SOME WARM-UP TALK FOR
OUR "INSPIRATION" DISCUSSION
Here's some chat from the regular MiddleWeb listserv about Inspiration,
etc.
Marsha Ratzel wrote:
I am going to join the chat, but I also wanted to float some ideas that
I'm hoping would be addressed. I know that I'm sending this to the whole
list, so you may need to delete this message if you're not interested. But
I didn't want to miss anyone. Mostly because I can use all the help I can
get at this point.
I've been trying to facilitate and move along a 3-8 virtual field trip to
the Amazon from mid September to mid October. One of the things I'm furiously
working on is how to tie all content area threads together. Over and over
our Comm Arts content standards state "students will use graphic organizers
to"...........compare/contrast; summarize notes; define main idea and
supporting details;list sequence of events that lead to understanding the
cause/effect relationship;prewrite a expository writing;prewrite a report.
There are also many books out there already that go through the how to do
this activity using Inspiration. They're excellent resources and I have
read at least four of them in the past two weeks. I want to figure out how
to best use graphic organizers to meet science standards; to meet social
studies standards; to improve the information literacy of our students.
Now I totally understand where and how to find the standard graphic organizer
worksheets and online forms. So please don't bombard me with a thousand
sources. That part I already understand. I'm trying to not only revisit
those topics, but also consider....
(1) how does Inspiration improve that process over the traditional forms
that we all already know and use; I don't want to use technology just for
the sake of using it. I want to use it because it improves student learning
OR because of a conscious choice. Just recently I've learned more about
when you use the encyclopedia in text form on the shelf; when you use it
in CDROM format; and/or when you use it in Web form. Because there are distinct
advantages to different formats which I was oblivious to for a Long Time.
(2) what is the most efficient/best staff development way to teach teachers
this tool, if it's as valuable as everyone thinks---i.e. is it better to
teach Inspiration in a vacuum as a tool OR is it better to integrate into
smaller "how to"...a expository report on...;a chapter summary
from a social studies/science/foreign language text or some reference source
(and probably this question applies to how students best learn this tool
as well).
So I'm posting this message because I want to help the facilitators of the
chat anticipate where we (meaning the teachers) may need help. Maybe I'm
the only one that's interested in these things, but I'm hoping not. And
I'll bet that many of you guys have already figured out this stuff. If so,
could you let me know too. Because I'm stuck in a sea of worksheets and
simple directions that I don't think ensure my students are going to come
to a place of deeper understanding.
Thanks
Marsha
=======================================
Anne Jolly responded:
Marsha asked some good questions about what advantages Inspiration might
offer over other ways of doing graphic organizers and how we might best
present it as - possibly - connected to content. I certainly don't want
to set myself up as an expert on Inspiration, but I've used it for several
years and find it indispensible in my graduate work, in preparing workshop
materials, and even in presenting information pictorally for grant applications,
etc.
While I won't claim that Inspiration was totally indispensible in my classroom,
it did generate more student interest and involvement in using graphic organizers.
Initially my students didn't like using graphic organizers. They had to
think too much. They'd seldom used them in earlier grades so, for the most
part, I was starting from scratch in teaching them to look at concepts and
interrelationships in this fashion. So, Inspiration was a useful tool I
used to "jazz up" their assignments and engage them in this kind
of strategic thinking process.
I also generated - quickly and easily - my own graphic organizers. (Inspiration's
fast!) I didn't have to design these by hand or try to do a "make-it-fit"
with one from a book). And sometimes I designed my own graphic organizers
simply because I wanted my student handouts to be interesting and attractive.
I like Marsha's idea of tying Inspiration to content. Actually, the fun
might come in having someone walk us through the "how-tos" and
the possiblities, and then turn us loose in our own content areas. This
is a relatively easy-to-use tool - it's not a separate instructional program
of some sort - so the content application is not going to be a problem.
Incidentally, I first encountered Inspiration in a graduate program where
one of my professors had a lab assistant do a quick 15-minute overview for
us so that we could use it in her class. I'm looking forward to the discussion!
Anne
=======================================
Laura Hayden shared this:
Before going to the computer to use Inspiration, I give mapping notes (basically
graphic organizers). I have students use color and drawings as well as words.
I give them a map about myself and they make their own maps.
They are pretty comfortable with this process before I begin to have the
use a graphic organizer to write from. I also have them take reading information
and put it into a graphic organizer.
In the 2nd nine weeks, we do a book report with 3 pages of Inspiration.
I demo what I'm looking for and how to use the software. They take to it
really well. I also use Inspiration in teaching, brainstorming or helping
them organize their work.
============================
Marsha followed up:
Laura: What do you mapping notes look like? Maybe we could get John to create
a gallery for all our web/maps/etc so we could see examples? Because I get
what you're saying, but not how these maps are any different than what we've
used for a long time.
You wrote: "I also have them take reading information and put it into
a graphic organizer."
What kinds of reading info works best? I understand how to best use it for
narrative text---story line, characterization, etc. But how about reading
through your science text or a Webpage on a science topic. Are you talking
before or during reading strategies?
I'm really trying to focus on pre-reading vocabulary strategies and wonder
if you do anything with that?
You also wrote: "In the 2nd nine weeks, we do a book report with 3
pages of Inspiration."
What kinds of things would this book report include and is it solely used
for fiction work? Do you have something that could be used for non-fiction?
Again, I'm so interested in learning about non-fiction and am anxious to
find examples from that genre (is that the proper way to use genre?)
Thanks for your email. I will look forward to continuing this discussion.
=================================
Laura responded:
Marsha, I put my binder on line. Still a few bugs to work out but it has
examples of the web/maps you were interested in.
http://www.derby.k12.ks.us/dms/lhayden/Binder/Binder2.htm
You'll want to look at the following links titles:
Communications Map - this we are building as we get to new units
Expect Map - Ties to my class expectations. Tables took this map and added
to it, then we discussed as a class
Papers, Papers Everywhere - Notes from chalk board
Organize for Success - Notes from chalkboard
Key Words - across from this page students are illustrating each key word.
Compare is a Venn diagram with the center colored in. Students work as tables
to determine the best illustration.
In a week I'll be adding "Use the Technology to Study" and I don't
have the link yet to Self Map. I had the binder in one PDF file but decided
it would be better broken up so students could get to pages quicker.
I have students read a section of text. Mostly The Seven Habits of Highly
Effective Teens then they web what they feel are the important ideas. I
let them use the web on quizzes sometimes.
I too am trying to strengthen my prereading strategies. I have had students
do a quick "walk through" skim and tell me the parts of the book
they see. Table of Contents etc..
Here's the URL for the Inspiration Book Report. It doesn't have the diagram
but the requirements.
http://www.derby.k12.ks.us/dms/lhayden/Units/book_report_diagraming.htm
I'm going to be changing my nonfiction book report a bit. I'll have to give
using Inspiration a thought.
====================================
Matt wrote:
As I read the posts about using Inspiration and other computer aids in the
classroom, I get increasingly discouraged. I have 1 "good" computer
in my classroom, with no way to display what's on the screen to the students
(No projection screen or TV hookup.) How can I effectively utilize technology
such as Inspiration, PowerPoint, etc, without these things? I highly value
their use, but only a small handful of students could see the computer screen
at one time and I can't spend the whole hour giving fifteen separate mini-lessons.
Any thoughts or advice?
Matt
================================
Lori responded:
One thing you can do is give the mini-lesson to one student from each group
and allow the students to "teach" their peers. Then as they work
through several parts of the lesson, each group uses the computer. I only
have one in my room as well.
We do have a scan converter available part of the time but I use it with
the groups one at a time and taught a lesson over lunch to one student from
each group in each of three classes so I could use it in my room. They then
"teach" the rest of their group and can then on their own play
with it on the media center computers or in the lab. I use Inspiration all
the time for a graphic organizer for the students to do compare and contrast
or whatever they are doing in class.
Back to the Inspiration chat resources page
A RUNNING RECORD OF
OUR INSPIRATION/LEARNING TOOLS
CONVERSATION
John began the conversation with this post:
Good morning, afternoon or evening,
wherever you may be in the world!
This is the official kickoff of our conversation about thinking maps, graphic
organizers, and ways to use Inspiration to teach and learn.
We're joined by Erin Antonius, a product specialist at Inspiration. She'll
also be involving Mary Chase, a curriculum developer at the Portland, OR
company. They're willing to stick with us for the next 4-5 days so we can
have as much discussion as we like. And everyone feel free to continue on
from that point in our usual ways!
TWO QUICK LINKS:
Some "Pre-chat" about Inspiration and this gathering, by you:
http://www.middleweb.com/MWLresources/PREinspiration.html
Page where you can download the trial version of Inspiration:
http://inspiration.com/freetrial/index.cfm
We do not have to stick with Inspiration as a topic, of course, but to kick
things off, let me pose a question to members of this List who have used
the software:
CAN YOU OFFER US ONE EXAMPLE OF HOW YOU HAVE USED INSPIRATION, AND TELL
US SOMETHING ABOUT HOW YOU WOULD JUDGE YOUR SUCCESS?
John
----------------------------------------------------------------------------
John then answered his own question:
Well, I might as well begin this, since I own Inspiration myself and use
it in my work as a writer.
I remember having a copy of the software LONG ago, back in the days of floppy
disks and Macintoshes with screens so small you could barely cram a six-bubble
graphic organizer on the screen.
Thanks to the evolution of technology, and a certain generous grant, I have
the latest version of Inspiration and a 22" monitor. My goodness, what
a difference it makes!
I've used Inspiration in at least three ways over the last several months:
* To help plan the redesign of the MiddleWeb World Wide Web site. "Web"
is the operative word. Inspiration and website planning are a natural combination,
given the non-linear nature of a large website and the software's ability
to connect things, as we say here in the South, "every which away."
If your kids do a webquest, they could use the software much as I have,
to plan linkages to pages in their site and to offsite locations.
* To create an editor's "blueprint" for a book I'm editing for
NSDC. In fact, it's Anne Jolly's book about learning teams -- and it's going
to be a good discussion book for this list! Students might use Inspiration
in a similar fashion, perhaps to plan a team project together.
* In my spare time, I pursue my secret ambition: John Norton, writer of
mysteries. Inspiration is a great tool for the fiction writer...not only
for plot development, but to attach character sketches, notes, key pieces
of dialog, etc. I can imagine students using it in much the same way in
writing a short fiction piece.
As for my success, Inspiration was extremely helpful in helping me hammer
out the basic new design for the website. Also for helping me think about
ways to shuffle Anne's chapters around a bit. And since she's prone to revise
her book continuously, even during the editing process -- ;^) -- the software
makes it pretty easy to update, reconfigure, etc.
As for fiction writing, I find that I don't have the patience to use Inspiration
for short stories...it seems to get in the way of the creative process,
for me at least. But I think it will be very useful in planning a novel,
where structure, plot development, and character interaction must be sustained
for 12-15 chapters. Now, if I could only make myself get up at 5 a.m. to
work on that book....
John
----------------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: Re: [MWbooklist] Feeling Inspired? Let's Chat!
Date: Mon, 10 Sep 2001 13:41:12 -0500
Reply-To: MWbooklist@NS.SREB.ORG
CAN YOU OFFER US ONE EXAMPLE OF HOW YOU HAVE USED INSPIRATION, AND
TELL US SOMETHING ABOUT HOW YOU WOULD JUDGE YOUR SUCCESS?
I have used Inspiration to do curriculum planning for the virtual fieldtrip
I am currently planning. I was tangled up in a mess of standards and
indicators and desparately trying to find commonalities. I remembered back
to when kiddos felt this same way as they sifted through their notes. So
I
used Inspiration to help me identify the relevant ideas that were most
important to that topic.
Then I could look across topics and find similar ones in several disciplines
at once. Suddenly it was easy to find what Big Idea question I could craft
from those common themes inside the bubbles.
I done this same thing with kiddos. I've been encouraged by how obvious
the
Big Idea came to the forefront of my thinking from using this method. It
helps you see how the little pieces fit together more easily than staring
at
pages and pages of notes.
My success has been mixed. If I'm comparing one or two categories of
things, this technique works pretty well. But if I'm trying to matrix four
or five categories on the same web, it's too messy. I tried to learn how
to
make "child" webs that could simply the main web, but that proved
to
complicated for the kiddos. I tried to use different colors, but when I
printed out in b & w, the color trick didn't help. All in all though,
it
worked pretty well.
Marsha
----------------------------------------------------------------------
Date: Mon, 10 Sep 2001 16:40:47 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] How I use Inspiration
Reply-To: MWbooklist@NS.SREB.ORG
I can't use a teaching example, but I do own Inspiration myself and
use it in my work as a writer.
I remember having a copy of the software LONG ago, back in the days
of floppy disks and Macintoshes with screens so small you could
barely cram a six-bubble graphic organizer on the screen.
Thanks to the evolution of technology, and a certain generous grant,
I have the latest version of Inspiration and a 22" monitor. My
goodness, what a difference it makes!
I've used Inspiration in at least three ways over the last several months:
* To help plan the redesign of the MiddleWeb World Wide Web site.
"Web" is the operative word. Inspiration and website planning
are a
natural combination, given the non-linear nature of a large website
and the software's ability to connect things, as we say here in the
South, "every which away." If your kids do a webquest, they could
use
the software much as I have, to plan linkages to pages in their site
and to offsite locations.
* To create an editor's "blueprint" for a book I'm editing for
NSDC.
In fact, it's Anne Jolly's book about learning teams -- and it's
going to be a good discussion book for this list! Students might use
Inspiration in a similar fashion, perhaps to plan a team project
together.
* In my spare time, I pursue my secret ambition: John Norton, writer
of mysteries. Inspiration is a great tool for the fiction
writer...not only for plot development, but to attach character
sketches, notes, key pieces of dialog, etc. I can imagine students
using it in much the same way in writing a short fiction piece.
As for my success, Inspiration was extremely helpful in helping me
hammer out the basic new design for the website. Also for helping me
think about ways to shuffle Anne's chapters around a bit. And since
she's prone to revise her book continuously, even during the editing
process -- ;^) -- the software makes it pretty easy to update,
reconfigure, etc.
As for fiction writing, I find that I don't have the patience to use
Inspiration for short stories...it seems to get in the way of the
creative process, for me at least. But I think it will be very useful
in planning a novel, where structure, plot development, and character
interaction must be sustained for 12-15 chapters. Now, if I could
only make myself get up at 5 a.m. to work on that book....
John
----------------------------------------------------------------------
Date: Mon, 10 Sep 2001 16:51:23 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: [MWbooklist] Feeling Inspired? Let's Chat!
Reply-To: MWbooklist@NS.SREB.ORG
Hello
Mary and I are excited about the opportunity to chat with all of you for
a few days. To get started let me introduce us.
Mary Chase is Inspiration's Curriculum Designer and has her Ph.D. in Literacy
and Schooling. Mary was a classroom teacher for 10 years and taught at the
University level for seven years. I have been with Inspiration for over
two years. In my position, I support the professional development efforts
of educators across the country. I also work very closely with universities
that are including Inspiration and Kidspiration in their pre service courses.
In reading through some of the pre-chat email, I found some great questions
and comments. I wanted to address a few of those with the hope to open more
dialog.
First, Marsha asked, "how Inspiration improves the process over traditional
forms." There are several ways that Inspiration and computerized mapping
improves on the pen and paper method. Students can focus on the information
they are learning and connecting and not on cumbersome manual drawing, erasing,
pasting, and reorganizing on paper. Students can revise as they go, without
having to copy their information over on a different sheet if they change
their minds. Changes are easier to make, and the final project is less messy.
Moreover, students are presenting the information in the way they understand
it; they are not just filling in a template. In addition, maps/webs can
be easily transformed to an outline, which helps with prewriting and drafting.
Marsha also asked, ìwhat is the best way to way to train teachers
to use Inspiration.î I recommend showing them a variety of examples
of Inspiration diagrams and their application across the curriculum, followed
by modeling the creation of a diagram. Finally, let them loose to create
a diagram in their curriculum area, with the trainer standing by to facilitate.
This format allows them to see purpose of the software before learning to
use it. This opens the door for them to begin thinking about its usefulness
in their own classroom.
In response to Laura, Marsha asked where in the reading process Inspiration
can be used. It can be used in pre reading, during reading and post reading.
The vocabulary web attached can be used to define and explore words from
a list given to students ahead of time. Students can map characterization,
plot and cause/effect during and after reading. (For content area reading,
the same approach can be used with biography, historic event analysis and
cause effect in either science or social studies.) These activities can
help students form an anticipatory set for reading, and will help them to
keep track of ideas and information in both fiction and non fiction. They
might also make a diagram of predictions about the text, based on what they
already know.
(I am sending History and Cause and Effect templates to John with the hopes
he can post them to the MiddleWeb site for your review). Have students create
concept maps as they read, and after they are finished - this is a great
way to measure understanding.
Best regards, Erin
Inspiration, Inc.
----------------------------------------------------------------------
From: Lhayden58@aol.com
Date: Mon, 10 Sep 2001 20:53:41 EDT
Subject: Re: [MWbooklist] How I use Inspiration
Reply-To: MWbooklist@NS.SREB.ORG
> As for fiction writing, I find that I don't have the patience to use
> Inspiration for short stories...it seems to get in the way of the
> creative process
John, I appreciate your sharing this part. My high level writing students
last year complained about having to do a graphic organizer (by hand) for
their weekly paragraphs. They wanted to get right into writing. They also
admitted their writing was better organized. I wished I could have each
student have Inspiration at home as for this reason.
Laura Hayden
7th Gr. Communications
Derby Middle School
Derby, KS
lhayden@derby.k12.ks.us
www.derby.k12.ks.us/dms/lhayden/Index
----------------------------------------------------------------------
From: Lhayden58@aol.com
Date: Mon, 10 Sep 2001 21:10:06 EDT
Subject: Re: [MWbooklist] How I use Inspiration
Reply-To: MWbooklist@NS.SREB.ORG
I introduce myself to students using a map developed with Inspiration. I
just paste family pictures into/or over the icons. I select all and
copy/paste into what ever application I want to use.
I combine the power of Inspiration with PowerPoint. :) I begin my year
explaining my somewhat confusing curriculum to students with an Inspiration
PowerPoint presentation. I also post it on the web for parents and visitors.
I need to repost the presentation as I've learned more on turning PowerPoint
to html since I put it up.
http://www.derby.k12.ks.us/dms/lhayden/commmap/index.htm
This past year I used Inspiration when I developed my Portfolio presentation
for my Masters completion. I developed my map/web from the components I
wanted to address about my Portfolio utilizing graphics from various sources.
Then I placed the web on top of an interesting background. It was very
effective.
I just wish my district would get the upgrade.
Laura Hayden
7th Gr. Communications
Derby Middle School
Derby, KS
lhayden@derby.k12.ks.us
www.derby.k12.ks.us/dms/lhayden/Index
----------------------------------------------------------------------
Hello Laura,
Thank you for all of the links you have posted. You have done a great
job of integrating Inspiration into what you are doing. From what I
can tell, you are using Inspiration in a variety of activities and
across the curriculum. That is how it is best used. Like Word is a
tool for word processing, Inspiration is a tool for organizing.
During tests do you find that students begin to scribble graphic
organizers to collect their thoughts and recall information?
Erin
----------------------------------------------------------------------
From: Lhayden58@aol.com
Date: Tue, 11 Sep 2001 19:54:22 EDT
Subject: Re: [Fwd: Re: [MWbooklist] How I use Inspiration]
Reply-To: MWbooklist@NS.SREB.ORG
We did find students on the state/district writing assessment had made
brainstormed with a web. We are surprised sometimes where they show up.
I
have had students use graphic organizers to relay tested information. I'm
needing to develop it more.
------------------------------------------------------------------------
From: YAMES@aol.com
Date: Mon, 10 Sep 2001 21:40:28 EDT
Subject: [MWbooklist] Need assistanc e with making a flowchart
Reply-To: MWbooklist@NS.SREB.ORG
Help!
I downloaded the trial Inspiration software. I used it to try and make a
flowchart for use with teachers. I looked through everything to try and
find
a template and ended up with a sloppy looking job I tried to do without
enough background.
Any suggestions?
Juli
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 08:23:16 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Need assistanc e with making a flowchart
Reply-To: MWbooklist@NS.SREB.ORG
Hi Juli,
Inspiration really is easy to use. You can find a step-by-step tutorial
for
using Inspiration at ftp://206.163.122.141/pub/pdf/quicktutorial6.pdf.
We also have professional development scripts and cross curricular examples
on
our web site www.inspiration.com and follow the Professional Development
links to
find those. Those are very helpful if you are training others to use
Inspiration.
Juli, please let me know what you think.
Erin
YAMES@aol.com wrote:
> Help!
>
> I downloaded the trial Inspiration software. I used it to try and make
a
> flowchart for use with teachers. I looked through everything to try
and find
> a template and ended up with a sloppy looking job I tried to do without
> enough background.
>
> Any suggestions?
>
> Juli
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 11:53:09 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: Re: [MWbooklist] Feeling Inspired? Let's Chat!
Reply-To: MWbooklist@NS.SREB.ORG
>
>> (I am sending History and Cause and Effect templates to John with
>>the hopes he can post them
>> to the MiddleWeb site for your review). Have students create
>>concept maps as they read, and
> > after they are finished - this is a great way to measure understanding.
>>
>
Folks... so far I haven't figured out how to post and download files
in the Inspiration format. But I'm in touch with Erin and we'll
figure something out so you can access these files!
John
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 12:40:09 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] Our Inspiration chat needs you!
Reply-To: MWbooklist@NS.SREB.ORG
Hi, folks...
We've set up the chat, we've enlisted the help of a pair of
Inspiration experts, but we need YOU to get involved.
Please post your experiences with Inspiration. And if you're not
familiar with the software, please don't be timid about asking
questions.
I know Erin and Mary will be willing to respond, as will our
Inspiration veterans among the teachers on this list.
Meanwhile, I've posted an update of the conversation record at:
http://www.middleweb.com/MWLresources/PREinspiration.html#anchor9404827
John
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 10:05:41 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Need assistanc e with making a flowchart
Reply-To: MWbooklist@NS.SREB.ORG
Hi Juli,
I think you will find the arrange tool bar along the top of the Inspiration
screen to be your best friend. It can take a crazy looking diagram and format
it
easily. The arrange format options are various types of tree charts, or
webs in
which your ideas radiate from your main idea. You can arrange the whole
diagram
or selected parts.
If you find your diagram is so large you cannot see all of it on the screen,
use
the key command Ctrl + E. This will fit your diagram to your window. You
can
also use the zoom mountains along the bottom left of your screen to adjust
how
large your diagram appears on the screen.
You can also find over 25 templates with step-by-step instructions under
the File
menu. These will help you get started using Inspiration right away in Language
Arts, Social Studies, Science and Teacher Planning. The templates come with
a
list of benefits and instructions for use. They are excellent to get started
using Inspiration for comparing and contrasting, concept mapping, Cause
and
Effect webbing and more.
Other tips: *Links should point away from the higher level ideas and should
point to sub symbols. *You can change link connections by selecting the
link,
clicking on the red square the end you want to move and drag it toward the
new
symbol you want it to connect with. As you approach the symbol, you will
find
the symbol becomes outlined in gray dots. These are anchor points and you
can
release the link near one of them to form the new connection. *You can also
prioritize information in the outline view.
As you come up with more questions, please post them!
Erin
YAMES@aol.com wrote:
> Help!
>
> I downloaded the trial Inspiration software. I used it to try and make
a
> flowchart for use with teachers. I looked through everything to try
and find
> a template and ended up with a sloppy looking job I tried to do without
> enough background.
>
> Any suggestions?
>
> Juli
----------------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: Re: [MWbooklist] Our Inspiration chat needs you!
Date: Tue, 11 Sep 2001 12:37:52 -0500
Reply-To: MWbooklist@NS.SREB.ORG
I guess what I'd most like to understand is under what conditions is using
Inspiration preferred to using a worksheet, or brainstorming on a large
piece of paper. And under what conditions is using Inspiration not as
effective.
I know I already mentioned this, but I recently learned about the advantages
of encycopedias in various forms of media --- the conditions where each
was
optimally suited. And I guess that's what I'm trying to learn about
Inspiration. I guess the one thing I have concluded is that is the
preferred tool when your understanding is evolving. And that relates to
how
easily a person can go back to the file and move things around. Hopefully
those moves reflect a new level of understanding and/or new information
that
would cause you to re-categorize. But beyond this basic observation, I'm
clueless.
I have little doubt the kids love it and that it raises motivation. But
are
there things that I should consider when lesson planning that could and
would incorporate the ability of this piece of software to amplify my
objective beyond where it would be with paper and markers/pencils.
I'll ask about staff development on Thursday once the "how to"s
have had a
chance to run a bit.
Thanks Erin for you helping in coming to understand. My district patrons
are a demanding bunch and I just want to be able to show that I have
carefully considered when to use tools. And that we don't just use
something because it is the newest thing to do. But we use it because the
educational advantage calls for it.
Marsha
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 13:54:45 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: Re: [MWbooklist] when do you really need Inspiration?
Reply-To: MWbooklist@NS.SREB.ORG
Marsha wrote:
>I guess what I'd most like to understand is under what conditions is
>using Inspiration preferred to using a worksheet, or brainstorming
>on a large piece of paper. And under what conditions is using
>Inspiration not as effective.
>
What about folks on the list who have tried Inspiration and found it
got in the way? When is paper a better choice? (Assuming you have a
choice!)
John
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 14:53:04 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Our Inspiration chat needs you!
Reply-To: MWbooklist@NS.SREB.ORG
Hi Marsha,
Here are some thoughts on your questions. The main difference between the
completion of a worksheet and the creation of an Inspiration document is
summed
up as reactive vs.constructive. In a worksheet, the teacher does the hard
work of organizing
information, deciding what is important, and assessing the quality of
responses. The student responds to the work the teacher has done with the
knowledge in their heads. Some worksheets are more demanding of the
student than others, of course, but there is always a perceived end to it.
With an Inspiration diagram, the student has to learn and synthesize
information, form their own questions, decide where the information goes,
and how it is related to other ideas. There is no definition of when the
work is done - there is almost always more that can be added.
There are times when paper/pencil creation of graphic
organizers is more important than digital. This would be where the
students find that the tactile/kinesthetic mapping of ideas is more
meaningful to them, and this probably has to do with their learning styles
and perhaps developmental level. As long as these are contained to just
a
few ideas that don't need reorganization, that's fine. However, over time,
they may wish to refine ideas, and many are reluctant to do so where it
involves manual recopying.
For the purposes of portfolios, various versions of the same document
provide very good information to teachers about a specific student, as
they could see how ideas grew, changed, were refined and so forth. In
conference with students, the teacher could save anecdotal records with
the file by using notes. Inspiration also allows students to make much
more complex diagrams that are often more easily interpreted than
hand-written/drawn models.
Mind you, here we are only speaking of the diagram view here. The outline
view is equally important, and perhaps more so if one considers the
transition from the visual to the verbal mode. When I was teaching, I had
many students who were able to make clusters, webs, etc., but didn't know
how to translate their ideas into an outline, let alone an organized piece
of writing. Inspiration makes the correlation between the two visible.
Erin and Mary
----------------------------------------------------------------------
Date: Tue, 11 Sep 2001 15:19:24 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Our Inspiration chat needs you!
Reply-To: MWbooklist@NS.SREB.ORG
In regard to the templates I promised, please contact me directly and I
can
forward those to you. If you downloaded the 30-day trial, you will find
the
templates I mentioned yesterday under the menu File/Templates. The three
I
mentioned were the Cause and Effect, History, and Vocabulary. Let me know
if
you don't have Inspiration or the trail and I will send the templates to
you as
a GIF.
Erin
----------------------------------------------------------------------
Wanted to make sure everyone on the list saw/read this offer from
Erin. To get the templates from her, send her a private note at her
email address:
eantonius@inspiration.com
MY QUESTION FOR MARY AND ERIN:
Could you describe a real-life project where Inspiration was used,
and help us see how the process required by the software helped the
teacher strengthen and deepen learning?
John
----------------------------------------------------------------------
From: "John & Lori Hill" <jlhill1222@surfeu.de>
Subject: RE: [MWbooklist] Restarting our Inspiration chat
Date: Mon, 17 Sep 2001 19:53:29 +0200
Reply-To: MWbooklist@NS.SREB.ORG
I use inspiration a lot to teach/reinforce the skill of outlining and
clustering. I also teach the literary elements with the templates. It
really helps the students to see it after I have lectured on it and we have
defined all the words. Once they have the information they can use the
program easily and efficiently, and they love to play with it after they
get
finished and add all the personal touches Inspiration allows with the
pictures and all. I also find once they have used it a time or two they
use
it themselves to develop outlines for papers and brainstorm then organize
on
their own.
LORI HILL
----------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWbooklist] Practical Inspiration Uses
Date: Mon, 17 Sep 2001 13:33:24 -0500
Reply-To: MWbooklist@NS.SREB.ORG
Fellow booklist members,
I have an Inspiration testimonial that seems shallow in light of the
wonderful, constructivist approach this tool allows teachers. However, one
of the ways I used Inspiration was as a basic pencil-and-paper motivational
tool for students and as a way of clarifying information I wanted them to
understand. (We didn't have a computer lab that allowed stuents large-scale
access to Inspiration, so I just bought it myself and put it on my laptop.)
When giving students team assignments which required them to "connect
the
dots" with regard to science concepts, I found that if I gave them
an
"Inspiration Starter" they got on track much sooner and they liked
the
visual assistance. For example, I might design an interesting graphic
organizer using one of the many art library selections. (I usually put some
information in that organizer as an example). I'd give students a large
sheet of paper and they would tape the Inspiration Starter in the center.
They'd then continue to develop their own organizers from there - expanding
onto the large sheet of paper.
I also organized many of my topic reviews for students in graphic-organizer
form, using Inspiration. It helped the kids see connections at a glance.
The program is so easy to use that it became a basic process for and tool
for student engagement and thinking-expansion.
Anne Jolly
----------------------------------------------------------------------
Date: Mon, 17 Sep 2001 13:16:32 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Restarting our Inspiration chat
Reply-To: MWbooklist@NS.SREB.ORG
Hello,
In response to John's question:
The example we will be referencing can be viewed at
http://www.inspiration.com/productinfo/Inspiration/using_insp/index.cfm?fuseaction=socialstudies
and select "Concurrent Powers" under the Columbus diagram.
This example is excellent because it is an example that could be created
by one student or many. Students began working on this example by
brainstorming responsibilities of the government. For example taxing,
law enforcement, building roads. Once students have random list, they
begin to look at each idea and see if and how it relates to other
ideas. As they look at similar and different ideas, they are
categorizing. Finally they can organize the information into an outline
or a web that represents the information they have collected and how the
ideas relate to and build upon each other.
As students connect information, they are elaborating on what they
already know and building more complex schemas. This will help them
remember the information they are working with; moreover, students will
be able to more readily understand and organize similar kinds of
information. As they come across new ideas that relate to the schemas
they have formed, this new information will be assimilated as well.
This learning will not be effortless, of course, but it will be greatly
facilitated.
Erin and Mary
----------------------------------------------------------------------
Date: Tue, 18 Sep 2001 11:17:12 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] Great resource for all content areas
Reply-To: MWbooklist@NS.SREB.ORG
Erin and Mary posted this link yesterday. When I went to the page, I
noticed that's it's a great page for folks in areas other than social
studies. You'll find links to science, math and LA diagrams as well.
I wonder...has anyone on this list used graphic organizers and
thinking tools like this in math?
John
----------------------------------------------------------------------
Date: Tue, 18 Sep 2001 16:14:21 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] Good article on concept maps
Reply-To: MWbooklist@NS.SREB.ORG
Back when we were having our chat about Cris Tovani and "I Read It
But I Don't Get It," Mary Anne posted a resource she was excited
about...one science teachers would find very useful. When I read the
article, I noted that the author mentioned Inspiration as a useful
tool in doing this. Check it out!
USING CONCEPT MAPS TO BUILD UNDERSTANDING
http://www.enc.org/focus/standards/documents/0,1948,FOC-001933-index,00.shtm
What can teachers do when students are not making the needed
connections with "big ideas" in the curriculum? In their article
"Concept Maps," two biology teachers describe how they helped
students link concepts together using a form of graphic organizer
that visually represents ideas and connections. The teachers include
examples, some "potholes" they ran into, and suggest next steps.
This
approach is well-suited to the "Inspiration" software program.
AND I RAN ACROSS THIS PAGE TODAY:
GRAPHIC ORGANIZERS: SOME GREAT RESOURCES
http://www.angelfire.com/wi/writingprocess/specificgos.html
This collection of links at "ABC's of the Writing Process" allows
teachers to select a specific graphic organizer to suit specific
needs. The list is divided into three sections: "Explanation of Use
of Graphic Organizers with Examples;" "Print and Use Graphic
Organizers," and "Examples of Graphic Organizers in Use."
This page,
supported by the Edmonton Canada Public Schools, includes many other
links to resources about the writing process.
----------------------------------------------------------------------
From: ATheins77@aol.com
Date: Tue, 18 Sep 2001 19:42:31 EDT
Subject: [MWbooklist] Erin's early posting
Reply-To: MWbooklist@NS.SREB.ORG
Erin -
In your post to Marsha, this made so much sense to me. You wrote,
"As long as these are contained to just a
few ideas that don't need reorganization, that's fine. However, over
time, they may wish to refine ideas, and many are reluctant to do so where
it
involves manual recopying." This addresses two issues for me in trying
to
convince my computer lab to get it on all of their computers: 1) That
revising and reworking things are key to thinking skills and this program
addresses that. and 2) For students who have difficulty with fine motor
skills, Inspiration (or other technology) can help them shine. I am using
Alpha Smarts a lot in my room and I am amazed at how much the students love
them and work more diligently at them. Thanks for the articulate, clear
response!
I also think Inspiration makes great overheads of graphic organizers for
me
to present with because my handwriting is terrible!
Amy Heinsma
7th Language Arts & Reading
Windsor, CO
----------------------------------------------------------------------
Date: Tue, 25 Sep 2001 12:17:04 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] Kidspiration
Reply-To: MWbooklist@NS.SREB.ORG
Before we close down our discussion of Inspiration, graphic
organizers and thinking tools, I'm hoping we can get Erin and Mary to
tell us something about Kidspiration. Is it software for kids younger
than the middle grades, or does it have applications for 11-14 year
olds? How is it different from Inspiration?
Also, if anyone on the list has another question or two OR other
comments to make about graphic organizers and the Inspiration
software, now's the time!
John
----------------------------------------------------------------------
Date: Tue, 25 Sep 2001 11:55:09 -0700
From: Erin Antonius <eantonius@inspiration.com>
Subject: Re: [MWbooklist] Kidspiration
Reply-To: MWbooklist@NS.SREB.ORG
Hi!
Kidspiration is our latest software release. It is targeted toward K-3
students, but more and more I hear of middle school teachers (and even a
few high school teachers) using it with their classes. Kidspiration is
similar to Inspiration in that it can be used to create webs, concept
maps and diagrams. It is different in that with the simplified interface
- lots of toggle-through menus instead of lists - students can easily
navigate it on their own.
There are three key features that set Kidspiration apart from
Inspiration. First, the Super Grouper tool designates area on the screen
for students to group for similar ideas. As they drag items into these
"virtual containers" the notions of categorization and grouping
are
reinforced. The ability to make connections in this way is is very
important for students whose fine motor skills have not yet developed
sufficiently to draw links and connect them to small targets. It also
mimics the real containers into
which they sort objects in daily life.
The second feature is the Audio capably. There are three parts to the
audio: all of the buttons and symbols are supported by audio so as
students move their cursor over each, Kidspiration reads the symbol or
tool to them; the listen tool will read back to students what they have
typed; and the Record tool will allow them to record up to 15 seconds of
their own voice behind each of their symbols.
Third, the symbol libraries in Kidspiration were designed to match
curriculum and interests of younger students (for example, dinosaurs,
baby animals, communities, and so on).
Most of the middle and high school use is with LD students, and many of
the teachers have found it to be a very helpful tool.
Mary and I also wanted to ask for suggestions from those of you who use
Inspiration with your students on templates or lesson plans that you
would like to see used with Inspiration.
Erin
----------------------------------------------------------------------
From: "Anne Jolly" <jolly61@home.com>
Subject: [MWbooklist] Lesson Plans
Date: Tue, 25 Sep 2001 14:54:32 -0500
Reply-To: MWbooklist@NS.SREB.ORG
Erin,
With regard to lesson plans for Inspiration, I think a set of Inspiration
lesson plans built around the concept of helping students think stragically
would be invaluable. The whole concept of teaching reading in content areas
is designed around helping them develop thinking strategies. Inspiration
can be used as a whole-class activity or as group activity or as individual
student activities. It can be used for previewing textual material, helping
kids access prior knowledge, developing connections among concepts,
organizing their thinking about a topic, making predictions, etc. I can
envision your putting out an Inspiration Toolkit containing lesson plans,
ideas, and tools to assist teachers use this valuable piece of technology.
It's one of the few technology softwares I've seen for student use that
isn't prescriptive -- Inspiration provides a constructivist approach to
learning that is more likely to have long-term benefits.
You have a great tool in Inspiration. Thanks so much for sharing
information with us and for being willing to take the time to help us.
Anne Jolly
----------------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: Re: [MWbooklist] Making Smaller Groups
Date: Tue, 25 Sep 2001 19:13:45 -0500
Reply-To: MWbooklist@NS.SREB.ORG
I would like to know how people handle large scale webs. I've been using
Inspiration to matrix the district's curriculum indicators with features
of
the AmazonQuest field trip. As I continue to add information on the
original web, it has become too large to effectively use. I ran into this
issue quite often when I was teaching math. We would preview a unit. As
we
moved through the unit, there were so many little twists and turns that
the
web became unwieldly on Inspiration.
So I've taken to cutting and pasting pieces of it into smaller webs. Is
that the best way to do that?
My second question is this.....I have created many concept circles. An idea
for building vocabulary prior to starting a content area unit. You place
a
series of words in a circle with four quadrants. Students have to find the
idea that describes the relationship between the words included in each
quadrant. Or you might take a concept circle and fill in three of the four
quadrants --- letting them fill in their ideas in the fourth. Can
Inspiration do this inside circles? Or is there a webbing idea that could
work just as well?
Thanks. I would support Anne's idea of a content area reading strategies
Toolkit. Hey..........maybe we could do that for the Summer 2002
collaborative project!!!!
Marsha
----------------------------------------------------------------------
Hi Marsha,
Great questions!
To answer the first, there are two options. The Family feature allows you
to
layer or level large, complex diagrams. A "family is a document that
includes
one or more sub documents, or "children. When you create a "child
in an
Inspiration document, Inspiration opens a separate diagram or outline and
links
it to the symbol or topic you are working on in the original document. The
original document, then, becomes the "Family Head. Each symbol or topic
in an
Inspiration document can have a child attached to it. And, once you create
a
child, you can add additional child documents to the symbols or topics in
that
child.
You can create a chile document in two ways either by double clicking the
top
right red corner of a symbol when the symbol is selected or by selecting
the
symbol you would like the child to fall under then under the File menu select
Family and then Open Child.
The second way to manage a large document is to work on it in parts using
the
Focus In feature. You can hide parts of your outline or diagram while you
work
so you can focus in on a specific section. When you Focus In, you have the
entire screen to work in. To do this, select the highest ranking symbol
of the
branch you wish to work on, under View select focus in and all you will
see are
the symbols falling under the lead symbol. To see all of your diagram again,
under View select Focus Out.
I know those are wordy, so please feel fee to email me with any questions!
In regard to your concept circles you can create a sort of template by creating
a big circle either with the oval symbol or the draw tool. Divide it into
quadrants with the draw tool. Then place a text box in each quadrant, then
use
the Group command (under the Symbol menu), and then install it as a symbol
(Edit
Symbol Libraries under the Utility menu). And, I do think that creating
a
diagram and using the links with text describing the relationships would
be just
as effective.
Erin and Mary
----------------------------------------------------------------------
Date: Wed, 26 Sep 2001 19:19:51 -0400
From: John Norton <jcroftn1@mindspring.com>
Subject: [MWbooklist] Other good template ideas?
Reply-To: MWbooklist@NS.SREB.ORG
Anne Jolly offered one template idea for Erin and Mary. "I think a
set of Inspiration lesson plans built around the concept of helping students
think stragically would be invaluable." How about that idea, Erin/Mary?
Does anyone else on the list have ideas for templates that Inspiration might
provide to teachers and students?
John
----------------------------------------------------------------------
From: "Marsha Ratzel" <marsha_ratzel@hotmail.com>
Subject: [MWbooklist] Linking Ideas on Maps
Date: Wed, 26 Sep 2001 21:16:55 -0500
Reply-To: MWbooklist@NS.SREB.ORG
I was reading through John's suggested article at ENC on mapping. And I
remembered how much the comment that the linking words make or break the
student understanding. That seemed to match up very closely with the
experience I have had with students.
I was wondering if Erin or Mary had ideas about how to best teach the kiddos
how to come up with linking words. I have always thought that action verbs
were a good choice. Or maybe sometimes adjectives. Is that your
experience?
I never had a very systematic method for teaching this idea. Just seemed
to
happen as we did more and more. And we all know that just happening is not
the best way to ensure your expected learning outcome.
Marsha
----------------------------------------------------------------------
Hi Marsha,
It sounds like you are on the right track. As you teach concept mapping,
students will develop their own style. The purpose of the concept map is
to help students articulate their understanding of a complex idea, process,
etc. The concept map should basically reflect the student's explanation.
Loosely speaking, the important words/concepts go in symbols and any
connecting phrase, preposition, conjunction, etc. goes on the link.
One way to test whether it's working this way is to read down a branch of
map. The inflection should match what's in the symbols. However, the
student's enhanced understanding of the concept is the real assessment -
it doesn't really matter what goes where as long as they learn and retain
the information.
Erin and Mary
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