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EDCI 4110W Online reading talk ppt


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Fall, 2012 talk in class

Fall, 2012 talk in class

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  • The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.
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    • 1. New Literacies for New Times:Preparing for Common Core State Standards Donald J. Leu and Elena Forzani Neag School of Education University of Connecticut
    • 2. The Central Ideas1. What are the Common Core State Standards (CCSS) in Reading and Writing?2. How are we doing?3. A new assessment.4. How can we teach Common Core State Standards (CCSS) in Reading and Writing?
    • 3. • A common system of developmental standards to inform instruction.• Replaces “Big 5” -- phonemic awareness, phonics, fluency, vocabulary, and comprehension.• Emphasizes higher-level thinking during reading and writing AND preparation for important new online skills necessary in the 21st century. *Available at:
    • 4. Why CCSS? The Nature of Work Has Changed The “General Motors” Model of Economic Management CEO CEO1. Command and control2. Lower levels of education required. Upper Level Management Upper Level Management3. Wasted intellectual capital Upper Middle Level Management Upper Middle Level Management4. Highly inefficient Wasted5. Lower productivity intellectual Middle Level Management Middle Level Management6. Little innovation capital7. Little need for higher level and creative Line Supervisors Line Supervisors thinking. Workers Workers
    • 5. In a Flattened World: Opportunities Expand but Competition and Cooperation IncreaseHow do economic units increase productivity? Flatten The Organization into Problem Solving Teams Team Team Team Team Team Team Team Team Team Team Greater Intellectual Capital Use = Greater Productivity These teams take full advantage 1. Define problems of their intellectual capital to the 2. Locate information extent their education system 3. Critically evaluate information has prepared them for this. 4. Synthesize and solve problems 5. Communicate solutions
    • 6. Which tool has been used byeconomic units to increase productivityand compete? The Internet Team Team Team Team Team Team Team Team Team Team Recent productivity gains are due to Online Research and Comprehension •Define problems using the Internet to share information, communicate, and solve 1.Locate information problems (van Ark, Inklaar, & 2.Evaluate information McGuckin, 2003; Friedman, 2005; 3.Synthesize and solve problems Matteucci, O’Mahony, Robinson, & 4.Communicate solutions Zwick, 2005).
    • 7. Implications For Education? Online research and reading comprehension become essential  Higher-level thinking and reading skills required.  Problem-based, online learning essential  Effective online information and communication skills required.
    • 8. What Are The New Literacies ofOnline Reading Comprehension?Data From Think Aloud Protocols How we read online when we do research. This requires additional reading comprehension skills beyond those required for offline reading.  Define a problem  Locate Castek, 2008; Coiro & Dobler, 2007;  Evaluate Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005;  Synthesize Leu, Kinzer, Coiro, & Cammack, 2004 Leu, O’Byrne, Zawilinski, McVerry,  Communicate & Everett-Cacopardo, 2009
    • 9. Online and Offline ReadingComprehension Are Not Isomorphic (r=0.19, n = 89, N.S.)Leu, Castek, Leu, Castek, Hartman, Hartman, Online ReadingCoiro, Coiro, Comprehension =Henry, Henry, ORCA BlogKulikowich, Kulikowich,Lyver, 2005 Lyver, 2005 Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension
    • 10. The New Literacies of Online Research and Comprehension Blended into the Standards Whole Online Research and Comprehension Blended into the Standards Whole“To be ready for college, workforce training, and life in atechnological society, students need the ability to gather,comprehend, evaluate, synthesize, and report on informationand ideas, to conduct original research in order to answerquestions or solve problems, and to analyze and create ahigh volume and extensive range of print and nonprint texts inmedia forms old and new.”(Introduction, p. 4) New Lite ra Compre cies: Online Rea hension: ding 1. Identif y a probl 2. Locate em informat 3. Evalua ion te inform 4. Synthe ation size infor 5.Comm m unicate in ation formatio n
    • 11. These New Literacies Appear atEvery Grade Level in CCSSKindergarten (WS 6)With guidance and support from adults, explore a variety ofdigital tools to produce and publish writing, including incollaboration with peers.Grade 3 (WS 8)...gather information from print and digital sources; take brief noteson sources and sort evidence into provided categories. 11
    • 12. These New Literacies Appear atEvery Grade Level in CCSSGrade 6 (RS 7)Integrate information presented in differentmedia or formats (e.g., visually, quantitatively) as well asin words to develop a coherent understanding of a topic orissue.Anchor Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with 12
    • 13. How Are We Doing?13
    • 14. State Assessment Policies in ReadingNot a single state in the U.S.measures...  ...students’ ability to read search engine results during state reading assessments.  ...students’ ability to critically evaluate information that is found online to determine its reliability. This generation’s defining technology for reading.
    • 15. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.
    • 16. Instruction: The Rich Get Richerand The Poor Get Poorer Neglecting research into online reading comprehension perpetuates public policies that help the rich get richer and the poor get poorer.  63% of children from households earning more than $75,000 annually reported that they used the Internet at school, but only 36% of children from households earning less than $15,000 annually (Lazarus, Wainer, and Lipper, 2005). Leu, McVerry, O’Byrne, Zawilinski, Leu, McVerry, O’Byrne, Zawilinski, Castek, J., Hartman, D.K. (2009). Castek, J., Hartman, D.K. (2009).
    • 17. New Assessments are Comingwith CCSS in 2014
    • 18. Click to edit Master text styles  Click to edit Master text  Click to edit Master text styles stylesPortions of this material are based upon work supported by the U.S. Department of Educationunder Award No. R305G050154 and No. R305A090608. Opinions expressed herein aresolely those of the author and do not necessarily represent the position of the U.S.Department of Education.
    • 19. Results
    • 20. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 21. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 22. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 23. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 24. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 25. Click to edit Master text styles Click to edit Master text  Click to edit Master text styles styles
    • 26. What Does This Study Suggest? Achievement gaps in the new literacies of online reading and research may be substantially greater than with traditional reading between rich and poor. We may be at risk of losing students unprepared for the new literacies of online reading and research.
    • 27. What Does Instruction With CCSSLook Like In a World of OnlineInformation and Communication? Two Classrooms
    • 28. Grade 2: Morning Message of the Day
    • 29. Grade 7, Language Arts: OnlineInternational Projects Yeah! I got some great ideas. Let me send them to Tomas and Ben in the Jose, Costa Rica U.S. We’re on it! Making a web page now.Hey! Let’s doGaryPaulson??? Ben and Tomas, Connecticut Monique, South Africa
    • 30. What Can I Do In My Classroomto Prepare Students for CCSS? 39
    • 31. 1. “Borrow” good ideas and pass them along Google these key words: 4th grade classroom home page 1st grade classroom home page Get connected to online resources. Google
    • 32. 2. Understand that it is theteacher, not the technology, thatmakes a difference inclassrooms.
    • 33. 3. Use andteacher-tested apps for earlyreading development
    • 34. 4. Use Read Write Think at AllLevels
    • 35. 5. Use Internet Workshop as AnInstructional Model Videos
    • 36. 6. Use ePals, or another free,student safe email package
    • 37. 7. Teach the reading comprehensionskills of locating information
    • 38. 8. Teach critical evaluation
    • 39. 9. Help the last become first. QuickTime™ and a Sorenson Video 3 decompressor are needed to see this picture.
    • 40. 10. Explore the potential ofWikipedia
    • 41. 11. Explore the Use ofVoiceThread (
    • 42. 12. Try Out Ideas from InternetReciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry
    • 43. 13. Use Internet MorningMessage of the Day
    • 44. 14. Use a Blogand a Wikiand a Wiki Mary Castle’s first grade blog Mr. Thompson’s second grade classroom blog Mary Kreul’s 4th grade class Mr. Monson’s Grade 5 Blog TAS Grade 3 ESL
    • 45. 15. Use Wordle To Bring Print Alive
    • 46. Remember:Keep a patient heart and helpothers on their journeys.Keep a patient heart and helpothers on their journeys.
    • 47. The Challenges Of Change
    • 48. As Challenging As ChangeAppears, We Know This…The Leadership That YouProvide…
    • 49. Determines The Future OurStudents Achieve! Thank you!