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Technology and common core
- 1. COMMON CORE STANDARDS & TECHNOLOGY INTEGRATION Linda Brandon Lakeland Central School District Teaching American History December 3, 2011
- 3. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
- 4. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
- 13. PORTRAIT OF STUDENT WHO IS COLLEGE AND CAREER READY
- 15. • demonstrate independence • build strong content knowledge • respond to varying demands of audience, task, purpose and discipline • comprehend as well as critique • value evidence • use technology and digital media strategically & capably • come to understand other perspectives & cultures
- 16. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
- 17. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
- 18. OVERVIEW OF STANDARDS •3 sections • Strands • CCR anchor standards • Grade specific standards •K - 5 apply to all disciplines •6 - 12 has 2 specific sections
- 19. READING THE STANDARDS • First initial identifies the standard • Second number identifies the grade • Third number represents the specific standard RH.6-8.7
- 20. READING HISTORY/SS GRADE 6-8 STANDARD 7 RH.6-8.7
- 21. READING HISTORY/SS GRADE 6-8 STANDARD 7 RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
- 22. READING Anchor Standard 7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
- 23. SHORTCOMING?
- 25. • AwesomeStories.com • Digital Storytelling • Audio books, ebooks • Podcasts • Video: YouTube, Vimeo, etc.
- 26. Compare and contrast a text to an audio, video, or multimedia version of the RI.7.7 text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ext ll t e Fu th of ch spee
- 27. WRITING Anchor Standards 6 and 8 #6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others #8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism.
- 28. IDEAS AND EXAMPLES WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationship between information and ideas clearly and efficiently.
- 29. IDEAS AND EXAMPLES WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationship between information and ideas clearly and efficiently.
- 30. WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
- 31. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- 32. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- 34. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism.
- 35. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- 36. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced search terms effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
- 37. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced search terms effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced search terms effectively; assess the strengths and limitations of each source in terms of the specific task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- 38. SPEAKING AND LISTENING Anchor Standards 1, 2 and 5 #1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. #2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. #5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- 39. IDEAS AND EXAMPLES SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- 40. IDEAS AND EXAMPLES SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. What Democracy Means to Me This Day in History
- 41. RESOURCES TO USE
- 42. RESOURCES TO USE
- 43. Questions? Linda Brandon lbrandon@lakelandschools.org
Notas del editor
- This session is for those who are unfamiliar with common core. will provide and overview of what they say and specifically, about technology. this presentation deals ONLY with ELA standards, not math. will provide broad brush overview of standards, drill down to those that specifically refer to or lend themselves to Technology Integration and will provide examples or tools that help you address the standards. It will be a dialog, not a lecture. I am hoping for you to participate. Let’s start by opening up todaysmeet.com/cct and if you have an ipad or other device, give me some feedback about the common core.\n
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- The introduction to the standards explain how the project was developed in order to create the next set of standards that could be used nationwide, that would help ensure that all students are college and career ready in literacy no later than the end of high school. The committee that designed the standards had standards of their own. A particular standard was only included if it was deemed essential for college and career readiness in a 21st century, globally competitive society. Lays out the vision of what it means to be a literate person in the 21st century.\n
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- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- Not treated as a separate subject\n
- common core standards describe the student who is college and career ready\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
- students who are college and career ready\nlet’s look at that bullet about technology more closely\n
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- Three sections: 1. K - 5, and then 2 content specific sections for 6 - 12, one for ELA and one for History, SS, Science and technology subjects. \nEach section has strands: K - 5 and 6 - 12 ELA have Reading, Writing, Listening and Speaking and a Language section and 6 - 12 History, SS, Science and Tech have Reading and Writing sections. However, the Common Core recognizes that all subject areas incorporate ELA skills. So whereas there are SPECIFIC grade level standards for Reading and Writing for History, Social Studies, Science and Technology, and there are NOT for Speaking and Listening, the 6 - 12 Speaking and Listening Standards are quite relevant for teachers of Social Studies. We’ll look at those specific standards that relate specifically to technology.\nEach strand has strand-specific set of CCR Anchor Standards that are identical across all grade and content areas. Each CCR Standard has an accompanying grade specific standard translating the broader statement into grade appropriate year end expectations. In the 6 - 12 section the grade specific standards are tuned toward the particular discipline.\nCode for reading standards: The first initial tells what strand and standard. For example: R is for Reading but there are two R’s: RL and RI.\nNext is the grade level and then the grade specific standard.\nfor grades 6 - 12 there RS (science and technology) and RH (history and social studies) and WHST history science and technology\n\n
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- In the Anchor reading standards, basically recognizes that visual and multimedia contribute to the meaning, tone, or beauty of a text in terms of literature, or that multimedia elements, illustrations, graphs, etc, contribute toward understanding.\n
- Online reading comprehension not addressed. As our students do more and more reading online, we need to assess how they are reading online. Is their understanding the same? How is reading hypertext different from reading linear text? Are our students reading successfully and for understanding when they read online? What happens when our assessments are online? Should the common core design team addressed this issue? Doesn’t say anything about eBooks, which is becoming HUGE. Ability to annotate, look up words, etc. when reading on devices like Nook, Kindle, iPad.\n
- In addition, are we addressing the evaluative aspect of reading when done online? \n
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- Be prepared as a teacher when using these audio clips. this one is preceded by a minute and a half of “talking” - advertising, etc. if you can download the clip, do that and have it readily available. we don’t have time in class to waste even a minute and those minutes add up.\n
- Two of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- animoto\nslide rocket\npodcasts\nmovies\n
- In the middle and high school grades the shift goes to shared writing. Google Docs, wikispaces, google sites come to mind.\n
- One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
- One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
- One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
- One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
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- Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
- Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
- Let’s look at Writing Standard 8 over the grade levels\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
- Even though the 6 - 12 Standards for Literacy in History/Social Studies, Science and Technology do not specifically say anything about Speaking and Listening, there are three standards that are quite relevant to students of the social sciences. Standard 1 recognizes the need for communication and collaboration with diverse partners. Technology’s capacity to allow for communication with people all over the world helps us address that standard much more easily than we could have 10 years ago.\n
- for middle school students this can mean analyzing primary source materials, including audio, video and other multimedia and evaluating how the media used influences the message conveyed. For example, the Library of Congress has a vast digital collection. One interesting section is on advertising and an analysis of a very famous coca cola campaign. This is when television was beginning to be recognized as a force that could really reflect society. \n
- our middle school students have posted hundreds of podcasts and vodcasts on a variety of topics. They do PSA’s in their ELA classes on subjects such as bullying, internet safety, video game addiction, eating disorders and how the media influences their lives. In seventh grade social studies students create podcasts on eras in American History, What Democracy means to me, and the “This day in history podcast.” In addition, the seventh grade Spanish students create podcasts in Spanish to help with fluency and conversational Spanish.\n
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