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Show Tracks Created by Gregory Louie
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Showing all Gregory Louie created by
Gregory Louie
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1. |
Science Fair 2005
Annotations by Gregory Louie
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Track #248224
Format: Extended learning
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This web track provides step-by-step support for middle school students completing a science fair project.
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Gravelly Hill Zoo Wikispace
Annotations by Gregory Louie
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Track #318520
Format: Resource list
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Welcome ZAP Wikispace members! I have collected the following websites as a starting point for your research on the animal collections at the NC Zoo in Asheboro. Your goal is 1) to read through the information on ecotourism and biodiversity. 2) discuss the information with your team-mates 3) select several zoo animals at the NC Zoo, which represent animals that an ecotourist might find interesting. 4) create a powerpoint presentation on the animal that provides basic information about how this particular animal represents the biodiversity found in its natural habitat.
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Project 2: Human Disease Research
Annotations by Gregory Louie
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Track #273744
Format: Extended learning
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<b>Introduction</b><br /><br />This tutorial Track will guide you through the tools you will need to collect both the information and the bibliographic data associated with the information that you will need to complete your independent research project this quarter. <br /><br />The tutorial starts with a discussion of search techniques for conducting scientific research, continues with the use of Filamentality for collecting notes and bibliographic information, and ends with a few comments of using my project 2 webpage. <br /><br /><b>Please view the next page in frames. Please note that the upper frame has a scroll bar. You will use this scroll bar to view the directions for each page you will be viewing in the main window.</b>
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4. |
Microbial Identification
Annotations by Gregory Louie
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Track #344620
Format: Extended learning
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In this internet activity, you will be recording information you find about microbes on the internet.
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5. |
Biotechnology in the Research Triangle: Creating Better Lives and Building A Stronger NC Economy
Annotations by Gregory Louie
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Track #311173
Format: Extended learning
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In this project, you will be conducting your own research on careers at local biotechnology companies. Your goal is to create a 2-5 minute video news segment for a local television station. Select a biotechnology company that can be found nearby (in Raleigh, Durham, Chapel Hill or in the surrounding area.) A complete report will have the following features: 1) A catchy introduction to career opportunities in biotechnology. 2) A focus on a particular company's history, mission and product line. Include an explanation of the significance of the company's products to the public interest. For example, does this company produce drugs that cure human disease; or services to doctors doing biomedical research, or help farmers grow better crops? 3) A job description of one possible career at the company which an explanation of the salary range, the education required and typical duties that utilize or require talent and skill. 4) A bibliography of "Works Cited." 5) At least one appropriate background image that illustrates some aspect of the biotechnology industry.
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6. |
Biofuels: Social Impacts
Annotations by Gregory Louie
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Track #352983
Format: Resource list
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Challenge: Produce a video podcast on the role of biofuels in strategic plans to reduce our dependence on foreign oil
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7. |
Teaching With Technology: An Exploration of Online Teaching Tools for Teaching Mastery
Annotations by Gregory Louie
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Track #257518
Format: Worksheet
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<P>A teacher's time is precious and seems to move ever more swiftly. Our goal as teachers is to create the greatest educational impact in what seems to be increasingly less time. How might we do so? </P>
<P>This track is designed to provide teachers with online tools that help save time. Properly used, these tools deliver high impact lessons, provide clear expectations, and save time by automating a portion of the teacher's grading load. </P>
<P>Educational research on best practices suggest that students learn best (in depth with greater conceptual understandings) when presented with learning challenges that are authentic, relevant, complex and open-ended. To be effective, these problems need to be properly scaffolded by annotating primary source material with well-designed questions that provoke thought.</P>
<P>In Task 1, you will take the role of a student and deconstruct three online reading assignments. I have scaffolded the reading by providing two different levels of questions. The first level questions directs the student (you) to find specific passage that illustrates a major talking point for class discussion. The second level (critical thinking) questions check for deeper conceptual understandings.</P>
<P>So let's begin by imagining (sic) that you are a teacher with a limited amount of time. That you have some eager, some reluctant and some belligerent students, who are faced with a challenging curriculum to complete in a shortened school year. Sound familiar? You bet, baby! Welcome to public education!</P>
<P>One strategy to solve the problem of limited classroom time is to teach our students to be independent. Independence allows students to accomdate their own learning styles and teaches them life-long learning skills om their own time. I believe that this strategy is the only effective way to make up for lost time during the hectic school year. </P>
<P>OK, so how can all this be accomplished? How can we encourage our students to think and learn outside the classroom?</P>
<P>Task #1 in this track will present you with an experience of learning that was designed to meet this question. You will be asked to read a primary source document that describes some of the best teaching practices for the use of technology in the classroom. To support your learning, the online paper has been annotated with questions that focus your learning on the key points of this task.</P>
<P>During the task, you will be asked to identify a authentic and compelling student task for your own classroom. Task #2 extends this learning. You will construct a rubric, a widely used assessment tool, to evaluate student learning. Constructing a rubric provides you with clear and specific criteria for evaulating your student's progress. You can now use the rubric as a scaffold for producing specific learning subgoals</P>
<P>Once you have a clear set of goals and subgoals you are ready to provide students with online support for their assigned task. This can be done for both content and process. Task #3 is designed to build scaffolding for content. Task #4 provides scaffolding for processes.</P>
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