1. Navigating Your Online Resources Using Rubrics Katie Bain English Language Fellow ktbain53@gmail.com www.elfellowkbain.wordpress.com

2. Objectives Teachers will consider how they navigate the Internet to choose instructional tools and consider ways for improving their practices for choosing these tools with rubrics. Teachers will consider how their students navigate the Internet and consider how they can better guide their students to make good Internet and research choices using rubrics.

3. Anticipation Guide: Agree or Disagree? 1.Information on the Internet is usually accurate and true. 2.I always look on a website to check who wrote or edited an article. 3.There are certain websites that I intuitively trust and others I intuitively doubt. 4.I always check a website for the date is was last updated. 5.If a website serves my immediate needs, I don’t care who wrote it or when it was written. 6.I always keep the author or publisher’s purpose in mind when I use a website.

5. There are so many instructional tools online… How do I choose the best ones?

6. 5 Steps for Evaluating an Instructional Site or Tool

7. Rubric for Website Evaluation for Instructional Tools Consider: o The objective for instructional use o The amount of time and resources available o The accuracy and authority of content

8. Authority The source is written and/or published by an author or organization that is well-known and well-respected in education.

9. Effectiveness The website or tool fully meets the objective(s) for my course or lesson.

10. Content The content is very accurate, comprehensive, clear, relevant, and up-to-date.

11. Design The design and organization of the site facilitate ease of use and navigation. The website has an engaging format.

12. Cost The source is of zero cost to teachers and/or students OR funding is available from host institution.

13. Let’s Practice!

14. Dave’s ESL Café http://eslcafe.com/ http://eslcafe.com/

15. TEFL Tunes http://tefltunes.com/ http://tefltunes.com/

16. Read Write Think http://www.readwritethink.org/ http://www.readwritethink.org/

17. About Grammar http://grammar.about.com/ http://grammar.about.com/

18. Teacher Tube http://teachertube.com/ http://teachertube.com/

19. ESL Library http://www.esl-library.com/ http://www.esl-library.com/

20. American English http://americanenglish.state.gov/ http://americanenglish.state.gov/

21. ESL Games http://eslgames.com/ http://eslgames.com/

22. ABC Teach http://www.abcteach.com/ http://www.abcteach.com/

23. National Geographic: Education http://education.nationalgeographic.com/education/?ar_a=1 http://education.nationalgeographic.com/education/?ar_a=1

24. Other Rubrics Rubric 1 Rubric 2 Rubric 3

25. Reflection Turn and talk: 1.How will this guidance change the way that you use online resources in your classroom? 2.What other criteria do you think could be added or modified to the rubric?

26. Part 2: Helping Students to Navigate Sources

27. “Simply being exposed to a variety of resources will not lead to learning unless the students know where to locate these resources and how to use them.” (Kung, 2013, p. 28)

28. Necessary Student Skills Efficiently locate information. Quickly evaluate the source. Decide whether to stay with a source or move on. (Kung, 2013)

29. WWWDOT A method for teaching students how to evaluate their website sources. (Zhang, et. al, 2011)

30. WWWDOT 1.Who wrote this and what credentials do they have? 2.Why was it written? 3.When was it written? 4.Does it help meet my needs? 5.Oganization of the site? 6.To-do list for the future? (Zhang, et. al, 2011)

31. Who wrote this and what credentials do they have? Students should consider whether the author or organization is qualified to write about the topic. (Zhang, et. al, 2011)

32. Why and how was it written? Students should evaluate the purpose of the information found. The purpose can affect the accuracy and thoroughness of a source. Possible purposes: To share To sell To persuade To educate (Zhang, et. al, 2011)

33. When was it written? Students should look for information on when the source was last updated. (Zhang, et. al, 2011)

34. Does it help meet my needs? Students should stay focused on the objective or goal of their project and make sure the website addresses that goal. (Zhang, et. al, 2011)

35. Organization of the Site Websites should be readable and easy to navigate. (Zhang, et. al, 2011)

36. To-Do List for the Future Students should check their sources against other sources and remember that no one website or source will necessarily contain all that they need for a project or report. (Zhang, et. al, 2011)

37. Let’s Practice!

38. Pacific Northwest Tree Octopus http://zapatopi.net/treeoctopus/ http://zapatopi.net/treeoctopus/

39. Time for Kids http://www.timeforkids.com/ http://www.timeforkids.com/

40. National Geographic: Kids http://kids.nationalgeographic.com/kids/ http://kids.nationalgeographic.com/kids/

41. Reflection Turn & Talk 1.What will/could you do to teach website evaluation in your class, using the WWWDOT method? 2.In what other ways can you help your students to be wise in their choices of web resources?

42. Sources Bangerter, Renee, and Jason Chu. "What's Wrong with Wikipedia? Best practices for evaluating student sources." Webcast. Turnitin Communications. 31 January 2013. Lecture. Kung, Shiao-Chung. "Using Web Resources in a Public Speaking Class." English Teaching Forum. (2003): 28-36. Web. 19 May. 2013. "Criteria for Evaluating Web Sites." Class Zone: McDougall Littell. McDougall Littell, n.d. Web. 19 May 2013.. Morrison, Debiie. "How to choose the best Ed-Tech tools for Online Instruction." Online Learning Insights. N.p., 20 July 2012. Web. 19 May. 2013.. Zhang, Shenglang, Nell K. Duke, and Laura M. Jimenez. “The WWWDOT Approach to Improving Students’ Critical Evaluation of Websites" Reading Teacher. 65.2 (2011): 150-158. Web. 19 May. 2013..

43. THANK YOU! Katie Bain ktbain53@gmail.com www.elfellowkbain.wordpress.com www.americanenglish.state.gov