Teaching with NoodleTools in our Secondary Learning Commons
How Teacher-Librarians can use it for online note making and assignment sharing
1. Create a Drop Box for Projects
This video demonstrates how to create the drop box project. This is essential and must be done before the students arrive. It would also be helpful to have online copies of the assignments (both the classroom teacher's and yours) posted to help easily and efficiently explain the process. I would recommend placing this in one of the subject folders on your learning commons' website or in Edmodo/D2L.
2. Teaching students about how the note making organizer works
I have posted a video from NoodleTools that helps clarify this, but the best way to get the students to use this organizer effectively is to model how to use it. Students must have the process explicitly taught along with samples that they can access and study.
So I have started by imagining myself to be Luke Skywalker - a student in Mr. Brown's 2P History class. My topic is the October Crisis. I used an article from the online Canadian Encyclopedia for my 1st research source. There are 3 sections of the notecard to use:
1. Direct Quotation: Here I (or Luke) took some direct quotes from the source. He has taken subheadings from the source to organize (underlined area) and then copied and pasted. There are still quotes around anything he copied word-for-word. He has also tried to "chunk" ideas into smaller pieces rather than copying it into one big long paragraph that tell s me he hasn't read anything.
2. Paraphrase or Summary: Luke used this section to put the articles words into his own, more easily understood wording. He also used it to breakdown the most important ideas. This will be the most challenging for many of our students and this is the part of the process that should be modeled carefully.
3. My Ideas: This section Luke used to explain what he found useful in his research. I used the word "like" here because I found that this phrasing speaks more effectively to the kids (rather than "most important" or "significant"). It also keeps them focused on what they might personally want to look into further, which could increase engagement. The rest is a plan for where to go. Note that I included Luke's desire to look into video next and his choice of source is YouTube. There are two things there I'd like to point out. First, our kids should be using more video as a source of their learning. Not only is there a huge amount of content out there now, but this is also the medium they like yet need training in to be discerning. Second, his decision to go to YouTube is a great area for the TL to provide feedback on, directing Luke in comments to other video sources (e.g. CBC Digital Archives) that have more educational merit.
3. Viewing notes online and providing feedback
I have attached two videos that demonstrate the process:
1. This video takes you through the process of finding and understanding how to see the students work once it has been sent to your assignment's drop box.
2. This takes you through how to comment on students' work. It also shows you what the students will see after you have assessed it.