Difference between revisions of "CLCS Unit Lesson 5"

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[http://tccl.rit.albany.edu/knilt/uploadedfiles/collabvocab.htm Vocabulary Quiz]
[[Media:collabvocab.htm|Vocabulary Quiz]]
[http://tccl.rit.albany.edu/knilt/uploadedfiles/FAspecifics.htm Food Allergy Quiz]
[[Media:FAspecifics.htm|Food Allergy Quiz]]
[http://tccl.rit.albany.edu/knilt/uploadedfiles/nightshades2.htm Nightshade Quiz]
[[Media:nightshades2.htm|Nightshade Quiz]]
[http://tccl.rit.albany.edu/knilt/uploadedfiles/nuttyshellfish.htm Nut & Shellfish Quiz]
[[Media:nuttyshellfish.htm|Nut & Shellfish Quiz]]
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Educators Student Review Rubric
Educators Student Review Rubric
[http://tccl.rit.albany.edu/knilt/uploadedfiles/rubricCLCSE.doc Rubric for Educators]
[[Media:rubricCLCSE.doc|Rubric for Educators]]
Student Self Assessment Rubric  
Student Self Assessment Rubric  
[http://tccl.rit.albany.edu/knilt/uploadedfiles/rubricSCLCS.doc Rubric for Students]
[[Media:rubricSCLCS.doc|Rubric for Students]]

Latest revision as of 10:39, 16 August 2019

CLCS Lesson Unit 5

UNIT OBJECTIVE 5: The Hot Potatoes links provide practice of the knowledge presented in this case study. Through the self assessment rubric, educators & students will be able to recognize what they’ve learned about computer supported collaboration, reflection processes, and food allergies. Through use of the provided rubric, educators will be able to determine what their students learned about collaboration.

Try these links to test your knowledge =)

(You may need to allow Active X files temporarily from this site to enable the game's interactivity- watch for the bar to flash, and accept.)

Vocabulary Quiz

Food Allergy Quiz

Nightshade Quiz

Nut & Shellfish Quiz

These interactive activities were generated using Hot Potatoes software

Hot Potatoes, the half baked software Hotpotatoes.jpg

Educators Student Review Rubric

Rubric for Educators

Student Self Assessment Rubric

Rubric for Students

The rubrics were generated with the assistance of Rubistar, with considerable modifications for the student self assessment.

These rubrics are designed to enable both educators & students to measure primarily learned collaboration skills. Educators may use the scores generated by the students as an adjunct assessment to their own observation, or use either standing alone.

Summary While not intended to be a complete course on nutrition, one intention of this course is to increase awareness of the effects of food upon the body. (For more nutritional information, please see Nutrition Data.) If people recognize that (for instance) their joint pain is avoidable through choices in their food intake, suffering may be alleviated. Obviously, for life threatening allergic reactions, this abstention from common foods is more of a necessity. From many of the research links provided, there are referrals to blogs, many of which detail the emotional angst of avoiding certain foods, particularly with young children. Through learning, we may be able to awaken our inherent and often ignored knowledge for what truly nurtures our bodies, rather than fulfilling the cravings of the mind or our unconscious submission to the media campaigns surrounding daily life.

As always, feel free to post your comments under the discussion tab, above.


Sincere thanks are offered to Professor Jianwei Zhang, my classmates, and all the others who've reviewed this site & provided feedback- the result is a culmination of how well formative assessment functions! I hope you've enjoyed your expedition through this case study, e.


CLCS Lesson Units Introduction

CLCS Unit Lesson 1 Vocabulary

CLCS Unit Lesson 2 Space for Discussion Task

CLCS Unit Lesson 3 Resource sharing

CLCS Unit Lesson 4 Metacognitive strategies

CLCS Unit Lesson 5 Assessment Tools

CLCS Glossary

ETAP 623 Spring 2009 Learning Commmunity

Elizabeth Kinney EK Main Page

Portfolio EK EK Portfolio