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    Don's Presentation 12-7-2010 Don's Presentation 12-7-2010 Presentation Transcript

    • Preparing Students for the 21st Century with New Literacies
      The Massachusetts Curriculum Summit
      Donald J. Leu, Connie Louie, Mary Ellen Caesar, Kevin Hodgson, Polly Parker, Beth Dichter, Josh Faber
      December 7, 2010
    • Viewing the Classrooms of Tomorrow By Visiting the Classrooms of Today
    • Grade 2: Morning Message of the Day
    • Grade 7, Language Arts: Online International Projects
      Yeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S.
      Jose, Costa Rica
      We’re on it! Making a web page now.
      Hey! Let’s do Gary Paulson???
      Ben and Tomas, Willimantic, CT
      Monique, South Africa
    • Why Are These Classroom Models So Important?
    • The World Is Flat: Changes In A Global Economy Require Changes In Education
      The “General Motors” Model of Economic Management
      Command and control
      Lower levels of education required.
      Wasted intellectual capital
      Highly inefficient
      Lower productivity
      Little innovation
      Little need for higher level and creative thinking.
      Wasted intellectual capital
    • In a Flattened World: Opportunities Expand butCompetition Increases
      How do economic units increase productivity?
      Flatten The Organization into Problem Solving Teams
      Greater Intellectual Capital Use = Greater Productivity
      Define problems
      Locate information
      Critically evaluate information
      Synthesize and solve problems
      Communicate solutions
      These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this.
    • Which Tool Has Been Used By Economic Units To Increase Productivity And Compete?
      The Internet
      Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).
      Define problems
      Locate information
      Critically evaluate information
      Synthesize and solve problems
      Communicate solutions

    • Implications For Education?
      Online problem based reading and learning essential
      Effective online information and communication skills required.
      New online literacieshave become central.
      In short: fundamental change.
    • An Example of Online Reading ComprehensionReading About Martin Luther King
      The new literacies of online reading comprehension
    • Online and Offline Reading Comprehension May Not Be Isomorphic
      (r=0.19, n = 89, N.S.)
      Online Reading
      Comprehension =
      ORCA Blog
      Offline Reading =
      Mastery Test (CMT)
      of Reading
      Leu, D. Castek, J., Hartman, D., Coiro, J.,
      Henry, L., Kulikowich, J., Lyver, S. (2005).
    • The New Literacies Of Online Reading Comprehension: Problem based reading and learning
      Read to identify important questions;
      Read to locate information;
      Read to critically evaluate the usefulness of that information;
      Read to synthesize information to answer those questions; and
      Read to communicate the answers to others.
      (Leu, Kinzer, Coiro, & Cammack, 2004, p. 1570)
      The new literacies of online reading comprehension
    • Massachusetts New Literacies Summer InstituteMicrosoft Training Center, Cambridge
    • Organizers: The New Literacies Institute Team Massachusetts Department of Elementary and Secondary Education
      Donald J. Leu, Ian O’Byrne, J. Gregory McVerry, Heidi Everett-Cacopardo University of Connecticut
      Connie Louie and Mary Ellen Caesar, Mass. DESE
      Hiller Spires, John Lee, Carl Young, North Carolina State University
      Jill Castek, University of California, Berkeley
      Julie Coiro, University of Rhode Island
      Kim Turner, Vanderbilt University
    • Teacher Leaders
      Kathleen Buckley, Brockton Public Schools
      Donna Gath Criswell, Sudbury Public Schools
      Beth Dichter, Northampton Public Schools
      Abbey Dick, Millis High School
      Ann Marie Dlott, Hopkinton Public Schools
      Kevin Hodgson, Southampton Public Schools
      Diane Porter, Melican Middle School, Northboro
      Anne Rutledge, Herberg Middle School, Pittsfield
      Denise Salemi, Keverian School, Everett
      Jessica Vezina, Leominster High School
    • Microsoft Training Center, CambridgeJune 20-25, 2010
    • Major Goals
      Prepare 100 Massachusetts educators in new literacies curriculum and instruction.
      Prepare 10 teacher leaders to continue this institute model for professional development in new literacies next summer.
      Develop a sustainable model in Massachusetts.
    • Plenary Sessions
      Commissioner Mitchell D. Chester
      Dr. Bridget Dalton, Vanderbilt University
      Dr. Yong Zhao, Michigan State University
      Dr. Sara Kajder, Virginia Tech University
      Dr. Donald J. Leu, University of Connecticut
    • Digging Deeper Sessions
      New Literacies of Online Reading Comprehension
      New Literacies of Social Networking for Learning
      New Literacies of Video/Multimedia
    • New Tools for Learning
      Google Lit Trips
      and many others….
    • Design Studio
    • Continuation Sessions During the Year
      Organized and Led by the Teacher Leader Team
    • The Challenges Of Change
    • As Challenging As Change Appears, We Know This…The Leadership That Massachusetts Provides…
    • Determines The Future Our Students Achieve!
      Thank you!