KAMLE-New Teaching for New Literacies

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New Teaching for New Literacies

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  • 1. New Teaching Practices for NewLiteracies@CurtisChandler6Dr. Curtis ChandlerBetterLearningForSchools.com

2. @CurtisChandler6Dr. Curtis ChandlerEducation Specialist(Cross-Curricular) LiteracyStudent Motivation & EngagementProblem-Based LearningInstructional Technology785-844-0899CurtisC@essdack.orgwww.BetterLearningForSchools.com 3. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 4. New Teaching 5. New Teaching Practices forNew Literacies@CurtisChandler6Dr. Curtis ChandlerBetterLearningForSchools.com 6. Go topadlet.com/curtisc/kamle 7. New Teaching 8. Hero & Power? 9. Hero & Power? 10. Hero & Power? 11. Hero & Power? 12. Hero & Power? 13. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 14. @CurtisChandler6 15. New Literacies 16. New Behaviors andDiscourse 17. Minecraft 18. Minecraft 19. New Behaviors andDiscourse 20. New Behaviors andDiscoursebutter griefermob 21. New Behaviors andDiscoursebutter griefermob 22. Customization andCo-design 23. Personalization and Control 24. Mitigated Exploration 25. Makership and Creativity 26. New Behaviors andDiscourse 27. New Literacies 28. 1. Pick something you are confidentthat you know a lot about (sportsteam, hobby, religion, etc.)2. Look it up on Wikipedia.3. On a scale of one to five, evaluatewhat you find for accuracy. 29. The impact of ICTs on students... 30. The impact of texting on students... 31. The impact of texting on students...1. Choose a partner (A and B).2. Person A talks for 1 minute, whilePerson B listens.3. Person B talks for 1 minute without repeatinganything Person A said. Person A listens.4. Repeat for 30 seconds.5. Repeat for 30 seconds. 32. The impact of texting on students... 33. The impact of texting on students...They do it it a lot!IM and texting are their medium.It doesnt follow traditionalconventions.images, audio, video...all in someabridged form 34. ICTs are changing the the waystudents read, write, think, andotherwise communicate. 35. ICTs are changing the the waystudents read, write, think, andotherwise communicate. 36. ...This includes the way studentssocialize, share information, andstructure communication.(Sweeny, 2010) 37. Listening, speaking, and beyond... 38. Listening, speaking, and beyond...Think, Pair,ShareDRAW, Pair,ShareShare,DONTREPEATThink, POD,Share 39. Listening, speaking, and beyond...Think, Pair,ShareDRAW, Pair,ShareShare,DONTREPEATThink, POD,ShareThink,Think, TWEET, shareBLOG,Comment 40. Blogging Tools for Students 41. microBlogging Tools for Students 42. todaysmeet.com 43. todaysmeet.com 44. todaysmeet.com 45. todaysmeet.com 46. microBlogging Tools for Students. 47. Semiotics--the study ofcommunications signs and symbols--has changed.(Kress, 2000) 48. Semiotics--the study ofcommunications signs and symbols--has changed.(Kress, 2000) 49. What is hash-tagging? 50. What are some learning activitiesyou could do with hashtags? 51. What are 2 hashtags you would usefor this passage? 52. What are 2 hashtags you would usefor this passage? 53. Engaging Students ThroughProblem-Based LearningCurtis ChandlerBetterLearningForSchools.com@CurtisChandler6@CurtisChandler6 54. Engaging Students ThroughProblem-Based Learning@GingerLewman@suzieboss @daylynnCurtis ChandlerBetterLearningForSchools.com@CurtisChandler6 55. Engaging Students ThroughProblem-Based Learning#PBL#PBLchat@GingerLewman@suzieboss @daylynnCurtis ChandlerBetterLearningForSchools.com@CurtisChandler6 56. New Literacies 57. New Stuff...NEW Assessments...NEW Standards...NEW Teaching Practices! 58. MDPT1. Stimuli2. Guiding Questions3. Written Response Time 59. Texts andGraphics *---------------*-----------*---------------*-----------NarrativeArgumentativeInformativeMDPT1. Stimuli2. Guiding Questions3. Written Response Time 60. MDPT1. StimuliTexts andGraphics *---------------*-----------*---------------*-----------2. Guiding Questions3. Written Response TimeNarrativeArgumentative Informative 61. Making inferences...What are we looking at?How do you know? 62. Who would win in a battle...aninja or a pirate? 63. Who would win in a battle...aThe reason Ifeel this wayis because...For example...ninja or a pirate? 64. To help students develop data-analysisskills, provide data, but also ask studentsto provide evidence that either supportor refute statements.1. London receives more precipitation ina year than Vancover.2. Over the course of the year, Warsawsees more snow than rain.3. On average, January is the coldestmonth among all the cities. 65. Everything should be read closely! 66. Most third graders get their hair cutfour times a year. Human hair grows ata rate of about 0.5 inches a month. Ifyou get 2 inches of hair cut off during ayear, about how much longer will yourhair be at the end of that year? 67. Most third graders get their hair cutfour times a year. Human hair grows ata rate of about 0.5 inches a month. Ifyou get 2 inches of hair cut off during ayear, about how much longer will yourhair be at the end of that year?1. This first sentence is designed tohelp build students ability to separaterelevant from irrelevant information. 68. Most third graders get their hair cutfour times a year. Human hair grows ata rate of about 0.5 inches a month. Ifyou get 2 inches of hair cut off during ayear, about how much longer will yourhair be at the end of that year?2. This sentence is designed to focusattention on the central information. 69. Most third graders get their hair cutfour times a year. Human hair grows ata rate of about 0.5 inches a month. Ifyou get 2 inches of hair cut off during ayear, about how much longer will yourhair be at the end of that year?3. This problem is designed to exposehidden questions like--how much hairgrows in a year? 70. Most third graders get their hair cutfour times a year. Human hair grows ata rate of about 0.5 inches a month. Ifyou get 2 inches of hair cut off during ayear, about how much longer will yourhair be at the end of that year?4. Do we only need one operation tosolve this problem? 71. Everything should be read closely! 72. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 73. Nonlinguistic Representations Defined 74. Nonlinguistic Representations Definedgenerating mental pictures to go alongwith information, as well as creating graphicrepresentations for that image.(Marzano, Pickering, and Pollock 2001) 75. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 76. Wall Word Song 77. Student Created 78. Use technology to publish/sharestudent work.115 79. Out of the comfort zoneEvery introduction has to havethree thingsEvery introduction has to havethree thingsYou have to have a hook or leadto draw the reader in,And some background on yourtopic and your theeeeee------sis. 80. CORE 81. ...VOCABULARY IS AT THE CORE OFTHE CORE(SILVER ET AL., 2012). 82. MOVE STUDENTS FROMINITIAL EXPOSURE TOIN-DEPTH UNDERSTANDING. 83. MOVE STUDENTS FROMINITIAL EXPOSURE TOIN-DEPTH UNDERSTANDING. 84. A STRATEGIC APPROACH TOVOCABULARY INSTRUCTION 85. 1.Providedescription,explanation,orexampleoftheterm2.Studentsrestatethedescription,explanation,orexampleintheirownwords3.Studentsconstructanonlinguisticrepresentation4.Activitiesthathelpthemaddtotheirknowledgeofthetermsinvocabularynotebooks5.Periodicstudentdiscussionoftheterms6.Gamesthatenablethemtoplaywiththetermsandreinforcewordknowledge 86. 1.Providedescription,explanation,orexampleoftheterm2.Studentsrestatethedescription,explanation,orexampleintheirownwords3.Studentsconstructanonlinguisticrepresentation4.Activitiesthathelpthemaddtotheirknowledgeofthetermsinvocabularynotebooks5.Periodicallystudentdiscussionoftheterms6.Gamesthatenablethemtoplaywiththetermsandreinforcewordknowledge 87. 9 6 88. 9 65 99 17 89. Math instruction must beconceptual and contextual. 90. Before we even start to solve aproblem, students are askingquestions, looking for clues andevidence. 91. There are nine students, butonly six brownies. How shouldthe students divide them up? 92. There are nine students, butonly six brownies. How shouldthe students divide them up? 93. Mr. Chandler brought in sixbrownies for his first hour classto share. A bunch of kids weresick that day, so only ninestudents were in class. They allwanted to have the sameamount of brownie and aretrying to figure out the bestway to share them. 94. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 95. 9 6 96. 9 6 97. New Stuff...NEW Assessments...NEW Standards...NEW Teaching Practices! 98. 1. Multiple means of representation2. Multiple means of action/expression3. Multiple means of engagement 99. New Teaching Practices for NewLiteracies@CurtisChandler6Dr. Curtis ChandlerBetterLearningForSchools.com 100. @CurtisChandler6Dr. Curtis ChandlerEducation Specialist(Cross-Curricular) LiteracyStudent Motivation & EngagementProblem-Based LearningInstructional Technology785-844-0899CurtisC@essdack.orgwww.BetterLearningForSchools.com