July 6-11, 1998 - Swarthmore, Pennsylvania

1998 Summer Institute || Participant Projects || List of Participants || Sum98 Staff || Agenda

1. be useful to a significant segment of the users of the Forum. This often means consciously designing a generalized version of your project that others can easily adapt to different topics or designing projects/web areas where others are expected to participate or contribute and the mechanisms/processes for doing so are built-in from the start.

2. be different from, but coordinate in some significant way with other key web projects relating to your project.

3. utilize or effectively integrate other web resources.

4. allow for communication with others and encourage the building of "local" web communities.

5. enhance knowledge acquisition and problem solving skills.

6. encourage higher level thinking.

1. the introduction and table of contents.

2. background information including the grade or age group for which the material/project was designed.

3. appropriate math standards links. (see http://putwest.boces.org/StSu/Math.html to find appropriate standards)

4. the task(s) to be completed by the user.

5. information sources needed to complete the task including web sites, experts available via e-mail or realtime conferencing, searchable databases on the net, software.

6. suggestions on ways the student can display their work or teachers can contribute their materials.

7. effective navigation elements.

8. ways to communicate with the author/project director.

9. where possible some math, data entry, or manipulation that can be done over the web so that the users have some interaction, beyond reading, with your web pages.

The following links demonstrate some of these ideas.

From The Math Forum:

• Pascal Web Unit
  Here is an example of a work in progress using a java applet within a lesson

• Data Project Web Unit

From Ron Knott:

• "Finding Fibonacci Frequently"
  • The "Rabbits" puzzle is the original one that Fibonacci used in 1202 to define the sequence of numbers that now bear his name
  • There are several parallel and pleasant puzzles producing this progression. The aim of this exercise is to see if we can find more - and to experience how the production of our own puzzles may induce students to understand a problem more and spot mathematical relationships more easily.

From Suzanne Alejandre:

• Position Paper Standards 2000 and Technology Conference
• Traffic Jam Activity for teachers
• Traffic Jam Activity for Students

From The Shodor Education Foundation:

• Lessons Index

More Examples:

• Birthday Problem by Kimberly Drake
• FermiQuestions by Sheila Talamo
• Mathematics Lessons by Cynthia Lanius
• Lessons Developed by Susan Boone
• Lessons Developed by Jill Gough - The Kiski School
• Connecting Geometry by Cathi Sanders

• A WebQuest about WebQuests by Bernie Dodge
• WebQuest Rubric
• Thinking Critically about Discipline-Based World Wide Web Resources by Esther Grassian, UCLA College Library
• "From Now On" Comparing & Evaluating Web Information Sources by Jamie McKenzie
• Critical Evaluation Surveys by Kathy Schrock
• How Users Read on the Web by Jakob Nielsen

Your turn:

Think about the following questions and use the geometry-institutes discussion to share your thoughts:

• What makes for a good web lesson?
• As a teacher, what do you look for in lessons/projects on the web?
• What factors do you consider when evaluating web pages?
• In what ways do you find that color and graphics enhance a web page?
• In what ways do you find that color and graphics detract from a web page?

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