Read aloud first four paragraphs of Navigating the Cs of Change Reciprocal teaching and Internet reciprocal teaching share core values (i.e., gradual release of responsibility, group discussion and sharing)Phase 1 example: In small groups, the students had to choose appropriate key word searches. Groups shared their strategies for answering the question with the whole class. Next, students recorded how many search results they retrieved when using different combinations of keywords. The teachers then demonstrated how to use a basic Boolean search.Phase 2: moves from searching to critical evaluation and synthesis skills. Teachers challenged students to find information on the Internet connected to what they had been reading in class perhaps through an Internet scavenger hunt. Students share their search strategies with the class. Students use Instant Messaging to share strategies, ideas, and tips. Students might peek over a shoulder of a classmate. A whole class debriefing is held to share new strategies for seeking information online. For example, students searched for articles about zoos and a recent current event. Students had to find 5 to 7 articles and study differences among news articles, blogs, and editorials. In a follow-up student groups had to find websites that criticized or supported zoos and rank them on a continuum of usefulness and truthfulness. Students posted to a blog comments about the strategies they used to evaluate websites. Students chose and wrote about their position on zoos. This can be done with text, video, and audio sources online.Phase 3: This requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others. Develop a research question, form possible arguments, generate a list of keywords. Students choose three websites and explain why these three sources were more truthful and useful. Students put findings into a presentation.
Participation, collaboration, and distribution of expertise
Enhancing Literacy with Technology
Elizabeth Years Stevens Syracuse University
How can technology support inquiry based learning projects? What about that classroom website? What Internet tools are available for use to support literacy in all content areas? How do you "hook" your learners with technology?Leslie Garcea, Instructional CoachRoberts PreK-8
Introduction to online inquiry based learning Explore and share ◦ Internet Reciprocal Teaching ◦ Internet Workshops ◦ Internet Projects ◦ Internet Inquiries ◦ Webquests Study literacy and the classroom website ◦ Literacy instruction and website ◦ Features/tools for use on the classroom website ◦ Getting started with your own website with Jessica Rice
“Schools for our kids right now have to be placesof deep inquiry where they are solving real worldproblems because they have a lot of problemsthat they are going to need to solve. Whereclassrooms and teachers are learning basicallyhow to collaborate with global peers to createbeautiful and important work that they can sharewith the world that can teach others. Where wecan help them find their passions and supportthose passions so they can become the lifelonglearners in these contexts that we all want themto be…” Will Richardson, March 5, 2011
Purpose/Benefits:• Teaches comprehension strategies: predicting, questioning, clarifying, and summarizing• Builds online reading comprehension strategies: questioning, locating, evaluating, synthesizing, and communicatingSteps:• Phase 1- “The Basics” such as word processing skills, Web searching, navigation basics, and e-mail• Phase 2- “Collaboration” including think aloud demonstrations and minilessons by students and teachers• Phase 3- “Student-Centered Learning” with students working both individually and in small groups using strategies and skills from the previous phases to develop lines of inquiry around curricular topics– focus on inquiry not product
Purpose/Benefits:• Develops independent research skills• Allows students to pursue special interests• Develops critical literacy skillsSteps:1. Develop a question2. Search for information3. Evaluate information4. Compose an answer to your question5. Share the answer with others
Purpose/Benefits:• Model for conducting research• Allows student exchange of learningSteps:1. Locate a good site with content related to a classroom unit of instruction2. Develop an activity requiring students to use the site (May be assigned over a period of time.)3. Have students share their discoveries, questions, and new literacy strategies during a short workshop session
Purpose/Benefits:• Emphasizes communication skills• Builds cultural experience, global communitySteps:1. With advance planning organize a collaborative project for an upcoming unit2. Create a clear description of your project in a write-up with ALL details3. Post project in several locations on the Internet4. Arrange details with those who agree to collaborate5. Complete the project
Purpose/Benefits:• Efficient, organized way to integrate the Internet into the classroomSteps:1. Introduction2. The task definition3. Information resources4. Guidance in organizing the information5. A concluding activity
Motivation Availability 24/7 Communication with parents and others Preparation for the futurehttp://literacywebdesign.missouri.edu/
In Wordle: Describe yourself as a teacher Describe the literacy instruction in your classroom
Baker, E. B. A. (2007). Elementary classroom web sites: Support forliteracy within and beyond the classroom. Journal of LiteracyResearch, 39(1), 1-36.Purpose: To understand how elementary classroom websites supportchildren’s literacyTheoretical framing: Literacy changes as culture changes (socioculturalperspective, transformative stance, new literacies)Method: Data was collected by conducting three Google searches forclassroom webpages, and of 1 million hits, 120 sites were selected asparticipants of this study. Data was analyzed with open and axialcoding; researchers independently classified each feature of classroomwebsites.Findings: Many websites contained classroom newsletters, externallinks to other sites, and published student work. Most websitescontained features that fit into the basal/skill approach to teaching.No websites showed evidence of support for peer culture.
Baker’s suggested steps for designing or revising your classroom website:1. Identify the instructional approach(es) you use in your literacy program2. Select website features that reinforce your instructional approaches3. Identify web development software/host that you can use to create your website4. Create & launch your website5. Watch your literacy program blossomhttp://literacywebdesign.missouri.edu/How%20to%20use.htm
Common instructional approaches ◦ Basal/skills-based ◦ Process-writing ◦ Literature-based ◦ Unit-based ◦ Language Experience http://literacywebdesign.missouri.edu/Approaches/Approach%20basal.htm
1. Start here http://literacywebdesign.mis souri.edu/Features/Features %20Basal.htm for examples. 2. Write the feature(s) of your website in the column on the left and check off the appropriate literacy approach. 3. What can you learn about your classroom website and literacy instruction?Website Basal/skill-based Process- Literature- Unit-based LanguageFeatures writing based Experience xLinks tochildrencreatedwebsites
What features are you motivated to add to your classroom website? What do these features say about your instructional approaches?
Concluding thoughts Collaborative work session
Baker, E. B. A. (2007). Elementary classroom web sites: Support for literacy within and beyond the classroom. Journal of Literacy Research, 39(1), 1-36. Knobel, M., & Wilber, D. (2009). Lets talk 2.0. Educational Leadership, 66(6), 20-24. Lankshear, C., & Knobel, M. (2006, April 11). Blogging as participation: The active sociality of a new literacy. Paper presented at the American Educational Research Association, San Francisco, CA. Leu, D.J., & Leu, D.D., Coiro, J. (2004). Teaching with the Internet (Fourth ed.). Norwood, MA: Christopher-Gordon. McVerry, J.G., Zawilinski, L., & OByrne, W.I. (2009). Internet reciprocal teaching: Navigating the Cs of change. Educational Leadership, 67(1). Available: http://www.ascd.org/publications/educational- leadership/sept09/vol67/num01/Navigating-the-Cs-of- Change.aspx