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  1. 1. Solving School-Based Problems Systemically: Creating Networked Learning Communities Blaine, Grandview, and Mt. Baker School Districts
  2. 2. Characteristics of Network Learning Community <ul><li>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. </li></ul><ul><li>Involvement: Active participation with assigned tasks and responsibilities exist for all members. </li></ul>
  3. 3. Shift in Learning <ul><li>Traditional Learning </li></ul><ul><li>Teacher at the center </li></ul><ul><li>Teacher directs the learning </li></ul>T S P S S <ul><li>Networked Learning </li></ul><ul><li>Student at the center </li></ul><ul><li>Student directs the learning </li></ul>L L L L P L L L L
  4. 4. 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
  5. 5. Goals <ul><li>Building Goals Raise Reading Scores Motivate Low Readers </li></ul><ul><li>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? </li></ul>
  6. 6. Online Literature Circle Process <ul><li>Setting up Groups </li></ul><ul><li>Managing Logistics </li></ul><ul><li>Blackboard How does it work? Student samples…… </li></ul>
  7. 7. Writing EALRS The student writes clearly and effectively <ul><li>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 </li></ul><ul><li>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 </li></ul>
  8. 8. Reading EALRS The student understands the meaning of what is read. <ul><li>2.1 comprehend important ideas and details </li></ul><ul><li>2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas </li></ul><ul><li>2.3 think critically and analyze authors’ use of language, style, purpose, and perspective </li></ul>
  9. 9. Island of Blue Dolphins January Calendar <ul><li>31 </li></ul><ul><li>#1 read response from #2 & #3 initiate </li></ul><ul><li>#1,2, &4 read pgs 59-73 </li></ul><ul><li>Stickies </li></ul><ul><li>#3 read @ home </li></ul><ul><li>30 </li></ul><ul><li>#2 responds to #1 online </li></ul><ul><li>#1,3, &4 read pgs 49-58 </li></ul><ul><li>Stickies </li></ul><ul><li>29 </li></ul><ul><li>#1 initiates online </li></ul><ul><li>#2-4 read pgs 41-48 </li></ul><ul><li>Stickies </li></ul><ul><li>28 </li></ul><ul><li>Catch-up and AR </li></ul><ul><li>25 </li></ul><ul><li>Choose 2 stickies </li></ul><ul><li>Discuss in groups </li></ul><ul><li>Journal </li></ul><ul><li>24 </li></ul><ul><li>Read pgs 25-40 </li></ul><ul><li>Stickies </li></ul><ul><li>23 </li></ul><ul><li>Read pgs 15-24 </li></ul><ul><li>Stickies </li></ul><ul><li>22 </li></ul><ul><li>Read pgs 1-14 </li></ul><ul><li>Stickies </li></ul>21 ML King Day No School Friday Thursday Wednesday Tuesday Monday
  10. 10. Island of Blue Dolphins January Calendar WWU <ul><li>31 </li></ul><ul><li>read pgs 59-73 </li></ul><ul><li>Stickies </li></ul><ul><li>Student respond </li></ul><ul><li>30 </li></ul><ul><li>read pgs 49-58 </li></ul><ul><li>Stickies </li></ul><ul><li>WWU partner respond </li></ul><ul><li>29 </li></ul><ul><li>read pgs 41-48 </li></ul><ul><li>Stickies </li></ul><ul><li>Student respond </li></ul><ul><li>28 </li></ul><ul><li>Catch-up and AR </li></ul><ul><li>WWU partner respond </li></ul><ul><li>25 </li></ul><ul><li>Choose 2 stickies </li></ul><ul><li>Discuss in groups </li></ul><ul><li>Journal </li></ul><ul><li>Student respond </li></ul><ul><li>24 </li></ul><ul><li>Read pgs 25-40 </li></ul><ul><li>Stickies </li></ul><ul><li>WWU partner respond </li></ul><ul><li>23 </li></ul><ul><li>Read pgs 15-24 </li></ul><ul><li>Stickies </li></ul><ul><li>Student respond </li></ul><ul><li>22 </li></ul><ul><li>Read pgs 1-14 </li></ul><ul><li>Stickies </li></ul><ul><li>WWU partner initiate </li></ul><ul><li>21 </li></ul><ul><li>ML King Day </li></ul><ul><li>No School </li></ul>Friday Thursday Wednesday Tuesday Monday
  11. 11. Forms Literature Interest Graph Student Sample Essay Defensible Answer Rubric Discussion Self-reflection Observation Notes Are You Ready? Journal Response Sheet Bookmarks Sticky Notes
  12. 12. Students Reading
  13. 13. Stickies for In-class Discussion
  14. 14. In-class Literature Discussion
  15. 15. Observation Notes
  16. 16. Students on Blackboard
  17. 17. Defensible Answer for Literature Circles Online <ul><li>DEFENSIBLE ANSWER PARAGRAPH ESSAY </li></ul><ul><li>Self–evaluation Grading Rubric </li></ul><ul><li>Pre-writing/brainstorming 0 1 2 3 </li></ul><ul><li>Gather three or more reasons in a web, list, or outline. </li></ul><ul><li>Elaborate with explanations and examples/experiences. </li></ul><ul><li>Number ideas for organization. </li></ul><ul><li>Topic sentence 0 1 2 3 </li></ul><ul><li>Restate the question including your point of view. </li></ul><ul><li>Don't use because or by . </li></ul><ul><li>Remember to indent. </li></ul><ul><li>Supporting sentences </li></ul><ul><li>Include three reasons with explanations and examples or experiences for each . </li></ul><ul><li>Reason #1 0 1 2 3 </li></ul><ul><li>Reason #2 0 1 2 3 </li></ul><ul><li>Reason #3 0 1 2 3 </li></ul><ul><li>Transition words/phrases 0 1 2 3 </li></ul><ul><li>Words used correctly that show location, time, emphasize a point, add information, or show order of importance. Don’t repeat. </li></ul><ul><li>Above and beyond 0 1 2 3 </li></ul><ul><li>Writer shows he/she cares about the topic. (Voice) </li></ul><ul><li>Selects important details to make writing convincing. </li></ul><ul><li>Ends with a bang (not a fizzle). </li></ul><ul><li>Conventions 0 1 2 3 4 5 </li></ul><ul><li>Error free editing </li></ul><ul><li>____ Total (25) </li></ul><ul><li>25-23=A 22-20=B 19-18=C 17-15=D </li></ul>
  18. 18. Accelerated Reader Reading Log Reading Plan Goal Chart Expectations
  19. 19. WWU Student Perspective <ul><li>Before vs. Now </li></ul><ul><li>Improvements </li></ul><ul><li>Time Involvement </li></ul><ul><li>Preparation for teaching </li></ul><ul><li>Opinions of Worthiness </li></ul>
  20. 20. 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
  21. 21. Grandview Primary Learning Community
  22. 22. Learning is a Social Activity <ul><li>Effective Learners </li></ul><ul><li>Students acquire an awareness of how they are learning..... </li></ul>
  23. 23. Rich Learning Environment <ul><li>Classroom atmosphere </li></ul><ul><li>Students interact comfortably and see themselves as part of a learning community </li></ul><ul><li>Technology is a catalyst for students’ own motivation </li></ul>
  24. 24. Literacy Centers <ul><li>Mini-environment </li></ul><ul><li>Centers: Choice-results in a feeling of ownership </li></ul><ul><li>Student-led learning </li></ul><ul><li>Teach for in-depth responses in writing </li></ul>
  25. 25. Literature Circles <ul><li>Modeling </li></ul><ul><li>Journaling </li></ul><ul><li>Questioning </li></ul><ul><li>Brainstorming </li></ul><ul><li>Keyboarding </li></ul><ul><li>Networking </li></ul><ul><li>Dialogue (email) </li></ul>
  26. 26. Assessment <ul><li>SUCCESS strengthens a feeling of self worth </li></ul><ul><li>Creating meaning by linking information with REAL life experience </li></ul><ul><li>Completion of task sheets for performance-based assessment </li></ul>
  27. 27. Learner Point of View <ul><li>Dave </li></ul>
  28. 28. Assessment <ul><li>Oddmund </li></ul>
  29. 29. QUESTIONS?
  30. 30. Digital Tools Learning Community <ul><li>Blaine Judy Tucker [email_address] Melanie Helt [email_address] </li></ul><ul><li>Grandview Jo Hotchkiss [email_address] Julie Wysong [email_address] </li></ul><ul><li>Mt. Baker Bernie Barker [email_address] </li></ul><ul><li>David Tucker [email_address] </li></ul>