Common Core Standards on Digital Media, Text, and Sources in Action -- Middle & Secondary Education
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Common Core Standards on Digital Media, Text, and Sources in Action -- Middle & Secondary Education

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Common Core Standards on Digital Media, Text, and Sources in Action -- Middle & Secondary Education Common Core Standards on Digital Media, Text, and Sources in Action -- Middle & Secondary Education Presentation Transcript

  • Common Core Standards onDigital Media, Text & Sources in Action: Middle & Secondary Douglas K. Hartman, Paul M. Morsink, Michelle Schira Hagermann, Robin L. Harris, & Kristen Kereluik Michigan State University
  • Acknowledgements Literacy & Technology Seminar Community House Literacy ColloquiumSchool Partnership Research Lab
  • Acknowledgements http://www.msularc.org/
  • Acknowledgementshttp://www.uk.sagepub.com/journals/Journal202049/foreign
  • Acknowledgements
  • Acknowledgements
  • Resources“The New Literacies of Online Reading Comprehension and the Irony of NCLB” http://www.guilford.com/ Leu, Hartman, et al. (2010)
  • Resources“From Print to Pixels”http://www.guilford.com/ Hartman, Morsink & Zeng (2010)
  • Resources“From Print to Pixels”http://www.guilford.com/ Hartman, Morsink & Zeng (2010)
  • Activity
  • Millennial Quizhttp://www.slideshare.net/dkhartman http://pewresearch.org/millennials/quiz/
  • Neighbor Conversation•“What generation do you belong to?”•“What answers could I change in order to ‘score’ as one of the other generations?” (especially note your literacy-related habits & choices) http://pewresearch.org/millennials/
  • What do the Standards say?
  • What do the Standards say? Students use technology and digitial media strategically and capably. •“Students employ technology thoughtfully to enhance their reading, writing, speaking, listening and language use.”http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf (CCSS, p. 7)
  • What Do the Standards Say? •“Students tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.” •“Students are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best stuited to their communication goals.”http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf (CCSS, p. 7)
  • What Do the Standards Say? •“Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.” •Literacy requires a ‘mindset’ •Literacy is ‘deictic’http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf (CCSS, p. 48)
  • Overview• 1. Where We are Today: Literacy in 2011• 2. The Challenges & Opportunities: Making the Most of Them• 3. Addressing the Challenges & Seizing the Opportunities: 3 Ideas for Accelerating Literacy Learning Today
  • Where We Are Today: Literacy in 2011 Part 1
  • What We Know•Literacy in 2011 is different than it was in 1990 or even in 2000•Literacy is evolving more rapidly than ever before
  • What We KnowKindergartner Reading Online
  • What We KnowKindergartner Reading Online http://en.childrenslibrary.org/
  • What We KnowKindergartner Reading Online http://en.childrenslibrary.org/
  • What We KnowUndergraduate Reading & Writing Online
  • What We KnowUndergraduate Reading & Writing Online http://www.twurdy.com/
  • What We KnowUndergraduate Reading & Writing Online http://www.twurdy.com/
  • How Literacy is Changing The tools are changing
  • How Literacy is Changing The purposes & audiences are changing
  • How Literacy is Changing The strategies & skills are changingReading Offline Comprehension (Hartman, Morsink & Zheng, 2010)
  • How Literacy is ChangingReading Online Comprehension (Hartman, Morsink & Zheng, 2010)
  • How Literacy is Changing The habits & dispositions are changing Adolescent Media Use in U.S. (2010) Watching TV 3:51 Listening to Music Reading Online Playing Video Games Reading Offline Watching MoviesHours per day 1:44 1:02 0:49 0:43 0:25 Type of Media (Generation M2/Kaiser Foundation, 2010)
  • How Literacy is Changing The pedagogies are changing Reciprocal Teaching Internet Reciprocal Teaching (Offline) Questioning Questioning Predicting Locating Clarifying Evaluating Summarizing Synthesizing Communicating(Palincsar & Brown, 1984)
  • How Literacy is Changing The pedagogies are changing Reciprocal Teaching Internet Reciprocal Teaching (Offline) (Online) Questioning Questioning Predicting Locating Clarifying Evaluating Summarizing Synthesizing Communicating(Palincsar & Brown, 1984) (Leu, Castek, Hartman, Coiro, Henry, Kulikowich & Lyver, 2005) (McVerry, Zawilinski & O’Byrne, 2009)
  • How Literacy is Changing The assessments are changing 2009PISA Reading Literacy http://erasq.acer.edu.au/
  • How Literacy is Changing The definitions and standards are changing 1985 2010 Framework Definition • Reading as one communication• “Reading is the process of constructing processmeaning from written text.” • Reading in a specific context • Reading for a specific purpose • Reading a specific genre
  • How Literacy is Changing The definitions and standards are changing 1985 2010 Definition Framework • Reading as one process of many•“Reading is the process of constructing • Reading of multiple, multi-modal textsmeaning from written text.” • Reading in a specific context • Reading for a specific purpose • Reading a specific subject area
  • How Literacy is Changing The definitions and standards are changing http://www.corestandards.org/
  • Changes to Literacy•Literacy has always been changing ...
  • How Literacy Has Changed Book & Screen 1990 AD – 2010 AD Kindle 2007 AD Hieroglyphs 5000 BC – 500 AD Cuneiform 4000 BC – 1000 BC Scroll 3000 BC – 1000 AD Wax Tablet 900 BC – 1500 AD Codex 100 BC – 1700 AD Book iPad 1500 AD – 1990 AD 2010 ADWriting in Dirt5500 BC History of Literacy 5000 BC 4500 BC 4000 BC 3500 BC 3000 BC 2500 BC 2000 BC 1500 BC 1000 BC 500 BC 1 AD 500 AD 1000 AD 1500 AD 2000 AD
  • How Literacy Has Changed Book & Screen 1990 AD – 2010 AD Kindle 2007 AD Hieroglyphs 5000 BC – 500 AD Cuneiform 4000 BC – 1000 BC Scroll 3000 BC – 1000 AD Wax Tablet 900 BC – 1500 AD Codex 100 BC – 1700 AD Book iPad 1500 AD – 1990 AD 2010 ADWriting in Dirt5500 BC History of Literacy 5000 BC 4500 BC 4000 BC 3500 BC 3000 BC 2500 BC 2000 BC 1500 BC 1000 BC 500 BC 1 AD 500 AD 1000 AD 1500 AD 2000 AD
  • Where We Are TodayChanging ... • Definitions & Standards • Tools Reading Offline Comprehension • Purposes & Audiences • Strategies & Skills • Habits & Dispositions Reading Online Comprehension Book Internet • Pedagogies Internet Naive • Assessments Internet Savvy !
  • Where We Are Today “problem of practice”
  • Activity
  • Neighbor Conversation Task•Turn to neighbor and share:•- “1-2 opportunities I see in today’s literacy landscape”•- “1-2 challenges I see in today’s literacy landscape”
  • The Opportunities : (& Challenges) Making the Most of Them Part 2
  • Opportunities (& Challenges)•Increase student motivation•Extend student choice•Build basic literacy skills (& tech-intensive skills)•Connect literacy in-and-out-of-school•Amplify authentic learning•Multiply learning opportunities•Raise performance
  • Opportunities (& Challenges) “theory of action”
  • Opportunities (& Challenges)•Research: Technology & Reading Performance in the Middle-School Grades: A Meta-Analysis with Recommendations for Policy & Practice• “A wide range of digital technologies appear to enhance the reading performance of middle school students as evidenced by the robust overall effect size obtained in this meta- analysis.” (Moran, Ferdig, Pearson, Wardrop & Blomeyer, 2008)
  • Opportunities (& Challenges)•Technology use varied from one school to another (it was tailored to the setting)•Technology was a tool for teachers and students to use (it was not, by itself, a solution)•Technology support at the start was in-depth, personalized, just-in-time, and sustained (not a half- day workshop) (Moran, Ferdig, Pearson, Wardrop & Blomeyer, 2008)
  • Opportunities (& Challenges) Build Background Knowledge•Use technology to activate and build prior knowledge for reading & writing to learn.
  • Opportunities (& Challenges) Build Background Knowledge http://thebrain.mcgill.ca/flash/index_a.html
  • Opportunities (& Challenges) Build Background Knowledge http://www.pbs.org/wnet/brain/index.html
  • Opportunities (& Challenges) Build Background Knowledge Who’s brain is this? http://news.sciencemag.org/sciencenow/2009/04/17-01.html
  • Opportunities (& Challenges) Build Background KnowledgeMEAP
Scien+fic
American
Ar+cleh"p://www.nrdc.org/wildlife/marine/sonar.aspThis
ar7cle
explains
how
sonar
harms
whales
and
has
an
embedded
video
(narrated
by
Pierce
Brosnan)
that
shows
sound
waves
and
beached
whales
thought
to
have
been
killed
by
Naval
Sonar.
The
video
is
done
in
the
style
of
a
public
service
announcement,
encouraging
people
to
make
their
voices
heard,
but
it
offers
powerful
visual
imagery
to
communicate
the
main
idea
of
the
MEAP/Scien7fic
American
Ar7cle.
h"p://www.sciencedaily.com/releases/2008/10/081006112057.htm
‐‐this
one
has
an
image
of
a
beached
sperm
whale
embedded
‐
not
too
technical,
but
supports
the
posi7on
that
US
Navy
training
is
harming
whalesh"p://en.wikipedia.org/wiki/Beached_whale
‐‐Wikipedia
site
‐
there
is
an
en7re
sec7on
on
SONAR
and
its
apparent
role
in
mass
beachings,
par7cularly
of
Cuvier
beaked
whales.

There
are
images
of
whale
beachings
on
this
site
as
well...and
many
difficult
words
such
as
hemorrhaging
are
hyperlinked
for
vocabulary/background
knowledge
support.
Also,
"Cuvier
Beaked
Whales"
is
hyperlinked
so
students
could
read
about
them
in
advance
of
reading
the
MEAP
excerpt.
As
an
aside,
this
might
challenge
principals
no7ons
about
whether
Wikipedia
should
be
allowed
by
their
servers
or
not...
:)
h"p://www.csmonitor.com/Commentary/Opinion/2009/0402/p09s02‐coop.htmlAn
op‐ed
co‐authored
by
Jean‐Michel
Cousteau
(son
of
Jacques)
encouraging
policy
change
to
protect
whales
from
US
Naval
sonar.
Its
cri7cal
of
Bush‐era
policies
and
is
urging
the
Obama
administra7on
to
take
a
different
approach.
h"p://www.navy.mil/oceans/sonar.htmlThe
US
Navys
site
about
SONAR
with
links
in
the
sidebar
to
topics
such
as
Marine
Mammals
and
Sound,
Stranding
Events
and
a
fact
sheet
on
Sonar
and
Marine
Mammals.
It
would
be
VERY
interes7ng
for
teachers
to
contrast
the
informa7on
presented
at
this
site
with
the
informa7on
presented
at
the
other
sites
listed
here
and
with
the
informa7on
presented
in
the
MEAP
ar7cle.

  • Opportunities (& Challenges) Build Background Knowledge•Think: What background knowledge idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Build Vocabulary Knowledge•Use technology to build vocabulary knowledge for reading & writing to learn.
  • Opportunities (& Challenges) Build Vocabulary Knowledge rock cycle
  • Opportunities (& Challenges) Build Vocabulary Knowledge bill
  • Dictionaries Affordances Constraints Offline • • (Webster’s Dictionary) • • Website • • (Dictionary.com) • • Widget • • (Dashboard Dictionary) • • Publisher • •(New York Times Dictionary) • • Browser • • (Safari Dictionary) • • OS • • (iPad Dictionary) • •
  • Offline(Webster’s Dictionary)
  • Website(Dictionary.com)
  • Widget(Dashboard Dictionary)
  • Publisher(New York Times Dictionary)
  • Browser(Safari Dictionary)
  • OS(iPad Dictionary)
  • Opportunities (& Challenges) Build Vocabulary Knowledge http://www.youtube.com/watch?v=e4C0dis0OP0
  • Opportunities (& Challenges) Build Vocabulary Knowledge•Think: What vocabulary knowledge idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Build Motivation & Interest•Use technology to build motivation and interest for reading & writing to learn.
  • Opportunities (& Challenges) Build Motivation & Interest•No popular election •Most votes became president•Electoral college chose candidates •Runner-up became vice- president•Electoral college voted •George Washington (president)•Each college member voted twice •John Adams (vice-president) How were the first U.S. president and vice-president selected? (1789)
  • Opportunities (& Challenges) Build Motivation & Interest rock cycle
  • Opportunities (& Challenges) Build Motivation & Interest•Think: What motivation and interest idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Enhance Strategy Instruction•Use technology to enhance strategy instruction for reading & writing to learn.
  • Opportunities (& Challenges) Enhance Strategy Instruction http://sites.google.com/site/diigofordemo/
  • Opportunities (& Challenges) Enhance Strategy Instruction
  • Opportunities (& Challenges) Enhance Strategy Instruction
  • Opportunities (& Challenges) Enhance Strategy Instruction Other Screen Capture Software•http://www.screencast-o-matic.com/•http://www.screenjelly.com/•http://www.jingproject.com/
  • Opportunities (& Challenges) Enhance Strategy Instruction Rivaling•actively seek rival texts•actively seek rival interpretations•actively seek alternative perspectives•actively seek charged questions (Flower, Long & Higgins, 2000)
  • Opportunities (& Challenges) Enhance Strategy Instruction
  • Opportunities (& Challenges) Enhance Strategy Instruction a2 + b2 = c2
  • Opportunities (& Challenges) Enhance Strategy Instruction http://www.routledge.com/books/details/9780805835823/
  • Opportunities (& Challenges) Enhance Strategy Instruction•Think: What strategy instruction idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Develop Critical Evaluation•Use technology to develop critical evaluation for reading & writing to learn.
  • Opportunities (& Challenges) Develop Critical Evaluation http://zapatopi.net/treeoctopus/
  • Opportunities (& Challenges) Develop Critical Evaluation http://www.malepregnancy.com/
  • Opportunities (& Challenges) Develop Critical EvaluationEvaluating Middle School Students’ Online Reading Comprehension Performance Prompt • You are doing a report on the Martin Luther King Holiday. You come to this site. Where should you go first? (Henry, 2008)
  • Opportunities (& Challenges) Develop Critical Evaluation http://www.martinlutherking.org/ (Henry, 2008)
  • Opportunities (& Challenges) Develop Critical Evaluation (Henry, 2008)
  • Opportunities (& Challenges) Student Results High Low Total SES SES Incorrect 99% 99% 99% (N=1,321) (N=597) (N=1,918) Correct 1% 1% 1% (N=15) (N=6) (N=21) Total N=1,336 N=603 N=1,939 (Henry, 2008)
  • Opportunities (& Challenges) Teacher Results High Low Total SES SES Incorrect 95% 97% 96% (N=137) (N=112) (N=249) Correct 5% 3% 4% (N=7) (N=4) (N=11) Total N=144 N=116 N=260 (Henry, 2008)
  • Opportunities (& Challenges) Develop Critical Evaluation•Think: What critical evaluation idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Provide Scaffolded Texts•Use technology to provide scaffolded texts for reading & writing to learn.
  • Opportunities (& Challenges) Provide Scaffolded Texts
  • Opportunities (& Challenges) Provide Scaffolded Texts•Think: Will the scaffolded text idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Support Collaborative Learning•Use technology to support collaborative learning with reading & writing.
  • Opportunities (& Challenges) Support Collaborative Learning http://asherrieb.pbworks.com/
  • Opportunities (& Challenges) Support Collaborative Learninghttp://te250globaled.pbworks.com/International-Systems-of-Education
  • Opportunities (& Challenges) Support Collaborative Learning http://primarypad.com/
  • Opportunities (& Challenges) Support Collaborative Learning•Think: What collaborative learning idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges) Extend Professional Development•Use technology to extend professional development for reading & writing to learn.
  • Opportunities (& Challenges) Extend Professional Development http://www.learner.org/
  • Opportunities (& Challenges) Extend Professional Development
  • Opportunities (& Challenges) Extend Professional Development
  • Opportunities (& Challenges) Extend Professional Development•Think: What professional development idea might work in my district?•Pair: Find a partner.•Share: Share responses.
  • Opportunities (& Challenges)
  • Opportunities (& Challenges)•Access to a vast library of free resources•Multi-modal, multi-media experiences•More choices for teachers and students•24/7 access to resources•Connections between in-and-out-of-school literacies•Making mental work more explicit, public, transparent•Making teaching & Learning possible 24/7
  • Addressing & Seizing:3 Ideas for Accelerating Literacy Learning Today Part 3
  • Addressing & Seizing 3 Big Ideas•New Professional Development•New Instructional Priorities•New Instructional Core
  • New Professional DevelopmentSummary •Customizable & responsive •Project oriented •Culture & network building •Scheduled & just-in-time •Long term focus •Standards based
  • New Instructional Priorities New Literacies Questioning Communicating Locating Synthesizing Evaluating
  • New Instructional PrioritiesFacilitating Critical Evaluation Skills by Having Adolescents Create Online Content Task • Create website content in order to think more critically about information online. (O’Byrne, 2010)
  • New Instructional Priorities• Three-Phase Model of Instruction• Phase 1: Students analyze the techniques authors use to make websites credible• Phase 2: Students construct websites while manufacturing markers of online credibility• Phase 3: Students reflect on the knowledge & strategies used while critically evaluating & constructing online information (O’Byrne, 2010)
  • New Instructional Priorities http://www.thedogisland.com/ (O’Byrne, 2010)
  • New Instructional Priorities• Three-Phase Model of Instruction• Phase 1: Students analyze the techniques authors use to make websites credible• Phase 2: Students construct websites while manufacturing markers of online credibility• Phase 3: Students reflect on the knowledge & strategies used while critically evaluating & constructing online information (O’Byrne, 2010)
  • New Instructional Priorities http://newliteracies.uconn.edu/projects/hoaxsites/dat%20a%20way/Site/Testimonials.html (O’Byrne, 2010)
  • New Instructional Priorities• Three-Phase Model of Instruction• Phase 1: Students analyze the techniques authors use to make websites credible• Phase 2: Students construct websites while manufacturing markers of online credibility• Phase 3: Students reflect on the knowledge & strategies used while critically evaluating & constructing online information (O’Byrne, 2010)
  • New Instructional Priorities Other Websites My Website Sincerity Accuracy CredibilityReasonableness Support (O’Byrne, 2010)
  • Activity
  • Activityhttp://www.rythospital.com/2008/
  • New Instructional PrioritiesSummary New Literacies Questioning Communicating Locating Synthesizing Evaluating
  • New Instructional Core + Instructional Rounds in Education TPACK modelCity, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to ImprovingTeaching and Learning. Cambridge, MA: Harvard Education Press.Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.Teachers College Record. 108(6), 1017-1054.
  • New Instructional Core City, Elmore, Fiarman, & Teitel (2009)
  • New Instructional Core•Integrate:•Pedagogical Knowledge•Content Knowledge•Student Knowledge
  • New Instructional Core City, Elmore, Fiarman, & Teitel (2009)
  • New Instructional Core Available technology/ literacy choices } City, Elmore, Fiarman, & Teitel (2009)
  • New Instructional Core•Integrate:•Pedagogical Knowledge•Content Knowledge•Student Knowledge•Technological Knowledge
  • New Instructional Core Some choices are better than others City, Elmore, Fiarman, & Teitel (2009)
  • New Instructional Core Example Vocabulary9th grade ELA teacheraccess to computer lab ? 9th grade low vocab., struggling readers City, Elmore, Fiarman, & Teitel (2009)
  • Example Tech Tool: •A free, web-based drawing and brainstorming tool. •Students can use it by themselves or they can collaborate with classmates on the same page.
  • Example Tech Tool:Why is bubbl.us potentially a better choice? •relationships among words are visually mapped •learning is active and multi-sensory •maps can keep growing and be edited and re-arranged •students can collaborate on a map •maps can be saved and shared When is bubbl.us NOT a good choice? •when computers are not available •when a teacher plans to use it only once
  • New Instructional Core Example Vocabulary9th grade ELA teacheraccess to computer lab docs whiteboard & marker 9th grade low vocab., struggling readers City, Elmore, Fiarman, & Teitel (2009)
  • New Instructional Core Affordance Constraint ‘lend itself to’ ‘restrain itself from’quality that permits quality that limits possibilities restrictions
  • New Instructional Core Affordance Constraint ‘lend itself to’ ‘restrain itself from’quality that permits quality that limits possibilities restrictions
  • New Instructional Core Affordance Constraint ‘lend itself to’ ‘restrain itself from’quality that permits quality that limits possibilities restrictions
  • New Instructional Core Affordance Constraint ‘lend itself to’ ‘restrain itself from’quality that permits quality that limits possibilities restrictions
  • Glossaries Affordances ConstraintsPaper & Markers • Handmade look & feel • Share beyond classroom • Familiar technologies • Shelf life MS Word • Print multiple copies for all • Learn word processor features • Can email to others • Updates to software Wiki • Continually update • Learn wiki tool • Share with other classrooms • Computers network is down
  • Activity
  • New Instructional Core•Imagine that you will have students activate relevant prior knowledge before a lesson or unit (PK) ...•For a lesson or unit you will teach in the next few days or weeks (CK) ...•With 9th graders in a specific subject area (SK)•Using one of the following technologies (TK) ...
  • New Instructional Core•Technologies•Pencil & Paper•Overhead Projector•MS Word•bubbl.us website
  • New Instructional Core Activate Prior Knowledge(PK) + Social Studies Lesson(CK) + 9th Graders (SK) + ... Pros Cons (Affordances) (Constraints)Paper & Pencil (TK)
  • New Instructional Core
  • New Instructional CoreSummary Available technology/ literacy choices City, Elmore, Fiarman, & Teitel (2009)
  • Addressing & Seizing 3 Big Ideas•New Professional Development Questioning Communicating Locating•New Instructional Priorities Synthesizing Evaluating•New Instructional Core
  • Final ThoughtsLooking Back/Looking Ahead
  • Where We Are TodayChanging ... • Tools • Purposes & Audiences Reading Offline Comprehension • Strategies & Skills • Habits & Dispositions • Pedagogies Reading Online Comprehension Book Internet • Definitions & Standards Internet Naive • Assessments Internet Savvy !
  • Opportunities (& Challenges)•Students•Teachers•Schools
  • Addressing & Seizing 3 Big Ideas•New Professional Development Questioning Communicating Locating•New Instructional Priorities Synthesizing Evaluating•New Instructional Core
  • Thank You! MRA 2011
  • Activity
  • Challenges & Opportunities
  • Challenges & Opportunities•Write one idea of how to use technology to enhance literacy that might be possible in your district.•Fill out each of the columns.•Share your idea, necessary steps, challenges and possible solutions with your neighbors.
  • PhD -- Educational Technology http://www.educ.msu.edu/cepse/EPET/overview-hybrid.asp
  • PhD -- Language & Literacy http://ed-web3.educ.msu.edu/phdliteracy/default.htm
  • Thank you!
  • New Literacies for the 21st Century:Implications for District Leaders Douglas K. Hartman, Paul M. Morsink, Michelle Schira Hagermann, Robin L. Harris, & Kristen Kereluik Michigan State University