The EDTEC Sciences group tag cloud identifies six out eight tags very close to the top. The two that did not make it were late additions to our tagging system. Taking a closer look, many of the tags could however, fit into one of these two tags. Our group members were using differently named tags to identify the same types of resources. What I found interesting is that we were able to clearly establish a distinct set of tags for the group to use. I began this activity "sticky to my guns" and using specific subjects to classify and sort my internet resources. I now see that I can maintain that classificaiton while enriching it with these new lists and tags. Then I can turn around and share these resources with people that have similar teaching responsibilities.

I would / could easily change mine to make this easier...I was really more worried about estabilshing lists when I first began than I was tags.

Work in progress...

1. professionaldevelopment: organizations, continued education, profession (non-subject matter related) publications, etc.

2. teacherresources: general physical/printable items, templates, rubrics, forms, etc.

3. visualaids: clip art, animations, images, video, interactive sites, etc.

4. currentevents: science and/or math publications, content specific news events, etc.

5. technology: information/ideas regarding incorporating technological tools, updates in software, strategies, contact organizations or references, etc.

6. studentpractice (application / demonstration of acquired knowledge or skill)

7. pedagogy (general education direction)

8. assessment (separate assessment from teacherresources???)

9.

10.

thanks Dawn!

JB

Jeremy,

I've already had the opportunity to read your review for my classification system and so it is with a "tainted" view I now complete a review of yours. Clearly, i think we share organizing our sciences with main topics / areas in order to "go and get them" when needed (when the time comes to teach that topic). For this assignment that is were the similarity ends. You chose to use the tags as a method of organizing different levels within the subject content / teaching resources. In retropect, this was a very clever way of organization. Well done. I have since revised my classification system to include other possibilities for lists. I had been trying to organize these same / similar levels using the lists / sections and never realized the key to completing a sound classification system and help unify the group would be to establish (or at least) clarify the tags given to each bookmark. My tags will now use shallow to deep terms / groups to help facilitate their use.

Hey Dawn,
Based on the classifications I've looked over so far, your lists are quite different. Individual student and small group are for internet based activities in class with those students? Do you students have internet regular internet access during Math? I am thinking I wish...my situation is may be I can get my science class in the computer lab for one 40 minute period in 6 days. When I look at the levels from deep to surface I see some similarities between our classifications. I also have sites coming up on more than one list. At first I thought this wouldn't be a good idea. I'm not sure why. I went ahead and included my main subject area in my lists and then added how I would use these. Our approaches to collecting websites to use in class would be very different. I rarely seek out websites I can use one on one with my students. I usually try and incorporate an activity or website (with activity) that we can investigate in class using a smartboard. I guess I could include various helpful tutorial websties on eboard for them to use at home. I think your classification system has some real practical uses. The idea of collaborating with your math dept. is great. In my opinion, your classification system was very carefully thought out.

Patty,
I am completing the required make a comment on a member's list so here it goes. We have a similar thread in our classifications in professional development. I began my classification with my most often taught subjects (like grade 9 science). We have very similar topics to teach to our students (like DNA). It will be nice to look over your collected sites for this topic as I do not have many (here's to hoping you do!) I also like that you seem to know right away. I have revised mine twice and I've had to increase the number of lists I originally started with. I was wondering how your program of studies is organized. It is this organization that forces me to have my subjects as lists and individual units (inside each subject) as sections.

My classification has 3 lists. I have used my teaching subjects as list headings. I may add more seen as I teach few other subjects. From the subjects lists I have created sections for each. For example, my computer option class has section of "internet" and "software". My sciences have each unit (5X) for sections.
I have reflected a little on my choice of tagging sites and have played a little more with diigo, rad other classification systems and reviewed the task a few times I have decided to broaden my classification moving from one used strictly to organize content to incorporate ELE, teaching and learning resources and instructional and learning sites. My teaching load does change year to year and there are usually 4 or more different subjects. I find creating one classification system for all my websites I might use is very challenging.

Yu-Hui Ching,
My Classification is based solely on the subjects I teach. My lists are classes I teach for example 1st list is science for grade 8, inside this list, are five sections. The grade8 science program of study is divided into 5 different units. For me, this simplies which sites I'll use in class and when.
JB

category of tags are:

subject / prof. dev - instructional site / learning site - how it is to be used? (example, tutorial, video, etc...)

This website would be very useful for a junir high science teacher. I present a lot of visual material to my junior high students using notebook presentations. This presentations are shown to students using the smartboard. Both grade 8 and grade 9 have

This website has a number of valuable articles written by important members of conservation groups in Canada. This would provide students with a valuable perspective on the topic of conservation (other than that of their teacher).

This website is a valuable webquest to help students collaboratively or independently put Newton's third Law of motion into a real-life problem to solve.

This website a lengthy list of great animation shorts. The one on digestion is great for students to explore on their own to actually visualize their own digestive systems at work. Playing this animation after teaching the parts of the digestive system

Patty,
I see that we can select our group when we place our bookmarks in our lists...the window (at the very bottom) allows you to place this bookmark in the group. Now I haven't followed it through with anyone in our group but it seems reasonable that this would allow for all group members to watch.

Students are able to build a cell. This would definitely be an asset for any middle school science teacher with a smartboard in their classroom. This would allow for studetns to physically place cell organelles in their appropriate locations.