1. Lesson Topic: _Wikis in the classroom__ Grade level:__Staff__
Length of lesson: _30 min___
Stage 1 – Desired Results
Content Standard(s):
Standard 1 The student who is information literate accesses information
efficiently and effectively.
The student who is information literate recognizes that having good information is central
to meeting the opportunities and challenges of day-to-day living. That student knows
when to seek information beyond his or her personal knowledge, how to frame questions
that will lead to the appropriate information, and where to seek that information. The
student knows how to structure a search across a variety of sources and formats to
locate the best information to meet a particular need.
Indicator 1. Recognizes the need for information
Indicator 2. Recognizes that accurate and comprehensive information is the basis for
intelligent decision making
Indicator 3. Formulates questions based on information needs
Indicator 4. Identifies a variety of potential sources of information
Indicator 5. Develops and uses successful strategies for locating information
Standard 2 The student who is information literate evaluates information
critically and competently.
The student who is information literate weighs information carefully and wisely to
determine its quality. That student understands traditional and emerging principles for
assessing the accuracy, validity, relevance, completeness, and impartiality of
information. The student applies these principles insightfully across information sources
and formats and uses logic and informed judgment to accept, reject, or replace
information to meet a particular need.
Indicator 1. Determines accuracy, relevance, and comprehensiveness
Indicator 2. Distinguishes among fact, point of view, and opinion
Indicator 3. Identifies inaccurate and misleading information

2. Indicator 4. Selects information appropriate to the problem or question at hand
Standard 3 The student who is information literate uses information
accurately and creatively.
The student who is information literate manages information skillfully and effectively in
a variety of contexts. That student organizes and integrates information from a range of
sources and formats in order to apply it to decision making, problem solving, critical
thinking, and creative expression. The student communicates information and ideas for a
variety of purposes, both scholarly and creative; to a range of audiences, both in school
and beyond; and in print, nonprint, and electronic formats. This Standard promotes the
design and execution of authentic products that involve critical and creative thinking and
that reflect real world situations. The indicators under this Standard therefore deviate
from the traditional definition of use. Rather than suggesting that students simply insert
researched information into a perfunctory product, the indicators emphasize the thinking
processes involved when students use information to draw conclusions and develop new
understandings.
Indicator 1. Organizes information for practical application
Indicator 2. Integrates new information into one’s own knowledge
Indicator 3. Applies information in critical thinking and problem solving
Indicator 4. Produces and communicates information and ideas in appropriate formats
Standard 4 The student who is an independent learner is information
literate and pursues information related to personal interests.
The student who is an independent learner applies the principles of information literacy
to access, evaluate, and use information about issues and situations of personal interest.
That student actively and independently seeks information to enrich understanding of
career, community, health, leisure, and other personal situations. The student constructs
meaningful personal knowledge based on that information and communicates that
knowledge accurately and creatively across the range of information formats.
Indicator 1. Seeks information related to various dimensions of personal well-being,
such as career interests, community involvement, health matters, and recreational
pursuits
Indicator 2. Designs, develops, and evaluates information products and solutions

3. relatedto personal interests
Understanding (s)/goals
Students will understand:
* What is a wiki?
* How can I use a wiki in my
classroom?
* How can a wiki benefit my
students and help me to
differentiate instruction?
*There are many sites that allow
you to create wiki’s for free.
Essential Question(s):
*What is a wiki?
*How can I utilize wikis in my
classroom?
*How could using a wiki make
instruction more effective?
* How can a wiki allow me to
differentiate instruction to benefit all
students?
Student objectives (outcomes):
Students will be able to:
*Define a wiki.
*Express the benefits of using a wiki in the classroom to differentiate
instruction.
*Create their own classroom wiki.
*Access PBworks. (That is the one that is being used for this lesson)
Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:

4. * Teachers will be asked to
complete a KWL chart before,
during, and after the lesson. The
“L” section will be used as their
ticket out the door.
*They will have to create their own
wiki using PBworks.
*As teachers are creating their wiki
using PBworks, I will walk around
and observe the process.
Stage 3 – Learning Plan
W- Where are the students headed and why? What is required of them?
The students will have to complete the “K and W” of the KWL chart that they have been
provided. Then, the teacher will call on students to list a few things that will go under
each column. The teachers will be asked if they have ever created a KWL chart. The
teacher will then go over the essential questions. The students will be required to
complete the KWL chart and then answer the questions throughout the lesson. They will
also be required to put their learning’s into practice by creating their own wiki.
H- How will the students be hooked and held in this unit?
The students will be hooked in the beginning by completing the KWL and seeing how
much they know about a wiki. They will also be asked if they have ever created a wiki.
They will hold up the corresponding color to answer the question. Then, they will be
asked questions throughout the lesson. They will create their own wiki which will ensure
that they are engaged in the learning process.
E- What activities, instruction, and guidance will be provided to enable and
equip students to explore and experience the important ideas in this unit?
The students will be guided through the steps of creating their own wiki to use in their
classroom. I will walk around to observe and offer guidance.

5. R- What activities , products, and performances will be designed to
provide students with the opportunity to reflect, rethink, and revise?
The students will have to complete the “L” section of the KWL chart by writing what they
learned and how they implement it into their classroom.
T- How will instruction and activities be tailored to provide for the various
learning needs, styles, knowledge and interest of students?
The students will be guided through a presentation, a video, and then will create their
own wiki, which will be hands on. For those students that are having trouble creating a
wiki, the presentation will be available after class so that they can take it one step at a
time without any time constraints.
O- How will learning experiences be organized/sequenced to provide the
greatest acquisition/understanding?
First they will learn what a wiki is and how it can be used in the classroom. Then, they
will have the opportunity to create their own wiki to ensure that they understand.
Learning Activities:
Introduction:
The lesson will be introduced by completing the section “K” and “W” of the KWL chart.
The teachers will then be asked if they have ever created a wiki. They will be asked to
answer by holding up the corresponding colored dot.
Lesson:
Teachers will follow along as I present the PowerPoint lesson on Wikis. The PowerPoint
starts with introducing my self. It then follows the following outline:
1. What is a wiki?

6. 2. Why should we use a wiki and how can they benefit our students by allowing us
to differentiate instruction?
3. How can we use a wiki in the classroom?
4. How can a wiki be used by teachers for collaboration?
5. Quick Assessment on how you would use a wiki in your classroom.
6. Video about wikis
7. Examples of how wikis can be used in the different subjects.
8. Free sites to create your own wiki
Performance Task:
Teachers will be taken through a slide share presentation as it takes them through the
process of creating their own wiki and a few of basic things that can be done using
PBworks. I will walk around to ensure that everyone understands the process and is on
task.
Summarizing:
Teachers will come back together and will be given a sticky note. They will write down
one thing that they learned about wikis and how they could use it to differentiate
instruction and place it in the section “L” of the KWL chart as a ticket out of the door.
Staff Development Response Survey
Thank you so much for participating in this staff development session. To ensure that
this session best meets the needs of teachers, please complete the following survey.

7. Please rate each statement by writing one of the following numbers below each
statement:
Strongly Disagree (1) Disagree(2) Not sure(3) Agree(4) Strongly Agree(5)
1. The information that was presented in the first presentation helped me
understand what a wiki is and how it can be implemented into the classroom.
2. This session provided me with ideas on ways that I can use and implement a wiki
into my classroom.
3. This session prepared me to successfully create a wiki and implement it into my
classroom.
4. After this session, I plan on using a wiki in my classroom.
5. This session was useful
Please include suggestions for improving this session.

8. What are some more staff development sessions regarding technology you would be
interested in?
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