Vocabulary Digital Storytelling
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Vocabulary Digital Storytelling in Content Area Classrooms is a method for teaching vocabulary that: 1) Uses stories to connect unfamiliar content area vocabulary terms to familiar concepts in order to improve student understanding. 2) Has students create narrative or informational projects highlighting vocabulary terms from their content areas. 3) Links vocabulary terms in new ways to support learning according to research on effective vocabulary instruction and multimodal learning.
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This is the Power Point presentation that accompanied my keynote address at Sam Houston State University, February 23, 2013. For more information, please contact me at sjwegmann@baptistcollege.edu
IRA 2012 Chicago
This document summarizes a presentation on professional learning and leadership in literacy instruction. The presentation aims to immerse educators in research resources and best practices through online materials and discussions between university researchers and K-12 teachers. It provides an overview of the theoretical foundations of literacy learning and discusses the creation of an international reading center to collect and disseminate educational information and provide professional learning opportunities globally.
Digital Storytelling and More: Ideas to Invigorate Literacy Instruction
This is a presentation for the Florida Reading Association's Annual Conference, 2011 in Orlando, FL.
Livingstone college5.13.11
This document discusses strategies for incorporating reading instruction into college content area classes. It begins by introducing Rosenblatt's Transactional Theory of reading, which holds that reading is a transaction between the reader and the text that is influenced by a reader's experiences and stance. It then outlines strategies that can be used before, during, and after reading, such as anticipation guides, discussion, note-taking, and graphic organizers. The goal is to help students actively engage with content area texts by providing scaffolds, encouraging questioning, and allowing for response in multiple modalities.
Hearing A Chorus of Nods Wegmann SITE 2011
1. Dr. Susan Wegmann presented on characteristics of effective online asynchronous communication.
2. She identified a "connected stance" where students think deeply, engage fully with course content and each other, and have deep, engaged discussions.
3. A connected stance enacts social presence, while disconnected stances include short, superficial responses that do not further discussion.
FETC presentation Digital storytelling: Nuts and Bolts and Ins and Outs
FETC presentation (Adobe PDF of a Promethean Flip chart presentation) "Digital Storytelling: the Nuts and Bolts and Ins and Outs"
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Updated :Para professional pd reading presentation
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JAM 2015 Session Shouting through their fingertips
JAM 2015 Session Shouting through their fingertips
Bathed in bits since birth: Electronic Resources for Literacy Learners
Bathed in bits since birth: Electronic Resources for Literacy Learners
Literacy matters: Five Things Every Teacher Should Know
Literacy matters: Five Things Every Teacher Should Know
Digital Storytelling and More: Ideas to Invigorate Literacy Instruction
Digital Storytelling and More: Ideas to Invigorate Literacy Instruction
FETC presentation Digital storytelling: Nuts and Bolts and Ins and Outs
FETC presentation Digital storytelling: Nuts and Bolts and Ins and Outs
Vocabulary Digital Storytelling
- 1. Logo Goal Following research-based practices linking literacy development with content area understanding, the goal of Vocabulary Digital Stories is to bridge the conceptual gap between content area vocabulary and story elements. Vocabulary Digital Storytelling in Content Area Classrooms Dr. Susan J. Wegmann, Chair, Teacher Education Division, Director of Institutional Research The Baptist College of Florida Vocabulary Digital Storytelling • Using robust vocabulary instruction (Beck, McKeown, & Kucan, 2013) to couch content area vocabulary terms within a story in order to create natural transfer to familiar concepts. • Creating narrative or nonfiction projects to highlight content area words as tools (Nagy & Townsend, 2013). • Linking content area vocabulary terms in new ways (Schleppegrell, 2013), to support learning. • Bloom’s Digital taxonomy suggests that “Creation” is at the apex of thinking. Add a picture or graph here Created by Sarah Ford Significance • Use of vocabulary terms in creative ways helps student learning (Kissel, Wood, Hientschel, 2013). • Writing sustains & informs reading (Shannahan, 2006). • Multimodal projects provide a foundation for understanding. Please see notes for references Conclusions Vocabulary Digital Storytelling in content areas provides support and incentive for vocabulary development. For more information, please visit Slideshare http://www.slideshare.net/Swegmann/permissionto-tell-stories-digital-storytelling-glogs-and-morefate-09
Editor's Notes
- Vocabulary Digital Story example used by permission from creator, Sarah Ford:Kalista – A Cold War Storyhttps://www.youtube.com/watch?v=JEnDgCh9hsc&list=FLHAzpmb5otH8x_g0AdDpNawMore Examples: www.youtube.com search “Wegmann”Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.Bloom’s Digital Taxonomy: http://edorigami.wikispaces.com/Bloom's+Digital+TaxonomyKissel, B., Wood, K., Stover, K., & Hientschel. (2013). Digital Discussions: Using Web 2.0 Tools to Communicate, Collaborate, and Create. Retrieved from: http://www.reading.org/general/Publications/e-ssentials/e8002(Multimodal Projects) Resources for Digital Storytelling on the Web: http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27&sublinkid=75Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108. Retrieved from: http://andreahnatiukliteracycoach-goodspiritschooldivision.yolasite.com/resources/Words%20as%20Tools%20learning%20Academic%20Vocabulary%20as%20Language%20Aquisition.pdfSchleppegrell, M. J. (2012). Academic Language in Teaching and Learning. The Elementary School Journal, 112(3), 409-418. Retrieved from: http://www.webpages.uidaho.edu/~gatherco/deptmtg/2012-13/9-7-12/SChleppegrell_2012_Academic%20Language.pdfShanahan, T. (2006). Relations among oral language, reading, and writing development. Handbook of writing research, 171-183.