see is that there's the quotation an identification of claim one in green a paraphrase of claim one in in the in the second field an identification of claim two in blue with a paraphrase of that claim in the paraphrase so the student sees how you've copied it out how you've highlighted and then how you say it in your own words another kind of shift that you could use for a project is what I call a setting the table activity and this is a not a full project but rather a sort of a provocation to get students interested in a topic this one is about guns and I chose for it for images with prompts about gun carrying in school and you'll see one of them here each image has different prompts associated with it and that's one of the things that students I think need to understand that they will respond in different ways to different kinds of images you'll notice how easy it is for you then to take a look at an image like this and begin to have students interpret the phrase on the t-shirt what might the teacher say so it really sort of opens the door to a larger project a version of that is that one teacher has actually given students model note cards for a variety of things so she's modeled bullet point notes she's bought modeled summarizing she's modeled analysis she's modeled how you would respond to a quark cartoon and how you would respond to a note card in this case the student has downloaded that public project and now has begun to add their own note cards as you can see in white over here but always has the model note cards available this is what our note card format looks like and used to look like in the previous version of the software when you click on edit a note card it brings up this note card editor and the fields can be edited on a student can enter text a student could enter an image but a nice new feature is that we now allow students or you to enter a video into the note card and one of the things that we now do is that when you setup a project you can change the various language in the various fields so instead of using copy/paste and annotate here you could put your own language into each of these fields that the students would see and the way you do that is when you start a new project in box there's a place to click that says modify the notecard instructions well could you change the information on those note cards too well you could say highlight vocabulary that you don't know or highlight evidence for an argument put a strong evidence in green weaker evidence in yellow put the claim in blue or you could say color code evidence for a position put your pro evidence for a debate in green and your con evidence in red you could also populate n-no-no card with a specific image and specific text so this one is a model for a photo and this and the student could simply replace his or her own photo in this in this particular note card and then explain the reasoning in this case whether or not this no cart this image has been manipulated another focus for your own modifications of a note card would be to ask the student what the author's one of you is for example expect the student to highlight words and phrases or loaded language or how strongly the author feels about a source um the student could color code adverbs and adverbial phrases that show how strongly the author agrees those are called intensifiers or disagrees qualifiers English teachers are going to love this kind of thing where you could highlight the rhetorical strategy and you would work with an English teacher to say exactly what would you like the student to look for and then use that in the notecard here's an example that would be fun for you to look at in which I have three different kinds of publications one is up a tweet one is a newspaper article and one is a journal they're all written by the same person and they all are written in different language in different styles and to different audiences and they are all in about the same about the author's research which has to do with the American dream so students could get a public project like this and be asked to analyze the rhetorical make a rhetorical comparison of those three things and we know that people sound differently when they talk to other people for example I've just just to give you a sense of it if you look at this piece of writing by a scientist you'll see that the writing is dispassionate it's written in the second tense it uses a lot of conditional words on one hand on the other hand it might be relatively small those cut those kinds of words dude if students don't recognize that that's the way to scientist in reality that's just the rhetorical style that's used in science for that kind of writing John Royce did a really nice piece of work he took three different different sources one was a history source one was an English source and one was a science was and he looked at how they attributed theirs their sources in in the article and he found that for example in science science it only does paraphrasing they never quote directly on when they're when they're referring to another source and they rarely use page numbers they are really talking about the result of the entire research I think this is a really interesting piece to do with students to have students look at that kind of writing okay back to noodletools so when you have a teacher's inbox this is your inbox for a class project you can sort of eyeball where your class is you can see that they've sent comments to you that's in the first column you can see how many sources and no cards they've created for material that they're working with you on and this will sort of give you a sense of where the class is you can also look when you look at a particular student's work you can do you can ask the student to do things that will help you assess their assess their work for example you can harvest if you're working with another teacher you can have the student color code the notes that he or she wants you to look at as opposed to color coding notes that the content area teacher should look at you can have students color code notes to show that they're ready to have them checked and you can have them tag notes when they need help this is a picture of the comment panel on on one student's work you can see the 30 day log on the right-hand side we it shows the work they've done on the bottom you can see where they are with the amount of notes and comments and sources that they have completed and then on the left hand side is their conversation with you they asked can I ask you a question you can respond to it and all that is archived so that you can look back over the course of the project and see how the student has been taking the work with comments that you've been giving them to simplify when you see for example a quote a question mark on a note card you can bring up the comments panel which we've standardized across all screens and the detailed view shows you exactly where the student needs help and you can comment right at that spot your feedback is classified question or change required a compliment or even a score and then you can move the panel to the by the drag handle so you can see all parts of that project all parts of that screen that another way that we can suggest that you work with students to simplify your own workload is to have students help each other so this is a peer-reviewed project in which two students are giving each other feedback in the highlighted source the student didn't know how to find the publisher in the name of the site and a peer helped him find that information this kind of peer to peer teaching has learning benefits both for the student and for the peer you could also ask students to do a quick check on whether or not a source list is relevant essential and authoritative so if students were given each other's source list with no title on the top would they be able to guess the probable topic of the essay the audience and the purpose and explain their reason we've got a lot of other sort of template ideas that can assess students understanding of various things for example we have one on disease that can assess the way students evaluate and annotate their sources we have one on tooth decay which you can use to have students evaluate and organize note cards and we have one on voting rights in which they can identify primary and secondary sources in each case they would download this particular project to their own accounts and then work on them according to your instructions and then you would be able to look and see how they had done don't forget that there are in fact questions within the software that student can be used for student reflection so in a list analysis we do a list analysis of their bibliography that shows the proportions between print web database and divides them into group by the source type and shows where they fall by date and the questions next to them can be asked of the student so that the student has to justify the needs of the assignment and the topic against whether or not their sources meet that those needs finally just a quick comment about plagiarism probably most students have problems with plagiarism because they don't understand how to read difficult material so being able to see the direct quotation and then their paraphrase or summary summary is the most useful way for you to approach plagiarism with students and in this example you can see that the student really is repeating a lot of the text in the quote simply because it's hard vocabulary some I'm certainly not the only person who's thought about these kinds of things but I just want to give a little shout-out to two really interesting things that are quite new in middle web a woman named Cheryl has done a very nice set of activities about stopping student plagiarism before it starts so I've left the URL there so you can take a look at it and Leslie manio T's has a new book coming out called guided inquiry design in action for high school which will have specifically the noodletools related information in it it's not out yet but you I'm sure you can pre-order it we're working on comment-list we had a common list in the last software but what we want to do is help you to be able to comment on student work and we're looking for ways in which we can help students and you comment efficiently and carefully with instructions that will help them to – – with actionable instructions that they can use so basically that's really all that we've prepared for you today and we're open to having you ask questions in the chat window

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