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Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: I will incorporate this specific online learning project/collaboration site into my classroom by first
asking students to review their notes over the structure of a cell. I will section students into groups and
assign each group a section of the cell to focus on. Students are to use their prior knowledge to post a
discussion post that defines and explains the function of each cell structure and include pictures and links to
any information obtained online. Students will use the online learning project/collaboration site Schoology to
share their response with the rest of the class and the teacher. This allows each group to dig deep into each
section they are assigned and be able to view and study other responses to get a better understanding of
each cell structure in the cell.
What technologies would be required to implement this proposed learning activity in a classroom?
Laptop, access to Schoology, Web browser (google chrome, internet explorer etc.)
Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their
school: Students will be collaborating within the peers in their group. Together, they will post a
discussion post that meets all of the requirements. Each group will collaborate with other groups by
reading their post and commenting one thing they found interesting about their post.
b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): This assignment involves student-centered learning and
knowledge creation because it requires students to use what they know to create their own definitions
and description of the function of each structure. They have the freedom to include any images,
website links, or videos to give the reader a better understanding.
c. Higher-order thinking: This assignment requires students to use higher-order thinking by having them
use what they previously learned in their notes to give a more in depth and detailed explanation of the
structure. They must also include a form of media that helps to visually represent each structure.
d. Students publishing their original work to others who will use/care about their product: Groups are
publishing their own interpretation and definition of cell structures for other students in the class to be
Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
able to access and study. Every student will have access to their own post as well as the other groups.
Students are also assigned to reflect on another groups posts by stating something they found
interesting.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☒ Creating
Spring 2018_SJB