My 081710 presentation for ELSAC

2. Technology, and

3. Authentic projects. Eric Brunsell University of Wisconsin - Oshkosh

4. Why literacy in the content areas? How do students learn?

5. Why literacy in the content areas? Playing with a Purpose* How do students learn? *Props to @MrTRice_Science

6. Image Source: Duke Yearlook’sFlickrPhotostream

7. Stoopid! Image Source: Duke Yearlook’sFlickrPhotostream

8. Literacy is an active phenomenon. Its power lies not in a received ability to read and write, but rather in an individual’s capacity to put those skills to work in shaping the course of his or her own life. —Paulo Freire Pedagogy of the Oppressed Kamkwamba’s Story

10. ”..on average, scientists read 23% of total work time. When the activities of speaking and writing are included as well, the scientists in the study spent on average of 58% of their total working time… scientists and engineers were found to consider reading as essential to their work and as their primary source of creative simulation. Thus the dominant practice in science and engineering is not “hands-on” manipulation of the material world but rather a “minds-on” social and cognitive engagement with ideas, evidence and argument. Reading for instance is an act of inquiry into meaning – an attempt to construct sense from multiple forms of representation used in science – words, symbols, mathematics, charts, graphs and visualizations..” National Academies of Science: Framework for New Science Education Standards

11. As a mathematician, literacy skills are very important. I think one of the most important of these skills is critical reading. It is very possible for us to spend a day or more on one page in a paper we are reading. When we read papers, we do so with pencil in hand and frequently pause in our reading to verify the mathematics and check our own understanding. Often this involves reading other sources and creating examples. --Dr. Amy Parrott Department of Mathematics University of Wisconsin Oshkosh

12. Top 5 21st Century Skill ACT National Curriculum Survey 2009 Results Image Source: See-ming Lee’s Flickrphotostream

13. College professors don’t tech it. High School teachers don’t teach it. ACT National Curriculum Survey 2009 Results

14. ACT National Curriculum Survey 2009 Results

15. Image Source: tjuck_el'sFlickrphotostream

16. Why literacy in the content areas? How do students learn?

18. Fish is Fish by Leo Lionni Donavan & Bransford (2005) How students learn history, mathematics and science in the classroom, National Academies Press, Washington D.C.

19. Fish is Fish, by Leo Lionni

20. Donavan & Bransford (2005) How students learn history, mathematics and science in the classroom, National Academies Press, Washington D.C. Principles of Learning Preconceptions Context & Organization Metacognition Fish is Fish, by Leo Lionni

21. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces. Brown, Collings, and Duguid. (1989)

22. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces. X N CONTE T CONTE T Brown, Collings, and Duguid. (1989)

23. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces. Authenticity problem…process...audience Brown, Collings, and Duguid. (1989)

24. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces. Empowerment trust & risk-taking Brown, Collings, and Duguid. (1989)

25. Knowledge, we suggest, similarly indexes the situation in which it arises and is used. The embedding circumstances efficiently provide essential parts of its structure and meaning. So knowledge, which comes coded by and connected to the activity and environment in which it is developed, is spread across its component parts, some of which are in the mind and some in the world much as the final picture on a jigsaw is spread across its component pieces. Content Rich Brown, Collings, and Duguid. (1989)

26. Why literacy in the content areas? Playing with a Purpose* How do students learn? *Props to @MrTRice_Science

27. Brunsell, E. and Cimino, C. (2009) Investigating the impact of a weekly weblog assignment on the learning environment in a secondary biology course. In Education, 15(2) Flickr: jepoirrier'sphotostream Flickr: jepoirrier's photostream

28. More than a Shiny Object? In the initial survey, only 33% of students had a positive outlook on classroom blogging. JayRazz’sFlickrphotostream

29. Flickr: jepoirrier'sphotostream Flickr: jepoirrier's photostream

30. Flickr: jepoirrier'sphotostream

31. “ 94% of students used resources NOT provided by the teacher as they participated in blog assignments Mr_Stein'sphotostream

32. Face-to-Face Participation Week 8 72% Week 1 17% Whiskeygonebad’sFlickrphotostream

33. Face-to-Face Participation “After getting used to talking to everyone on the blog it didn’t seem like such a big deal to give an answer in class.” Week 8 72% Week 1 17% “In the beginning of the class I was afraid to raise my hand and look stupid. The blog assignments made me feel more confident each week so I was no longer afraid to look stupid.” Whiskeygonebad’sFlickrphotostream

34. More than a Shiny Object? By the fifth week of completing blog assignments, all but one student (97%) had positive perceptions of the project and that one was indifferent. JayRazz’sFlickrphotostream

35. Image Source: hekeinjapan’sFlickrphotostream

36. Image Source: hekeinjapan’sFlickrphotostream

37. Science in Plain English…

38. TALONS Socials Wiki 2009 – 2010 This living record of the TALONS' study of history

41. Reflect and write

43. Playing with Purpose Authenticity Empowerment Content Rich Image Source: Old Shoe Woman’s Flickrphotostream

44. What questions do you have?

45. I tried…and I made it. -- William Kamkwamba