This document provides an agenda for day 2 of a PML course. It includes defining 21st century literacy, discussing literacy surveys, introducing a four resources model of reading, and starting blogs. Students will discuss videos on literacy, define literacy skills needed today, adapt and embed a literacy survey on their new blogs with a short reflection. They are also instructed to set up their blogs, share the blog URL, and watch two videos on visual thinking and creative commons licenses.
This lesson teaches students how to write a biography by having them research and write about someone they admire, such as Bill Gates. Students will read Gates' biography online and organize the information. They will then work in pairs to compose a paragraph about Gates using descriptive writing techniques. Finally, students will choose someone else to research, write a biography about them, and post it online for peers to read and provide feedback on.
Blogging can be a powerful tool for learning when used effectively in the classroom. It allows students to develop communication skills, reflect on their learning, and build an authentic writing portfolio that can be shared with a real audience. When done collaboratively, blogging promotes discussion, global connections, and an opportunity for students to challenge their own ideas by interacting with others wrestling with similar topics of interest. Setting up student blogs through Edublogs will provide opportunities for students, teachers, and administrators in ELANCO grades K-12 to create and maintain their own blogs and benefit from these learning advantages.
My presentation on Student Blogging originally presented at 2014's CCS #C4 Connect, Collect, Create Technology Conference in Carmel, IN on July 8th. The session has been repeated at various #INeLearn conferences and others since.
Quote on slide 45 is a paraphrase of Jerry Blumengarten's "Tech gives the quietest student a voice"
Drawing on slide 4 is by Matt Miller, based on a @YourKidsTeacher tweet from ISTE 2014
Research cited and resources embedded are credited within the resource links and web pages listed on slide 48.
Blogging Across the Curriculum CUE 2015Jane Lofton
This document discusses the author's experience blogging with students and provides reasons for why blogging is beneficial. Some key benefits outlined include building a digital portfolio, encouraging interaction through comments, breaking down classroom walls to reach a broader audience, supporting common core standards and writing across curriculums, helping students find their voice, and developing digital literacy skills. The document also provides examples of blogs from different classrooms and resources for getting started with student blogging.
This document discusses using blogs in the classroom and provides guidance for teachers and students. It outlines reasons for blogging, such as developing writing skills and exhibiting understanding. It describes different types of student blogs that could be assigned, such as reviewing magazines or generating personal interest blogs. Requirements are outlined for student-generated blogs, including length, citations, images, and proofreading. Tips are provided for assessing student blogs, structuring feedback, and following other blogs to learn from others. The document also discusses elements of creating an effective blog and using tools like RSS feeds and Twitter to promote blogs.
The document discusses using blogs for academic communication. It defines blogs as dynamic, interactive and conversational online platforms compared to traditional static webpages. The document provides advice on starting an academic blog, including choosing a platform, finding readers, practicing an engaging writing style, and generating post ideas. Examples are given of popular academic blogs that cover research, teaching, and professional activities. Overall, the document outlines the pros and cons of blogging for academics and early career researchers.
This document discusses using blogs in elementary classrooms. It defines blogs and provides examples of blogging programs that are suitable for classroom use, such as Edublogs and Kidblog. The document outlines how teachers can use blogs for journaling, collaboration, sharing student work, and reading discussions. Blogs are suggested to help students improve writing skills, become better editors, and feel motivated by creating an online portfolio. Potential benefits are outlined, along with addressing safety concerns and parental permission requirements when using blogs with students.
The document discusses using Twitter to role-play classics like Hamlet in the classroom. It provides examples of how to set up Twitter accounts for characters and guidelines for the activity. The goal is to explore new ways of engaging students through remixing texts using social media.
This lesson teaches students how to write a biography by having them research and write about someone they admire, such as Bill Gates. Students will read Gates' biography online and organize the information. They will then work in pairs to compose a paragraph about Gates using descriptive writing techniques. Finally, students will choose someone else to research, write a biography about them, and post it online for peers to read and provide feedback on.
Blogging can be a powerful tool for learning when used effectively in the classroom. It allows students to develop communication skills, reflect on their learning, and build an authentic writing portfolio that can be shared with a real audience. When done collaboratively, blogging promotes discussion, global connections, and an opportunity for students to challenge their own ideas by interacting with others wrestling with similar topics of interest. Setting up student blogs through Edublogs will provide opportunities for students, teachers, and administrators in ELANCO grades K-12 to create and maintain their own blogs and benefit from these learning advantages.
My presentation on Student Blogging originally presented at 2014's CCS #C4 Connect, Collect, Create Technology Conference in Carmel, IN on July 8th. The session has been repeated at various #INeLearn conferences and others since.
Quote on slide 45 is a paraphrase of Jerry Blumengarten's "Tech gives the quietest student a voice"
Drawing on slide 4 is by Matt Miller, based on a @YourKidsTeacher tweet from ISTE 2014
Research cited and resources embedded are credited within the resource links and web pages listed on slide 48.
Blogging Across the Curriculum CUE 2015Jane Lofton
This document discusses the author's experience blogging with students and provides reasons for why blogging is beneficial. Some key benefits outlined include building a digital portfolio, encouraging interaction through comments, breaking down classroom walls to reach a broader audience, supporting common core standards and writing across curriculums, helping students find their voice, and developing digital literacy skills. The document also provides examples of blogs from different classrooms and resources for getting started with student blogging.
This document discusses using blogs in the classroom and provides guidance for teachers and students. It outlines reasons for blogging, such as developing writing skills and exhibiting understanding. It describes different types of student blogs that could be assigned, such as reviewing magazines or generating personal interest blogs. Requirements are outlined for student-generated blogs, including length, citations, images, and proofreading. Tips are provided for assessing student blogs, structuring feedback, and following other blogs to learn from others. The document also discusses elements of creating an effective blog and using tools like RSS feeds and Twitter to promote blogs.
The document discusses using blogs for academic communication. It defines blogs as dynamic, interactive and conversational online platforms compared to traditional static webpages. The document provides advice on starting an academic blog, including choosing a platform, finding readers, practicing an engaging writing style, and generating post ideas. Examples are given of popular academic blogs that cover research, teaching, and professional activities. Overall, the document outlines the pros and cons of blogging for academics and early career researchers.
This document discusses using blogs in elementary classrooms. It defines blogs and provides examples of blogging programs that are suitable for classroom use, such as Edublogs and Kidblog. The document outlines how teachers can use blogs for journaling, collaboration, sharing student work, and reading discussions. Blogs are suggested to help students improve writing skills, become better editors, and feel motivated by creating an online portfolio. Potential benefits are outlined, along with addressing safety concerns and parental permission requirements when using blogs with students.
The document discusses using Twitter to role-play classics like Hamlet in the classroom. It provides examples of how to set up Twitter accounts for characters and guidelines for the activity. The goal is to explore new ways of engaging students through remixing texts using social media.
The document provides an overview for a course on a pedagogy of multiliteracies. It introduces the instructor, Danika Barker, and outlines the course goals of immersing students in multiliteracies through a variety of instructional strategies and a gradual release of responsibility model. It also discusses how the concept of literacy has changed and expanded in the 21st century due to social, technological, and economic changes. Students are assigned readings and tasks for the following week.
This document provides an agenda for a class discussion on the multimodality of meaning making. It includes an introduction to semiotic systems such as visual, auditory, linguistic and others. It lists example texts that use multiple semiotic systems and questions to discuss how different systems were used and their effects. It also lists recommended readings on using comics in the classroom and provides directions for a lesson redesign activity and blog comments assignment.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
This document outlines the agenda for a class discussion on exploring diversity in language forms. The learning goals are to understand different types of language students may encounter and that texts use various semiotic systems like images, sounds and layouts that readers need to understand. The class will discuss assigned readings, the importance of considering literacy in new ways, and different semiotic systems. Students will then participate in a jigsaw activity where they analyze samples of texts that use different systems. They will also discuss blogging expectations and assignments for the course.
This document discusses participatory culture and its implications for education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting the sharing of creations, and passing knowledge from experienced to novice members. It discusses forms of participatory culture like affiliations, expressions, collaborative problem-solving, and circulations. It also covers the participation gap, transparency problem, and ethics challenge participatory culture poses for education. Finally, it discusses new skills needed like play, performance, simulation, and appropriation and how educators might address these new literacies.
The document outlines an agenda for implementing a multiliteracies pedagogy, including activities such as a poetry slam where students will compose original poems to express their feelings about teaching. It discusses scaffolding such activities and making modifications for different learners. It also covers using graphic organizers like fishbones, FQR, PMI, and KWL charts to scaffold reading and discussion of an assigned article on curriculum theorizing for multiliteracies. Students are asked to read a chapter for next week on new literacies, technology, and learning in the English language arts classroom.
Evernote is a software suite for notetaking across devices that allows users to create notes with various content types like text, photos, and audio recordings. Notes can be organized into notebooks and tagged for easy searching. The software synchronizes notes across a user's devices. Evernote can be used to keep records for assessments, create digital student portfolios, record conferences, and provide feedback to students by highlighting work and recording audio comments within notes. To start, a free account is created and the Evernote software is installed. Then notes are made by typing text or importing files, and they can be shared through URL links without the recipient needing an Evernote account.
The document discusses using Twitter to role-play Shakespeare's Hamlet in a classroom. It describes how the teacher had students create Twitter accounts for characters and tweet in character as they read the play. The teacher found that Twitter helped engage students and allowed them to more deeply experience the play from different character's perspectives. It provides tips for setting up the role-play on Twitter, such as creating character lists and using Twitter for discussions but not formal grading.
The document outlines the agenda for a lesson on locating culture and understanding audience, purpose, and context, including discussing lesson redesigns that students posted to their blogs and using Twitter to role play classics. It also introduces two guest students and discusses having students create poems for a poetry slam.
This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
This document provides an overview of various Web 2.0 tools including blogs, wikis, Twitter, and social bookmarking. It discusses how each tool can be used for educational purposes like collaboration, sharing content, and interacting with other users. Examples are given of different platforms for each tool type. Teachers are encouraged to consider the purpose and audience for each tool to determine what might be best for various classroom needs.
This document outlines the details and requirements for a final project called "Taking a Stand" for a course on literacy, instruction, and leadership. The project asks students to apply what they have learned in the course to effect change in their own schools. It involves identifying a need, taking action to address it, gathering evidence of the effects, and reflecting on the experience. Students will then create a portfolio with 5 sections showcasing their project and learning. The sections address how literacy is complex, about effecting change, participatory, identity-making, and involves continuous learning. The portfolio will be submitted and evaluated based on completeness, the details and impact of the taking a stand activity, the quality of artifacts included, and the depth
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
The role of social presence in computer supported collaborative learning and ...johnroseadams1
The document discusses social presence in computer-supported collaborative learning environments. It describes various definitions and conceptualizations of social presence from literature. It then provides details about an online tutor training program for an English for Academic Purposes course delivered via a learning management system. The training aimed to familiarize tutors with the course environment and tools through experiential modeling. Analysis of tutor forum discussions and surveys found that the experiential modeling approach helped tutors understand how to project their social presence online and engage in social activities to build community.
This document provides an overview of lifelong learning and digital literacy for teachers. It discusses embracing lifelong learning through reflection on teaching practices and using social networking tools for professional collaboration. Teachers are encouraged to join a virtual learning community to investigate how collaboration there can help expand knowledge of best practices for technology integration. The assignments involve blogging weekly about experiences using the Classroom 2.0 networking site to learn about features and resources, and writing a final summary paper evaluating what was learned about professional learning through this experience.
This document provides an overview of a 3-day workshop introducing the Primary Years Programme (PYP) curriculum model. The workshop aims to develop understandings of key aspects of the PYP including its purpose, components, learner profile, and definition of curriculum. Participants will engage in collaborative discussions and inquiry-based activities to explore these concepts. Each day will focus on a different transdisciplinary theme and include opportunities for reflection and feedback.
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
The document provides an overview for a course on a pedagogy of multiliteracies. It introduces the instructor, Danika Barker, and outlines the course goals of immersing students in multiliteracies through a variety of instructional strategies and a gradual release of responsibility model. It also discusses how the concept of literacy has changed and expanded in the 21st century due to social, technological, and economic changes. Students are assigned readings and tasks for the following week.
This document provides an agenda for a class discussion on the multimodality of meaning making. It includes an introduction to semiotic systems such as visual, auditory, linguistic and others. It lists example texts that use multiple semiotic systems and questions to discuss how different systems were used and their effects. It also lists recommended readings on using comics in the classroom and provides directions for a lesson redesign activity and blog comments assignment.
This document provides an agenda for a lesson on harnessing the power of Web 2.0 tools for teaching and learning. It includes reminders about redesigning lessons using Web 2.0 tools, exploring various tools like Bitstrips, Ning, PBWorks, Edmodo, Animoto, Prezi, Glogster, Today's Meet and Google Docs. Students are asked to blog about the tools they explored, including features, functionality, likes/dislikes, and possible classroom applications. The next class will involve blogging and sharing redesigned lessons that incorporate Web 2.0 tools.
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
This document outlines the agenda for a class discussion on exploring diversity in language forms. The learning goals are to understand different types of language students may encounter and that texts use various semiotic systems like images, sounds and layouts that readers need to understand. The class will discuss assigned readings, the importance of considering literacy in new ways, and different semiotic systems. Students will then participate in a jigsaw activity where they analyze samples of texts that use different systems. They will also discuss blogging expectations and assignments for the course.
This document discusses participatory culture and its implications for education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting the sharing of creations, and passing knowledge from experienced to novice members. It discusses forms of participatory culture like affiliations, expressions, collaborative problem-solving, and circulations. It also covers the participation gap, transparency problem, and ethics challenge participatory culture poses for education. Finally, it discusses new skills needed like play, performance, simulation, and appropriation and how educators might address these new literacies.
The document outlines an agenda for implementing a multiliteracies pedagogy, including activities such as a poetry slam where students will compose original poems to express their feelings about teaching. It discusses scaffolding such activities and making modifications for different learners. It also covers using graphic organizers like fishbones, FQR, PMI, and KWL charts to scaffold reading and discussion of an assigned article on curriculum theorizing for multiliteracies. Students are asked to read a chapter for next week on new literacies, technology, and learning in the English language arts classroom.
Evernote is a software suite for notetaking across devices that allows users to create notes with various content types like text, photos, and audio recordings. Notes can be organized into notebooks and tagged for easy searching. The software synchronizes notes across a user's devices. Evernote can be used to keep records for assessments, create digital student portfolios, record conferences, and provide feedback to students by highlighting work and recording audio comments within notes. To start, a free account is created and the Evernote software is installed. Then notes are made by typing text or importing files, and they can be shared through URL links without the recipient needing an Evernote account.
The document discusses using Twitter to role-play Shakespeare's Hamlet in a classroom. It describes how the teacher had students create Twitter accounts for characters and tweet in character as they read the play. The teacher found that Twitter helped engage students and allowed them to more deeply experience the play from different character's perspectives. It provides tips for setting up the role-play on Twitter, such as creating character lists and using Twitter for discussions but not formal grading.
The document outlines the agenda for a lesson on locating culture and understanding audience, purpose, and context, including discussing lesson redesigns that students posted to their blogs and using Twitter to role play classics. It also introduces two guest students and discusses having students create poems for a poetry slam.
This document summarizes an agenda for a class on building a learning environment to support multiliteracies. The agenda includes a discussion of a Powers article on curriculum theorizing for multiliteracies using graphic organizers. It also reviews the Four Resources Model for analyzing texts and briefly introduces the 3D Model. It poses questions for students and provides examples applying the Four Resources Model analysis to passages and tasks.
This document discusses building community and collaboration in online learning environments. It notes that online education has evolved from isolating distance learning to allow rich collaboration. The author explains how they are able to provide individualized guidance and responses to students online that would be difficult in a physical classroom setting. It asks how we can support student collaboration and capitalize on the strengths of online learning environments. Several questions are posed about applying concepts from different sources on building learning communities and virtual worlds to real-world contexts. Standards for student learning and the need to address individual student needs are also discussed.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
This document provides an overview of various Web 2.0 tools including blogs, wikis, Twitter, and social bookmarking. It discusses how each tool can be used for educational purposes like collaboration, sharing content, and interacting with other users. Examples are given of different platforms for each tool type. Teachers are encouraged to consider the purpose and audience for each tool to determine what might be best for various classroom needs.
This document outlines the details and requirements for a final project called "Taking a Stand" for a course on literacy, instruction, and leadership. The project asks students to apply what they have learned in the course to effect change in their own schools. It involves identifying a need, taking action to address it, gathering evidence of the effects, and reflecting on the experience. Students will then create a portfolio with 5 sections showcasing their project and learning. The sections address how literacy is complex, about effecting change, participatory, identity-making, and involves continuous learning. The portfolio will be submitted and evaluated based on completeness, the details and impact of the taking a stand activity, the quality of artifacts included, and the depth
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
CMC Teacher Education SIG Presentation; Hauck & WarneckeCmcTchrEdSIG
The document discusses social presence in online teacher education programs. It explores how social presence was developed through a tutor training program that used experiential modeling and exploratory practice approaches. Surveys and forum analysis found indicators of affective, interactive and cohesive social presence among tutors. Key findings were that the experiential modeling in the training was an effective approach, and social presence seems to outweigh cognitive density in forums, though roles and identities can shift depending on the context.
The role of social presence in computer supported collaborative learning and ...johnroseadams1
The document discusses social presence in computer-supported collaborative learning environments. It describes various definitions and conceptualizations of social presence from literature. It then provides details about an online tutor training program for an English for Academic Purposes course delivered via a learning management system. The training aimed to familiarize tutors with the course environment and tools through experiential modeling. Analysis of tutor forum discussions and surveys found that the experiential modeling approach helped tutors understand how to project their social presence online and engage in social activities to build community.
This document provides an overview of lifelong learning and digital literacy for teachers. It discusses embracing lifelong learning through reflection on teaching practices and using social networking tools for professional collaboration. Teachers are encouraged to join a virtual learning community to investigate how collaboration there can help expand knowledge of best practices for technology integration. The assignments involve blogging weekly about experiences using the Classroom 2.0 networking site to learn about features and resources, and writing a final summary paper evaluating what was learned about professional learning through this experience.
This document provides an overview of a 3-day workshop introducing the Primary Years Programme (PYP) curriculum model. The workshop aims to develop understandings of key aspects of the PYP including its purpose, components, learner profile, and definition of curriculum. Participants will engage in collaborative discussions and inquiry-based activities to explore these concepts. Each day will focus on a different transdisciplinary theme and include opportunities for reflection and feedback.
The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.
This document reviews the Web 2.0 tools Scoop.It and Blogger and their potential to support online learning communities.
Scoop.It allows users to curate topics of interest and share resources. It facilitates collaboration and expanding one's network. Blogger enables multiple authors to contribute to a blog and engage in reflection and feedback. Both tools provide opportunities to communicate and build knowledge anywhere and anytime.
This document reviews the Web 2.0 tools Scoop.It and Blogger and their potential to support online learning communities. Scoop.It allows users to curate topics and share resources. It facilitates collaboration and expanding one's network. Blogger enables easy blogging and linking to other sites. Both tools support anytime learning and discussion to build shared understanding. Examples provided illustrate how blogs in particular can foster online communities for reflection, feedback and knowledge creation among students and educators.
This document discusses using assistive technology and online tools like Visual Thesaurus to engage students in learning vocabulary. It describes how Visual Thesaurus works interactively to help students explore word meanings and connections. The document also discusses how creating class blogs, wikis or websites can support student learning by developing skills like creativity, engagement, writing and metacognition. Specific online tools are provided as examples.
Powerful Learning Environments With Technologyjosteen
The document outlines an agenda for a professional development workshop on powerful learning environments with technology. It includes discussions on active learning, the nature of learning today with emerging technologies, 21st century skills, differentiated instruction, interdisciplinary instruction, and intuitive learning. Participants were split into groups to explore one of these topics in more depth and prepare a presentation to teach the other attendees.
Blogs can serve as tools for both action/creation and reflection in learning. They allow students to document their thinking and receive feedback, which supports higher-order thinking. The Professional Learning session will cover setting up blogs in Moodle and Edublogs, and how blogs can promote skills like collaboration, creativity, and empathy. It will provide examples of blogs being used in classes and discuss questions to focus student reflection.
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
This document describes a knowledge building project using an online forum to help engage reluctant teachers in adopting 21st century e-learning practices. The project involved e-learning lead teachers from schools in Central Otago discussing challenges and strategies. Initially the forum was set up on the schools' intranet but teachers were more engaged when it was moved to Facebook. The Facebook forum allowed for active participation, sharing of ideas and resources, and development of a document to support e-learning facilitation. The project was successful in furthering participants' understanding and willingness to continue knowledge building discussions.
This document discusses how Web 2.0 tools can impact education. It notes that the Internet is becoming a platform for user-generated content and creativity. Students are now responsible for creating new online content. It suggests that information sharing and learning are changing, moving outside of formal education settings. If schools do not effectively integrate Web 2.0 tools, formal education may become irrelevant. The document advocates introducing tools like Google Apps, Wordle, and Diigo into classrooms to engage students and support collaboration, creativity, discussion, and access to information.
1. The document discusses strategies for designing and teaching online courses, including maintaining teacher presence through regular communication, using tools to encourage active learning both asynchronously and synchronously, and providing scaffolding and support for students.
2. It emphasizes creating a welcoming environment for students through icebreaker activities, establishing expectations, and using metaphors to set the "look and feel" of the course.
3. The teacher's role includes improving social presence, using humor, facilitating reflection, and addressing the gap between what students are asked to do and what they actually end up doing.
The document discusses the podcast Serial and the case of Adnan Syed. The author believes Adnan is innocent based on listening to the final episode of Serial. The author finds Jay, the key witness, unreliable due to inconsistencies in his multiple accounts. The author also notes that a suspect in another murder case was released near the time of Hae's murder, suggesting this person could be the real killer. Overall, the author argues that listening to podcasts like Serial provides a more emotional understanding of a case than just reading about it and makes them believe even more firmly in Adnan's innocence.
1) The document describes an experiment where a high school English teacher had her students role-play Shakespeare's Hamlet in real time using Twitter accounts for each character.
2) Some benefits discovered were gaining insights into parts of the story happening off stage, appreciating all roles equally, and reading the text with clear purpose.
3) The teacher provides tips for setting up the role play, including creating Twitter accounts for each character, assigning understudies, scheduling time for in-class tweeting and discussion, and using tools like lists and Storify for organizing the tweets.
This document provides an overview of key events and characters in Act 1 of Shakespeare's Hamlet. It summarizes the ghost's appearance to Hamlet and his claim that Claudius murdered the old king and seduced Gertrude. It also mentions Hamlet's plans to feign madness to further investigate the ghost's claims while avoiding suspicion from Claudius. Additional characters like Polonius, Ophelia, and Horatio are introduced along with themes of corruption and political intrigue in Denmark.
Postmodernism rejects the central tenets of modernism, namely that knowledge is certain and objective. It is skeptical of grand narratives and universal truths, instead focusing on relative and local interpretations. Postmodernism celebrates difference and rejects rationality and science. In literature, postmodern works employ techniques like pastiche, parody, intertextuality and self-reflexivity. They question notions of reality, genre and the separation between high and low art. While postmodernism dominated from the late 20th century, more recent trends suggest a partial return to sincerity and meaning in a movement called post-postmodernism or new sincerity.
Evernote is software that allows users to take various types of notes, including text, photos, audio and web pages, and organize them into searchable notebooks. Notes can be accessed across multiple devices through synchronization. Evernote could be used by teachers to keep records of student assessments and work, create digital portfolios, record conferences, and provide feedback to students by annotating work and recording audio comments. The document provides step-by-step instructions for getting started with Evernote, including downloading the software, creating an account, making notes, and using features like tags and the web clipper.
This document provides an overview of several major literary theories: reader response theory, archetypal literary criticism, feminist literary criticism, and postcolonial literary criticism. For each theory, it defines the key ideas, provides examples of how to analyze a text using that theoretical lens, and recommends further required reading materials to learn more about each approach. The goal is to introduce students to different critical perspectives they can use to interpret literary works.
The document provides instructions for setting up a blog on blogger.com. It explains how to choose a title and template for the blog, how to write and publish blog posts, and how to add images, links, and other blogs to follow. The instructions also describe how to comment on other classmates' blogs by clicking on the comment section at the bottom of each post.
To set up a blog on Blogger.com, you select a title and web address and choose a template. You can then write and publish blog posts, adding images by selecting files from your computer. The document also provides instructions for adding links in posts, sharing your blog URL with others, following other blogs on Blogger.com, and commenting on posts using your real name or anonymously if you have privacy concerns.
This document outlines an English teacher's constructivist approach to teaching writing units focused on student choice, creativity, and self-assessment. Students choose from project options to demonstrate their understanding of unit learning goals and success criteria. The teacher provides ongoing feedback through conferences and assessments but notes challenges with time management and ensuring students meet all expectations. Questions are raised on streamlining conferencing, feedback, and balancing creativity with meeting requirements.
Storyboarding is the process of creating sketches that represent the shots of a film script visually, like a comic book without words. It helps directors and crews visualize how the film will look, plan shots and camera movements, and test different scene versions quickly and cheaply before filming. Key techniques storyboard artists use include arrows to depict camera and object movements, multiple frames to show pan shots, and transitions between shots.
The Great Chain of Being was a philosophy popular during Shakespeare's time that viewed all things in the universe as being linked in a hierarchical order. At the top were God and angels, followed by humans in descending order of social status, then animals, plants, and minerals. Each link had its own inner hierarchy. The human hierarchy placed the monarch at the top as closest to God, and serfs at the bottom. Shakespeare explored the themes of this philosophy, such as the chaos that results from disrupting the proper order, as when a king loses power or status is not maintained.
Here are some potential engaging activities for a Grade 12 book club unit using The Perks of Being a Wallflower:
- Character letters: Have students write a letter from the perspective of one of the main characters (Charlie, Patrick, Sam) reflecting on events from the novel.
- Soundtrack creation: Have students create a soundtrack/playlist for the novel and explain their song choices and how they relate to themes/characters.
- Film comparison: Watch selected scenes from the film adaptation and have students analyze differences/similarities in presentation of events, characters, themes between page and screen.
- Theme circles: Break students into small groups, each focusing on an overarching theme (coming of age, mental health,
This document discusses different types of sentences: simple sentences, compound sentences, and complex sentences. It provides examples of each type and highlights the key components that define them. Simple sentences contain a subject and a verb and express a complete thought. Compound sentences contain two independent clauses joined by a coordinator such as "for", "and", or "but". Complex sentences contain an independent clause joined by one or more dependent clauses connected with a subordinator like "because", "since", or "when".
Feminist literary criticism examines how literature represents women and gender, and how patriarchal power structures influence literary works and their interpretation. It launched in the 20th century with works like Virginia Woolf's A Room of One's Own and Kate Millett's Sexual Politics. Key ideas include that patriarchy oppresses women economically, politically, socially and psychologically through ideology, and defines women in opposition to male norms. Feminist criticism aims to promote gender equality by raising awareness of these issues in literature and representation.
Archetypal literary criticism is based on the works of Carl Jung and Joseph Campbell and examines recurring characters, themes, and plots in literature that are derived from ancient mythology and religion. Key concepts in archetypal criticism include archetypes, which are original patterns or figures like "The Hero" that reappear across stories. A fundamental archetypal plot is the hero's journey, where a protagonist moves from innocence to experience by descending into danger, battling monsters, and returning home transformed. Critics following this approach believe it reveals deep truths in literature but it is limited as it only analyzes works through the lens of archetypes.
This document discusses structuralism and semiology. It explains that structuralism examines language as a system of signs and was influenced by linguist Ferdinand de Saussure's examination of semiology. Semiology is defined as the study of signs and how they derive meaning from having both a signifier and signified. Different types of signs - symbolic, iconic, and indexical - are also described based on the relationship between the signifier and signified. Finally, the strengths and weaknesses of the structuralism approach are outlined.
The document discusses how propaganda was used during WWI on the homefront. Propaganda was used for four main reasons: to encourage men to enlist in the armed forces, to encourage people to conserve resources on the homefront, to encourage any contribution to the war effort, and to make people hate the Germans. Propaganda posters and other media used both positive messages to encourage support and negative messages playing on fears. The two main styles were positive propaganda appealing to patriotism and helping win the war, and negative propaganda portraying the enemy as a threat.
Propaganda was used extensively on the Canadian home front during World War I to encourage support for the war effort. It aimed to encourage men to enlist, people to conserve resources, and contribute in any way possible, as well as make people hate the Germans. Propaganda utilized posters with positive or negative messages to appeal to emotions like guilt, play on fears, and portray the enemy as a threat. The government distributed different posters targeting specific audiences to recruit soldiers, promote conservation, and generate financial contributions through varied propaganda techniques.
Marxist Literary Criticism analyzes literature through a sociological lens, viewing works as products of their historical/material conditions. It sees what we think of as worldviews as actually reflecting the dominant class's ideology. It focuses on class struggles and power dynamics revealed through literature. Key concepts include commodification, conspicuous consumption, dialectical materialism, material circumstances, and reflectionism. Strengths include encouraging close readings, but it is limited in only examining one aspect and potentially threatening/dismissing aesthetic qualities.
4. Welcome
The Videos
One half of the class will discuss “What does it Mean
to be Literate in the 21st Century” and the other half
will discuss “Learning to Change; Changing to Learn”
Each person must be prepared to share what was
discussed at their table.
5. setting a Purpose for
Viewing
or
“squared” with me Plus +
“peaked” my Minus -
interest
still “rolling” around Interesting
?
in my head
6. Defining 21st Century
Literacy
Can we as a class come
up with a definition of what
it means to be literate in
the 21st Century?
What must a literate
person be able to know/do
in order to participate fully
in today’s/tomorrow’s
society?
Teaching strategy:
freewrite/snowball
7. Survey of Literacy
Practices
How would you adapt this
in for use with your
students?
9. Code Breaker
How do I crack this text?
How does it work?
Is there more than one
semiotic system operating
here?
If so, how do they relate?
What are its (their) codes and
conventions?
How do the parts relate singly
and in combination?
10. Meaning Maker
How are the ideas in this text sequenced—
do they connect with one another?
Is the text linear or nonlinear; interactive or
non-interactive?
How does this affect the way I make
meaning?
What prior knowledge and experiences
might help me make meaning of this text?
How will my purpose for reading, and the
context in which I am reading, influence my
meaning making?
Are there other possible meanings and
readings of this text
11. Text User
What is the purpose of this text, and what is my
purpose in using it?
How have the uses of this text shaped its
composition?
What should I do with this text in this context?
What will others do with this text?
What are my options or alternatives after reading?
12. Text Analyst
What kind of person, with what interests and values,
produced this text?
What are the origins of this text?
What is the text trying to make me believe and do?
What beliefs and positions are dominant in the text?
What beliefs and positions are silenced or absent?
What do I think about the way this text presents these ideas,
and what alternatives are there?
Having critically examined this text, what action am I going to
take?
16. Once your blog is set up
Using Google Docs, redesign the literacy survey for
use in your next practicum placement
Embed it on your blog
Write a one paragraph reflection explaining what you
changed and why.
17. For blog with me weekof the class
Share the url for your
next and the rest
via form on my blog.
Watch:
Xplanevisualthinking.Did you Know 4.0 (video)
http://www.youtube.com/watch?v=6ILQrUrEWe8&feature=related
Lucier, R. (2009). Creative Commons: What every educator
needs to know. (Slideshare)
http://www.slideshare.net/thecleversheep/creative-
commons-what-every-educator-needs-to-know-
presentation
If you get really stuck--don’t freak out! I’ll try to have the lab
booked for next class too and we can work out any kinks
Editor's Notes
Begin and end on time: 6:10. Take your break when you need to. BYOD (it’s not a requirement, but it is an option). Framing our conversations: Don’t be afraid to take risks and make mistakes. Video I posted was meant to push your thinking. It’s a video that I know some teachers have found very challenging, and I appreciate your honest feedback. There may be times in this course when you’re uncomfortable because I’m asking you to try things that you haven’t tried before, but remember that feeling because it’s something that you’ll expect of your students. Based on your literacy surveys I know that you are a diverse group and have many different interests in terms of teaching English which is wonderful. The one little piece of advice that I want to give you is to remember that you will not in all likelihood be teaching mini clones of yourself and you still need to find a way to reach the kid who only likes writing rap lyrics. You also have to remember our curriculum must be informed by the needs of the students in the class, and the curriculum documents outlined by the ministry, and nowhere in the curriculum documents does it say you must teach Hamlet. One of the big things I had to do as an English teacher was examine my own value judgements about “literature” and literacy and remember that what I teach should be driven by my kids, not just my own interests.
Choose how you want to take notes.
This is a broad concept and based on your responses to the video I posted last week, I think there were be a great deal of diversity in terms of what your definitions are. Still I think it’s a useful exercise to try to come up with a definition. We’ll revisit this definition at the end of the course. I want you to think about what a literate person must be able to know/do in order to participate fully in today’s and perhaps tomorrow’s society. That’s a tall order, but I’m going to give you a few minutes (3 actually) to jot down what comes to mind. Make sure you’re writing this on a lose piece of paper and definitely not on your phone or laptop. You’ll see why in a moment. Snowball, add an idea or a disagreement. Snowball x 2. Read a few of the comments and ask someone to record them and send them to me.
Redesigning is something that we want our students to be able to do. If we contrast this with a 19th century view literacy we’ll see that this represents a shift from the old goal of literacy which was recall, copying, reproduction. In your designed literacy surveys, you will begin with an available design and redesign it based on a real world context that will be appropriate for you.
A competent reader approaches reading as a selfmonitoring, problem-solving activity where the context and purpose of the task are analysed, a plan of action decided and appropriate resources are identified and accessed. These aren’t skills that necessarily come naturally to all readers, especially struggling readers and need to be considered in a balanced literacy approach. The implications for teaching are that teachers need a way of identifying the different reading purposes that might be encountered, and the resources that a reader might need for each purpose. Teachers also need to identify pedagogies that teach students to analyse tasks, problem solve, identify resources and self monitor in real life contexts. Reading pedagogy must be socially situated. Last week I posted a chart for you to have a look at that is a suggested method for analyzing texts. That chart is based on the 4 Resources model which is an framework used to help create a balanced approach to teaching reading. I’m going to just introduce you to this model now and we will return to it throughout the course.
One of the jobs that competent readers do is break the codes of semiotic systems used in texts. They have to draw on resources that help makes sense of text, but don’t think of texts exclusive as words on the page, they can also include illustration, video, and sound. These are some of the questions that a reader might ask when engaged in code-breaking. (Model this with Rodd’s blog doing a thinkaloud.)
When we’re making meaning of texts, we’re making meaning at both the literal and inferential levels. Readers have to use their code-breaking resources and draw on all their previous social cultural and reading experiences in order to make connections and form conclusions. Model this for blog doing a think aloud. It’s important to understand that different social and cultural backgrounds will change how a reader makes meaning. eg/ literacy test example.
Most reading, even reading for pleasure is pragmatic. There is a purpose for it. The purpose for reading affects the way that we interact with a text. For example, if you’ve been assigned a text book reading for a course, there are certain pieces of information you’re going to focus on more than others while, if you’re reading for pleasure, you might focus on the way in which a character is developed or the beauty of the language.
Texts are social products. They are not neutral. These questions are the kinds of questions we have students ask when we want them to engage in what’s commonly called critical literacy. 19th century students were expected to accept at face value the ideas presented to them in texts, but consider for example Film and video similarly promote particular values and ideologiesabout the world through characterisation and setting; by associating particular behaviours and attitudes with certain classes, races or countries; or by adopting unexpected twists of the plot, such as the ‘bad’ character ultimately ‘winning’.
At this point we’re moving more from a theory mindset to a practice mindset. The main focus for assessment in this course is the construction of a digital portfolio using the vehicle of a blog. As a classroom teacher I have my students blog on a regular basis in my media class and for specific units in some of my other classes. I do not ask my students to blog because I think that writing online is “better” than writing on paper. It is different and achieves different goals. Blogging creates an authentic audience for my students’ writing. Writing for the teacher is not an authentic audience (usually). Writing for marks is not authentic either. It’s not a real world task. However, writing to share ideas with others, to help others, to solve problems, create something together is authentic. Also, blogging is interactive and has the potential to create ongoing conversations and a sense of community. Finally, blogging can be multimodal, incorporating audio, video, image, and text which provides more ways for students to demonstrate their learning (because I’m not always necessarily evaluating their “writing” since that’s only one component of the curriculum).
5 blog posts throughout the course. Your first post will be due by next class. And it will be your redesigned literacy survey with a brief (one paragraph) explanation of what and why you changed what you changed.
You can choose the platform that works best for you. I’m going to suggest three different options Blogger, Wordpress, or Edublogs. Right now we’re going to go down to the lab and I’m going to give you some time to check out all three platforms and decide which one works best for you. Then I want you to set up your blog. Some of you may do this very quickly, others may need more time which is fine. I’m here to help.
The readings required for next week are pretty light so don’t worry. I will posted additional resources on my blog and on OWL to help you if you’re not sure how to create a survey in google docs or how to embed a google doc survey on your blog. If you’re stuck, just have the survey and reflection typed and saved and I’ll help you post it in class next week.