Session+2

"The Tree Octopus" __Why it’s Convincing__: //Jargon//: the use of rather scientific vocabulary and words that I don't really ever use make it appear as though it is a credible site. //Format:// The use of tabs, clearly labeling sections again offer the appearance of a credible site. Also, it is very…crammed with information…visual overload. I suspect this was done on purpose as well. __Evidence of a Hoax__: //Lazy reading//: I at first skimmed the site, glancing over the writing, and then realized I had NO IDEA what was being discussed. So, I went back and carefully reread. The creators clearly understand that many readers will do exactly as I did—be impressed by the first paragraph and then glance over the rest //Subtle Sayings//: “Not officially listed as endangered” ….need I say more? This shift in tone really set the parody into effect.
 * 2.3 Website Analysis**

"Male Pregnancy" __Why it’s Convincing:__ //False Authority:// Anne...Liz...I'm sure they are both lovely, but what credentials do they have to be an authority on this site? Aesthetics: this site is well crafted and offers several layers visually to give the appearance of a medical site. __Evidence of a Hoax:__ //The Disclaimer:// the disclaimer really distances the facts from opinion and the affiliation of the hospital (which is nonexistent, really). //Story-time:// This site really is just a blog. It is a personal account of male pregnancy, but fails to offer anything besides that.

__Guidance for our Students__ -If you don’t: If you question what a tree octopus really is, go with it….don’t just believe everything in print. We see it so often, they don’t trust their inner voice to question and critique. -Fallacies: Perhaps explicitly teaching fallacies in argument will benefit our students. -Practice, practice, practice: teaching a lesson like this one would really open their eyes.

__**Guide to Internet Research**__ Internet Research Guide Evaluating web Pages -Summary of Usefulness: Both of these guides are EXCELLENT!

Website #1: http://www.schreyerinstitute.psu.edu/pdf/ibl.pdf I found this website to be a great introduction to inquiry based learning. Penn State offers an introductory overview, a brief history, and explanation of how to integrate IBL into the classroom. Very helpful!
 * 2.3 Inquiry Based Learning Websites**

Website #2: http://ethemes.missouri.edu/themes/1496?locale=en This website from University of Missouri offers several links that provide units on IBL and rationales for the process. This site is a great starting point and offers several vantage points in which to gather resources.

Website #3: http://www.smithsonianeducation.org/educators/lesson_plans/lesson_plans.html I chose this site because, well, who doesn't respect the Smithsonian?! Not only that, this site is built around IBL and how it can be valuable to teacher and lesson planning.

After a brief reflection, I realize that I actually try to incorporate IBL into my classroom as much as possible. However (and, isn't there always a 'however'), I know realize that the opportunities to expand IBL into my classroom with the use of technology is so huge. Where to begin? Should this be a central part of my teaching or just an aspect? How do I incorporate this into the curriculum we already have in place? And, not to state the obvious, where and when do I get the time in the midst of an already bust academic calendar to integrate this? This type of learning and teaching really seems to lend its hand towards collaboration within the department....I'm thinking some early release Mondays would be soooo helpful!!!
 * 2.4: 3: 3 Minute Pause**

__Questions:__ 1) How do we incorporate these strategies effectively into a classroom where student achievement level differs? Specifically, how do we account for learning gaps in assessment? 2) How can we integrate our set anchor books and curriculum standards with IBL objectives?
 * 2.5: Essential Readings**

__Comments__: 1) I feel as though the inquiry-based method really takes into account individual learning interests, which is most useful for resistant learners. 2) I appreciate the freedom this provides students.

I really enjoyed reading through the student work (my minor was Criminology with an emphasis on serial killers). How each student was able to create their own space and incorporate what she/he thought was most pertinent was great to view. Critically, and as an English teacher, I am always searching for the composition element. Does this work best represent what we aim to do in the classroom? Yes, I do feel that the virtual/technology aspect of the work aptly achieves the objectives in the assignment, but I can't help viewing the site with how I would adapt the assignment to fit the needs of an English teacher!
 * 2.6: Reflections on Student Work**