is a hidden resource used when sharing our classroom wiki with educators (we don't want to spoil the surprise of discovery for our students).

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Below are links to past and current examples of how the wiki supports collaborative learning in a differentiated classroom.

Jigsaw Problem Based Learning

Students are presented with a problem/challenge, and then tasked to create a learning tool that the whole class can use. The wiki provides a platform for project resources, structured guides, and anonymous viewing of peer work for ideas and examples.

Anatomy Case Study (Honors)

Anatomy Case Study(inclusion class)

Biome Tour

Collaborative Review Guides

The teacher posts main ideas and concepts to a review page. Students add pictures, videos, and explanations in their own words to build a common review tool. Before tests, teams are tasked to revise specific items. The teacher can use the history to provide feedback, guidance, and give credit.

Sample Exam Review

AP Biology Guided Readings

Unit Specific Differentiation

Within each unit a layered curriculum provides a framework for common learning objectives with opportunities for learners to exercise choice and ownership. While some students will choose web based projects, others will enjoy creating offline products.

Virtual Science Fair:
In the spring students will conduct independant science projects, documenting their explorations on their own wiki pages. Students who require scaffolding will be provided with a template to guide them. They can browse the work of their peers to reference models, and the teacher can easily monitor and provide suggestions as needed.

A great resource for building a collaborative culture within a differentiated classroom
Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms (Udvari-Solner and Kluth 2007).

Topical discussions

Wikis serve as a one-stop for the digital learner. While the discussion feature is not as pretty as a dedicated blog site like "blogger", students enjoy not having to jump between multiple sites that would require multiple log-ins.

Visit the

Artful Reflection (scroll down to the Haiku challenge)

Surveys of student ideas and preconceptions

Several services like survey monkey and google docs will allow you to construct and embed a survey to elicit initial contribution by all learners. The slideshows at the top of each class page were generated from start of year surveys.

dna-rep-small.gifGenetics students completed a reading assignment, came to consensus on their work, and then uploaded their work for integration into a class ranking of essential Genetics concepts

Authentic Audienceessaycontest_header.gif

Since students participate in planning curriculum, they can anticipate upcoming assignments. As a project one student team created a resource for their peers to use in a DNA day essay contest.

Collection and analysis of lab data across multiple classes

Student Generated Analysis of data generated by peer lab work