Internet Reciprocal Teaching
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Internet Reciprocal Teaching

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Internet Reciprocal Teaching Internet Reciprocal Teaching Presentation Transcript

  • INTERNET RECIPROCAL TEACHING A paradigm shift in teaching reading and communication in the 21st century
  • Don Leu Full credit is given to Don Leu and his research team for developing and generously sharing ideas about digital literacy and creating a model to empower teachers to prepare students to communicate in the 21st century.
  • Why is it important for students to understand and use technology to learn? "The knowledge economy is about how the new technologies have transformed the way we think and act...To thrive in the global knowledge economy, it is going to be important to change the whole educational system to ensure a wide base of knowledge workers who understand and use information technologies.” (Riley, 2003, paragraphs 8-10)
  • How does online reading compare to traditional classroom reading?
  • Traditional vs. Information Age Reading Skills Students use narrative texts In the information age in the classroom. students are responsible for more non-fiction text. Students all read the same text together. In the information age students read text unique to Struggling readers are placed their learning experience. in small groups and get all instruction from the teacher. In the information age, students are heterogeneously grouped and learn from each other.
  • Traditional vs. Information Age Reading Skills Teacher models offline reading strategies. In the information age the teacher models online comprehension strategies. The process of predicting, questioning, clarifying, and summarizing becomes questioning, locating information, evaluating the source of information and understanding and communicating the information and sharing it with others. The students share and ultimately take over the responsibility for modeling reading strategies. Collaboration and discussion guides all students and the students actively become leaders in the learning process.
  • Is Internet Reciprocal Teaching just adding more? Tied to pedagogy Lessons can be based on curriculum Incorporates literacy strategies A vehicle for addressing the goals of MLTI Based on skills that all students need
  • Three Professional Development Models Online Coaching Peer Coaching Literacy Coaching
  • As the teacher, I consistently support the development of these dispositions among the students in my class: Persistence I support the willingness to sustain effort especially when things become difficult and/or when a strategy appears not to be successful. Flexibility I support students in keeping in mind alternative strategies for accomplishing goals, continually look for more effective and efficient ways of working online Collaboration I encourage students to regularly seek out support and to support others while working online. Critical Stance I support students in developing a healthy skepticism to information online, regularly questioning its source, reliability, stance, and accuracy. Reflection I support students and encourage them to self-monitor and self-regulate during online literacy and learning tasks,
  • Online Pretest to Measure Student Skills
  • Surveys Measure Student Use
  • Phase One Skills These are skills students need to have in place before lessons in Internet Reciprocal Teaching can begin.
  • Phase Two Skills
  • A Teacher Generated Question Where does my food come from and why should I care?
  • Student Generated Questions Why wouldn't people care where their food What does ocean dumping ( including oil) do to comes from? our seafood supply? Where was the meat I eat processed? What is fed to the animals we eat? How many people in our class eat food from the What is partially hydrogenated vegetable oil? wild? How is pollution effecting the fish population? What are fiddle heads and where can I find them? How do farming practices effect wildlife? When, what methods, and how much maple syrup What is food packaging made from? is made in Maine? What animals that we get food products from are Where are most of our fruits and vegetables force fed? grown? What percentage of the food I eat is altered? What do food companies use to keep food fresh? What growth hormones are used in foods and how do they effect people? What country does my food come from? Where do restaurants buy their food? What chemicals are found in foods? How is food handled in processing? What diseases are passed through food? How fresh is food, when was it packaged? What are pesticides and how are they used?
  • Locate Information using a Search Engine
  • Students complete tasks to develop background knowledge and skills
  • Read Search Engine Results
  • Locate Information in a Website
  • Critically Evaluate a Website
  • Determining Reliability and Accuracy
  • Synthesize Information
  • Communicate Information
  • Using Email to Communicate
  • Informational Brochures
  • Literacy Strategies Access to literacy specialist to incorporate strategies into Internet Reciprocal Teaching lessons Based on school-wide strategies Embedded into the lessons to improve comprehension
  • KNOWLEDGE RATING GUIDE Introducing New Vocabulary
  • TEXT FEATURES Identify Online Text Features
  • GRAPHIC ORGANIZERS Evaluate Websites for Bias
  • SUM IT UP Identifying keywords using Primary Sources
  • Tools for Implementing IRT
  • Apple Remote Desktop:ARD Usually thought of as “spyware” This software has been traditionally used by system administrators to monitor the use of computers. Some educators have used this to ‘watch’ what students are doing on their computers
  • ARD as a Teaching Tool Allows teacher to observe student work and send real time electronic messages to students while they are working. As a communication tool this can simply remind a student to check their capitalization or address criteria for the task they are completing. Students can also send messages to the teacher when they are working to clarify their work or privately ask questions.
  • ARD for Reciprocal Teaching ARD allows the teacher to use an LCD projector to share an image of a student’s screen or select a group of students to view a particular screen by importing the image onto the individual computers. This tool facilitates students as the leaders in the classroom. When the student’s screen has been projected, the student becomes the teacher, and shares their learning experience with the other students in the class.
  • Note Share The electronic NoteShare notebook facilitates the delivery of lessons. Incorporates web links, images, and screen captures Allows for collaboration Provides a space for students to organize and save digital files
  • Instant Messaging Students use instant messaging while they are working on tasks to quickly share web links and information
  • Stickies Electronic Stickies allow students to take notes and gather key words while completing tasks
  • Web-based Bookmarking Sites Students use social networking sites such as Delicious to organize and share bookmarks while completing tasks. These sites also help students organize resources for citing sources for bibliographies
  • Blogs and Wikis Blogs are used for students to post ideas about a given topic and respond to the ideas of others for collaborative discussions Wikis allow students to organize research information and collaborate with their peers on writing pieces.
  • Phase Three Checklist has not yet been developed Students research based on inquiry and teacher acts as a facilitator Students define how they communicate the information Students work collaboratively in the global online setting Students are self-guided learners as they question, locate, evaluate, synthesize, and communicate information using the internet Unreasonable to think that students can get here in one year
  • The Post Testing Data Students rated themselves as having less expertise after the four months Students resented that the pretest and post test were the same The terminology of the test was a barrier for many students for both the pre and post test.
  • Reflecting and Evaluating Amount of time to implement all phases should be two years Common sessions for participating teachers is necessary to share and reflect Participants need support from administration, technology leaders, and literacy specialist TICA checklist informs instruction and informal assessments Teachers benefit from online collaborative sharing
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