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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]