Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Keynote: Personalised Learning for New Generation StudentsMike KEPPELL
This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions to suit their needs. It will argue that students need to acquire a range of literacies to successfully personalise their learning and social environments. New generation tertiary education students are characterised by having a rapport or relationship with technology and they have an inherent need to express themselves through multiple avenues which utilise user-generated content. User-generated content includes artefacts created by the student that are uploaded to the internet for sharing with other people. Knowledge acquisition now focuses on networks and ecologies, and knowledge now requires literacies in networking (Siemens, 2006). In addition, our learning is increasingly mobile as we move through a wider range of spaces. We now expect to be able to work, learn, and study whenever and wherever we want (Johnson, et al, 2012).
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
OERs to promote good practice in school - DeFT regional conference 2 October ...DEFToer3
This presentation was delivered by Michael Payton-Greene at the Digital Futures in Teacher Education regional conference (2 October 2012, Sheffield United Football Ground). For more information about the project, see www.digitalfutures.org
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Keynote: Personalised Learning for New Generation StudentsMike KEPPELL
This presentation will focus on how new generation tertiary education students interact in a digital age. It will discuss how they adapt and customise their learning and personalise their interactions to suit their needs. It will argue that students need to acquire a range of literacies to successfully personalise their learning and social environments. New generation tertiary education students are characterised by having a rapport or relationship with technology and they have an inherent need to express themselves through multiple avenues which utilise user-generated content. User-generated content includes artefacts created by the student that are uploaded to the internet for sharing with other people. Knowledge acquisition now focuses on networks and ecologies, and knowledge now requires literacies in networking (Siemens, 2006). In addition, our learning is increasingly mobile as we move through a wider range of spaces. We now expect to be able to work, learn, and study whenever and wherever we want (Johnson, et al, 2012).
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A summary and reflections of the College Lecturer Survey undertaken in 2011 by LSIS. Reveals the rise of the Digital Practitioner, that is the Digital Native, now practising in the classroom with the confidence to use technology as and when needed based on their professional expertise. "it's the people, stupid"
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
The way we think about schools and schooling must change to reflect the exponential changes that are happening in the world around us. This presentation uses the example of 3D printing to challenge how we think about knowledge and our approach to teaching and learning in the modern world.
Enhancing the STEM FrameworkCombining Science, Technology, ETanaMaeskm
Enhancing the STEM Framework
Combining Science, Technology, Engineering, and Mathematics with
Stamina, Transdisciplinarity, Engagement, and Mindfulness prepares students
for real-world problems.
By Jennifer A. Manak and Enrique A. Puig
As we write this article amid the COVID-19 pandemic, we are more aware than ever
of the overlapping and interconnect-
ed nature of science, literacy, and
real-world issues. This pandemic is
not simply a problem to be solved by
expertise in any one discipline but
necessitates a transdisciplinary ap-
proach requiring the integration of
many f ields including biology, virol-
ogy, economics, politics, engineer-
ing, education, and psychology. As
we adapt instruction to educate stu-
dents and support social-emotional
learning, we must collaboratively
seek new solutions to these dynamic,
real-word issues in our global soci-
ety. As educators preparing the next
generation of global solution-seek-
ers, how can we foster our students
to become engaged, motivated, and
literate citizens who work across dis-
ciplines, cultures, and identities?
We propose building on the
STEM acronym (Science, Technol-
ogy, Engineering, Mathematics)
with Stamina, Transdisciplinar-
ity, Engagement, and Mindfulness
crosscutting STEM subjects to fos-
ter students’ acceleration of critical
thinking of disciplinary practices
across core ideas. Within the concept
of three-dimensional learning, we
situate stamina, transdisciplinarity,
engagement, and mindfulness as a
framework for enhancing instruction
across the disciplines to engineer so-
lutions to real-world issues. Similar
to the major goals of the Next Gener-
ation Science Standards (NGSS), this
framework focuses on students con-
structing, deconstructing, and re-
constructing concepts in a coherent
manner and progression. Within the
rest of the article, STEM will refer
to our enhancement of the acronym.
In addition to building upon STEM
and what it means to educators, we
will include classroom implementa-
tion tips as guideposts for teacher-
colleagues, teacher-leaders, and to
support our argument.
Over time, educators come to the
realization that prof icient learners
are transdisciplinary literate. Trans-
disciplinary learners crosscut infor-
mation and knowledge from various
disciplines to function, inform deci-
sions, make sense, and create. Re-
f lecting the NGS S, our goal is to pre-
pare global-ready students to build
upon traditional STEM by focusing
on: (1) building student stamina for
learning, (2) using knowledge across
disciplinary core ideas, (3) engaging
students in becoming transdisci-
plinary literate, and (4) developing
learners who are mindful of the world
around them. Ultimately, our goal
for globally-minded students is to
be make informed decisions on per-
sonal and real-world issues (Tucker
2017). To inform three-dimensional
instruction, the essential pragmatic
questions are:
• How do we use stamina,
transdiscipl ...
Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
Best Practices: Library Instruction for Diverse Learnersguestf87bb2
An overview of best practices for library instruction for second language learners, those with special needs, those with cultural differences, and those with different learning styles.
This presentation is focused on the learner. Each day we face a classroom of diversity and it is our job as educators to find ways to educate our youth in order to prepare them for the future. Universal Design for Learning is the key to the success of our students.
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
2. Webinar Agenda
1. Introduction and overview
2. Teaching the comprehension strategy of drawing
inferences using the metacognitive model
3. Strategies that ‘go’ with drawing inferences:
a) Making connections
b) Visualising
c) Asking questions
3. Webinar Agenda
4. Scaffolding – the research evidence – how we can
accelerate achievement for diverse student groups –
Māori, Pasifika, ESL students, and students with
special needs
5. Matching students and text – a ‘content literacy’ view
6. Grouping but not as we know it…
7. Inquiry learning within comprehension teaching
5. Introducing
Neale
Pitches
ONZM,
BA,
MEd
Admin
(Hons),
Dip
Tchg
Forty
years
in
educa@on:
-‐
English
and
history
teacher,
Hillmorton
and
Dunstan
-‐
DP
Wellington
High
-‐
Principal
Onslow
College
-‐
CEO
Learning
Media
-‐
Co-‐founder
South
Pacific
Press
and
LiL
Educa@on
7. 2008 NEMP
The Results for reading and writing show no improvement in
reading comprehension (and some small performance declines)
for year 4 and year 8 students in the last 8 years
(Crooks, Smith and Flockton, 2009)
9. In General
The weakest average achievement is for Pasifika and Māori
boys, along with Pasifika girls
(Generalised from NEMP and PIRLS)
10. Tawa
Literacy
Pilot
2. Teaching the comprehension
strategy of drawing inferences
using the metacognitive model
11. What is the metacognitive model?
A way of teaching where the students learn
the concepts and content being taught and
how they think and learn as they work
through the learning.
12. MetacogniBon
It
is
important
that
students
are
ac@vely
taught
to
be
aware
of
what
literacy
exper@se
they
are
using
and
how
they
are
using
it
…
this
metacogni@ve
awareness
enables
them
to
become
independent
readers
and
writers.
(Literacy Learning Progressions 2010)
13. The
MetacogniBve
Model
Think
3x3x3
–
gradual
release
Whole-Group
Instruction
Co-operative
learning
Independent
Application
Model/think-aloud/read-to, student interaction, reflection
Before, during, and after reading
14. 3-5 different
Classroom
experiences
Known concepts
Knowledge structure
New conceptsWorking memory
Integrating
Elaborating
Evaluating
Selecting
Sorting
Long term memory
(Nuthall, 2007, p.71)
The
metacogniBve
learning
model
Include
all
students
15. The
New
Zealand
“landscape”
Explicit
instruc@on
of
comprehension
strategies
include:
•
An
explicit
descrip@on
of
the
strategy
•
Modeling
of
the
strategy
•
Scaffolding
students
•
Students
ar@cula@ng
what
they
do
as
they
use
the
strategy
•
Students
applying
and
reflec@ng
on
the
strategy.
(Effective Literary Practice, Years 5–8)
16. How?
For
prac@cal
purposes
when
we
first
teach
a
strategy
we
model
the
strategy
on
its
own
so
we
don’t
confuse
kids…but
quickly
move
on
to
introduce
addi@onal
strategies
so
kids
build
a
repertoire
of
strategies
and
use
them
flexibly
to
understand
what
they
read”.
(Harvey
and
Goudvis,
2007,
p
34)
17. Teaching
Comprehension
The
purpose
of
teaching
comprehension
is
to
teach
strategies
as
tools
to
expand
and
deepen
understanding.
We
best
do
this
by
…
teaching
kids
a
repertoire
of
strategies
they
can
use
flexibly
in
many
circumstances
and
with
many
texts.
(Harvey and Goudvis)
Comprehension
strategies
are
specific,
learned
procedures
that
foster
ac@ve,
competent,
self-‐regulated
and
inten@onal
reading.
(Trabasso and Bouchard, 2002)
18.
19.
20.
21.
22. Tawa
Literacy
Pilot
3. Strategies that ‘go’ with drawing
inferences:
a) Making connections
b) Visualising
c) Asking questions
23. Making Connections
Effective teachers helped readers make connections between texts
they read and their personal lives and experiences
(Sweet and Snow, 2002, p44)
By modeling, interaction and reflection
By analogy
24.
25.
26. Making Connections
Researchers have identified three kinds of connections that
proficient readers make as they read:
Text-to-self – connections to own experiences and knowledge
Text-to-text – connections to other ‘texts’ – books, films, TV, songs
Text-to-world – connections to knowledge of the world, their
communities, cultures, world views
27. Making Connections
Also help students to make connections to the type of text
they are reading and how it is constructed.
“…students of all ages, from elementary to high school, have
difficulty comprehending the structure of informational text”
(McGee, 1882; Meyer, Brand and Bluth, 1980; Taylor, 1880)
28. Tawa
Literacy
Pilot
3. Strategies that ‘go’ with drawing
inferences:
a) Making connections
b) Visualising
c) Asking questions
30. Visualising
Model to, and encourage students to use all of their senses
when ‘visualising’. Readers visualise by using their background
knowledge along with text and other visual clues on the page
Visualise on non-fiction and fiction texts – visualising is part of
active reading
31.
32. Tawa
Literacy
Pilot
3. Strategies that ‘go’ with drawing
inferences:
a) Making connections
b) Visualising
c) Asking questions
33. Asking Questions
Proficient readers ask questions before, during and after
reading. They question the content, the author, the events,
the issues and the ideas in a text.
(Harvey and Goudvis, 2007, p18)
Asking questions promotes engagement, invites prediction,
creates reasons to read, and fosters comprehension
34. Asking Questions
Effective teachers ask high level comprehension questions,
requiring students to make inferences and think beyond the
text.
(Sweet and Snow, 2002, p44)
35. Tawa
Literacy
Pilot
4. Scaffolding – how we can
accelerate achievement for
diverse student groups - Māori,
Pasifika, ESL students, and
students with special needs?
36. ‘Scaffolding’
Giving
all
students
access
to
on-‐year
level
texts
MulBple
scaffolds
in
both
shared
and
cooperaBve
sessions:
Reading-‐to
Modeling
Digital
scaffolds
(vocab,
video,
pictures)
Peer
collabora@on
and
support
Audio
for
all
40
student
co-‐opera@ve
texts
at
each
year
level
Collabora@ve
(peer)
learning
built
into
student
co-‐opera@ve
ac@vi@es
Graphic
organisers
37. Tawa
Literacy
Pilot
5. Matching students
and text – a ‘content
literacy’ view
38. Exposure to Print
Exposure to
Content
Oral language
Vocabulary
Reading
Writing
“Oral
language
and
vocabulary
are
best
developed
in
exposure
to
print”
“Comprehension
ability
and
exposure
to
print
are
in
a
reciprocal
rela:onship”
Stanovich,
2000
39. Teachers skilful in content literacy practices can increase
students’ reading capacity, vocabulary, and knowledge
with texts focused on real content.
(Brozo, 2010)
What is content literacy?
Why does it matter?
40. Children who acquire good reading skills may not be able
to transfer those abilities to comprehending content text if
they lack relevant prior knowledge for that content.
In other words, reading is domain specific.
(Chiesi, Spilich, & Voss, 1979; Duke & Pearson, 2002; Kintsch &
Kintsch, 2005, in Brozo, 2010).
What is content literacy?
Why does it matter?
41. Content Literacy
In recent years the term “background knowledge” has
been replaced in some texts by the term “world
knowledge”. It is important to put in front of students
many texts from many contexts. Don’t shelter kids
from reality by only exposing them to texts you think
they can read or that ‘relate’ to them– model to them
how to deal with ‘foreign’ texts.
43. Grouping, but not as we know it…
Whole class / whole group teaching - recall the comments of
Samantha from Roslyn School in Palmerston North. She sees
benefits from being in the whole group – the learning community.
Whole class / whole group teaching is an efficient way for you to
model, by thinking aloud. Anecdotally, boys seem to like the
whole group and struggling readers appreciate being out of the
bottom group for a change.
44. Grouping, but not as we know it…
Cooperative learning has a strong body of evidence to
support it (Almasi, 1995; Jenkins, Antil, Wayne, et al, 2003;
Stevens, 2003.)
It has positive effects on achievement, motivation and self-
esteem, including for students of both genders and all
ethnicities
45. Grouping, but not as we know it…
Cooperative learning has a strong body of evidence to
support it (Almasi, 1995; Jenkins, Antil, Wayne, et al, 2003;
Stevens, 2003.)
It has positive effects on achievement, motivation and self-
esteem, including for students of both genders and all
ethnicities
46. Grouping, but not as we know it…
Cooperative learning needs to be supported by the following
student ‘management’ approaches:
1. “positive independence” and social skills (Kane, 2007) – ie
students need to be able to work together
2. Individual accountability and specific tasks – each student
fills out a graphic organiser ie work towards a goal (Lasley,
Matczynski, & Rowney, 2002.)
49. Inquiry learning – Using students’
authentic questions
We see two practices in “CSI” classrooms:
1. Inquiry learning coming out of questions students ask about
texts – questions followed up after the comprehension lesson
(may be recorded on sticky notes)
2. Inquiry learning coming out of questions students ask about
texts – questions followed up during the lesson, via web-based
searches or embedded hyper-links
51. Summing
Up
-‐
New
Thinking
Digital
Shared
Reading
to
teach
comprehension
using
the
metacogniBve
model
• Diverse,
on-‐year-‐level
texts
–
to
give
students
broad
content
/
reading
experience
–
not
all
texts
are
‘suited’
to
them
• Explicit
/
deliberate
teaching
• Digital
and
face-‐to-‐face
scaffolds
• Interac@on
–
learning
community
52. CooperaBve
learning:
A
challenge
to
our
thinking
about
‘levelled
text,
levelled
kids’
• Scaffolding
–
coopera@ve
learning
–
peers,
learning
community
• Audio
texts
• Graphic
organisers
–
help
guided
wriden
responses
Summing
Up
-‐
New
Thinking
53. Summing
up
• We
can
accelerate
comprehension
achievement
• We
can
overcome
the
concern
that
levelling
has
become
too
prescrip@ve
–
a
deficit
model
• We
can
serve
‘digital
na@ves’
with
digital
texts
The
developmental
(metacogni@ve)
model
is
shown
to
have
major
benefits
for
comprehension
achievement
for
all
students.
Summing
Up
-‐
New
Thinking