Learning Activity 6-D-1

Overcoming Barriers

[Small Group Wiki]

20 points

1. Your facilitator will assign groups for this collaborative problem solving activity.
   
2. Brainstorm an individual list of at least two administrative and two technological barriers to using IMPs with students you see in your school community. Be as specific as possible with the barriers you face in your classroom and for the project you're planning.
   
3. Post your barriers in the left column of the table on your 6-D-1 small group page in Wikispaces. Label your posting with your initials.
4. Create solutions to the barriers your small group members have posted. Post your solutions in the right column of the table. As a group, make sure that every barrier listed has at least one possible solution. You may need to use the discussion tab to brainstorm and collaborate to come up with solutions you as a group think are feasible. 
5. Look at the finished 6-D-1 pages of other groups. Place comments in the discussion tab for at least two other small group pages.
6. Check back for replies to your comments. Continue the conversation with further replies, if appropriate.

Learning Activity 6-D-2

Permission Letter or Internet Safety

[Individual Wiki]

35 points (Assignment & Comment rubric)

Choose one of the following options. Option A is a parent permission letter for use before the start of an IMP, suitable for K-12 classrooms. Option B is an information sheet or presentation on internet safety appropriate for educators at any level.

Option A: Parent Permission Letter

1. Examine the Sample Parent Permission Letter (DOC).    
   
2. Make a new subpage on Wikispaces under the page 6-D-2 Parent Letter. Label this page with your first name and last initial and Parent Letter (e.g., GinnyS Parent Letter).
3. Create a parent information letter specifically for the IMP you chose in Activity 6-B-1, using the example as a starting point.
4. Read and reply to two class members in the discussion tab using the PQP format. You may give feedback to people who chose either option.
   

Option B: Internet Safety

1. In Google Docs or PowerPoint, create a Internet Safety informational sheet or presentation that will help teach your students to be safe online while working on their IMP. It must be in harmony with common sense Internet safety and the Acceptable Use Policy of your school district or organization.
2. Make a new subpage on Wikispaces under the page 6-D-2 Internet Safety. Label this page with your first name and last initial and Internet Safety (e.g., GinnyS Internet Safety).
3. Post, embed, or attach your document or presentation on your new page.
   
4. Read and reply to two class members in the discussion tab using the PQP format. You may give feedback to people who chose either option.

Major Project Note: Different parts of this project are completed in different modules.

• Activity 2-C-1: NETS and IMP Ideas (Project ideas tied to standards)
• Activity 3-A-1: Expanding Design Ideas (Connecting project ideas with essential questions and objectives)
• Activity 3-B-1: Storyboard or Mind Map (Preliminary planning and design)
• Activity 6-B-1: Best Idea (Choose the final idea for the rest of the major project activities)
• Activity 6-C-2: IMP Timeline (Build a timeline for your project)
• Activity 6-D-1: Overcoming Barriers (Collaborative problem-solving about barriers to completing your project)
• Activity 6-D-2: Permission Letter or Internet Safety (Create materials for parent permission or teaching internet safety to accompany your project)
• Activity 7-A-1: Implementation Plan (Detailed plan for either launching your project or teaching specific technology skills
• Activity 7-A-2: Revision and Rationale (Revision of your implementation plan based on peer feedback)
• Activity 7-C-1: IMP Assessment (Develop a rubric for your project)
• Activity 8-B-1: Your Online Portfolio (Share your project in a portfolio)
• Activity 8-C-1: Celebrations (Discuss ideas for celebrating the completion of the project)

Learning Activity 6-D-3

Small Group Self-Assessment

[Assignments]

15 points

1. Use the Small Group Self-Assessment Rubric to assess your participation and contribution to 6-D-1: Overcoming Barriers.
2. Indicate the number of points you think you earned for each category (Contribution, Working with Others, and Time Management) along with a brief explanation. Cite specific examples as necessary.
3. Post your self-assessment to Assignments for your facilitator to read.