Using PowerWeb in the Classroom
Integrating PowerWeb into the Curriculum
- How PowerWeb Can Be Used in the Classroom
- Organizational Features
- Evaluating Web Activities
- Teaching with PowerWeb
With a comprehensive array of supplemental study materials, PowerWeb gives the instructor many options for integrating current course materials into the curriculum.
How PowerWeb Can Be Used in the Classroom:
PowerWeb is most effective as a supplement in the classroom. It broadens knowledge and understanding of the subject area, developing and enhancing a student's vocabulary, comprehension, and reading skills. Some benefits of using PowerWeb include:
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--currency of material
--challenging topics and issues
--forces comparison of points of view, opinions, and interpretations
--motivates students to learn
--develops analytical and critical skills
The articles in PowerWeb frequently cite information sources, offer lists of organizations and agencies where additional information is available, or include bibliographies. A basic list of annotated Web links per unit provides access to numerous sources found on the Web which students can use a starting point for examining a topic in detail for reports or term papers.
PowerWeb is an excellent tool for those students ready to pursue independent study. With the basic articles as a starting point, and the suggested Web sites as an extension of the issues, students can develop a plan of independent study and easily complete it.
An excellent means of providing work for extra credit, PowerWeb can be used in several ways:
--students can compare the major issue of the unit as it is discussed in two separate articles
--instructors may assign questions to be answered from the Instructor's Resource Guide. The IRG may be accessed on the Web via an assigned password which can be found on the inside cover of each paper copy of the Guide.
Instructors can easily use PowerWeb as a basis for a distance learning project. Groups of students can each be assigned a particular unit and asked to investigate at least two different points of view via the selected Web sites for that unit. The results can be written up by each student in the group and e-mailed either to each other where they each contribute to the findings, and then finally the entire document is e-mailed to the instructor. Or each student can e-mail her or his findings directly to the instructor. Or an instructor may decide to require a formal written paper which is handed in during the class meeting. Or a panel discussion can be organized around the issues/units where groups present their findings to the rest of the class.
Organizational Features:
A brief summary of each article is included in the Table of Contents. This feature is particularly helpful when choosing appropriate articles for student reading. The title, author, source, and publication date are listed for each article. In addition, the concepts in bold italics are developed in the article and referred to in the topic guide, the index, and in the glossary. Articles in the table of contents are grouped into several major sections that are designed to support and enhance any textbook that is being used.
Every PowerWeb includes a detailed topical guide to the articles. These topic guides are invaluable when integrating PowerWeb into an instructional program. In the sample below, notice that the left-hand column lists major topic areas, and the right-hand column lists those articles in which the topic is given primary attention. The article is listed by its original number and is linked for easy access.
All PowerWeb titles offer an annotated listing of Web sites that have been selected for their relevance to the topic, high quality, and value. They are organized into General Sources and then into topic Units with a wide range of articles that provides a solid background for expanded study and research.
Evaluating Web Activities
Before assigning a Web site to students, or even if you need to assess a Web site for your own research, the following questions will provide a focus for its evaluation:
--Is this an "official" page, or someone's personal page?
--Is its purpose clear?
--How valuable/unique is the content?
--Is there clear distinction of fact from opinion?
--If currency is important, does it list the date of last changes?
--Does the page download relatively quickly?
--Are there many broken links?
--Are pages internally consistent?
--Is there a logical organization to the content?
--Does the site require special technologies? (plug-ins, Java, etc.)
http://www.mcli.dist.maricopa.edu/show/what/eval-gen.html
Research has proven that students learn more effectively by actively participating in the lesson. The Web is the perfect medium for interactive assignments. Yet, instructors still need to assess whether the activity is relevant and worthwhile for their students. The following questions will help assess the quality of the activity:
--Does it stimulate imagination and thinking?
--How adaptable is the activity? Can you modify it?
--What is the nature of the interactivity? (Collaboration? Research/data collection? Analysis?)
--Can you link directly to the activity?
--Does it provide an instructor's guide?
--Can the materials be printed?
--How much prep time will it take?
--Does it require any special technology or other materials?
http://www.mcli.dist.maricopa.edu/show/wha/int-act.html
Teaching with PowerWeb
In order to facilitate learning specialized vocabularies for a particular discipline, PowerWeb provides an interactive glossary list. Found in the Interactive Exercises section of the Navigation bar, space is provided for students to write in their definition of the term. Then if they click on the term, the definition appears in the space to the right. By printing out this list, students then will have a valuable study tool. Of course, students can easily just click on the term and get the definition. But for those who prefer to practice writing the definitions, this interactive exercise is the perfect vehicle.
PowerWeb provides an excellent opportunity for students to learn new words, or words specific to a discipline in context.
In order to function effectively as information consumers, students must be able to evaluate what they read. Critical thinking requires an open mind, a broad background of experience, knowledge of where and how to find information, and the ability to analyze and evaluate the accuracy of that information. It becomes especially true when so much knowledge is instantly available via the Internet. Unlike textbooks or edited supplementary materials, Web sites of all types, purposes, and persuasions, can be easily accessed by anyone. In assessing the quality and academic relevancy of all Web sites, consider the following attributes:
- Don’t believe everything you read. The most reliable and accurate sites particularly for academic topics are generally those posted by universities, the government, or large organizations such as the American Psychological Association.
- If you can’t easily determine the source of the site:
check the header at the top of the page.
scroll to the bottom where the author or compiler should be mentioned.
click on the e-mail button and you should see an identifying address such as .edu or .gov or .org.
click on the "Home Page" button from a navigation bar. A Home Page should identify the source.
starting from the right side of the URL address, delete a portion of the address until you get to the base which generally means deleting all parts of address until you get to the .org or .gov section. That should get you to the Home Page.
If you still can’t determine the source of the site, it probably isn’t reliable and you should carefully question its content.
Completeness
- Can you find most of the information you’re looking for?
- If you can’t find all the information necessary, are there links to it from that page?
- Compare the page you’re looking at with another of similar information.
- If the page has excerpted information from a larger source, does it make it clear what that source is, or link to it?
Author Credibility
Most Web sites don’t list specific authors, particularly if the government or a university compiles them. In that case you need to be aware of the reliability of the organization or university.
- Search for the organization in a Search Engine such as Google.com or Yahoo.com. You should turn up a Home Page with identifying information.
- Check out the Better Business Bureau at betterbusinessbureau.org if you need to find information about a commercial site.
- If a site does list an author, check to see if her or his affiliation is also listed. While not foolproof, an affiliation does provide the basis for some qualification and background in writing the material.
- Search for the author’s biography either on the page itself, on a link, or in such references as Who’s Who, The New York Times Biographical Index, or Contemporary Authors.
Point of View
Regardless of how objective a site appears to be, almost every one of them will have some point of view or some bias.
- Assessing the point of view of a particular author or organization can best be done by going to several sites with similar information.
- Compare and contrast the depth of factual material, identification of terms, and sources of personal quotes and comments.
- Personal Home Pages tend to have the most biased information. In some instances, however, professionals in certain fields will post pages containing a wealth of information. Generally, these are reliable, but still should be compared with other sources, either textbooks, journals, or other Web sites.
- Commercial sites tend to want to sell a product, but that doesn’t necessarily negate the facts they might present. Review the facts and check for language that propagandizes.
- Many sites partner with other sites or post banner ads as a way of financing their pages. This doesn’t necessarily influence the information found on the page, but if the ad is objectionable to you or potentially to your students, then you should avoid the site. Or you may try to e-mail the webmaster of the page and ask that such an ad be removed.
- A Guidebook to the Web, by Robert Harris is a handy little guide that gives specific tips on evaluating Web sources as well as developing search strategies, using search logic, ethical standards on the Web, citing Web sources, etc. You may find this book helpful to your students.
PowerWeb course-appropriate articles, which appeared in the past year in academic journals and popular magazines, are carefully selected by an editor, usually a professor whose expertise is in the course area. These articles give students a broad background in the range of concerns that occurred in the subject area in the past year. The diversity of articles also presents an opportunity for students to develop critical and analytical thinking skills.
Rational thinking can be influenced by powerful writing if the reader or listener is not trained in analyzing the material presented and finding the inconsistencies in the ideas. Can a popular actor convince you to vote for a particular politician based solely on her or his endorsement? Would you listen as carefully to a dull speaker as you would to a dynamic one? Are you able to follow the logic in an argument in which you have strong emotional feelings? By applying some of the following questions to their reading, students can begin to understand the issues involved, the assumptions being made, the implications of the argument, and draw some conclusions of their own.
Making Judgments and Drawing Conclusions
--What is the issue discussed in this article?
--What is the point of view of the author concerning this issue?
--What supporting evidence does the author present for her position?
--Do you agree or disagree with the author’s conclusions?
--What other conclusions are possible using the same information?
--What other information might be necessary to know before making any judgment on the value and importance of this article?
Recognizing Logical Fallacies and Faulty Reasoning
By being aware of faulty reasoning and tactics of logical fallacies, readers can better assess the validity of an article or an argument. Following is a basic list of logical fallacies with brief descriptions. For a more formal discussion of logic and logical thinking, visit the site of Longview Community College in Critical Thinking
--Incorrect assumption of a cause/effect relationship. (Example: every time we wash our car, it rains. Therefore, if we wash our car today, it will rain.)
--Inaccurate or distorted use or interpretation of numerical statistical information. (Example: Traffic fatalities were cut when the highway speed limit was reduced to 55 m.p.h. Therefore, the lower speed limit has resulted in safer highways. [The fact that people are driving less may be equally or more important.])
--Faulty analogy. Comparison is carried too far, or the things compared have nothing in common. (Example: Apples and oranges are both fruit. Both grow on trees. Therefore, apples and oranges taste the same.)
--Oversimplification. Relevant information is ignored in order to make a point. (Example: The majority of voters in the United States are Democrats. Therefore, Democratic candidates will win every election.)
--Stereotyping: People or objects are lumped together under simplistic labels. Also called labeling. (Example: Blondes are beautiful, but dumb.)
--Ignoring the question. Digression, obfuscation, or similar techniques are used to avoid answering a question. (Example: When asked about the possibility of a tax increase, a senator replies: “I have always met my obligations to those I represent.”)
--Faulty generalization. A judgment is made on the basis of inaccurate or insufficient evidence. (Example: Ducks and geese migrate south for the winter. Therefore, all waterfowl migrate south for the winter.)
Recognizing Propaganda Techniques
Propaganda is information presented in an attempt to influence readers. Propaganda is not by definition “good” or “bad.” However, to the unwary, it can provide the kind of information intended to influence thinking in the author’s direction.
--Analyzing the pre-election speeches of presidential candidates or analyzing any kind of commercial intended to sell you a product are some ways of discovering how propaganda is intended to work.
--Analyzing a PowerWeb article, particularly one that deals with a controversial issue is another way of becoming aware of how propaganda is used to influence readers.
--Comparing a recent article in PowerWeb with a chapter or section of the textbook on the same material can give students insights into the use of propaganda in current materials. In which type of instructional information would propaganda more likely be found? Why?
--Compare a recent article in PowerWeb with articles in the Weekly Updates section on the same topic. How is propaganda used in the two? Are there several points of view? Which point of view would you more likely be influenced by? Why? What/Who is the source of each article? Review the Frequently used Propaganda Techniques in the box below. For other examples, descriptions, and real-life examples of propaganda, visit the Propaganda Web site.
Analysis
Another component of critical thinking is analysis. Analysis involves a variety of skills, but one of the most common is the ability to recognize the difference between an observation and an inference. Once the distinction is made, students can then try to understand on what basis the inferences are being made (for example, logical or statistical). Following are some basic questions to help facilitate analyzing the articles in PowerWeb. For a comprehensive and detailed discussion of critical thinking skills and online exercises to test for knowledge of them, visit San Jose State University’s Critical Thinking Web site.
Identifying Fact and Opinion
A fact is an accurate description of an object or event or a statement that can be proved true. An opinion is a statement that expresses how a person feels about something or what a person thinks is true. The articles in PowerWeb are ideally suited to develop the ability to differentiate between fact and opinion.
--What rules or techniques can be used to identify statements of fact?
--Can the statements be verified by some other source?
--What is the source of the statement or premise?
--What rules or techniques can be used to identify opinions?
--Can a statement contain both fact and opinion?
--Are some opinions more reliable than others? Why?
Comparing and Contrasting Information
To compare and contrast information, students must have a wide variety of material at hand. The number and variety of PowerWeb articles on a given topic, make it possible to identify similarities and differences among the facts, opinions, and points of view presented in them. By comparing and contrasting information, students can identify facts, make inferences, and draw conclusions that would otherwise not be possible, or possible only with great difficulty.
--How do the articles differ in the information each one presents?
--Are the articles different in how they present information?
--Does the information appear to be complete and accurate? Why or why not?
--Is there supporting evidence for the premise or idea being proposed?
Problem Solving
PowerWeb articles are excellent at showing how problems are solved within the discipline. They illustrate:
--The types of problems that can arise
--The various search strategies employed when trying to solve a problem
--How decisions are made in the discipline
Summary
A tested and effective way to use PowerWeb in the classroom is to have students fill out the Test Your Knowledge Form after they have read selected articles. It is adapted from one developed by Bob Lee of Cypress College, Cypress, California. The form can be printed out and filled out in class or filled out and then printed out and handed in. It provides:
--a focus for reading
--a means of summarizing the article
--a means of analyzing and evaluating the article
--a starting point for class discussion
--a focus for a writing activity
--a possibility for a graded quiz
To be effective writers, students must be able to organize information and ideas around a central theme or thesis. PowerWeb provides some important ingredients for developing this ability. The articles offer illustrations of a wide range of writing purposes, styles, and points of view; provide a large amount of related information, opinions, and ideas; and add new excitement, interest, and challenge to writing assignments. Here are a number of activities that will help students develop writing and writing-related skills
The purpose of notetaking is to help students identify, organize, and recall important information, ideas, and details. This means that students must be able to recognize, in context, dates, names, and places; important or unusual details; key words and phrases; definitions and examples. Students will probably have no difficulty identifying important dates, names, and places in their reading. However, they may tend to overlook other important information. To reinforce the importance of this information
- Have students skim several PowerWeb articles looking only for definitions
- As they read, have students list the key words and phrases in an article
Summarizing
A summary is a brief statement of the important ideas of an article, book, speech, or other form of communication. After reading a PowerWeb article you specifically select for this exercise:
- Have students list the main ideas presented
- Have students list two or three important supporting details for each main idea
- Have students rewrite the article so that it is less than one-fourth as long as the original
- Have them summarize the article in 50 words or less
Outlining
In preparing an outline of an article, students must be able to identify main ideas and supporting details, and organize this information around a central idea or theme. Here are some possible assignments in order to develop this skill
- Assign selected paragraphs from a PowerWeb article. Students should identify the main idea or topic sentence in each one and list all the supporting details they can find.
- Working in small groups have students outline a complete PowerWeb article. To make the task easier, select an article that has a number of typographical cues, if possible. Suggest that they use the title of the article as the title of their outline. Subheadings in the article would then be main ideas in their outlines.
- Assign two or three related PowerWeb articles. Give them a list of possible titles for the outline that essentially incorporates the ideas in all three articles. Students should then build a comprehensive outline for the title incorporating the material in all the articles.
Reports, Term Papers, and Essays
Successfully completing a formal writing assignment requires students to use all of the skills discussed- notetaking, summarizing, and outlining. In order to provide students with essay or report topics:
- Give them a key word or phrase from a PowerWeb article. Have them write a title or thesis statement using the word or phrase. This should provide them with a launch pad for an essay or longer report.
- Assign two related paragraphs from different PowerWeb articles. Ask students to combine the information into a single paragraph that is no longer than either of the original two.
- Have students write a transition between the paragraphs assigned above.
- Select an article with a distinct point of view. Have students write an essay from the opposite point of view.
The amount of information that a student must read and comprehend is enormous. Much of it is presented in some quantitative manner (data tables, graphs, or figures, for example.) Using the data in an article, students may discover some dimension of quantitative literacy such as: patterns, trends, scale, proportion, probability, and statistics.
We offer a few basic questions below to help students focus on the purpose of the data in the articles. However, if you or your students have a need to examine in detail, various aspects of probability and statistics, then visit Virtual Laboratories in Probability and Statistics. This site provides introductions to the basic topics and excellent experiments that demonstrate probability.
- What does each symbol represent?
- What is the relationship between the variables?
- Can you verbally express the relationship that is being described?
- If you increase one variable, what happens to each of the other variables in the equation?
Graphs
- What is the title of this graph?
- What is being described?
- What are the variables being graphed?
- Are the increments on each axis of equal value?
- Do the units of each axis make sense for the variable being described?
- What is the relationship between the variables?
- Is there any bias in the graphing, e.g. extending or compressing information on an axis to change the perception of the relationship?