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Incarnate Word Academy Filamentality Workshop

Page history last edited by PBworks 14 years, 11 months ago

Incarnate Word Academy Filamentality Workshop


Think Filamentality




GOAL: Participants will be able to build a hotlist using the Filamentality tool.
Objective 1: Become familiar with the various types of online activities you can create with Filamentality.
Objective 2: Choose a topic and create a hotlist
Objective 3: Be able to access your hotlist and edit it.
Warm-Up Activity: Read the Introduction to FilamentalityLook at some sample web-based activities created with Filamentality:

Activity Formats  


(Begin Exploration) - A reasonable first step is to simply compile a list of web-based resources - i.e. a good Hotlist of sites you know are appropriate for your users. These pages might not be standards-based or geared toward a specific learning outcome, but it will be like wheeling a bunch of good books from the library into the classroom.  After finding and categorizing sites, the teacher publishes them on a Web page. The Hotlist is the basic building block for the other activity formats.

  • Supplements traditional teaching materials.
  • Avoids students wasting time surfing the Net
  • More efficient than handing out lists of sites or sharing bookmarks
  • Easily updated and can be modified to fit students' ability and interests
  • Eliminates unnecessary photocopying of materials
  • Examples: A Hotlist on Natural Resources and/or Web 2.0 for the Classroom Teacher


Multimedia Scrapbook

(Download Media) - If you want students to explore a variety of sites that you've selected and create their own reports, newsletters, presentation stacks, or posters using "pieces" from those sites, you might try making a Multimedia Scrapbook.  Collect varied Internet sites and organize them into categories such as photos, maps, quotations, facts, stories, audio clips, video clips, etc. Useful when students already have acquired some knowledge on the topic being studied. Students then pick and choose from the resources, and incorporate them into a project such as a report, newsletter, Web page, slide presentation, etc.


Subject Sampler

(Connect Affectively) - If learners have factual knowledge about a subject, then ask yourself, "Do they come out of the unit affectively engaged?" If they don't seem to care about the subject as you think they should, try creating a Subject Sampler.   Teacher finds five or six Web sites on the chosen topic that contain a hands-on element, something to do or listen to or look at. The sites are varied to appeal to a wide range of students. Students are asked to choose one or two sites that most interest them and to interact with them from a personal point of view. Useful to engage many different types of learners.


Treasure Hunt

(Build Knowledge) - If learners are emotionally connected to the topic, then ask the question, "Are they learning enough background information on the subject?" If the answer is no or if the best information on the subject is "hot off the press," then try a Treasure Hunt.  Teacher selects ten to fifteen Web sites and designs a question to be answered from each site. The sites and questions guide students to study critical aspects of a topic. Students can then be asked to synthesize what they learn in order to answer a "big question" posed at the end of the Treasure Hunt. Useful to help students learn hard facts about a topic or area of study and to see a bigger picture.



(Problem Solve) - If they learn facts, but don't pursue higher-level thinking; why not make a WebQuest? A webquest uses the sites you select as the starting point for a complex activity that involves multiple perspectives, possible group collaboration, and a final project of your choosing.  Using controversial, often current issues, students go beyond fact finding and get deeper into a problematic topic in order to analyze its components and suggest a solution. Prior to dividing into groups, students all learn basic background information about the topic. The teacher collects Web sites and categorizes them according to particular roles, tasks or perspectives. Within small groups, individuals or pairs of students are charged with becoming "experts" on one aspect of the problem by reading and understanding the Web resources for their particular role. When the students come together, they jigsaw in order to share, evaluate and synthesize the information they have read. After that, students complete a real-world activity such as e-mailing congressional representatives or presenting their interpretation to experts on the topic. Useful for helping students get beyond simplistic solutions to complex problems.

  • Provides up-to-date resources from a variety of perspectives on complex issues
  • Encourages reading for comprehension and evaluation (critical reading skills)
  • Requires sharing of information and synthesizing materials from divergent viewpoints
  • Helps students see that reasonable people differ over solutions to complex problems
  • Process encourages respect for others' viewpoints
  • Facilitates written work through which students take a stand and attempt to persuade with a real-world audience
  • Examples: Show Me History and/or Tuskegee Tragedy and/or Weather Mania: A 2nd grade Webquest on Weather and/or First Ladies of the White House
Take a short tour first to see how the Filamentality process works.
Post the URL for the hotlist you created Filamentality wiki page.


GOAL: Participants will be able to build a webquest using the Filamentality tool.
Objective 1: Become familiar with the parts of a webquest.
Objective 2: Using you hotlist from Day 1 create a webquest.
Objective 3: Be able to access your webquest and edit it.
Post the URL for the webquest you created on the Filamentality wiki page.
NOTE: You don’t always need to reinvent the wheel! Search the Filamentality first to see what others have done. For example, if you're a science teacher and you want to see what Hotlists have been created on the Scientific Method, go to http://www.kn.att.com. Enter "scientific method" (without quotes) from the “Filamentality” search.


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