This document discusses new teaching practices for new literacies. It advocates for using multiple means of representation, action/expression, and engagement in teaching. Some specific strategies mentioned include using hashtags in learning activities, problem-based learning, and nonlinguistic representations. The document is authored by Dr. Curtis Chandler and contains his contact information.

1. New Teaching Practices for New
Literacies
@CurtisChandler6
Dr. Curtis Chandler
BetterLearningForSchools.com

2. @CurtisChandler6
Dr. Curtis Chandler
Education Specialist
(Cross-Curricular) Literacy
Student Motivation & Engagement
Problem-Based Learning
Instructional Technology
785-844-0899
CurtisC@essdack.org
www.BetterLearningForSchools.com

3. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

4. New Teaching

6. New Teaching Practices for
New Literacies
@CurtisChandler6
Dr. Curtis Chandler
BetterLearningForSchools.com

7. Go to
padlet.com/curtisc/kamle

8. New Teaching

10. Hero & Power?

11. Hero & Power?

12. Hero & Power?

13. Hero & Power?

14. Hero & Power?

16. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

22. @CurtisChandler6

24. New Literacies

25. New Behaviors and
Discourse

26. Minecraft

27. Minecraft

28. New Behaviors and
Discourse

29. New Behaviors and
Discourse
butter griefer
mob

30. New Behaviors and
Discourse
butter griefer
mob

31. Customization and
Co-design

32. Personalization and Control

33. Mitigated Exploration

34. ‘Maker’ship and Creativity

35. New Behaviors and
Discourse

36. New Literacies

38. 1. Pick something you are confident
that you know a lot about (sports
team, hobby, religion, etc.)
2. Look it up on Wikipedia.
3. On a scale of one to five, evaluate
what you find for accuracy.

39. The impact of ICT’s on students...

40. The impact of texting on students...

41. The impact of texting on students...
1. Choose a partner (A and B).
2. Person A talks for 1 minute, while
Person B listens.
3. Person B talks for 1 minute without repeating
anything Person A said. Person A listens.
4. Repeat for 30 seconds.
5. Repeat for 30 seconds.

42. The impact of texting on students...

43. The impact of texting on students...
They do it it a lot!
IM and texting are their medium.
It doesn’t follow traditional
conventions.
images, audio, video...all in some
abridged form

44. ICT’s are changing the the way
students read, write, think, and
otherwise communicate.

45. ICT’s are changing the the way
students read, write, think, and
otherwise communicate.

46. ...This includes the way students
socialize, share information, and
structure communication.
(Sweeny, 2010)

47. Listening, speaking, and beyond...

48. Listening, speaking, and beyond...
Think, Pair,
Share
DRAW, Pair,
Share
Share,
DON’T
REPEAT
Think, POD,
Share

49. Listening, speaking, and beyond...
Think, Pair,
Share
DRAW, Pair,
Share
Share,
DON’T
REPEAT
Think, POD,
Share
Think,
Think, TWEET, share
BLOG,
Comment

50. Blogging Tools for Students

51. micro
Blogging Tools for Students

52. todaysmeet.com

53. todaysmeet.com

54. todaysmeet.com

58. todaysmeet.com

59. micro
Blogging Tools for Students.

60. Semiotics--the study of
communications signs and symbols--
has changed.
(Kress, 2000)

63. Semiotics--the study of
communications signs and symbols--
has changed.
(Kress, 2000)

65. What is hash-tagging?

66. What are some learning activities
you could do with hashtags?

69. What are 2 hashtags you would use
for this passage?

71. What are 2 hashtags you would use
for this passage?

72. Engaging Students Through
Problem-Based Learning
Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6
@CurtisChandler6

73. Engaging Students Through
Problem-Based Learning
@GingerLewman
@suzieboss @daylynn
Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6

74. Engaging Students Through
Problem-Based Learning
#PBL
#PBLchat
@GingerLewman
@suzieboss @daylynn
Curtis Chandler
BetterLearningForSchools.com
@CurtisChandler6

75. New Literacies

80. New Stuff...
NEW Assessments...
NEW Standards...
NEW Teaching Practices!

81. MDPT
1. Stimuli
2. Guiding Questions
3. Written Response Time

82. Texts and
Graphics *---------------
*-----------
*---------------
*-----------
Narrative
Argumentative
Informative
MDPT
1. Stimuli
2. Guiding Questions
3. Written Response Time

83. MDPT
1. Stimuli
Texts and
Graphics *---------------
*-----------
*---------------
*-----------
2. Guiding Questions
3. Written Response Time
Narrative
Argumentative Informative

88. Making inferences...
What are we looking at?
How do you know?

91. Who would win in a battle...a
ninja or a pirate?

92. Who would win in a battle...a
The reason I
feel this way
is because...
For example...
ninja or a pirate?

94. To help students develop data-analysis
skills, provide data, but also ask students
to provide evidence that either support
or refute statements.
1. London receives more precipitation in
a year than Vancover.
2. Over the course of the year, Warsaw
sees more snow than rain.
3. On average, January is the coldest
month among all the cities.

95. Everything should be read closely!

99. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?

100. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
1. This first sentence is designed to
help build students ability to separate
relevant from irrelevant information.

101. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
2. This sentence is designed to focus
attention on the central information.

102. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
3. This problem is designed to expose
hidden questions like--how much hair
grows in a year?

103. Most third graders get their hair cut
four times a year. Human hair grows at
a rate of about 0.5 inches a month. If
you get 2 inches of hair cut off during a
year, about how much longer will your
hair be at the end of that year?
4. Do we only need one operation to
solve this problem?

104. Everything should be read closely!

105. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

110. Nonlinguistic Representations Defined

111. Nonlinguistic Representations Defined
“…generating mental pictures to go along
with information, as well as creating graphic
representations for that image.”
(Marzano, Pickering, and Pollock 2001)

112. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

113. Wall Word Song…

114. Student Created…

115. Use technology to publish/share
student work.
115

116. Out of the comfort zone…
Every introduction has to have
three things…
Every introduction has to have
three things…
You have to have a hook or lead
to draw the reader in,
And some background on your
topic and your theeeeee------
sis.

117. “CORE”

118. “...VOCABULARY IS AT THE CORE OF
THE CORE”
(SILVER ET AL., 2012).

122. MOVE STUDENTS FROM
INITIAL EXPOSURE TO
IN-DEPTH UNDERSTANDING.

123. MOVE STUDENTS FROM
INITIAL EXPOSURE TO
IN-DEPTH UNDERSTANDING.

124. A STRATEGIC APPROACH TO
VOCABULARY INSTRUCTION

125. 1.Provide
description,
explanation,
or
example
of
the
term
2.Students
restate
the
description,
explanation,
or
example
in
their
own
words
3.Students
construct
a
nonlinguistic
representation
4.Activities
that
help
them
add
to
their
knowledge
of
the
terms
in
vocabulary
notebooks
5.Periodic
student
discussion
of
the
terms
6.Games
that
enable
them
to
play
with
the
terms
and
reinforce
word
knowledge

126. 1.Provide
description,
explanation,
or
example
of
the
term
2.Students
restate
the
description,
explanation,
or
example
in
their
own
words
3.Students
construct
a
nonlinguistic
representation
4.Activities
that
help
them
add
to
their
knowledge
of
the
terms
in
vocabulary
notebooks
5.Periodically
student
discussion
of
the
terms
6.Games
that
enable
them
to
play
with
the
terms
and
reinforce
word
knowledge

134. 9 6

135. 9 6
5 9
9 17

136. Math instruction must be
conceptual and contextual.

137. Before we even start to solve a
problem, students are asking
questions, looking for clues and
evidence.

138. There are nine students, but
only six brownies. How should
the students divide them up?

139. There are nine students, but
only six brownies. How should
the students divide them up?

140. Mr. Chandler brought in six
brownies for his first hour class
to share. A bunch of kids were
sick that day, so only nine
students were in class. They all
wanted to have the same
amount of brownie and are
trying to figure out the best
way to share them.

143. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

144. 9 6

152. 9 6

155. New Stuff...
NEW Assessments...
NEW Standards...
NEW Teaching Practices!

158. 1. Multiple means of representation
2. Multiple means of action/expression
3. Multiple means of engagement

159. New Teaching Practices for New
Literacies
@CurtisChandler6
Dr. Curtis Chandler
BetterLearningForSchools.com

160. @CurtisChandler6
Dr. Curtis Chandler
Education Specialist
(Cross-Curricular) Literacy
Student Motivation & Engagement
Problem-Based Learning
Instructional Technology
785-844-0899
CurtisC@essdack.org
www.BetterLearningForSchools.com