This document summarizes a presentation on using online tools to improve reading comprehension. It discusses how tools like electronic books, podcasts, VoiceThread, Wordia, and social networking can support reading instruction before, during and after reading. Specific comprehension strategies are outlined that each tool supports, such as developing vocabulary, building fluency, encouraging predictions, and allowing students to summarize and synthesize what they've read. The presentation concludes by announcing an upcoming seminar on visual literacy.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Search, citation and plagiarism: skills for a digital age have to be taught!CIT, NUS
By N. Sivasothi
A "writing workshop" of three 24-hour essays is integrated into a first year core module (biodiversity) and a personal statement and field report are requirements of a popular second year elective (ecology).
General and specific feedback is provided by motivated TAs to students in groups and individually. Offered both semesters, the typical enrolment is about 200 students. It had became clear that skills for a digital age had to be specifically taught to enhance scholarship. Some of those lessons are discussed here.
Besides the slew of tips for conducting an effective Google search, an ability to adapt the vocabulary of specific disciplines and an evaluation of site credibility are important skills.
Learning and understanding citation of sources in detail has turned out to be key in ensuring an appreciation and differentiation of the diversity of resources available online. This helps eliminate unintended plagiarism (which we evaluate using Turnintin) and facilitates an understanding of scholarship.
Other basics which require exploration are Creative Commons for use of digital resources, Wikipedia as a jump start rather than a primary resource, the quick way to invoke NUS Digital Library access to journals and the basics of email etiquette.
While our writing workshops were initiated to emphasise the critical basics of clear and effective writing, a critical component will be digital skills.
Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in ...Richard Beach
This presentation describes the uses of different types of iOS apps to foster literacy learning. It includes some classroom examples of students' uses of apps.
A large presentation, including
-intro to storytelling
-the classic Storycenter model
-new developments through social media and gaming
-practical advice for using digital storytelling in education
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Presentation to the 2012 Wisconsin Reading Research Conference, Madison, Wisconsin: Uses of iPad/iPhone Apps for Fostering Literacy Learning Across the Curriculum
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Nct eipadpresentationUsing iPad and iPhone LAAPS (Literary Learning Apps) in ...Richard Beach
This presentation describes the uses of different types of iOS apps to foster literacy learning. It includes some classroom examples of students' uses of apps.
A large presentation, including
-intro to storytelling
-the classic Storycenter model
-new developments through social media and gaming
-practical advice for using digital storytelling in education
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Blending Listening, Pronunciation, Spelling, Phonics and Word Attack Skills i...Marsha J. Chan
The purpose of this presentation is to present high-interest low-stress games and activities to help adult learners develop pronunciation, spelling, phonics, word attack and memory skills in interesting and fun ways.
Presentation for parents to provide details on the Letters and Sounds Programme.
This programme ensures all children experience best practice in the teaching of early reading and phonics, aligned to the recommendations of the Rose Review.
A chapter on reading skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi
PISMP TSLB3193 Topic 4a 21st Century Literacy (Digital).pptxYee Bee Choo
Performing tasks in digital environment
•Reading and interpreting media (text, sound, images)
•Reproducing data and images through digital manipulation
•Evaluating and applying new knowledge gained from digital environments
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
Part I of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the reading standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Reading Standards for Literacy in Science and Technical Subjects 6-12.
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.
This slide deck was developed for a BYOD (bring your own device) presentation at the Ohio eTech conference, 2/15/12. Participants built their own ebook using CAST's UDL Book Builder free learning tool.
This presentation discusses strategies for helping students become proficient in creating infographics. Special emphasis is given to elementary school science.
This presentation discusses visual literacy, nonlinguistic representations, and infographics and shares strategies for helping students becoming proficient in interpreting infographics.
Learn how to set up a basic classroom and use some of the basic tools in rSmart's mySakai, an online learning management tool similar to Blackboard and Moodle.
If you have a schoolyard habitat or garden and would like fresh ideas about how to use it, or are simply interested in getting your students outside to experience their environment in meaningful and educational ways, this session is for you! This presentation shares how you and your students can get involved with bird-related citizen-science projects and authentic outdoor inquiry!
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. It describes two different implementations of a youth-centered educational technology design process used to create tools and content.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC and showcased SMARTR, the Middle School Portal 2 student site.
This presentation was from the NSDL 2010 Annual Principal Investigator's Meeting, November 3, 2010 in Washington, DC. We presented research, instruments, and findings of Teachers' Domain and the Middle School Portal 2 in implementing social media tools.
This presentation describes challenges teachers face when implementing research projects and provides ways to make the assignment fresh and meaningful.
More from The Ohio State University, College of Education and Human Ecology (20)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Reading 2.0
1. Reading 2.0
Improving Comprehension with Online Tools
February 10, 2010
Jessica Fries-Gaither
Beyond Penguins is funded by the National Science Foundation
under Grant No. 0733024.
2. What best describes your
professional position?
A – Classroom Teacher
B – Librarian
C – Administrator
D – Higher Education
E - Other
Answer using the poll buttons
underneath the participant
window!
3. What grade(s) do you
teach?
A – Grades K-2
B – Grades 3-5
C – Grades 6-8
D – Grades 9-12
E - Other
Answer using the poll buttons
underneath the participant
window!
4. From where are you joining us today?
Answer using the stamping tool
to the left of the whiteboard!
6. Today’s presenter
Jessica Fries-Gaither
Education Resource Specialist
The Ohio State University
College of Education and Human Ecology
School of Teaching and Learning
fries-gaither.1@osu.edu
7. About Beyond Penguins and Polar
Bears
•Online magazine
•Professional and
instructional
resources
•Science and
literacy integration
•Aligned to national
standards
•Multimedia
http://beyondpenguins.nsdl.org
9. Today’s Agenda
• Why Online Tools?
• Online Tools and the Reading Instruction
Framework
10. Do you use online tools in your
literacy instruction?
A. Regularly
B. Occasionally
C. I’ve tried once or twice.
D. Not yet!
E. No
Answer using the poll buttons
underneath the participant
window!
11. Why Online Tools?
“Emerging technologies can play a vital role in helping
students in their quest to understand their reading –
to assist in the explicit teaching of comprehension
strategies.” (Walter, 2009)
“Web 2.0 tools were demonstrated to be innovative
and effective resources in supporting reading
achievement for K-12 students…Areas such as fluency,
vocabulary, development, and comprehension of
texts could all be positively influenced through the
use of these collaborative environments.” (Banister,
2008)
12. 21st century skills
“Students must learn to
step into the global
conversation and develop
competencies in using the
technological tools that
support collaboration,
media literacy, and
evaluation.” (Alexander,
2006; Borja, 2006;
McAnear, 2006)
13. What’s so special about online
tools?
The medium makes all the difference!
– Frequent updates
– Ability to give and receive comments
– Multiple, widespread audiences
– Ease of editing
– Archival capabilities
– Connects to what students and adults do in “real
life”
15. Online Tools and Components of Reading Instruction
Fluency Vocabulary Comprehension
Development
Electronic books X
Podcasting X X
Voice Thread X X
Wordia X X
Glogster X X
Wordle X
ToonDoo X X
Blabberize X X
Wall Wisher X X
Poll Everywhere X X
Wiffiti X X
Social X
networking
16. Online Tools and the Reading Framework
Before reading During reading After reading
Electronic books X
Podcasting X X X
Voice Thread X X X
Wordia X X X
Glogster X X
Wordle X X
ToonDoo X X
Blabberize X X
Wall Wisher X X X
Poll Everywhere X X
Wiffiti X X X
Social X X
networking
17. Electronic Books
During Reading
Differentiated Instruction
Support for ELLs
Model of fluent reading
Vocabulary support
Ability to re-read
Ability to read at home
K-5 science-themed texts available from Beyond Penguins and Polar Bears
CAST UDL Book Builder allows teachers to create their own books
18. Podcasts
Before Reading
Book and Author Talks
Vocabulary Development Repeated reading
During Reading builds fluency
Audio support for students and improves
comprehension
Differentiated instruction
After Reading
Synthesize Summarize
Questioning Make connections
Reader’s Theater performances
19. VoiceThread
Before Reading
Book and Author talks
During/After Reading
Predicting Making
Connections
Questioning Synthesizing
Summarize
21. Wordia in the Classroom
Before/During/After Reading
Vocabulary development
Browse and search for definitions
Students create and post video definitions
Visual word of the day calendar
22. Glogster EDU
Before Reading
Book Talks
During Reading
Make and confirm predictions
After Reading
Explore imagery
Visualize text
Summarize and Synthesize
Make Connections
24. Wordle in the Classroom
Before Reading After Reading
Copy and paste Students keep a
text into running list of
Wordle to important terms
create word while reading, then
cloud. Students create their own
generate word clouds.
predictions Practice in
about the determining
passage. importance.
25. Toon Doo
After Reading
Retell story
Summarize
Synthesize
Encourage
metacognition and
reflective thought
26. Blabberize
After Reading
Explore a character’s feelings
and motivations
Encourage metacognition and
reflective thought
Retell stories from alternative
perspectives
Give voice to lesser
characters
27. Wall Wisher
During Reading
Predict
Reflect
Question
Make Connections
28. Poll Everywhere
During Reading
After Reading
Monitor
Comprehension
Make Predictions
Reader Response
Opinion Polls
29. Wiffiti
During Reading
Predict
Reflect
Question
Make Connections
Monitor Comprehension
30. Social Networking and Twitter*
During Reading
Character status
updates
Predicting
After Reading
Summarize events
Reactions & reflections
*Only for students 13 years or older
31. Coming Soon!
Thursday, March 10, 20101: Visual Literacy and
Nonlinguistic Representations
Presenter: Jessica Fries-Gaither and Terry Shiverdecker
Do your students struggle to create and interpret
diagrams, maps, and charts? Join us as we discuss
how to help students become proficient in creating
and understanding these sources of information.
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars