TETC presentation 2012


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

TETC presentation 2012

  1. 1. Technology to Enhance the Implementation of CCSS Content Literacy StandardsLaurie NorrisKris Krautkremer
  2. 2. What are we learning?This presentation will center on five literacy strategies: • Golden Lines• Marginalia• Think alouds• Read alouds• Anticipation Guides
  3. 3. In what context? Specific ways to use the iPads to implement these literacy strategies will be modeled through two lessons:• 5th grade Ecology lesson • Biology 1 Genetics lesson
  4. 4. Why use iPads? The emphasis is using iPads to engage students in:• providing evidence from text• demonstrating fluency and comprehension • and assisting with content-specific reading strategies.
  5. 5. What’s changed? “Science educators must understand the expectations set by the CCSS in regard to science. These standards are not asking science teachers to become ELA teachers; however, we are being challenged to apprentice students in the kinds of writing with which scientists are engaged.”http://ifl.lrdc.pitt.edu/ifl/index.php/blog/index/the_ccss_and_science_writing_what_science_teachers_should_care_about
  6. 6. http://www.corestandards.org/assets/Appendix_B.pdf
  7. 7. http://www.corestandards.org/assets/Appendix_C.pdf
  8. 8. Teachers have questions…..• I don’t know any literacy strategies. Help!• Where can I find the text to read with students?• What’s the best way to go about this?• I DON’T HAVE TIME TO TEACH READING AND WRITING!!• I need some VERY specific things to do but I don’t know what they are!
  9. 9. Literacy Strategies All the research regarding scientific literacy lines up with what science teachers already know. NRC 2007 NRC 2011 Board on Science Education (BOSE) 1996
  10. 10. Start with the strategies that are MOSTsimilar to their work.
  11. 11. Anticipation Guides Pre-reading strategy that helps students: •Prepare to read a text •Activate prior knowledge •Create a sense of anticipation •Connect background knowledge to new contenthttp://adolescentliteracyconsiderationpacket.pbworks.com/f/Anticipation_Guide_Template.pdf
  12. 12. http://www.aea267.k12.ia.us/system/assets/uploads/files/95/sample_anticipation_guide.pdfhttp://www.aea267.k12.ia.us/english-language-arts/reading/comprehension/before-reading/activating-background-knowledge/
  13. 13. http://www.aea267.k12.ia.us/system/assets/uploads/files/95/anticipation_guide_steps.pdf
  14. 14. Golden LinesHelps students:•Practice identifying themost important ideas•Make connections•Visualize or create non-linguistic representationshttp://files.solution-tree.com/pdfs/Reproducibles_PTAL/Golden_Lines_Template.pdf
  15. 15. http://www.learner.org/libraries/engagingliterature/support/bkmarks.pdfhttp://www.learner.org/libraries/engagingliterature/sharing/index.html
  16. 16. Marginalia Oldest and most common strategy. Yet still one of the most effective methods to build comprehension. Students interact with the text by: • Inserting written notes • Drawings • Charts • Alerts, thoughts and ideas in the margin
  17. 17. http://www.sccresa.org/toolsforschools/commoncore/ Michigan
  18. 18. http://www.michigan.gov/documents/mde/UnderstandingbyDesign_219619_7.pdf
  19. 19. Read-AloudsA Read-Aloud is a planned oral reading of a book, article or excerpt from a text.Read-Alouds:• Prepare students for success on the SAT and ACT through increased exposure to rich language and academic vocabulary used in context• Develop background knowledge• Introduce new concepts• Model fluency• Activate close listening skills• Expose students to text that may not be accessible to them otherwise
  20. 20. http://www.corestandards.org/ELA-Literacy/SL/5
  21. 21. http://www.corestandards.org/ELA-Literacy/SL/5
  22. 22. http://www.aea267.k12.ia.us/english-language-arts/reading/comprehension/during-reading/read-aloud/
  23. 23. Think-Aloud for Comprehension Think-Alouds are used to orally describe what is going on inside the reader’s head to make sense of the text. They make the reader’s thinking visible when combined with Marginalia. During this time, teachers model use of comprehension strategies and over time, these become a natural part of a reader’s “inner voice” for thinking.
  24. 24. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
  25. 25. http://www.aea267.k12.ia.us/english-language-arts/reading/comprehension/during-reading/videos-think-alouds-in-action/
  26. 26. BreakWe will transition into two groups after a 5 minute break.We will have two 15 minute rotations.Groups will rotate through:•A 15 minute mini-lesson from 5th grade science onrainforests•A 15 minute mini-lesson from Biology 1A on geneticsEveryone will have the opportunity to experience both mini-lessons.
  27. 27. thGroup 1- 5 grade rainforest mini-lesson
 Group 2- Biology 1A genetics mini- lesson
  28. 28. Integrating Technology:Annotation - Storage and Sharing Notability Dropbox DocAs Totes m Notes Explain Everything Box
  29. 29. Annotation: Easy to use apps for all levels.Import PDF documents to annotate, save and share. • Notability (.99) • DocAs (4.99) • Explain Everything (2.99)
  30. 30. Notability:Students can upload a PDF document from a Dropbox (or like) account OR from a QR code.
  31. 31. Notability: Students can annotate on thedocument inNotability by typing,writing, andhighlighting right on it.
  32. 32. Notability:Students can also add a photo orrecord on the document.
  33. 33. Notability:Students canupload their completeddocument toany of thesedestinations.
  34. 34. Notability: Teachers can makecomments in the same way andsend them backto the students.
  35. 35. Notability:Students can likewiseuse these techniquesamong each other forpowerful collaborationwith forward-thinkingtechnology - creating discussions not onlywith one class or one school but with a global edge.
  36. 36. DocAs:Students can upload a PDF document from a Dropbox (or like) account OR from a QR code.
  37. 37. DocAs: Students can annotate on the document in DocAs bytyping, writing, highlighting,adding a photo or recording right on it.
  38. 38. DocAs: Students can exportby mail or to a storage cloud.
  39. 39. DocAs: Teachers can create comments in a varietyof ways andsend back to students.
  40. 40. DocAs: The recording feature allows for severalrecordings and they can be moved anywhere on the page.
  41. 41. DocAs: Students can easily write or draw. The magnification tool makes iteasy to see what you are doingand allows you toplace your writing or drawing anywhere on the page.
  42. 42. DocAs:There are several types of papers and templates to choose from andall your pages can be the same or different.
  43. 43. Explain Everything: Students can upload a PDFdocument from any of thesestorage clouds or from a QR code.
  44. 44. Explain Everything:Students can type, write,highlight, add a photo and record.
  45. 45. Explain Everything: The main difference between Explain Everything and Notability and DocAs is that EE captures each annotation, drawing and recording in order. This makes for a dynamic interactive lesson, activity or tutorial. EE offers more of a presentation or explanation style document.
  46. 46. Explain Everything: Students canclearly view folders when importing and exporting to and from a Dropbox account in Explain Everything.
  47. 47. Sharing and Storing:Easy and free apps for saving and sharing documents. • Totes m’ Notes (Free) • Dropbox (Free) • Box (Free)
  48. 48. Totes m Notes: The best feature of Totes is that you can have an unlimited number of folders and each student can customize their own.
  49. 49. Totes m Notes:Students can customize their folder covers andsave them on the shelf.
  50. 50. Totes m Notes: The inside of the folder displays a"table of contents"on the left and newpages to select on the right.
  51. 51. Totes m Notes: Once inside theirnew page, studentscan type, write and customize their notes. There are even widgets to access for easy computations.
  52. 52. Totes m Notes:You can only share by emailbut a simple screen shot willplace student work in photosand make an easy upload to Dropbox.
  53. 53. Dropbox: Dropbox allows for easyorganization of student work forstoring and sharing. 2 GB Free (3 more easy to get)
  54. 54. Dropbox:With Dropbox, you can have an unlimited number of folders.Each folder can have sub folders. This makes for extreme organization with multiple students sharing one device.
  55. 55. Box: Box is much like Dropbox, withfolders, sub folders,easy uploading, etc. 10 GB Free
  56. 56. Testing Out Apps:Annotation - Storage and Sharing Notability Dropbox DocAs Totes m Notes Explain Everything Box