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KAMLE-New Teaching for New Literacies

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New Teaching for New Literacies

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KAMLE-New Teaching for New Literacies

  1. 1. New Teaching Practices for New Literacies @CurtisChandler6 Dr. Curtis Chandler BetterLearningForSchools.com
  2. 2. @CurtisChandler6 Dr. Curtis Chandler Education Specialist (Cross-Curricular) Literacy Student Motivation & Engagement Problem-Based Learning Instructional Technology 785-844-0899 CurtisC@essdack.org www.BetterLearningForSchools.com
  3. 3. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  4. 4. New Teaching
  5. 5. New Teaching Practices for New Literacies @CurtisChandler6 Dr. Curtis Chandler BetterLearningForSchools.com
  6. 6. Go to padlet.com/curtisc/kamle
  7. 7. New Teaching
  8. 8. Hero & Power?
  9. 9. Hero & Power?
  10. 10. Hero & Power?
  11. 11. Hero & Power?
  12. 12. Hero & Power?
  13. 13. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  14. 14. @CurtisChandler6
  15. 15. New Literacies
  16. 16. New Behaviors and Discourse
  17. 17. Minecraft
  18. 18. Minecraft
  19. 19. New Behaviors and Discourse
  20. 20. New Behaviors and Discourse butter griefer mob
  21. 21. New Behaviors and Discourse butter griefer mob
  22. 22. Customization and Co-design
  23. 23. Personalization and Control
  24. 24. Mitigated Exploration
  25. 25. ‘Maker’ship and Creativity
  26. 26. New Behaviors and Discourse
  27. 27. New Literacies
  28. 28. 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.
  29. 29. The impact of ICT’s on students...
  30. 30. The impact of texting on students...
  31. 31. 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.
  32. 32. The impact of texting on students...
  33. 33. 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
  34. 34. ICT’s are changing the the way students read, write, think, and otherwise communicate.
  35. 35. ICT’s are changing the the way students read, write, think, and otherwise communicate.
  36. 36. ...This includes the way students socialize, share information, and structure communication. (Sweeny, 2010)
  37. 37. Listening, speaking, and beyond...
  38. 38. Listening, speaking, and beyond... Think, Pair, Share DRAW, Pair, Share Share, DON’T REPEAT Think, POD, Share
  39. 39. Listening, speaking, and beyond... Think, Pair, Share DRAW, Pair, Share Share, DON’T REPEAT Think, POD, Share Think, Think, TWEET, share BLOG, Comment
  40. 40. Blogging Tools for Students
  41. 41. micro Blogging Tools for Students
  42. 42. todaysmeet.com
  43. 43. todaysmeet.com
  44. 44. todaysmeet.com
  45. 45. todaysmeet.com
  46. 46. micro Blogging Tools for Students.
  47. 47. Semiotics--the study of communications signs and symbols-- has changed. (Kress, 2000)
  48. 48. Semiotics--the study of communications signs and symbols-- has changed. (Kress, 2000)
  49. 49. What is hash-tagging?
  50. 50. What are some learning activities you could do with hashtags?
  51. 51. What are 2 hashtags you would use for this passage?
  52. 52. What are 2 hashtags you would use for this passage?
  53. 53. Engaging Students Through Problem-Based Learning Curtis Chandler BetterLearningForSchools.com @CurtisChandler6 @CurtisChandler6
  54. 54. Engaging Students Through Problem-Based Learning @GingerLewman @suzieboss @daylynn Curtis Chandler BetterLearningForSchools.com @CurtisChandler6
  55. 55. Engaging Students Through Problem-Based Learning #PBL #PBLchat @GingerLewman @suzieboss @daylynn Curtis Chandler BetterLearningForSchools.com @CurtisChandler6
  56. 56. New Literacies
  57. 57. New Stuff... NEW Assessments... NEW Standards... NEW Teaching Practices!
  58. 58. MDPT 1. Stimuli 2. Guiding Questions 3. Written Response Time
  59. 59. Texts and Graphics *--------------- *----------- *--------------- *----------- Narrative Argumentative Informative MDPT 1. Stimuli 2. Guiding Questions 3. Written Response Time
  60. 60. MDPT 1. Stimuli Texts and Graphics *--------------- *----------- *--------------- *----------- 2. Guiding Questions 3. Written Response Time Narrative Argumentative Informative
  61. 61. Making inferences... What are we looking at? How do you know?
  62. 62. Who would win in a battle...a ninja or a pirate?
  63. 63. Who would win in a battle...a The reason I feel this way is because... For example... ninja or a pirate?
  64. 64. 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.
  65. 65. Everything should be read closely!
  66. 66. 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?
  67. 67. 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.
  68. 68. 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.
  69. 69. 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?
  70. 70. 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?
  71. 71. Everything should be read closely!
  72. 72. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  73. 73. Nonlinguistic Representations Defined
  74. 74. 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)
  75. 75. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  76. 76. Wall Word Song…
  77. 77. Student Created…
  78. 78. Use technology to publish/share student work. 115
  79. 79. 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.
  80. 80. “CORE”
  81. 81. “...VOCABULARY IS AT THE CORE OF THE CORE” (SILVER ET AL., 2012).
  82. 82. MOVE STUDENTS FROM INITIAL EXPOSURE TO IN-DEPTH UNDERSTANDING.
  83. 83. MOVE STUDENTS FROM INITIAL EXPOSURE TO IN-DEPTH UNDERSTANDING.
  84. 84. A STRATEGIC APPROACH TO VOCABULARY INSTRUCTION
  85. 85. 1.Provide description, explanation, or example of the term 2.Students restate the description, explanation, or example in their own words 3.Students construct a nonlinguistic representation 4.Activities that help them add to their knowledge of the terms in vocabulary notebooks 5.Periodic student discussion of the terms 6.Games that enable them to play with the terms and reinforce word knowledge
  86. 86. 1.Provide description, explanation, or example of the term 2.Students restate the description, explanation, or example in their own words 3.Students construct a nonlinguistic representation 4.Activities that help them add to their knowledge of the terms in vocabulary notebooks 5.Periodically student discussion of the terms 6.Games that enable them to play with the terms and reinforce word knowledge
  87. 87. 9 6
  88. 88. 9 6 5 9 9 17
  89. 89. Math instruction must be conceptual and contextual.
  90. 90. Before we even start to solve a problem, students are asking questions, looking for clues and evidence.
  91. 91. There are nine students, but only six brownies. How should the students divide them up?
  92. 92. There are nine students, but only six brownies. How should the students divide them up?
  93. 93. 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.
  94. 94. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  95. 95. 9 6
  96. 96. 9 6
  97. 97. New Stuff... NEW Assessments... NEW Standards... NEW Teaching Practices!
  98. 98. 1. Multiple means of representation 2. Multiple means of action/expression 3. Multiple means of engagement
  99. 99. New Teaching Practices for New Literacies @CurtisChandler6 Dr. Curtis Chandler BetterLearningForSchools.com
  100. 100. @CurtisChandler6 Dr. Curtis Chandler Education Specialist (Cross-Curricular) Literacy Student Motivation & Engagement Problem-Based Learning Instructional Technology 785-844-0899 CurtisC@essdack.org www.BetterLearningForSchools.com

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