would take a lot of work to pull it off.
The facilitation part proved to be
easy. My students had superior ideas.
They were excited about the opportunity to create a product for someone
else and show it off for the world to see.
Communication and Collaboration
Allowing students to work with a partner offered countless benefits. As they
collaborated about their ideas, passion
ignited from their conversations. At
first I suggested having one person in
charge of the copy and the other in
charge of graphics. But the longer they
worked on the project, the more they
collaborated on all aspects of the site.
Sometimes students became frustrated by faulty concept ideas or partner absences. But they learned how
to work through problems. From
late-night phone calls and sleepovers
to idea-sharing conversations in
class, students began to master the
art of getting along and learning
from each other.
students in tasha candela’s advanced web design class are: (back row, from left) ian
mccain, spencer owens, sean kokenos, Brooke dombrow, matt kukulski, andrew
Wilson, Jordan morgan, lisa nye, kayleigh Barnowske; (middle) sarah carter, allyson
Whiteman, ashley scalabrino, tiffany kish, kerstyn klein, domonique Blackshear, taylor plotzke; (front) katie Verner, and marie scheppman.
Research and Information Fluency
I felt it was important to choose a business that students had a connection
with, so I picked Lakeshore Lanes, the
bowling alley where the kids bowl for
PE class. They knew the owner, Jim LaHood, and they were familiar with the
place. Another plus was that the bowling alley is close to school, as it would
be expensive and time consuming to
travel too far by bus to gather information or shoot photos. Lakeshore Lanes
is a five-minute walk from our school,
making the two-hour field trip to the
bowling alley much less of a hassle.
My students had no problem getting the info they needed to create the
framework for the website. The biggest task was piecing it all together.