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This PowerPoint presentation describes how to solve school-based problems using Networked Learning Communities.

This PowerPoint presentation describes how to solve school-based problems using Networked Learning Communities.

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    OSPI OSPI Presentation Transcript

    • Solving School-Based Problems Systemically: Creating Networked Learning Communities Blaine, Grandview, and Mt. Baker School Districts
    • Characteristics of Network Learning Community
      • Grassroots or ‘bottom up’ development and implementation. All participants have a stake in the progress of a LC. Intrinsic ownership & shared responsibility are critical. Ideas are defined and developed within a learning community.
      • Involvement: Active participation with assigned tasks and responsibilities exist for all members.
    • Shift in Learning
      • Traditional Learning
      • Teacher at the center
      • Teacher directs the learning
      T S P S S
      • Networked Learning
      • Student at the center
      • Student directs the learning
      L L L L P L L L L
    • Online Literature Circle Network Learning Community Online Literature Circles Project Classroom Teacher- Onsite and remote Pre-Service College Student Mentor Classroom Students Content Specialist Technology Support Parents State & National Standards School District Instructional Specialist OSPI & ESD Resources Building Administrator Community Resources
    • Goals
      • Building Goals Raise Reading Scores Motivate Low Readers
      • Research Question How does participation in online learning communities motivate low readers to effectively participate in reading and critical analysis of literature through the use of literature circles process?
    • Online Literature Circle Process
      • Setting up Groups
      • Managing Logistics
      • Blackboard How does it work? Student samples……
    • Writing EALRS The student writes clearly and effectively
      • 1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively
      • 2.2 write for different purposes such as telling stories, presenting an analytical response to literature, persuading, conveying technical information, completing a team project, explaining concepts and procedures
    • Reading EALRS The student understands the meaning of what is read.
      • 2.1 comprehend important ideas and details
      • 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas
      • 2.3 think critically and analyze authors’ use of language, style, purpose, and perspective
    • Island of Blue Dolphins January Calendar
      • 31
      • #1 read response from #2 & #3 initiate
      • #1,2, &4 read pgs 59-73
      • Stickies
      • #3 read @ home
      • 30
      • #2 responds to #1 online
      • #1,3, &4 read pgs 49-58
      • Stickies
      • 29
      • #1 initiates online
      • #2-4 read pgs 41-48
      • Stickies
      • 28
      • Catch-up and AR
      • 25
      • Choose 2 stickies
      • Discuss in groups
      • Journal
      • 24
      • Read pgs 25-40
      • Stickies
      • 23
      • Read pgs 15-24
      • Stickies
      • 22
      • Read pgs 1-14
      • Stickies
      21 ML King Day No School Friday Thursday Wednesday Tuesday Monday
    • Island of Blue Dolphins January Calendar WWU
      • 31
      • read pgs 59-73
      • Stickies
      • Student respond
      • 30
      • read pgs 49-58
      • Stickies
      • WWU partner respond
      • 29
      • read pgs 41-48
      • Stickies
      • Student respond
      • 28
      • Catch-up and AR
      • WWU partner respond
      • 25
      • Choose 2 stickies
      • Discuss in groups
      • Journal
      • Student respond
      • 24
      • Read pgs 25-40
      • Stickies
      • WWU partner respond
      • 23
      • Read pgs 15-24
      • Stickies
      • Student respond
      • 22
      • Read pgs 1-14
      • Stickies
      • WWU partner initiate
      • 21
      • ML King Day
      • No School
      Friday Thursday Wednesday Tuesday Monday
    • Forms Literature Interest Graph Student Sample Essay Defensible Answer Rubric Discussion Self-reflection Observation Notes Are You Ready? Journal Response Sheet Bookmarks Sticky Notes
    • Students Reading
    • Stickies for In-class Discussion
    • In-class Literature Discussion
    • Observation Notes
    • Students on Blackboard
    • Defensible Answer for Literature Circles Online
      • DEFENSIBLE ANSWER PARAGRAPH ESSAY
      • Self–evaluation Grading Rubric
      • Pre-writing/brainstorming 0 1 2 3
      • Gather three or more reasons in a web, list, or outline.
      • Elaborate with explanations and examples/experiences.
      • Number ideas for organization.
      • Topic sentence 0 1 2 3
      • Restate the question including your point of view.
      • Don't use because or by .
      • Remember to indent.
      • Supporting sentences
      • Include three reasons with explanations and examples or experiences for each .
      • Reason #1 0 1 2 3
      • Reason #2 0 1 2 3
      • Reason #3 0 1 2 3
      • Transition words/phrases 0 1 2 3
      • Words used correctly that show location, time, emphasize a point, add information, or show order of importance. Don’t repeat.
      • Above and beyond 0 1 2 3
      • Writer shows he/she cares about the topic. (Voice)
      • Selects important details to make writing convincing.
      • Ends with a bang (not a fizzle).
      • Conventions 0 1 2 3 4 5
      • Error free editing
      • ____ Total (25)
      • 25-23=A 22-20=B 19-18=C 17-15=D
    • Accelerated Reader Reading Log Reading Plan Goal Chart Expectations
    • WWU Student Perspective
      • Before vs. Now
      • Improvements
      • Time Involvement
      • Preparation for teaching
      • Opinions of Worthiness
    • Harriet Thompson Elementary School Classroom Students Classroom Teacher- Onsite and remote Classroom Teachers School District Instructional Specialist Content & Research Specialist Reading Readiness Project Technology Support State & National Standards Building Administrator Content Specialist Parents OSPI & ESD Resources
    • Grandview Primary Learning Community
    • Learning is a Social Activity
      • Effective Learners
      • Students acquire an awareness of how they are learning.....
    • Rich Learning Environment
      • Classroom atmosphere
      • Students interact comfortably and see themselves as part of a learning community
      • Technology is a catalyst for students’ own motivation
    • Literacy Centers
      • Mini-environment
      • Centers: Choice-results in a feeling of ownership
      • Student-led learning
      • Teach for in-depth responses in writing
    • Literature Circles
      • Modeling
      • Journaling
      • Questioning
      • Brainstorming
      • Keyboarding
      • Networking
      • Dialogue (email)
    • Assessment
      • SUCCESS strengthens a feeling of self worth
      • Creating meaning by linking information with REAL life experience
      • Completion of task sheets for performance-based assessment
    • Learner Point of View
      • Dave
    • Assessment
      • Oddmund
    • QUESTIONS?
    • Digital Tools Learning Community
      • Blaine Judy Tucker [email_address] Melanie Helt [email_address]
      • Grandview Jo Hotchkiss [email_address] Julie Wysong [email_address]
      • Mt. Baker Bernie Barker [email_address]
      • David Tucker [email_address]