Concurrent Sessions

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Concurrent Sessions

• History in the Collaboratory
• Louis Room
• Collecting Data in the Collaboratory
• Northwestern Room
• Writing in the Collaboratory
• Michigan Room

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I. History in the Collaboratory

• Collecting Histories
• Roxana Hadad, The Collaboratory Project, NU
• Becoming a History Maker
• The History Makers, Chicago, IL
• Alumni Memory Board
• Chicago Public Schools The Chicago History
  Museum
• Adventures of the American Mind (AAM) Library of
  Congress (LOC)
• Margo Tomaras Andrew Gibbs, DePaul University,
  Courtney Vaccaro, Best Practice High School,
  Chicago, IL

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Preparing for an Interview

• Find an appropriate subject
• Research his/her background
• Learn about the period and place
• Ask the subject to bring artifacts
• Photos
• Clippings
• Clothing
• Bring a notebook, camera, recorder, computer to
  record the session.

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Asking Questions

• Be relaxed and friendly
• Ask open-ended questions
• Tell me about your childhood
• How did you get to where you are today?
• Whats the most important lesson you have
  learned?
• Listen, dont interrupt, be responsive

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Collecting Histories in the CollaboratoryRoxana
HadadThe Collaboratory Project, NU

• Collaboratory projects using Nexus documents and
  the Survey Studio to collect data and information
• Collecting Histories
• Becoming a HistoryMaker
• Alumni Memory Board
• Students connect with the past through interviews
  and primary sources

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• Collecting Histories/Alumni Memory Board
• Students collect and share oral and written
  histories from individuals in their community.

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Becoming a HistoryMaker Students learn about
a HistoryMaker from the HistoryMaker archives,
then create a chronological report of the person
and connect local and world events
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Adventure of the American Mind (Library of
Congress) Margot Tomaras Andrew GibbsDePaul
University, Chicago, IL

• Project to prepare teachers to use the American
  Memory Website created by the Library of Congress
• Students use online and local primary resources
  to make abstract concepts come alive through
  concrete examples.

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Free Internet access the Library of Congress
archives of text, sound and images that document
the American experience.
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Students select a Library of Congress photo from
the Civil Rights Movement and provide analysis
based on several questions
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II. Collecting Data in the Collaboratory

• Data Analysis Sponsored projects, Collecting
  Histories, Astronomy Research
• Gary Greenberg, Director, The Collaboratory
  Project, Northwestern University
• Assessment and Measurement Math Science
  Partnership
• Ed Suddarth, Hamilton Jefferson ROE 25, Mt.
  Vernon, IL, Dirk Wongsopawiro, SIU, Carbondale,
  IL
• Mapping Data (GoogleMap) A Day in Our
  Neighborhood
• Rich Barone, The Collaboratory Project, NU

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Creating Successful Surveys

• Provide a clear introduction about the purpose of
  the survey
• Include instructions and time frames
• Keep questions simple and focused
• Organize questions in a logical order
• Ask only one question at a time
• Question should include all possible answers
• Answers should be mutually exclusive

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Asking the Right Questions

• Open-ended Questions
• Free response (text)
• Closed-Ended Questions
• Likert-scale (feelings and attitudes) 1 5
• Yes/No, True/False
• Multiple choice (pick the best answer)
• Ordered response
• Categorize
• Number

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Collecting Datain the Collaboratory Gary
Greenberg Director, The Collaboratory Project, NU

• Collaborative data collection
• Analyzing and reporting results

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• Use the Survey Studio for collaborative data
  collection from diverse locations and
  communities.

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Report and share survey results and analysis in
Nexus or ePortfolio documents.
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Assessment Measurement Math Science
Partnership Ed SuddarthHamilton-Jefferson ROE
25, Mt. Vernon, ILDirk WongsopawiroSIU,
Carbondale, IL

• Using Collaboratory resources for data collection
  analysis
• Writing an evaluation report to assess the MSP
  Project

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Answers to survey questions can be displayed and
restricted for analysis.
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Applying restrictions to survey answers is a
simple way to start data analysis
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Mapping Data (GoogleMap) A Day in Our
Neighborhood Rich BaroneThe Collaboratory
Project, NU

• Data is displayed in a familiar GoogleMap
  interface
• Location-based interface to Nexus Galleries and
  documents

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Locate learn about schools in Illinois, Florida
and New Brunswick, Canada that participated the
Day in Our Neighborhood Sponsored Project.
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Maps can link to Nexus Galleries and documents
created by participants.
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III. Writing in the Collaboratory

• Writing in the Internet Book Club
• Sandi Atols, CPS eLearning Connie Amon
  Students from Orozco Community Academy of Fine
  Arts Sciences, Chicago, IL
• Writing in the ePortfolio
• Eileen Justus, Family Center for Learning, Elk
  Grove Village, IL
• Writing in the Discussion Forums
• Balazs Dibuz, Quest Academy, Palatine, IL
• Writing in the Nexus Community
• Bonnie Thurber, The Collaboratory Project, NU

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Extended Response (E.R.)

• E.R. encourages students to explain and support
  their answers, often leading to more complex
  interpretations of the material being explored
  and discussed.
• Good E.R. questions always encourages the student
  to go beyond a simple yes or no answer. They are
  challenging enough to make them think (usually
  involving some analysis or synthesis)

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Examples of good E.R. questions

• At the end of chapter 1, Huck describes the way
  he feels up in his room (with the owls wooing,
  the dogs howling, and the ghosts moaning). What
  did you expect would happen when Huck heard the
  twig snap? Why?
• What did the judge and Widow Douglas attempt to
  do for Huck? What ultimately happened, and why?
  Explain the events and their significance in
  terms of the novel and society.

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Writing in the IBCConnie Amon Students
Rosalia Atilano, Edgar George, Brandon Medina,
Yuriana Nunez Orozco Academy, Chicago, IL

• Orozco students in 3rd, 4th, and 5th grades
  collaborate with students at other CPS schools in
  online book discussions,.
• Students hone their public writing skills, create
  web documents, and communicate appropriately with
  others online.
• Students have become experts at communicating
  their ideas with others using the Collaboratorys
  resources.

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Students work in the Collaboratory individually,
in centers, and in classroom groups in the library
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To practice writing extended responses, students
answer teacher writing prompts in IBC book
discussions
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Writing in the ePortfolio Eileen Justus Ridge
Family Center for Learning, Elk Grove Village,
IL

• Students use the ePortfolio to work on their
  extended responses
• Students use peer review and online teacher
  feedback to improve writing skills for the ISAT
• Students become more familiar with the extended
  response rubric as they assess each others
  writing

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Extended response prompts are posted by project
leaders
Students answer a question designed to elicit an
extended response from the Harcourt reading series
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Comments and rubric-based discussions
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Writing in the Discussion Forum Balazs Dibuz
Quest Academy, Palatine, IL

• Extended response questions are used as
  discussion prompts
• Students write more when writing for an audience
  of their peers
• Students who write about their reading become
  better readers

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• Observing student writing skills develop through
  the school year
• Example Watership Down, November Book Talk

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• Writing by each student is available for each of
  the Book Talks in which the student was a
  participant
• Example The Time Machine, April Book Talk

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Writing in the NexusBonnie ThurberThe
Collaboratory Project, Northwestern U

• Pre-teens write original short stories in a 12
  week enrichment program called Online Writing
  Workshop
• The process uses the Collaboratory Conference
  Center (chat), Discussion Forum, Messaging,
  Survey Studio Nexus Community
• Stories are peer reviewed, edited and published
  in Nexus Community Galleries for family and
  friends

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• Author brainstorming student discussion

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• Students parents complete rubrics on their own
  and others stories using the survey studio

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Concurrent Sessions

• History in the Collaboratory
• Louis Room
• Collecting Data in the Collaboratory
• Northwestern Room
• Writing in the Collaboratory
• Michigan Room

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Project of the Year Award

• Each year we recognize an educator for work
  integrating the Collaboratory into the classroom
  and providing models for using Collaboratory
  resources and services.

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Closing Comments Gary Greenberg, Director
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It Takes One Person!

• Individual Large-scale Initiative
• Collaboratory Liaison
• A teacher, tech coordinator, library/media
  specialist, curriculum coordinator, administrator
• Understands interests, needs, culture
• Learns how to use Collaboratory
• Creates model/shared projects
• Provides just-in-time support

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Decide to Do it!

• Start small, think big
• Realistic time
• Commitment
• Integrate Dont add-on
• Commit from the start
• Do things better/differently

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Getting Started

• Attend Symposium
• Sponsored Project
• Online eCourses
• Online Documentation Step Sheets
• Sponsored Project
• Personal Attention

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Thank you!
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Thank you!

• The Collaboratory Staff