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MarcoPolo News is a quarterly e-newsletter that brings "big picture" program updates to members of the MarcoPolo Education Community. It's a great tool for trainers who often are asked general questions about the program and those who integrate program news into their training sessions. Trainers and trainees are encouraged to subscribe. All issues are archived online.

The MarcoGram is written especially for K-12 classroom teachers, principals and trainers. Distributed by e-mail each month, this edition features themed activities to use in the classroom, along with links to lesson plans and other resources available through the MarcoPolo Partnership.

The MarcoGram is a great training tool, whether you copy and distribute it to trainees at your sessions or point them to the online archived editions. Remember to encourage your attendees to subscribe to this popular newsletter!

Recent topics include:

December 2004
It Takes a Village: Neighborhoods and Community Life

November 2004
Believe It or Not!

October 2004
The Presidential Race

The Trainer MarcoGram is a quarterly newsletter that provides MarcoPolo Trainers with tips, activities, news and links to online resources. Permission is granted to reprint and distribute the Trainer MarcoGram for use in a training session or classroom, or on Web sites devoted to the field of education or professional development. All Web addresses and links must be maintained in their original form as they appear in the published version.

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In an effort to continue a dialogue between MarcoPolo Content Partners and the trainers and educators who are using their resources, the MarcoPolo Program recently held a Web conference to discuss the relaunched Illuminations Web site.

Participating in the conference were David Barnes, director of Electronic Resources for the National Council of Teachers of Mathematics (NCTM), and members of the MarcoPolo Training Advisory Group and Certified Trainer Network.

Discussion topics included the recent redesign of the Illuminations Web site and suggestions for future development. One important change is that the Math Tools (applets) can no longer be downloaded and saved on computers for future, individualized use. This improvement allows Illuminations to better support the interactive resources and automatically update them, ensuring that users always have access to the most current version.

This Web conference was scheduled as a follow-up to an article in the fall 2004 issue of the Trainer MarcoGram (see "Exploring Illuminations with Trainees"). The next session will focus on the new EconEdLink site (see next story). A member of the National Council on Economic Education's MarcoPolo project team will meet with representatives of the MarcoPolo Training Advisory Group and Certified Trainer Network.

Please contact us with any questions or suggestions about MarcoPolo content.

This section of the Trainer MarcoGram offers step-by-step instructions for introducing MarcoPolo Content Partner Web sites to your training session attendees. In this issue, we're focusing on the redesigned EconEdLink Web site, presented by the National Council on Economic Education in partnership with the MCI Foundation.

Before Your Training Session

• Register your training session. (NOTE: Certified Trainers and Candidates do not use the Field Training registration process. Check with your Training Administrator for instructions.)
  
  
• Familiarize yourself with the new look and navigation of the EconEdLink Web site, especially the five main components: Lessons, CyberTeach, Current Events, DataLinks and WebLinks.
  
  
  1. EconEdLink has four types of Lessons that are accessible from the home page:
     
     • EconomicsMinute – spotlights current issues that relate to economic concepts; lessons typically take less than a class period to complete
     
     • MillionaireMinute – designed to reinforce personal finance skills and awareness
     
     • NetNewsLine – combines several online lessons to illustrate economic concepts
     
     • Case Studies – EconomicsMinute-style lessons that incorporate current economic indicators
     
     NOTE: While all of the resources that were available on the previous site remain, several upgrades have been implemented. Users can now perform a Quick Search for lessons based upon economic concepts directly from the home page. The new Lessons main page features dynamically generated Featured Lessons related to current events and other factors, rather than the full list of lessons. To locate other lessons in the database, use the Find a Lesson filter tool that appears on the side navigation in the Lessons section.
     
     A significant change in EconEdLink is that the link to a lesson now goes to the Teacher version of the lesson plan, rather than to the Student version, as was done in the past. This is also true of links to EconEdLink lessons found through the MarcoPolo Search Engine.
     
     
  2. The CyberTeach section is a comprehensive guide to using the Internet when teaching economics concepts and includes the following helpful subsections:
     
     • Creating Lessons offers step-by-step tips for building a lesson plan, in addition to information on Learning Cycles and Lesson Plan Templates.
     
     • Teaching Resources includes an Economics Calendar, a Glossary and the National Voluntary Economic Standards. The home page also contains a direct link to the Standards.
     
     • The Professional Development area offers several slide shows for use during in-service presentations.
     
     • CyberTeach also offers a “This Week in History” feature, which highlights an historical event related to economics.
     
     
  3. The Current Events section is designed to help users understand what's happening in today's world economy by providing the latest economics news and linking to related EconEdLink lesson plans.
     
     
  4. DataLinks still offers access to up-to-date macroeconomic data for classroom use, including primary source materials, charts and simulations.
     
     
  5. The WebLinks section still offers links to resources related to consumer economics, the Federal Reserve and general economics information, as well as to several stock market games and simulations.
     
     
• Be sure to visit the MarcoPolo Featured Resources page for more tips about using EconEdLink. In addition, review the resources available in the Trainer Resource Center, especially the Partner Site Talking Points, found in the During Training section. MarcoPolo Hot Links and Partner Site Overviews will help you explore navigation and resources with your attendees.
  
  
• Based on your analysis of your intended audience, select the resources you intend to use and bundle them for your participants, perhaps in a Microsoft Word document or online resource of your choice (e.g. your personal or your school's Web site, TrackStar, Filamentality, BackFlip, etc.).
  
  
• If your audience is new to MarcoPolo, you may want to send them a pre-session assignment and have them take the MarcoPolo Audio Flash Tour to get a comprehensive overview of the MarcoPolo program.
  
  

During Your Training Session

• Have trainees roster at the beginning of the training session or during a break using the new roster process described in the lead story in the fall 2004 issue of the Trainer MarcoGram.
  
  
• Begin on the MarcoPolo home page and click on the link to EconEdLink. Remember that you are helping your participants learn the process of finding their way to a resource as well as learning how to use it.
  
  
• Walk your attendees through the resources you have identified as appropriate for this particular group.
  
  
• Reflect on all of the resources mentioned during the session, leaving enough time to answer questions. Encourage attendees to use the feedback link on the top of any EconEdLink page if they have additional questions or comments.
  
  
• Have attendees complete the Training Session Survey.
  
  

After Your Training Session

• Complete the Training Follow-Up Form.
  
  
• Review the aggregated survey report, which you will receive via e-mail the morning after your session (provided your trainees completed their surveys during the session). Or, you may go online and view the survey report in Rusticello.
  
  
• Send us feedback on how these suggestions worked in your training session.
  

In order for educators to be successful when using MarcoPolo, they must first locate resources that meet their educational objectives. The MarcoPolo Search Engine is a key component of any training session when it is effectively integrated into an overall training session agenda.

We asked Kristin Townsend, manager of Content Partnerships and Educational Resources for the MarcoPolo Program, to share insights and tips on this unique MarcoPolo resource.

Q. How is the MarcoPolo Search Engine different from other educational search engines?

A. The true difference between the MarcoPolo Search Engine and other educational search engines (or any other search engines) is the content. Most other search engines crawl entire sites looking for keyword matches; the MarcoPolo Search Engine only looks through the MarcoPolo Search Engine database to find content that has been developed, reviewed or recommended by our Content Partners. These entries have been hand-cataloged by educators and library-science specialists. This process allows MarcoPolo to specifically target keywords and subjects that relate to resources that are relevant to teachers.

Q. What types of resources are searchable using the MarcoPolo Search Engine?

A. The MarcoPolo Search Engine enables users to find all lessons created by the Content Partners, along with any supporting worksheets, stand-alone interactive activities and special features (e.g., ARTSEDGE's "Spotlights," EDSITEment's "This Month's Feature," ReadWriteThink's "Calendar," etc.). The Search Engine also includes resources from trustworthy sites, such as the Library of Congress and NASA, which have been reviewed and recommended by our Content Partners.

Q. What is the best way to search MarcoPolo?

A. If users are searching a topic for the first time, broad terms are best. For example, to find information on American poets, first type "poet" in the search field. After the initial search results appear, type "American" in the search field, click in the Search Within These Results checkbox and click the Search Again button. Or, users can find a resource they already know exists in the MarcoPolo database by entering a few keywords from the resource title in the search field on the Basic Search page. If they know the name of the Content Partner that created or reviewed the resource, they can use the Advanced Search option and filter by Content Partner.

Q. What is the difference between basic and advanced searches?

A. Advanced Search has a few more discrete filtering options than Basic Search does, such as the ability to filter by Content Partner or format (PDF, JPG, QuickTime, HTML). With Advanced Search, users can choose the number of results that appear on a page and elect to see only the resource title and URL for each item.

Q. How can trainers effectively introduce the MarcoPolo Search Engine during a training session?

A. One of the best ways to introduce the MarcoPolo Search Engine to attendees is to use it to find a lesson or resource on a commonly taught topic. This will show that the Search Engine is not a separate tool but rather an integral part of using MarcoPolo to support teaching with technology.

For example, at the beginning of a training session trainers can tell attendees that they want to show them some sample resources and suggest a topic like "volcanoes." Ask half of the group to go to the Search Engine through the Search link from the MarcoPolo homepage and the other half to use the Search link from a Partner Web site like Science NetLinks. Ask everyone to conduct a basic search for "volcano." The top 25 results from both searches will include resources from Science NetLinks, Xpeditions and EDSITEment.

Then, have attendees narrow their searches by entering the word "model" into the box at the top of the page and clicking in the Search Within These Results checkbox. Walk through the results page and point out what the various MarcoPolo Content Partner Web site logos signify. Also explain the difference between "Partner-created" and "Partner-reviewed" resources. Talk about how these results show that the MarcoPolo Search Engine only searches the MarcoPolo universe for the most relevant, safe and educational resources. Next, search for "volcano" with Google and compare the results – Google will return some 3.7 million sites. Note that excellent educational resources, which might be found among these millions of results on Google (if an educator had the time to drill down to them), are available through the MarcoPolo Search Engine once the Content Partners have reviewed and recommended them. For example, the Volcano World resource found through Google also is in the MarcoPolo Search Engine as a Partner-reviewed resource.

After attendees have had time to explore the Volcano World resource, take them back to the MarcoPolo Search Engine and discuss other main features – Advanced Search, Browse Subjects and Browse Keywords. Explain and show (time-permitting) how attendees can find the same volcano resource with these other searches. Then, give attendees time to search on their own for resources that would be useful to them. After a few minutes, ask for volunteers to show and tell about the resources they have found to use in their own classrooms.

Q. What if there are no resources currently available for a search term?

A. MarcoPolo tracks search terms and analyzes the data for user trends. This information helps direct future content development by identifying search terms for which there are few or no resources currently available.

Q. What else is important for a trainer to know about the MarcoPolo Search Engine?

A. As a result of our analysis of user trends, we have implemented more functionality to increase the efficiency of the Search Engine and help users find more MarcoPolo resources. If a user misspells a common word, the Spell Check function will suggest alternatives and indicate the number of MarcoPolo resources available for each correctly spelled option. The Split Phrase function works in a similar fashion: Although a search for "shark tank" will yield no results, users will see that there are more than 90 resources for "shark" and more than 20 for "tank," so users can drill down to find resources that may fulfill their needs.

We welcome your feedback on the Search Engine and your own tips for introducing it during training sessions.

The MarcoGram is MarcoPolo's monthly e-mail newsletter for classroom teachers and others who work with students. Trainers may wish to weave the newsletter into their sessions as an effective way to introduce attendees to this important resource. The December 2004 issue offers a wealth of resources on the themes of community, neighborhood and cooperation.

In addition to providing classroom-ready resources that support a central theme each month, the MarcoGram also keeps educators connected to MarcoPolo through relevant program updates like news of changes or additions to Content Partner Web sites. It's a great way to extend the "lessons" of your training session.

Here are a few of the many strategies that trainers have shared with us for introducing the MarcoGram to educators:

• Send the MarcoGram to trainees ahead of time. With its attractive graphics, concise text and active hyperlinks, it invites participants to jump in and start using the wealth of MarcoPolo resources even before they get to the training session. As a bonus, also send trainees the link to the MarcoPolo Audio Flash Tour. By the time they get to your session, they will be familiar with MarcoPolo, leaving you more time during the session to dig little deeper into the resources and activities.
  
  
• If e-mailing the most recent issue is not an option, begin your training session by taking attendees to the archive on the MarcoPolo Web site. Let them explore the theme for the current month and point out possible connections for their instructional responsibilities.
  
  
• Elementary-level educators may find it beneficial if they are directed to specific elementary lessons and reviewed resources. For example, using the December 2004 issue, go to "Community Buildings," a lesson in which K-4 students take a tour of a neighborhood, identifying the functions of the buildings within it.
  
  Then, show attendees how they can add historical context to their lessons by clicking on "Not Everyone Lived in Castles During the Middle Ages." This lesson helps students in grades 3-5 learn about the lifestyles of peasants, craftsmen, monks and the wealthy elite in the Middle Ages.
  
  For a good hands-on learning activity, click through to "Exploring Neighborhoods Through Art," which uses Crockett Johnson's book Harold and the Purple Crayon to help K-4 students learn about the concept of neighborhoods and neighbors.
  
  Complete the visit to these relevant resources with a look at jobs in the community through "Communities: What They Provide For Us." In this lesson, K-2 students learn the difference between jobs that provide a service and jobs that provide a good.
  
  NOTE: You can use the same approach with a middle school or high school group by pointing out lessons relevant to their grade levels.
  
  
• Trainers who really want their participants to find resources on their own – both during this session as well as when they return to their normal classroom routines – can take a different approach by bringing participants to the MarcoPolo Search Engine. Here, demonstrate how to use the grade band selection options with some of these keywords related to the December issue: community, neighborhood, cooperate, collective, group, relationships, contribute, harmony, hometown, together, partner, region, society, awareness, public, duty, civic, volunteer, social, unity, area, district, mutual, connect. By using this approach, participants will learn to return to the Search Engine to find additional new resources as they are added to the MarcoPolo database. (For more information about using the Search Engine during training, see the related article, above.)
  
  

Remember, you can offer a link to the archive from your school's Web site (and your own, if you have one). Also, be sure to recommend that attendees subscribe to the MarcoGram, which will be delivered right to their e-mail inboxes each month.

Please send us your tips for introducing or using the MarcoGram in a training session.