Session+2

=//**2.3 Website Analysis**//=

For the "Pacific Northwest Tree Octopus" website, the layout is easy to read making it easier for students to pull out information. Also, the FAQ's tab makes the site seem legitimate. The "POP" website can be convincing because it includes quotations, links for more information, and links to multiple stories.
 * What characteristics make these websites so convincing?**

Well, aside from knowing a tree octopus is just as real as Bigfoot, some evidence includes the websites not linking to credible sites or sources. Neither website use statistics or real data to prove that they are serious and/or professional.
 * What evidence is available to prove that these websites are hoax sites?**

This is a hard one, because with all of the options out there, even adults can get caught up in the wrong/misleading information. I would suggest that students look for sources that are fair and objective. It seems that the "tree octopus" website was more humorous than serious. A more credible site probably wouldn't have a tab where you can purchase a "Tree octopus" bumper sticker. Researchers should also be able to look up the credentials of the website's creator or even the authors whose articles appear on the website. It can be fairly difficult to teach middle school students how to determine a credible website!
 * What guidance can we give our students to help them avoid websites that contain inaccurate information?**

[|Evaluating Web Pages]

An article displaying research results emphasising the success of project-based/inquiry-based learning. Adapted from //Powerful Learning: What We Know About Teaching for Understanding// by Linda Darling-Hammond, Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson.
 * Inquiry Based Learning Resources**
 * [|Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods]**

[|NEIU] This website gives a great rundown of the process (or steps) you can take when guiding inquiry-based learning in your classroom.

[|Youthlearn] Here, you can find a brief description of the principles of inquiry-based learning and a brief overview of how to use it in your classroom as well as the benefits.

=//**2.4: 3 Minute Pause**//= From what I understand, inquiry based learning is driven by the students and their questions. This type of learning is set around research and students seeking answers to their questions. If it is driven by the student, my concern is how, as a teacher, I would structure my classroom. Inquiry-based learning also encourages critical thinking, student ownership, and academic integrity. Also, through inquiry-based learning, students learn to ask the right questons and follow through on proper research techniques.

=// **2.5: Essential Readings** //=

1. What will my classroom look like when using the inquiry-based learning model? 2. What tools/resources are necessary for me to do this successfully everyday? (Will I do this everyday?) 3. I can surely see how inquiry-based learning will promote student ownership. After doing service-learning projects this year, the best results/learning came from the research my students took control of. 4. I would like to see inquiry-based learning improve the research strategies of my students. Many sit in front of a computer without any idea of where to go.

=//**2.6: Evaluating Student Work**//=

Awesome! I'm looking forward to doing something like this with my 8th graders. I loved the used of tools like Glogster and Wordle. You can see that it was strictly the students who had their hands on this wiki. I'm glad to see them using their research and presenting it through technology. Also, happy to see the images. Why not use images? Images grab the attention of those online than plain text. Lastly, I like the "Pirate Pad" displayed in Project 3. Its as if someone wrote down their authentic conversation.