Our wiki world...

All of my students are on the wiki now. They created team pages from the class' team page (I should have warned them they would be creating team names - for some, they really stressed over their name). I showed them how to create a link to a new page and one at a time a team member created their teams' page. Then as a team, they added the names of those in the group to their respective team page. Each student added a table of contents widget to help organize their pages. Their assignment: create an about me section. Some of the assignments I have been giving are very simple but meant to teach a few things:

1. Following directions on the assignment page. (And learning to manage multiple tabs to toggle back and forth between pages.)
   
2. Maintaining a table of contents by using the correct size heading.
3. Using the heading requested in the assignment.
4. Linking from other pages to their individual page.

In Science for Living, we looked at decades of EPA climate data for PA, CA, and FL. They looked for trends, reported to their group, and then we will be looking at it as a class. As they have asked someone older in their family (40 is considered old to them - I think I pass for younger, though I am 43!) about viewpoints of weather today versus in the past, they are noticing the same kinds of stories. They now think it is a worthwhile pursuit to survey others as to their viewpoints. I think that is a great idea and we will be drafting it this next week. It would be great to have other countries participate in this, so stay tune.

In Biology, we started a white-tailed deer viewpoint project. Students answered questions about their experiences with deer. I showed a short video on different perspectives and history of the deer. Students will run a town council meeting with a mayor and president as well as 6 representative groups (animal welfare, homeowner's, wildlife biologist, park official, citizens for biodiversity, and conservation association) of those concerned and want a say in the management process. They will research positions and develop a management strategy. I am hoping that students are wanting to connect with someone who can help them and maybe we can set up skype conversations. For many, they will have to assume a viewpoint other than their own (animal activist, homeowner's association - we are rural and many students do not feel deer are a nuisance). I am thinking podcasts for viewpoints and management proposals. I definitely will be videotaping the town council meeting.

In Academic Biology, we heard presentations about Pa trees outside. We are also finishing up odds and ends assignments such as data analysis and identifyingthe parts of twigs. As we start classification with a clever candy activity, students will be acquainted with a dichotomous key and will use these concepts to classify the 20 trees AS A CLASS. This should be interesting to see them debating (I hope it is collaborating) on the process and determining which characteristics to begin with. Though a flowchart will be the way to chronicle the classification, a dichotomous key needs to be made. Of course, reflection after will be important.

Next week, I will have my Academic Biology students on the class blog. I had set up a learnerblogs blog, however it asked for a plugin but I could not get it to work. Instead I will be using edublogs. If any one has managment techniques, I am all ears. I used blogmeister last year. Management was easy but students were not happy with the movement through. I will follow soon after with Biology as a blog would be great for their project.

I think writing about the past week is very helpful to find holes and ask questions about my practice. Reflection is the way we learn!