RESULTS Student generated critical evaluation strategies (pilot #1) implemented in 7th grade social studies.

1. Adapting Reciprocal Teaching to the Internet Using Telecollaborative Projects Jill Castek University of Connecticut Institute of Educational Science, U.S. Department of Education, Grant No. R 305G050154 • RESULTS • Student generated critical evaluation strategies (pilot #1) implemented in 7th grade social studies. ABSTRACT This poster discusses elements of the intervention we are developing and plan to use as the primary instructional model in this three year study. Internet Reciprocal Teaching (IRT) is an adaptation of Reciprocal Teaching, a widely used and extensively researched approach to teaching strategic comprehension processes (e.g., Hacker & Tenent, 2002; Palinscar & Brown, 1984; Rosenshine & Meister, 1992). It also draws on the instructional activity referred to as tellecollaborative projects, “an online project that blends curriculum, instruction, and technology” (Craig, 1997, p. 21). This instructional model invites cross cultural collaboration as classrooms around the world work together to explore a common topic of inquiry. The presenter will explore the refinement of this instructional intervention as implemented in two distinct pilots. FOCUS QUESTIONS What have we learned about implementing Internet Reciprocal Teaching in 7th grade classrooms? What efforts will we make next toward refining and expanding this instructional model to increase its effectiveness? In what ways does online collaboration increase motivation to exchange ideas that promote learning? METHODS Internet Reciprocal Teaching (IRT) instruction can encompasses several distinct Internet reading contexts. Ideally, lessons move progressively from easier to more complex reading contexts. A. Reading between two web pages (a homepage and one linked webpage)- This series of lessons introduces website structures. Lessons demonstrate how the reading context changes as various navigational paths are taken. Through demonstration, discussion and guided navigation, students learn to follow only those hyperlinks that would best suit their purpose for reading. B. Reading within multiple web pages bound to one website-This series of lessons introduces the process of navigation within multiple layers of hypertext. Through demonstration, discussion and guided navigation, students learn how to read linked information. Students are taught how to infer the kinds of information that may be linked to various sites and how to use a set of criteria for evaluating what constitutes a quality website. C. Reading within a search engine- This series of lessons introduces the use of a search engine. Lesson objectives include how to query search engines, how to read search results, and how to search within a site to locate specific information. Students learn to make informed choices about what to read and how to navigate to the sites that contain the information suited to their intended reading purpose. D. Reading the entire Web- This series of lessons teaches students to how to choose a topic of interest, query electronic sources, locate information relevant to their interests, and synthesize the information from multiple sources to come to new understandings. It provides students with the broadest possible reading tasks and contexts where they are able to use all of the strategies they have been practicing in earlier stages. E. Reading (and writing) Online Messages- This series of lessons explores the many different comprehension strategies required to infer information presented in a variety of communication contexts: Instant Messages, email, blogs, etc. Each of these communication contexts requires unique inferential reasoning skills as compared to traditional texts. Discussion focuses on how to construct clear messages appropriate for each context. IMPLEMENTATION All lessons variations utilized: 1) an LCD projector and Internet connected demonstration computer 2) student computers with Internet connections (1 computer for each group with 4-5 students in each group), 3) a discussion area, separate from the student computer stations. Variation 1: No discussion or demonstration of strategies occurred before groups predicted and questioned (on paper). Groups investigated their designated websites but no demonstration was provided as to what should be examined or how. Discussion of strategies occurred after, without demonstration. Variation 2: Explicit demonstration of two strategies (by teacher) occurred before students investigated their websites. During wrap-up and closure, two students groups demonstrated strategies they found helpful for critically evaluating websites. Variation 3: Discussion and demonstration was lengthy and explicit (by teacher). Content for evaluation was presented as “Criteria to Keep in Mind” using bullet points on PowerPoint slides. Less time was allotted for student investigation, and more time for student presentations. Variation 4: Teacher demonstration was focused and brief (no whole group discussion). Less time was provided for students to ask questions before working independently. More time was available for group work, and discussion. Explicit direction as to group roles occurred. One group demonstrated 1-2 useful strategies during wrap-up/closure. Variation 5: Individual student demonstrations took place during the modeling phase (students as experts). A brief discussion of strategies occurred as a whole group before breaking off into smaller groups. Ample time was given for student discussion leaving no time for student demonstrations. Closure and summary was teacher directed. • PILOT #1 • A three-period lesson was developed to teach Strategies for Critically Evaluating Websites. The purpose of the pilot was to test delivery methods and evaluate which were good matches for the Internet Reciprocal Teaching framework. Each of the lessons had six distinct parts: 1) presentation of objectives: why critical evaluation is important to successful reading on the Internet and how it connects to previous learning (2-3 minutes). 2) overview of the day’s activities (3-5 minutes) 3) teacher modeling (6-8 minutes) 4) student investigation and discussion in small groups (phase 1 on paper: predicting and questioningphase 2 on the Internet clarifying and summarizing) 5) student presentations of strategies (20 minutes) 6) closure and summary of new ideas (3-5 minutes). • Think about all the ways possible to verify the accuracy of your Internet sites. List your strategies as explicitly as possible. • 1. Examine your group’s websites on paper FIRST. • 2. Brainstorm together all strategies you could use to determine if your sites are valid and reliable (be as specific as possible). • 3. List each of the strategies your group came up with. • 4. Test the strategies you listed (one at a time). • 5. Evaluate how effective each of your strategies were. • 6. Provide comments to show what you tried and how you may have adjusted your strategy plan. • Present to the class TWO effective strategies for evaluation (show the class what was most helpful). • Present ONE ineffective strategy for evaluation (show what didn’t work). • SPOOF SITES STUDENTS EVALUATED Student generated lesson evaluation comments (pilot #2) implemented in 7th grade science. DISCUSSION Analysis pointed us in the direction of designing Internet Reciprocal Teaching modules that would focus on strategies required for reading, comprehending and communicating on the Internet. Preliminary modules will address strategies such as: a. conducting key word searches, b. locating specifically designated sites given pieces of information, c. reading search engine results, d. critically evaluating websites, e. synthesizing ideas from information found on multiple websites, f. communicating ideas effectively using email/IM/blogs and other ICTs. PILOT #2 A second pilot occurred in a 7th grade science classroom. This series of lessons focused on strategies for online communication. Students searched for useful websites, posted resources, and responded to posts made by other class members. Communicating on a blog allowed students to maximize content coverage, address science standards, and learn strategies for exchange ideas with other classes. Lessons explored ways using the Internet could help students learn science content and new literacies simultaneously. During the lesson students: • located and critically evaluated resources that explained aspects of the muscular skeletal system • explored the resources posted on the class blog to answer focus questions posed by a partner class • exchanged ideas about the focus questions, pointing readers to new resources in the process Students read material they found on the Internet in an engaged manner, taking advantage of animation tools and multimedia (labeled diagrams with sound) as they learned. Reading, examining and posting on the class blog created opportunities for critical reading, critical evaluation, and reflection on the content.