3rd Baltic Sea – 17th Nordic Literacy Conference14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
(Slides taken from a conference presentation) What are the 21st Century Skills that students need to thrive? How is this related to a language teaching context? The case study of Finland is also presented as an example.
Amazing web tools to enhance students vocabulary in English language. Technology is the best way to learn english in a funfilled environment. it is an interesting tool to improve one's vocabulary.
Flipped Learning Overview IEPIS Academic Session TESOL 2014Helaine W. Marshall
This document provides an overview of flipped learning. It defines flipped learning as a pedagogical approach where direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment. It traces the origins of flipped learning to approaches developed in the 1990s. The document also discusses research on flipped learning, potential benefits and issues, and its relevance for English language learning contexts. Key aspects of designing and implementing flipped learning models are outlined.
Dialogic book reading 101- Presentation at KOTESOL 2013Maria Teodora Ping
This document discusses dialogic book reading, which involves an adult and child switching roles where the child acts as storyteller and the adult listens and asks questions. Strategies for dialogic reading include PEER (prompting, evaluating, expanding, repeating) and CROWD (completion, recall, open-ended, wh-, and distancing prompts). Recommended practices for early language learners are asking what questions, following answers with more questions, repeating the child, helping as needed, praising the child, following their interests, asking open-ended questions, and having fun. Possible innovations discussed are creating a dialogic reading corner and integrating technology.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
This three-day professional development workshop for middle school teachers focused on implementing the Expository Reading and Writing Course (ERWC) curriculum. The workshop covered: an overview of ERWC and how it aligns with Common Core standards; integrating reading and writing to develop academic literacy; differentiating instruction for English learners, special education students, and advanced learners; close reading strategies; and adapting ERWC assignment templates for different curricula. Teachers analyzed text complexity, practiced close reading and developing text-dependent questions, and discussed developing students' academic habits of mind. The workshop provided strategies for making ERWC modules accessible to all students and time to plan curriculum revisions.
Although we have a strong body of best practices with English Learners (ELs), inequities continue to prevail. How do we create a heightened sense of urgency and increase stakeholder sensitivity to ELs’ school experiences? This session will focus on creating instructional tools to gauge the presence and strength of evidence-based instruction as used in daily practice. Participants will consider specific actions that lead to improved student outcomes and systemic access and equity for ELs.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
(Slides taken from a conference presentation) What are the 21st Century Skills that students need to thrive? How is this related to a language teaching context? The case study of Finland is also presented as an example.
Amazing web tools to enhance students vocabulary in English language. Technology is the best way to learn english in a funfilled environment. it is an interesting tool to improve one's vocabulary.
Flipped Learning Overview IEPIS Academic Session TESOL 2014Helaine W. Marshall
This document provides an overview of flipped learning. It defines flipped learning as a pedagogical approach where direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment. It traces the origins of flipped learning to approaches developed in the 1990s. The document also discusses research on flipped learning, potential benefits and issues, and its relevance for English language learning contexts. Key aspects of designing and implementing flipped learning models are outlined.
Dialogic book reading 101- Presentation at KOTESOL 2013Maria Teodora Ping
This document discusses dialogic book reading, which involves an adult and child switching roles where the child acts as storyteller and the adult listens and asks questions. Strategies for dialogic reading include PEER (prompting, evaluating, expanding, repeating) and CROWD (completion, recall, open-ended, wh-, and distancing prompts). Recommended practices for early language learners are asking what questions, following answers with more questions, repeating the child, helping as needed, praising the child, following their interests, asking open-ended questions, and having fun. Possible innovations discussed are creating a dialogic reading corner and integrating technology.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
This three-day professional development workshop for middle school teachers focused on implementing the Expository Reading and Writing Course (ERWC) curriculum. The workshop covered: an overview of ERWC and how it aligns with Common Core standards; integrating reading and writing to develop academic literacy; differentiating instruction for English learners, special education students, and advanced learners; close reading strategies; and adapting ERWC assignment templates for different curricula. Teachers analyzed text complexity, practiced close reading and developing text-dependent questions, and discussed developing students' academic habits of mind. The workshop provided strategies for making ERWC modules accessible to all students and time to plan curriculum revisions.
Although we have a strong body of best practices with English Learners (ELs), inequities continue to prevail. How do we create a heightened sense of urgency and increase stakeholder sensitivity to ELs’ school experiences? This session will focus on creating instructional tools to gauge the presence and strength of evidence-based instruction as used in daily practice. Participants will consider specific actions that lead to improved student outcomes and systemic access and equity for ELs.
Are You As Smart As A 6th Grader About Digital Learning?Julie Evans
The document discusses findings from Project Tomorrow's Speak Up Research on digital learning and 6th graders. It shares that 6th graders report often taking online tests (63%) but less frequently engaging in other tech-based activities like creating media. Students prefer communicating with teachers via email or messaging apps. While virtual learning has benefits like less drama, students say it also has challenges like not fitting all learning styles and missing social aspects. Students are more engaged in self-directed online learning compared to in-school learning. The document advocates discussing these findings to inform improving education.
The document discusses 3 major trends in English language teaching technology: 1) Flipped classrooms, which invert traditional content delivery by having students learn new content online before class; 2) Social media integration, as tools like YouTube, Twitter and Snapchat are increasingly used for language learning; 3) Digital games for learning English through an engaging context. Benefits include increased student engagement and the development of language skills. The document provides examples and guidance for implementing these trends in the classroom.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Dessalee Cook is an experienced K-8 educator seeking a teaching position. She has over 15 years of experience in both elementary and middle school education. She holds certifications in all subjects for K-5 and 6-8, as well as a Master's degree in Educational Technology. Cook has a proven track record of using data and technology to improve student outcomes. She is proficient in various educational software and tools.
Google My Maps is an easy tool for creating personal maps with descriptive pinpoints. This demonstration will show how students of different levels can use Google My Maps across the skill areas to create and share work. Ready-to-go projects will be shared that will increase student motivation, awareness, and autonomy.
While the yearly ACCESS score gives us a starting point, language assessment should happen throughout the school year. With assessment data, teachers can create language targets to accelerate student growth. Join an EL Coach on her journey for creating district-wide assessments that fit within the WiDA framework, support English Language Development, and empower EL teachers at the collaborative table.
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
The document discusses research on cognitive control in bilingual and multilingual children and implications for language education policy. Some key points:
- Bilingual and multilingual children show enhanced cognitive control compared to monolinguals due to managing multiple language systems.
- Managing more languages is cognitively more demanding and requires recruitment of additional brain regions.
- For education policy, introducing a second language early along with the first language is optimal for developing cognitive control skills before adding a third language later. Introducing multiple new languages simultaneously may overburden children's cognitive resources.
- The document recommends piloting language education programs and conducting more research to better inform policy decisions around optimal approaches for students to learn multiple languages.
A presentation by Jan Townend, a member of our online e-Consultancy Team and a speech and language therapist, and specialist teacher in dyslexia and literacy, currently working on a project Talk to your Baby in Tanzania.
Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Fairness respect and dignity ACTFL 2015Toni Theisen
The document discusses using social justice themes and global competence when teaching languages. It provides definitions and frameworks for social justice, global competence, and interdisciplinary themes. The document also outlines how to design a thematic unit using topics, focusing lenses, essential questions, learner targets, and assessments. Specifically, it suggests allowing students to choose lenses to view topics through in order to engage them and promote critical thinking about global issues.
This dissertation proposal examines the impact of bilingual education program models on student achievement and transition to English classrooms. Specifically, it will evaluate a two-way immersion bilingual program in Orange County, Florida, where both English and Spanish are used for instruction. Surveys of parents, teachers, and students will identify strengths/weaknesses of bilingual models. Student test scores and grades will be compared between the immersion program and non-bilingual programs. Statistical analysis including weighted mean, t-tests, and ANOVA will determine if the immersion program better promotes English transition and achievement. The study aims to contribute to knowledge on effective early childhood bilingual education methods.
This document discusses 21st century skills and their importance in education. It outlines the "four C's" of critical thinking, communication, collaboration, and creativity. It also discusses how these skills align with Ohio's academic standards and support career and workforce needs. The document indicates that the benchmark described, where students use technology to collaborate, plan, problem solve and experiment, aligns with the Ohio standards for technology for grades 6-8.
1) The document describes a differentiated word study block program implemented at Florence Griffith Joyner Elementary School to promote literacy among 4th and 5th grade students.
2) Most students at the school read below grade level. The program divides students into small groups based on their reading levels and provides targeted instruction on word study skills.
3) Each small group receives 25 minutes of instruction per day focused on decoding, encoding, morphology, and vocabulary skills appropriate for their reading level from teachers with relevant experience and training. Student progress will be regularly assessed to adjust groups as needed.
Digital resources and apps for English k 6June Wall
Weblinks and apps for mobile devices to support reading through comprehension, phonics, visual literacy, vocabulary, writing, speaking for primary students
This document discusses how school libraries can prepare for PARCC assessments. It begins by introducing PARCC and its priorities such as assessing the full range of Common Core standards and providing timely data to inform instruction. It then discusses the technology skills students need and how school librarians can help by focusing on non-fiction, technology literacy, inquiry-based learning, and research skills. Resources for preparation include the PARCC website, standards documents, and examples of how districts implemented PARCC readiness. The role of the librarian is positioned as integral to teaching 21st century skills and information literacy aligned with Common Core.
This document discusses two cognitive skills development programs, BrainWare SAFARI and SkateKids/Ramps To Reading. BrainWare SAFARI develops 41 cognitive skills over 12 weeks, improving cognitive ability by 4 years on average. It engages students with video game technology. SkateKids/Ramps To Reading integrates cognitive process development with literacy skills recommended by the National Reading Panel, developing reading comprehension through visualization and executive functions training. Both programs are supported by peer-reviewed research showing academic gains. The document also notes that economically disadvantaged students, English language learners, and students with IEPs often have weaker cognitive skills that can be addressed by these programs to close achievement gaps.
Expanding Teacher's Literacy: Playing with Digital Text and Media in School -...Kathy Garland
This document discusses three methods for analyzing film adaptations of novels: visual thinking strategies, media literacy education, and critical media literacy. It provides examples of how visual thinking strategies can guide students to analyze details in images. It also explains key concepts in media literacy education like film language, and discusses how critical media literacy involves analyzing representations and ideologies in media. The document aims to expand teachers' literacy skills for having students critically examine film versions of books.
This document discusses a model for training teacher education faculty to increase their digital literacy. It notes that while students are digitally literate, faculty are lagging behind, exacerbating a gap. As a result, students form "secret" social media groups for learning external to the classroom. The proposed Virtual Collaborative Model would transition faculty training from solely face-to-face to a hybrid model using social media. This would help open the "Zone of Proximal Development" and allow iterative socio-cognitive progressions to increase faculty digital pedagogical skills through implicit interactions in an online space.
The document discusses 3 major trends in English language teaching technology: 1) Flipped classrooms, which invert traditional content delivery by having students learn new content online before class; 2) Social media integration, as tools like YouTube, Twitter and Snapchat are increasingly used for language learning; 3) Digital games for learning English through an engaging context. Benefits include increased student engagement and the development of language skills. The document provides examples and guidance for implementing these trends in the classroom.
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
This document summarizes the results of an online survey of English teachers who have taught or are currently teaching in Vietnam. The survey received 12 responses. It found that teachers make supplemental materials to address gaps in textbooks and the specific needs of their Vietnamese students. Teachers reported focusing on pronunciation, grammar, and vocabulary in their classes. They also incorporated speaking activities like role plays and group discussions. Respondents said the most rewarding part of teaching in Vietnam was their diligent and enthusiastic students. The biggest challenges included students' pronunciation and overreliance on textbooks. The survey provides advice for new teachers, such as learning about Vietnamese culture and language.
Dessalee Cook is an experienced K-8 educator seeking a teaching position. She has over 15 years of experience in both elementary and middle school education. She holds certifications in all subjects for K-5 and 6-8, as well as a Master's degree in Educational Technology. Cook has a proven track record of using data and technology to improve student outcomes. She is proficient in various educational software and tools.
Google My Maps is an easy tool for creating personal maps with descriptive pinpoints. This demonstration will show how students of different levels can use Google My Maps across the skill areas to create and share work. Ready-to-go projects will be shared that will increase student motivation, awareness, and autonomy.
While the yearly ACCESS score gives us a starting point, language assessment should happen throughout the school year. With assessment data, teachers can create language targets to accelerate student growth. Join an EL Coach on her journey for creating district-wide assessments that fit within the WiDA framework, support English Language Development, and empower EL teachers at the collaborative table.
This session uses current research on STEM and its implementation in schools in various modes to then offer practical suggestions for how you incorporate STEM or STEAM into a teaching unit
Common Core Implementation: Understanding "The Shifts"NAFCareerAcads
As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.
Presenter: Marianna Goheen, Goheen Consulting
The document discusses research on cognitive control in bilingual and multilingual children and implications for language education policy. Some key points:
- Bilingual and multilingual children show enhanced cognitive control compared to monolinguals due to managing multiple language systems.
- Managing more languages is cognitively more demanding and requires recruitment of additional brain regions.
- For education policy, introducing a second language early along with the first language is optimal for developing cognitive control skills before adding a third language later. Introducing multiple new languages simultaneously may overburden children's cognitive resources.
- The document recommends piloting language education programs and conducting more research to better inform policy decisions around optimal approaches for students to learn multiple languages.
A presentation by Jan Townend, a member of our online e-Consultancy Team and a speech and language therapist, and specialist teacher in dyslexia and literacy, currently working on a project Talk to your Baby in Tanzania.
Dyslexia International May 2012 Newsletter.
www.dyslexia-international.org
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
This document provides an agenda and materials for a workshop on maximizing comprehensible input and output in bilingual and dual language classrooms to improve student achievement. The workshop covers: [1] stages of second language acquisition; [2] setting language objectives across content areas; and [3] instructional strategies to maximize input and output in the target language to ensure student understanding. Sample activities include using visuals, gestures, tiered questioning, and sentence frames to make language comprehensible for students.
Fairness respect and dignity ACTFL 2015Toni Theisen
The document discusses using social justice themes and global competence when teaching languages. It provides definitions and frameworks for social justice, global competence, and interdisciplinary themes. The document also outlines how to design a thematic unit using topics, focusing lenses, essential questions, learner targets, and assessments. Specifically, it suggests allowing students to choose lenses to view topics through in order to engage them and promote critical thinking about global issues.
This dissertation proposal examines the impact of bilingual education program models on student achievement and transition to English classrooms. Specifically, it will evaluate a two-way immersion bilingual program in Orange County, Florida, where both English and Spanish are used for instruction. Surveys of parents, teachers, and students will identify strengths/weaknesses of bilingual models. Student test scores and grades will be compared between the immersion program and non-bilingual programs. Statistical analysis including weighted mean, t-tests, and ANOVA will determine if the immersion program better promotes English transition and achievement. The study aims to contribute to knowledge on effective early childhood bilingual education methods.
This document discusses 21st century skills and their importance in education. It outlines the "four C's" of critical thinking, communication, collaboration, and creativity. It also discusses how these skills align with Ohio's academic standards and support career and workforce needs. The document indicates that the benchmark described, where students use technology to collaborate, plan, problem solve and experiment, aligns with the Ohio standards for technology for grades 6-8.
1) The document describes a differentiated word study block program implemented at Florence Griffith Joyner Elementary School to promote literacy among 4th and 5th grade students.
2) Most students at the school read below grade level. The program divides students into small groups based on their reading levels and provides targeted instruction on word study skills.
3) Each small group receives 25 minutes of instruction per day focused on decoding, encoding, morphology, and vocabulary skills appropriate for their reading level from teachers with relevant experience and training. Student progress will be regularly assessed to adjust groups as needed.
Digital resources and apps for English k 6June Wall
Weblinks and apps for mobile devices to support reading through comprehension, phonics, visual literacy, vocabulary, writing, speaking for primary students
This document discusses how school libraries can prepare for PARCC assessments. It begins by introducing PARCC and its priorities such as assessing the full range of Common Core standards and providing timely data to inform instruction. It then discusses the technology skills students need and how school librarians can help by focusing on non-fiction, technology literacy, inquiry-based learning, and research skills. Resources for preparation include the PARCC website, standards documents, and examples of how districts implemented PARCC readiness. The role of the librarian is positioned as integral to teaching 21st century skills and information literacy aligned with Common Core.
This document discusses two cognitive skills development programs, BrainWare SAFARI and SkateKids/Ramps To Reading. BrainWare SAFARI develops 41 cognitive skills over 12 weeks, improving cognitive ability by 4 years on average. It engages students with video game technology. SkateKids/Ramps To Reading integrates cognitive process development with literacy skills recommended by the National Reading Panel, developing reading comprehension through visualization and executive functions training. Both programs are supported by peer-reviewed research showing academic gains. The document also notes that economically disadvantaged students, English language learners, and students with IEPs often have weaker cognitive skills that can be addressed by these programs to close achievement gaps.
Expanding Teacher's Literacy: Playing with Digital Text and Media in School -...Kathy Garland
This document discusses three methods for analyzing film adaptations of novels: visual thinking strategies, media literacy education, and critical media literacy. It provides examples of how visual thinking strategies can guide students to analyze details in images. It also explains key concepts in media literacy education like film language, and discusses how critical media literacy involves analyzing representations and ideologies in media. The document aims to expand teachers' literacy skills for having students critically examine film versions of books.
This document discusses a model for training teacher education faculty to increase their digital literacy. It notes that while students are digitally literate, faculty are lagging behind, exacerbating a gap. As a result, students form "secret" social media groups for learning external to the classroom. The proposed Virtual Collaborative Model would transition faculty training from solely face-to-face to a hybrid model using social media. This would help open the "Zone of Proximal Development" and allow iterative socio-cognitive progressions to increase faculty digital pedagogical skills through implicit interactions in an online space.
Systematic review and meta-analysis of teachers’ development of digital literacyKhalid Md Saifuddin
Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.
MotivationMotivations of Turkish Teachers for Digital & Media Literacy Educa...Media Education Lab
A presentation by Professor Sait Tuzel, PhD, visiting scholar at the Media Education Lab. Th's presentation about the results of a new study of the digital and media literacy motivations of Turkish teachers.
eLearning Africa 2011 Using digital stories to improve digital literacy skillsDaniela Gachago
This document discusses a study that examined the development of digital literacy skills in pre-service teacher students through a digital storytelling project. The study investigated students' perceptions of their ICT access and skills, the improvement of their digital literacy skills, and any contradictions. Digital literacy is defined as having three components: social awareness, critical thinking, and knowledge of digital tools. The study used surveys and student scores in a quantitative analysis to address its research questions.
Digital Literacy in Teacher Education in Germany - Current Issues and ConceptsMandy Rohs
This document discusses teacher education and digital literacy in Germany. It outlines two main approaches to digital literacy in Germany - the normative media-educational approach and the instrumental-technological approach. Research on digital literacy in teacher education is limited, but initial empirical results suggest examining teachers' media pedagogical competence and the inclusion of digital literacy in teacher education standards and curricula. While education policies are set regionally in Germany, documents generally call for ICT-related skills and pedagogical training to be part of initial teacher education across subjects.
A Reflexive Narrative of one Teacher’s Professional Digital LiteracyRichard Pinner
I have always combined my interest in technology with my work as a teacher, thereby developing my own digital literacy to the extent that it has been a very influential factor in my professional development and teaching beliefs. Whilst working in London in 2007, I began teaching IT skills classes to pre-masters students and at the same time I became the eLearning coordinator for a large chain of language schools with over 40 international locations. I was responsible for maintaining an online self-access centre and virtual learning environment with over 10,000 registered users. I created my own consultancy which offered technology training specifically for language teachers. Since moving to Japan in 2011, I have continued to utilise educational technologies in my work. My story may not be particularly unusual, and therefore in presenting a reflexive narrative of my experience I hope to open up a discussion with other practitioners who have similarly developed their digital literacy in order to improve their teaching and career prospects. I will also discuss my views on EFL teacher digital literacy in general, as well as my experience of student digital literacy. This presentation takes the form of a narrative inquiry (Barkhuizen, 2013), based on data collected through the process of reflexive practice (Edge, 2011). I encourage others to utilise narratives as a way of improving their practice.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Vilnius Lithuania 20-01-17 Digital Literacies and the challenge for Language ...Jeroen Clemens
Jeroen Clemens is a language teacher, researcher, consultant, and blogger with 39 years of experience in education. In his presentation, he discusses the differences between print and online reading, noting that online texts are nonlinear, connected, multimodal, flexible, interactive, and often lack a clear author. While digital natives are frequent users of technology, many students still lack the new skills and strategies needed to effectively evaluate and synthesize information online. He advocates expanding definitions of literacy to include online reading comprehension and updating national curricula and assessments accordingly. Teacher development programs should focus on related terminology and collaborating to create new learning materials.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...WASC Senior
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
Challenges of teaching English to adults: How educators can improve students'...JohannaVivoni
Educational practices have become more diverse after the COVID-19 pandemic. As universities were faced with the challenge of adapting their courses to the distance education modality, English professors needed to understand which strategies could be more effective to improve students’ listening, speaking, writing, and reading skills in the second language.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
Campus presentation on potential research and my personal teaching learning b...leadchangeagent
This document discusses the use of personal learning environments (PLEs) for publication purposes. It describes how a group of educators created their own PLEs using various digital tools and literacies. Their online discussions revealed the skills needed to curate information sources and form a learning network. The publication shares their individual perspectives on personal and professional learning.
The growth of digital devices, digital reading, and online purchasing is opening up new opportunities for publishers around the world, and this is particularly true in the classroom environment. Shane Armstrong, Executive Vice President of Scholastic Corporation and President of International Growth Markets, will present an overview of Scholastic’s big plans for global educational publishing, especially in the core areas of math and reading. He’ll talk about new opportunities with assessment, how ancillary products support Scholastic’s goals, and how trade pubs can take advantage of an increasingly global (and increasingly digital) education market.
The document summarizes two studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding small increases in math scores. Teachers whose students scored above average used the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students. It found that technology increased success rates but some students found online learning overwhelming, and identified strategies like choice, structure and customization that helped at-risk learners.
The document summarizes two research studies on the use of technology in education. The first study examined the impact of interactive whiteboards on student achievement in math and language arts, finding a small positive effect, especially in upper elementary grades. Teachers whose students scored above average were found to use the whiteboards more frequently. The second study explored teachers' experiences using technology with at-risk students, finding that teachers encountered difficulties but technology also provided opportunities for success when certain strategies were employed. Qualitative data analysis was used to identify themes in teachers' responses.
Cambridge Curriulum for Information Literacy workshop presentationJane Secker
The document summarizes a workshop aimed at gathering feedback on a draft curriculum for information literacy. It provides an agenda for the workshop including welcome, presentations on the background and draft curriculum, discussion, and next steps. It also gives context on the development of the curriculum through expert consultation and outlines some of the key attributes and themes covered in the draft curriculum.
This document summarizes a study on collaboration between pre-service teachers and librarians. Students in teacher education and library science programs worked in teams on a lesson plan assignment. The study found that successful collaboration required good communication, well-defined roles, and an understanding of each profession's skills. Challenges included differing specialties and lack of experience working together. The researchers conclude that collaboration skills should be explicitly taught to help integrate subject content and information literacy.
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
Deep Reading, CostBenefit, and the Construction of Meaning E.docxvickeryr87
Deep Reading, Cost/Benefit, and the Construction of Meaning: Enhancing Reading
Comprehension and Deep Learning in Sociology Courses
Author(s): Judith C. Roberts and Keith A. Roberts
Reviewed work(s):
Source: Teaching Sociology, Vol. 36, No. 2 (Apr., 2008), pp. 125-140
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/20058637 .
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DEEP READING, COST/BENEFIT, AND THE CONSTRUCTION
OF MEANING: ENHANCING READING COMPREHENSION
AND DEEP LEARNING IN SOCIOLOGY COURSES*
Reading comprehension skill is often assumed by sociology instructors, yet
many college students seem to have marginal reading comprehension skills,
which may explain why fewer than half of them are actually doing the read
ing. Sanctions that force students to either read or to pay a price are based on
a rational choice model of behavior?a perspective that many students seem
to bring with them. However, deep reading?reading for long-term retention of
the material and for comprehension at a level that can be perspective
transforming?involves constructing meaning as one reads. Students need
help developing reading strategies that enhance this process. Moreover,
cost/benefit coercion of reading does not necessarily enhance construction of
meaning or deep-learning; indeed, it may reward minimalist or surface reading.
This essay is an excursion into theory on deep learning and the implications of
that theory for engaging students in reading. An assignment based on multiple
intelligences and fostering reading comprehension is suggested and some ini
tial data are provided regarding possible success of this strategy.
Judith C. Roberts
Hanover College
Keith A. Roberts
Hanover College
Reading is a complex process to which
sociologists have paid little attention, de
spite the fact that we do a great deal of it
and expect our students to do it before com
ing to classes. Although children learn the
mechanics of reading in the early elemen
tary grades, reading with understanding and
meaning is a skill that needs to be nurtured
over many years. The emphasis on "reading
to l.
This document outlines a proposed project to use ICT tools like computers, the internet, and presentation software to teach English to Ukrainian students. It would involve dividing students into groups to research topics, conduct interviews, collect information online, and create presentations. The goals are to improve English skills while developing research, collaboration, and presentation abilities. Students would go through preparation, research, creation, and presentation stages. The project aims to make English learning more engaging for students and in line with educational standards.
This document provides an overview of reading comprehension and its importance. It discusses reading comprehension as an interactive process between the reader and text, and identifies several key reading comprehension skills that develop as children age, including understanding main characters, sequence of events, inferences, and applying what is learned. It then identifies three main causes of poor reading comprehension: language problems, lack of automatic foundational reading skills, and inability to decode written words. The document concludes by emphasizing the importance of reading comprehension for learning, performing well, and success in school and careers.
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
The document provides a final design for an instruction on the science of reading. It aims to educate current and future educators on the science of reading and how it compares and can benefit students compared to traditional reading instruction. It details needs assessments that show students' reading scores have declined and the science of reading may help address issues with traditional instruction. The design outlines goals and objectives for learners to understand the five components of science of reading and how it differs from and can improve upon traditional reading instruction.
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On December 11, 2020, I held a Keynote at the 6th International Conference in Moskou. Reading and Literacy in Education and Culture: Letters in Digits, organized by The Reading Association of Russia.
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This document discusses the importance of digital literacy and the role of language teachers in teaching it. It argues that online reading requires new skills beyond traditional print literacy like evaluating, synthesizing, and communicating information online. It also presents a new definition of literacy that includes these online comprehension skills. The document then discusses how digital literacy can be integrated into the language curriculum, such as teaching online reading strategies and having students write different types of online texts. It advocates for teachers to start developing digital literacy lessons now rather than waiting for national programs.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Literacy in a digital age: a challenge for language teachers? Turku Finland August 2016
1. 3rd Baltic Sea – 17th Nordic Literacy
Conference
14−16 August 2016 − Turku/Åbo, Finland
Making meaning – literacy in action
Jeroen Clemens
Literacy in a digital age: a challenge for
language teachers?
www.jeroenclemens.nl
@jeroencl; contact@jeroenclemens.nl
2. 1. Language Teacher
2. Researcher New Literacies / Online literacy
3. Consultant/ writer/ speaker
§ Teacher trainer
§ Head Language department
4. ability to understand, evaluate, use
and engage with written texts to
participate in society, to achieve
one’s goals, and to develop one’s
knowledge and potential (OECD 2013)
5. Print media
§ Lineair
§ Single text
§ Fixed structure
§ Textual
§ Static
§ One-way
§ Clear author
Online media
§ Non-lineair Hypertext
§ Connected texts
§ Multiple structures
§ Multimodal Multi Media
§ Flexible / Changing
§ Interactive
§ Not always clear author
Not only written texts
8. New & aditional skills and strategies needed
Many students are not competent: see reading list
9. jeroenclemens.nl
Digital natives
Diataal (Haquebord)
ORCA Nederlands (Clemens)
eigen onderzoek
zoeken evalueren synthese
synthese
schrijven
zoeken
schrijven
synthese
evalueren
Additional competencies
Co Ev
Se
Sy
Traditional Reading test
ORCA Dutch version Clemens
11. § 63% perceives online texts different from offline texts
§ 84% online reading comprehension asks for new skills and
strategies
§ 90% students need to learn online reading comprehension
skills and
§ (86%) they need education in online reading comprehension
12. § 73% current curriculum is not sufficient for preparing students
for online reading comprehension.
§ 75% online reading comprehension must be included in the
curriculum, the common core standards (65%) and in text
books / learning materials (87%).
§ There is less agreement (37%) whether online reading
comprehension must become a part of the national assessment
program of Dutch or on the more pedagogical question if
online reading comprehension must become a separate course
in textbooks (32%).
13. § 70% think there is not enough attention for online reading
comprehension in their current teaching materials.
§ 17% include online reading comprehension in their teaching.
§ 7% develop lessons or teaching materials for online reading
comprehension
§ 84% don’t collaborate with colleagues on this topic (84%).
14. § 10% think school finds online literacy important.
§ 15% positive when looking at their department (15%).
§ 18% see initiatives happening at department level
§ but it’s a tough question: a lot of teachers are neutral on this
item (school: 33%, department: 50%).
15. §71% say they need professional development
to be able to teach online literacy
§This has top priority
16. §Top down 5-10
§ National Standards, Assessment,
Publishers/Textbooks,Teacher training
institutes; accessible knowledge
§Implement in teacher training programs 3-5
§Bottom up/ now
§ own initiatives: school and teacher initiatives
and collaboration, teacher development teams,
conferences, teacher training institutes
17. §Relate own curriculum/ learning goals
§Connect, recognisable terminology:‘Lets work on
Critical Reading Plus’,‘expand search strategies to online texts’
§Target language teachers first & early
adopters cross curriculum
§Work in teacher development teams
§Co-create / use each others materials
regional and nationally
§Share and collaborate online
18. § Afflerbach, P., & Cho, Β.Y. (2009). Identifying and describing constructively responsive
comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G.
Duffy, Handbook of Research on Reading Comprehension. NewYork: Routledge.
§ Cho, B.-Y., & Afflerbach, P. (2015). Reading on the Internet. Journal of Adolescent & Adult
Literacy, 58(6)
§ Castek, J., & Coiro, J. (2015). Understanding What Students Know. Journal of Adolescent &
Adult Literacy, 58(7)
§ Donald J Leu, J., McVerry, J. G., O'Byrne, I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., et
al. (2011).The new literacies of online reading comprehension: Expanding the literacy and
learning curriculum. Journal of Adolescent & Adult Literacy, 55(1).
§ Leu, D. J., Kulikowich, J. M., Sedransk, N., Coiro, J., Liu, C., Cui,W., et al. (2014).The ORCA
Project: Designing Technology-based Assessments for Online Research, Comprehension,
And Communication. American Educational Research Conference. Philidelphia.
§ Leu, D. J., Forzani, E., Burlingame, C., Kulikowich, J., Sedransk, N., Coiro, J., & Kennedy, C.
(2013).The new literacies of online research and comprehension: Assessing and preparing
students for the 21st century with Common Core State Standards. In L. B. Gambrell & S. B.
Neuman, Reading instruction in the age of common core standards. Newark, DE: IRA.
§ OECD. (2011). PISA 2009 Results: Students On Line (Vol.VI, p. 395). OECD Publishing.
doi:10.1787/9789264112995-en
§ OECD (2014). PISA 2012 Results:What Students Know and Can Do – Student Performance
in Mathematics, Reading and Science (Volume I, Revised edition), PISA, OECD Publishing.