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- 1. Collaborating to Develop Literacy Shauna Né ro Kwantlen Park Secondary Email: nero_s@surreyschools.ca Twitter: @MmeNero Blog: mmenero.edublogs.org Shauna Né ro Kwantlen Park Secondary Email: nero_s@surreyschools.ca Twitter: @MmeNero Blog: mmenero.edublogs.org
- 2. Poll Everywhere • Quick and engaging way for students to express themselves anonymously • Exit tickets: allow students to recap or vocalize what they had learned about a topic or lesson • Open forum for asking questions without feeling any pressure from other students Answer this question with your device & see how easy it is!
- 3. What's the authentic issue? What can we learn today from the social issues and conditions of the past? What can we learn today from the social issues and conditions of the past?
- 4. Book Creator Carousel Final Project
- 5. Title page: Previously uploaded with a question that is linked to the "big picture" question GROUP 1
- 6. Visual Representation: Find or create 2-3 images which represent the question. Explain the connection between the text, image and the world.
- 7. Students are making connections to deepen their understanding and comprehension of the themes: Self to text and Self to world
- 8. Quote #1: A.Find a quote in the text which is connected to the question & explains its connection to the entire text B. Make a connection to today's world Quote #2: A.Find a quote in the text which is connected to the question & explains its connection to the entire text B. Make a connection to today's world ISOLATION: "There once was a Little Prince who lived on a planet, barely as big as himself, who needed a friend.... The group connected this quote to people in society who feel isolated. How bullied people feel alone and how everyone needs a friend like the Little Prince. The group connected this quote to people in society who feel isolated. How bullied people feel alone and how everyone needs a friend like the Little Prince.
- 9. One question: Write a question that is connected to the original question. TRANSLATION: Who are the characters of the book the Little Prince and of today's society who correspond and represent the theme of close-mindedness?
- 10. Answer to the previous group's questions Visual Representation: Find or create 2-3 images which represent the question. Explain the connection between the text, image and the world Quote #1: A.Find a quote in the text which is connected to the question & explains its connection to the entire text B. Make a connection to today's world Quote #2: A.Find a quote in the text which is connected to the question & explains its connection to the entire text B. Make a connection to today's world One question: Write a question that is connected to the original question. GROUP 2 Then the group passes it on to another group who... Then the group passes it on to another group who...
- 11. Other types of projects using technology my students have collaborated on: Click here to see how I am using projects as assessments Digital Portfolios
- 13. Student created STORIES Ideal for cropping characters
- 14. App or online for students to share their documents in order to collaborate. Peer editing: teachers can restore previous versions to see what suggestions or changes have been made. Entire class collaborates on the same document to prepare for the provincial exam in SH (SS) 11
- 15. WRITING BLOGS IN CLASSES TO EXPLAIN CONCEPTS AND BUILD UPON THEIR PEERS' IDEAS AND KNOWLEDGE
- 16. iMovie iMovie is a great tool for making videos of: •Students showing how they have learned a lesson •Students becoming teachers by explaining concepts their own way •Recording and presenting skits or music videos of their own songs/raps Puppet Pals HD Director's Cut • Create films using their dialogues and scripts • Students must create/find characters which represent their personalities • Students must include scenery which represents the content of their dialogue/stories Puppe t Pals
- 17. Collaboration MERCIs! Just like any successful project, this is a list of those I collaborated with to make this presentation today: Kathy Puharich, VP at KP Lisa Domeier-Suarez My students at École Kwantlen Park who were eagerly willing to share their experiences And those who have influenced and impacted my teaching: Isabelle Côté, Alicia Logie, Faye Brownlie, Leah Christensen, Kathy Puharich (again) Just like any successful project, this is a list of those I collaborated with to make this presentation today: Kathy Puharich, VP at KP Lisa Domeier-Suarez My students at École Kwantlen Park who were eagerly willing to share their experiences And those who have influenced and impacted my teaching: Isabelle Côté, Alicia Logie, Faye Brownlie, Leah Christensen, Kathy Puharich (again)
- 18. TRANSLATION: This image represent curiosity and close- mindedness because on the left it's simple and boring like the minds of people who are close- minded. However, the right side represents curiosity because it is vibrant, full of colour and animated like curious-minded people. The theme of close-mindedness is represented by the stubborn and skeptical man. The man always needs proof and needs to see to believe (scientific). The stubborn boy doesn't want to listen and this also makes him skeptical. In the Bible, Thomas doubts Jesus's declarations and has to touch his scars in order to believe that Jesus was resuscitated. The theme of curiosity is represent'Curious Georges: and the little boy. These characters ask a lot of repetitive questions and their curiosity gets them in trouble with adults. Until a certain point, it is normal to be curious and learn lessons, but too many mistakes can put you in a difficult situation. Translations
Editor's Notes
- Get the room About Me
- Access their background knowledge to see what they know and what they don't about whatever we are covering This is my way for me to formatively assess where I need to be going with my instruction
- Once I have found out what they do know and what they don't know, I use this information to adapt my unit from the end to the beginning. Brownlie & Schenllert in All About Thinking say that "In classrooms where meaningful, authentic , and concept-oriented learning occurs, students develop enduring understandings by relating ideas from the texts they are studying to their prior knowledge and to society." This unit on comparing social issues from the past and today using Petit Prince as a tool and primary source, was taught through scaffolding, graphic organizers and questions which made them make inferences about the content and the vocabulary. When I planned this unit, I wanted to know: what is the BIG question that can link the novel to student's lives?
- I've got a proj Put an image about learning....what do we want our students to learn? What are the learning intentions of the project?Formulate questions on controversial topics Evaluate sociocultural and historical contexts to understand the text Analyze the relationships between characters in a text Use critical thinking skills to analyze the text and its images in order to base their information on pertinent information, the coherence of ideas and their own values Compare their interests with others, in order to verify the logic and presentation of facts or information presentedAfter completing this project, the student will be able to:
- Show a student example at the beginning and then explain the contents of this slide The activity itself is an intentional creation of an environment that encourages students to inquire, go beyond the one question that I have asked them and apply cognitive processes that we know deepen students understanding of texts. Students have to be able to make connections in Science, in Social Studies, in English, in Français Langue in basically any subject that they have to understand what they are reading...so they have to be able to infer and make connections to their learning. We want students to be able to visualize, monitor their comprehension, to access their background knowledge, to evaluate what they are reading and to synthesize. A project like this allows of cognitive processes to take place. Use the Book Creator application as a tool for students to present their answers to the big questions at the end of a unit Show students an example of what you are expecting them to accomplish Draw a plan on the board of the parts included for each page This is the title page. It has an example of one of the framed questions that I had pre-loaded onto my iPad.
- This is a different type of the same topic and activity. But these students were able to make sophisticated and more mature connections such as... At the beginning of the unit, students were making simple connections to the reading such as self to self. They would things like this reminds me when I was a kid and wanted to eat dirt compared to in the end of the unit, when they are now able to make sophisticated and more mature connections such as...