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New Teaching for New Literacies
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Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
New Teaching Practices for New Literacies
@CurtisChandler6
Dr. Curtis ChandlerEducation Specialist
(Cross-Curricular) Literacy Student Motivation & Engagement
Problem-Based LearningInstructional Technology
785-844-0899Cur [email protected]
www.BetterLearningForSchools.com
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
New Teaching
Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
New Teaching Practices for New Literacies
Go to padlet.com/curtisc/kamle
New Teaching
Hero & Power?
Hero & Power?
Hero & Power?
Hero & Power?
Hero & Power?
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
@CurtisChandler6
New Literacies
New Behaviors and Discourse
Minecraft
Minecraft
New Behaviors and Discourse
New Behaviors and Discourse
butter griefermob
New Behaviors and Discourse
butter griefermob
Customization and Co-design
Personalization and Control
Mitigated Exploration
‘Maker’ship and Creativity
New Behaviors and Discourse
New Literacies
1. Pick something you are confident that you know a lot about (sports team, hobby, religion, etc.)
2. Look it up on Wikipedia.
3. On a scale of one to five, evaluate what you find for accuracy.
The impact of ICT’s on students...
The impact of texting on students...
1. Choose a partner (A and B).2. Person A talks for 1 minute, while Person B listens.3. Person B talks for 1 minute without repeating anything Person A said. Person A listens.4. Repeat for 30 seconds.5. Repeat for 30 seconds.
The impact of texting on students...
The impact of texting on students...
They do it it a lot!
IM and texting are their medium.
It doesn’t follow traditional conventions.
images, audio, video...all in some abridged form
The impact of texting on students...
ICT’s are changing the the way students read, write, think, and
otherwise communicate.
ICT’s are changing the the way students read, write, think, and
otherwise communicate.
...This includes the way students socialize, share information, and
structure communication.
(Sweeny, 2010)
Listening, speaking, and beyond...
Listening, speaking, and beyond...Think, Pair,
ShareDRAW, Pair,
Share
Share, DON’T
REPEAT
Think, POD, Share
Listening, speaking, and beyond...Think, Pair,
ShareDRAW, Pair,
Share
Share, DON’T
REPEAT
Think, POD, Share
Think, TWEET, shareThink,
BLOG, Comment
Blogging Tools for Students
Blogging Tools for Studentsmicro
todaysmeet.com
todaysmeet.com
todaysmeet.com
todaysmeet.com
Blogging Tools for Students.micro
Semiotics--the study of communications signs and symbols--
has changed.
(Kress, 2000)
Semiotics--the study of communications signs and symbols--
has changed.
(Kress, 2000)
What is hash-tagging?
What are some learning activities you could do with hashtags?
What are 2 hashtags you would use for this passage?
What are 2 hashtags you would use for this passage?
Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
Engaging Students Through Problem-Based Learning
@CurtisChandler6
Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
Curtis ChandlerBetterLearningForSchools.com
Engaging Students Through Problem-Based Learning
@CurtisChandler6
@suzieboss @daylynn
@GingerLewman
#PBL#PBLchat
New Literacies
New Stuff...NEW Assessments...NEW Standards...
NEW Teaching Practices!
MDPT1. Stimuli
2. Guiding Questions
3. Written Response Time
Texts and Graphics *---------------
*-----------*---------------*-----------
NarrativeArgumentative
Informative
MDPT1. Stimuli
2. Guiding Questions
3. Written Response Time
Texts and Graphics *---------------
*-----------*---------------*-----------
NarrativeArgumentative Informative
MDPT1. Stimuli
2. Guiding Questions
3. Written Response Time
Making inferences...
What are we looking at?How do you know?
Who would win in a battle...a ninja or a pirate?
The reason I feel this way is because...
For example...
Who would win in a battle...a ninja or a pirate?
To help students develop data-analysis skills, provide data, but also ask students to provide evidence that either support
or refute statements.
1. London receives more precipitation in a year than Vancover.2. Over the course of the year, Warsaw sees more snow than rain.3. On average, January is the coldest month among all the cities.
Everything should be read closely!
Most third graders get their hair cut four times a year. Human hair grows at a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a year, about how much longer will your
hair be at the end of that year?
Most third graders get their hair cut four times a year. Human hair grows at a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a year, about how much longer will your
hair be at the end of that year?
1. This first sentence is designed to help build students ability to separate relevant from irrelevant information.
Most third graders get their hair cut four times a year. Human hair grows at a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a year, about how much longer will your
hair be at the end of that year?
2. This sentence is designed to focus attention on the central information.
Most third graders get their hair cut four times a year. Human hair grows at a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a year, about how much longer will your
hair be at the end of that year?
3. This problem is designed to expose hidden questions like--how much hair
grows in a year?
Most third graders get their hair cut four times a year. Human hair grows at a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a year, about how much longer will your
hair be at the end of that year?
4. Do we only need one operation to solve this problem?
Everything should be read closely!
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
Nonlinguistic Representations Defined
Nonlinguistic Representations Defined
“…generating mental pictures to go along with information, as well as creating graphic representations for that image.”
(Marzano, Pickering, and Pollock 2001)
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
Wall Word Song…
Student Created…
Use technology to publish/share student work.
115
Out of the comfort zone…Every introduction has to have
three things…Every introduction has to have
three things…You have to have a hook or lead
to draw the reader in,And some background on your
topic and your theeeeee------sis.
“CORE”
“...VOCABULARY IS AT THE CORE OF THE CORE”
(SILVER ET AL., 2012).
MOVE STUDENTS FROM INITIAL EXPOSURE TO IN-DEPTH UNDERSTANDING.
MOVE STUDENTS FROM INITIAL EXPOSURE TO IN-DEPTH UNDERSTANDING.
A STRATEGIC APPROACH TO VOCABULARY INSTRUCTION
1.Provide description, explanation, or example of the term2.Students restate the description, explanation, or example in their own words3.Students construct a nonlinguistic representation4.Activities that help them add to their knowledge of the terms in vocabulary notebooks5.Periodic student discussion of the terms6.Games that enable them to play with the terms and reinforce word knowledge
1.Provide description, explanation, or example of the term2.Students restate the description, explanation, or example in their own words3.Students construct a nonlinguistic representation4.Activities that help them add to their knowledge of the terms in vocabulary notebooks5.Periodically student discussion of the terms6.Games that enable them to play with the terms and reinforce word knowledge
9 6
9 6
5 9
9 17
Math instruction must be conceptual and contextual.
Before we even start to solve a problem, students are asking
questions, looking for clues and evidence.
There are nine students, but only six brownies. How should the students divide them up?
There are nine students, but only six brownies. How should the students divide them up?
Mr. Chandler brought in six brownies for his first hour class to share. A bunch of kids were
sick that day, so only nine students were in class. They all
wanted to have the same amount of brownie and are trying to figure out the best
way to share them.
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
9 6
9 6
New Stuff...NEW Assessments...NEW Standards...
NEW Teaching Practices!
1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement
Dr. Curtis ChandlerBetterLearningForSchools.com
@CurtisChandler6
New Teaching Practices for New Literacies
@CurtisChandler6
Dr. Curtis ChandlerEducation Specialist
(Cross-Curricular) Literacy Student Motivation & Engagement
Problem-Based LearningInstructional Technology
785-844-0899Cur [email protected]
www.BetterLearningForSchools.com
