Brain-based Learning

When students complete a task whether a small one or a full long term project, build in reflection time by having them explain at least 3 new skills and/or knowledge that they learned from completing the task(s). You can have them keep a learning journal to write their reflections. However, writing down their ideas can become a barrier so build in community time to have the students verbalize their reflections and learning.  (M. Lambert)

So much of learning is social. (M. Lambert)

To build on the social nature of learning, work to find ways outside of the school day to build in learning though connectivity of your students. There are many Web 2.0 tools to support this effort. One is the wiki which is an editable Web page. Here is one way to use the wiki to meet this goal. Assign your weekly vocabulary words while assigning small teams of students each a wiki. Task them to create a story in the wiki that uses all of the vocabulary words at least once preferably more. Each team's  wiki will grow and change throughout the week as students work on them. On Friday before the normal vocabulary quiz, display and read each wiki via your class projector. You not only build on student desire for a little acclaim but also for their natural desire to be creative.  You also connect to their natural competitive nature to "top" each other each week. (D. Carpenter) 

• Songs that apply new wording to familiar tunes make simple memorization easier, and we used a song for naming the seven continents to help students memorize them all.
• Analogies help students to make meaning.  Atlas Analogies is an exercise where the students apply a vocabulary word to their local environment.  Making vocabulary terms associated with landforms analogous to physical features of the school building helps to build meaning.  The equator is similar to the 4th floor of our building (which is the floor dividing the top half of the building from the bottom half.)  Lines of latitude are analogous to our floor numbers.  An isthmus is analogous to the sky bridge connecting the Lower Primary building to the Upper Primary building.  The challenge also helps students connect from their knowledge base (the immediate surroundings with which they are quite familiar) to their new learning and vocabulary.
  
• Most of us learn best visually so  I provided graphics to illustrate vocabulary terms.
• Students connect emotionally to their peers, and the student creators of our learning tools at the Go Geo site and the Go Geo videos are mentioned by name and celebrated.
• Humor goes a long way to capturing interest and attention. Some of our student-performed skits for the videos to learn geography have been quite humorous.
• Kinesthetic learners create patterning by moving themselves about.  The Group Grid Go game in PE class is aimed at their learning style. (M. Carpenter)

Find a way to connect the classroom curriculum with your students on an emotional and personal level. This engages their brains activating them for understanding. We did our Middle East unit in simulation format having different tribes within our classrooms face obstacles and experience opportunities to share in their respective cultures. We took the learning to a personal level by having our counselor integrate the guidance curriculum into the unit. He ran conflict resolution workshops with our students. See video documentation of student learning.  (K. Perry & T. Cole)

Communication & Presentation

When Tom sends e-mail class updates to parents, he includes a few photos of students photographed from previous classroom activities. Elaine has students e-mail home reflections of what they are learning. Mike L. e-mails a weekly update of class activities as well as learning support tips for the home. From time to time, he also lists questions for parents to ask their children to further increase student understanding and parent connection to their child's learning.

I went to a facilitation workshop that was called The Art of Focused Conversation. One of the most valuable skills that I learned is how to design simple conversations that will get students in my class thinking below the surface. It's something many of us do naturally: you use four levels of thinking to form questions that move the students through a conversation. Use the acronym ORID to remember the four levels. O for Objective  (just the facts), R for Reflective (feelings, gut reactions), I for Interpretive (meaning, significance, implications), and D for decisional (What will they do as a result of this new knowledge?). I've been creating questions at each of these levels for conversations about books, special events, and playground issues. I am also teaching the four levels to students in my class and have asked that their responses be written using this form. (M. Patterson)

Many teachers have used voiceovers in PowerPoint for regular classroom presentations. Adding voiceovers makes even more sense for PowerPoints being posted to student Webfolios. With more of our social studies and science units having multimedia projects, think about having your students use their Language Arts skills to write scripts for voiceovers to their PowerPoint or Photo Story projects. Take a look at a PowerPoint example. (J. Moeller)

When students create Web sites, have them put their teacher's e-mail contact information so that all communication from Web site viewers goes through the teacher. (T. Sauter)

Periodically have students give oral presentations and videotape them on individual videotapes. Have the students review their presentation skills as they prepare for their next presentation. (J. Hammonds)

Did you realize that PowerPoint has a toolkit for drawing and creating graphics? It can be used in instruction to communicate information by drawing arrows, adding text boxes and enhancing images. Take a look at a true multi-dimensional PowerPoint presentation to teach atlas skills. (M. Carpenter)

Dazzle gives students a much more powerful drawing and creativity tool than Paint. For the Rocks and Minerals unit have your students use Dazzle to create images of minerals, mineral uses, etc. They can then insert the images into PowerPoint slides and add short write-ups from their research. See an example!. (A. Jones)

Each morning have a different student start the day by using a microphone in front of the class to practice speaking and presentation skills. Students could give news updates, a reading, etc. (R. Dickson)

Have students use PowerPoint to organize their goals, work best products, examples of work from the beginning of the year compared to now, etc.  in the spring student-led conferences. The students use hyperlinks embedded in the PowerPoint slides to access their work samples. 5th graders will also include links to work in their Webfolios. (G. Cheh)

We teach our students to gather information, reflect upon it, and then communicate their learning. Graphs filled with data are a terrific communication tool to support the communication process. They also help students "see" their own learning. Check out the online graph maker. See video documentation of student learning. (M. Lambert)

We teach presentation skills across the curricula. Sharing a common skill set list with your students across grade levels along with a rubric can reinforce the learning. Take a look at the list and rubric adapted from the 5th grade. It is used for the Book Bites but can be used by everyone. (M. Carpenter)                        

Keep sound recordings over time of your students making speeches and/or reading. Use Audacity as your software tool and save the files as MP3s. Students might set a personal goal to improve their public speaking  and/or ability to read out loud. If your students have Webfolios, post the sound files there with the dates of when they made them. These sound files are good tools for reflection and measuring personal growth. (D. Heiford)

Audacity can also be used to help students with their reading fluency. Have them record their reading
of different books throughout the year. This stored portfolio of MP3's can be used for individual reflection and peer review as well. Peers after listening to a recording can then record their comments and suggestions back into the reading folder of the student. It is helpful to develop a short of list of questions and vocabulary that students can use as scaffolding to better understand what makes for good fluency in reading. Hear an example. See video documentation of student learning. (B. Hart) 

The Chinese Studies teachers use Audacity to record songs, phrases and other sample audio for students to listen to from their Moodle site. Students also are making their own recordings in Mandarin that they then upload to the class Moodle sites for the teachers to review. (Mandarin Teachers)

Students do current events, biography research, etc. in their homeroom classes. Why not have them do the same in Chinese Studies and use Photo Story with visuals and voiceovers to share their findings? Download one student's report on Elvis! (W. Wang)

Differentiation

Using the ESPRAT model for teaching social studies, one can apply Bloom's Taxonomy to build in tiered questions to extend learners thus supporting differentiation of instruction. Construct a template with E-S-P-R-A-T across the top horizontally and then list Bloom's Taxonomy on the left side vertically…K-C-A-A-S-E. Using Inspiration software develop individual questions/prompts typed into symbols that align with the horizontal and vertical qualifiers. An example could be under Economics and aligned with Knowledge is "what is supply and demand?" One then could move diagonally continuing with Economics but align with Analysis with "Looking at trading Star Wars cards or another collectible popular with HKIS students, explain how supply and demand comes into play." You can decide whether to let students work individually or in groups as they work through the Jeopardy style chart that you can either print out or put on the Web. (M. Carpenter & D. Carpenter)

Offer multimedia unit projects that differentiate by Gardner's Multiple Intelligences. The astronomy unit in the 5th grade gives the students the choice of PowerPoint, Photo Story video, dramatic presentation or chart using Word or Inspiration to explain the concepts of eclipses and the seasons. These projects can be tiered to allow for more complexity for your GATE students. See the following examples of student work: PowerPoint, Photo Story, and Inspiration Chart. (Astronomy unit development team)

Digital Images

Using digital images in art class is a natural fit. To share examples of different artists and genres, you can use digital images placed in PowerPoint or Irfanview slideshows to be shown on the TV or on a large screen via the multimedia projector. Using a constructivist approach allowing students to create their own understanding, show the students images of paintings and guide them to analyze the brush strokes, use of colors, light, and other technical aspects of painting. Then move on to application where the students use the techniques they described during the slideshow in creating their own works of art. The students really get to try different artistic techniques and also increase their knowledge of art history. (C. Beaumont & C. Kirk)

Use Irfanview or PowerPoint to prepare slideshows to be placed on multiple computers for project presentation to visiting parents. (J. Hammonds) 
~Further Strategy: Think about putting your images into a video editor and having the students do a voiceover. Save the video on several computers. If your projects are grouped by themes then think about having students create slideshow projects which represent each theme. Put signs describing the themes of the individual videos on top of the computers where they are stored. Turn your computers into teaching stations for students and parents.

Work with students to create their own authentic clipart to go into their digital presentations (e.g., PowerPoint, FrontPage, Word, etc.) Have the students draw and/or paint images that will support the content of their presentations. Then either take a digital photograph or scan the image. The student can then use Irfanview and image filters to resize and enhance the image before placing it into the document. Students can also take their own digital photographs to be placed in their presentations.  (D. Carpenter)

Do you want to "hook" your students into your topic of study? How about immersing them in the images of your subject? You can put together a slideshow to run continuously on your classroom television that depicts images from the unit you are studying. An example would be to show people, architecture, art, food, etc. for a social studies unit. Don't forget that there are also lots of images that you could create or find on the Web for math, science and Chinese Studies as well. You can use an image search engine or go to Webshots and download their slideshow presenter. You can then choose from their image database to construct a show that fits your curriculum needs. Don't forget to check out their community pages where Webshot members share their best shots for you to download! Irfanview also has a slideshow presenter. (M. Lambert)

Bookeos are short videos made from digital images taken of the pictures in the book with a voiceover reading the story. They give visual and aural learners another way to interact with books. The videos can then be created in Real Slideshow and saved on the desktop for future playback. (M. Lambert & S. McLachlin)

Habits of Mind

Student Reflection & Habits of Mind: Use a reflection sheet for students to review their progress to form some of the Habits of Mind. Look to just use the Habits that are developmentally appropriate. The reflection comments are great for parent conferences. Further intentionalize the Habits by posting them on your class bulletin board adding examples of student experiences that fulfill them. Select the thumbnails below to see (larger photo) examples. (M. Lambert)

H of M Bulletin Board

Intro to Communicating with Clarity

Example of Communicating with Clarity

Managing Impulsivity with example

Listening to Understand Others with example

Perseverance with example

Download the Reflection Sheet: Word version    PDF version

Information Literacy-Research Skills

A follow up activity would be to have the “experts” on each of the five landforms teach the rest of the class about how each is formed.  (E. Barthelemy)

Instead of having students downloading clipart from the Web, have them create their own. They can use draw, paint, etch, etc. their clipart to then be scanned and inserted into their work. Students can also use Paint and ArtRage to create their own digital "paintings". There are no copyright issues when students create their own images and they feel even more ownership over their work when they are the sole creators of it. (D. Carpenter)

Gene used Flash to construct a slideshow of primary source posters for the students to interpret using visual and information literacy skills. Gene uses "hot spots" where you hover your cursor to then click to be see a probing question appear. It is a powerful way to use technology. Download the Flash file to see for yourself.  

 

 

Inspiration

Students and teachers can create life maps that show the important events in their lives. Use the image symbols and import your own photos to visually share the important people and things in your life.  Use the arrows to show how the images are connected over time. Teachers can create a life map to share with parents for Back to School Night. (J. Brings)

You can provide a visual thesaurus for your students by following the link provided. The movement built into this Web site also provides a hook for students needing an interactive learning environment. The visual thesaurus also provides a tool for teaching relationships and connectivity. A follow up activity is to have students use Inspiration to create their own thesaurus using image symbols, words and connections. (D. Carpenter)

Have your students use Inspiration at the end of the year to spend time reflecting on what they learned. Give them a template with some guiding questions, topics and events to offer the scaffolding from which to start their reflection. You can also do this at the end of individual units. (H. Stacey)

Building on Hugh's idea, have your students work to answer the essential question(s)-EQs as they go through units of study. Provide your students with an Inspiration diagram listing the essential questions with blank symbols ready for student input. To support student understanding and the "unpacking" of the EQs, add the prompt "My translation:" under each EQ so that the students can put the questions in their own words. See an example here for a unit on the Middle East. This instructional effort could be extended to have groups of students team together sharing their final EQ mind maps copying and pasting agreed upon answers to share with the whole class. This process can be tiered as well by prompting students to explain their reasoning when they offer answers/thoughts to the essential questions. This metacognition could be supported by Inspiration by having students use the text area of the arrow tool to explain what was their thinking that lead them to their answer of the EQ. You could also have them explain what instruction/learning activity helped them reach their findings. Having students think about their "brainpops" is a powerful reflection tool. See an example! (D. Carpenter)

Grade level unit developers following the Understanding by Design (UbD) system of curriculum development could start the process by creating a mind map of the big ideas, concepts and connections between them that they would hope their students would produce to demonstrate their understandings when they complete the unit. This activity would definitely get the creative team thinking firstly about the essential understandings that they want their students to have upon completion of the unit. (D. Carpenter)

Use Inspiration to provide a map to guide your students through a research assignment. It is especially helpful when doing Web research. Create your Inspiration document with the questions you want answered and the Web links to research.  Students then do the research and return to the Inspiration document where they type their findings into different symbols around each question or topic. When the students complete the information gathering part of the assignment they are then ready to answer reflective questions that have them analyzing and synthesizing the information to form conclusions. This process is especially helpful with younger students needing lots of scaffolding when they do WebQuests. Take a look at an example. (M. Carpenter) 

Use Inspiration symbols as note cards for doing research. Students can simply type into the symbol or use the note tool. It is important that students use the same note taking skills of putting the information down in their own words as opposed to cutting and pasting it. Once the student completes her research, she can then manipulate the note cards placing them in groups and in the order she needs them to write her report. She can then cut and paste her notes directly into Word. (U. Singh & D. Carpenter)

Project-Based Learning

Apply project-based learning to math by having the students research an authentic, real life problem or goal involving math. Examples would be buying a video camera, going to the Olympics or hosting a pool party. The students work out how much it would cost to solve their problem and/or make their wish a reality. They prepare a final tally sheet with their findings. (M. Lambert & M. Jackson)
~Additional Tip: Have students use spreadsheet software to tabulate their findings.

Simulations can lead students to authentic learning experiences. If you are studying economics/business, have your students research how markets work. Get them out asking shopkeepers about their work. Then run a market of your own where students propose a business plan and then follow through by selling their product at the market. See video documentation of student learning. (M. Lambert)

Teaching Tech Skills

Student Modeling of Instruction: When teaching a specific skill such as choosing a slide design in PowerPoint, ask for a student volunteer to come forward to demonstrate and verbalize the process. As for teaching tech skills, recruit older students to assist in teaching younger students. An example would be working with a cadre of 5th graders in teaching 2nd graders. (N. Kendell)

Parent Support in Teaching Tech Skills: Have parents come in and watch tech lesson to grade 3 students then match the teachers up with a small group of students. Teach a few skills, then have students show the parents their ability to do the skill. (S. McLachlin)

Content Is King: When your students are preparing for a PowerPoint presentation, have them prepare the text and images ahead of time. This should be where they focus their energy- not on the bells and whistles of PowerPoint. They should type up their text in Word. The next step should be to take their own digital images, scan art/photos and/or create their own images in Paint/Dazzle. Once they open PowerPoint, give them a set amount of time to choose their design including background or theme and font. They then should copy and paste the text and insert the images (B. Kelsh)

Videography

Did you notice the interesting camera angles used in the Mr. Bean segments of DragonNews? James showed his students some clips from a real Mr. Bean video and then asked his students about how the different angles affected them as viewers. They then planned out their camera shots ahead of time to get greater effect than using the normal "straight on" shot. (J. Hammonds)

Video Portfolio: Videotape your students individually throughout the year as they present their work and reflections. Record directly to VHS tape and send home information explaining that the student will play the video portfolio and then discuss it with parents. This communication and reflection tool works well for very busy parents. (It also offers students the opportunity to review their work and personal growth through the year. (M. Lambert)
~For more detailed information check out the Intel Odyssey site.

Use Print Shop software to make digital collage images of photos, clipart, text, backgrounds and symbols. Then put them into video editing software to export as a video slideshow with music and/or voiceover. (G. Cheh)

Vodcasting: Put the learning of podcasting and videography directly into the hands of your students by following a constructivist teaching approach. Start by sharing our online tutorial in the Teacher Toolkit on producing the DragonNews as well as the photo shooting tutorial. Have the students work in teams to read the tutorials and create mind maps using Inspiration to display their findings. The next step is to build on the social by creating forums in Moodle where the students share what they are learning about the video production process. The hands on learning starts as teams of students brainstorm ideas, create storyboards and start shooting their footage. To tap into music intelligence, teach the students to use Garage Band to create their own opening and closing music for their vodcasts. As for graphics and titles, send the students to the good design tutorial and follow the same process of using mind maps and forums to have the students come to their own understanding of what good design is. Once you the footage comes in, load it on computers for all the teams to view and share comments about. Over zooming, shaky shots and poor audio quality will quickly be pointed out by your newly knowledgeable videographers! When your first team completes their vodcast in quality fashion, assign them to work with the other teams to share their learning. 

Watch a student vodcast to see students use their polished and practiced communication skills via a 21st century tool! (D. Navis)

Field Trips: The teacher puts together two teams of students before the class goes on its field trip. One group would be the digicam group. They would arrive at the field trip site, let's say a museum. This team's task would be to take photos of the exhibits and then to record in their notebooks how the exhibit supports what they already learned in class. This reflective activity would be followed up by the students preparing a short video slideshow with voiceovers (using their notebook recorded reflections) explaining how each exhibit reinforced what they learned in class.

The second group would be the video camera team. These would be students comfortable speaking in front of the camera and thinking on their feet. Their task would be to find exhibits with interesting information new to them on their topic. They would need to set up the camera in front of exhibits and speak to the camera describing what they learned from the exhibit. They could also have the option of using the camera to record close-ups of the exhibits to then do voiceovers back in the classroom. (D. Carpenter)

There are two quick and easy way for students to create a video project. One is to use Photo Story. This software enables students to drop photo images and graphics into the timeline. They can add titles, music and Ken Burn's style motion to enhance the message of the video. See video documentation of student learning. (Grade 3/4 Team) The second method is to use digicams to shoot short videos which can then be shared immediately or edited in video editing software like Movie Maker. One can store them in Mambo and download them from his/her home page or upload them to the Gallery. Download an example of an unedited clip from grade 3 camp. (M. Lambert & R. Lytle)

Parent Night: Prepare a video that shows what a normal day is like for your students. Shoot clips of them in the classroom as well as in their Accent classes. Assign students to each scene that is to be shot. Their job is to prepare a script for a voiceover describing their scene (e.g., Susan interviews the art teacher and adds this to her own description of what they are currently doing in art). Once the footage is transferred to the computer, assign one student to be the video editor who manages the students doing their voiceovers. See an example. (J. Moeller)

Part of a parent night event is to share who you are not as only a teacher but also as a person. You can use a video camera to record footage of your home, family, pets and neighborhood. Your spouse and children can share a little bit about themselves with short video interviews. Edit your video and share it with your parents to start your presentation on parent night. (S. McLachlin)

Use the Book Bites show on the DragonNews to hook your students into reading more. They then can sign up to do their own Book Bites review that includes writing a script, practicing their presentation skills and then videotaping it for an authentic audience-- project-based learning in action! See an example. (M. Carpenter)

 Visualizer

Use the Visualizer projector to show and read great picture books. This is especially helpful with our reading program (S. McLachlin)

Mr. Visualizer (J. Hammonds) shares the following best practices for using the visualizer:

• Post holiday "Show and Tells": Instead of passing around objects the students bring in just put them under the visualizer and have the students share their findings with the entire class.

• Shared reading: There are multiple ways a book can be shared by the class by displaying it with the visualizer.

• Pre-writing: James does his own pre-writing storyboard work to model the pre-writing process via the visualizer.  His students work on their storyboards from their desks while watching his effort on the screen.

• Editing process: James edits his own work by talking through his marking of his writing. He uses 6+1 terms as he edits his work while the students follow his instruction by watching the screen.

"People are fascinated by magnification" - J. Hammonds

Vocabulary & Writing

As part of the writing and editing process, have your students place a word-processed draft of their essay into the teacher's electronic folder. The teacher then opens each essay using the comment function in Microsoft Word adding guiding questions to assist the student through the writing process. The essays are saved back to a new folder with "tc1" added to the file name signifying the "teacher comments#1" version of the file. If the teacher reviews the essays again, the process is repeated and a "tc2" is added to the saved file name. The original folder of essays is then deleted by the teacher to prevent any essay version confusion. The student then edits the essay and writes a response at the bottom of the essay describing how he/she followed through on the teacher's comments. (H. Stacey)

Google Image Search Engine: use as a visual dictionary. Especially helpful for international students working to understand words from different cultures. (M. Lambert)
~A visual dictionary made just for students can be found at Little Explorers.

Online logs or blogs are catching on at the elementary school level. You can use them to support the writing process. It is motivating for students to know they have a wider audience as they publish their writing. Blogs also connect the students' writing directly to their parents who can access it any time via the Web. How might blogging enhance the writing process? Take a look at what our students brainstormed. Another angle to get your students blogging and using multimedia is to send them out around school as reporters to find the news, take photos and then blog with the images inserted into their online logs. This is a terrific way to keep the parents informed about their children's' school days. (J. Moeller)

You can provide a visual thesaurus for your students by following the link provided and by subscribing to the site. The movement built into this Web site also provides a hook for students needing an interactive learning environment. The visual thesaurus also provides a tool for teaching relationships and connectivity. A follow up activity is to have students use Inspiration to create their own visual thesaurus by using image symbols, words and connections between them. (D. Carpenter)

Work with your students to have them apply analogies to what they are learning. Have them take new knowledge and reflect upon it. Then have them write their responses using an analogy prompt. Examples: Life in India is like..., Writing an essay is like..., The Civil War is like... (M. Lambert)

Have your students use visuals to give meaning to vocabulary words. The students can use the digicam to take photos of themselves in action portraying a word (e.g., a very excited student for "celebration"). They can also use Dazzle to draw their images or they can find images on the Web (don't forget them to cite their source). The next step is to put the images in a presentation software tool like PowerPoint or Photo Story. With PowerPoint they simply list the word or a situation using the word. For Photo Story the student can use a voiceover. Check out a PowerPoint example. (M. Lambert)

Take a look at the following site as a Vocabulary Builder. I LOVE how this site gets me excited about words and encourages creative thinking.

1) Share Word Play at PBS Kids where movies demonstrate the meaning of words.
2) Students then take their most challenging vocabulary words and brainstorm how they could create a cartoon movie to demonstrate it (along the model of the site above.)
3) The hardest part: Kids create the cartoon using Flash software. This is really difficult, but might be done in an after-school activity for Extended Learners and other interested students. Even if you don't do this step, you have a stimulating new activity when you ask the students to think about how they could create a cartoon.
4) Work with your students to "see" their words possibly stretching, falling apart, taking action to help them attain more meaning. Think about how your students could represent the following in their own Flash cartoons or paper and pencil drawing:  Distribute…extricate….exemplify…quarantine…monopolize (M. Carpenter)

Storymaker 2 is a creative tool that grabs the interest of students who might not otherwise engage in writing. The multimedia and storyboard set up let's students write and then play animated stories. It can also be used in learning foreign languages. Our Chinese Studies department using the C-Star Chinese character writing program to have students keyboard characters into the speech bubbles for the characters. (W. Wang & W. Thompson)

We work to have our students proofread and then edit their writing. This need is one that can be supported by using technology. One can use the Audacity recording program on the UPS Application folder to have students read their writing into a microphone recording it on the hard drive of the computer. The student then uses the headphones to listen to his/her words making sure the written words match the spoken ones. As we know, writers often do not get the words from their minds down on paper in exact form. Hearing the words also helps the student to better "hear" the flow and fluency of their writing. This process additionally slows students down and makes them do the proofreading. (M. Lambert)

This is an idea that I came across at a PBL Conference in San Francisco. The program is called Tracking Changes and Inserting Comments in Microsoft Word. I am using it in conjunction with my writing program. After the pupils complete a writing sample, they are able to do a self edit in a different color. A peer then edits, and the changes show up in another color (up to 8 people can input change - each in a different color). All the changes are shown. Eventually you can decide whether you want to accept or ignore them. Voice comments can also be inserted. (U. Singh)

Use technology to engage your students in poetry writing. The Instant Poetry Forms Web site offers a poetry builder tool for your students. Choose from many different starter prompts at the drop down menu. The students then create the words to complete the lines of poetry. Once they are finished, they click the  "create my instant poetry" button and their work is created.  The next step is to have them copy the poetry from the Web page and paste it into a Word document. Think about going the next step to have your students add an image at the top of the Word document that visually represents the meaning of their poem. (M. Lambert)