The document discusses how getting kids to write and publish real books and magazines could transform education. It notes poor writing achievement among students and high dropout rates, arguing the current approach is not meeting students' needs. Skeptics question if kids can write, but the document counters that learning happens through doing. It cites many authors who learned through writing, not perfecting skills sequentially. The document argues kids should apply existing writing tools like the writing process and 6 Traits to real publications. This contextual shift to real projects could boost engagement and ownership of writing.
Parent Literacy
Childhood Education
Kaleena Springsteen
ECE 335 Children’s Literature
Carly Davenport
October 30, 2017
Importance of Reading to Young Children
Language skills.
The language used by the parents to the children tend to be repetitive and limited to vocabularies which are employed daily in addressing them. Thus, when the parents or the instructors read for the children, they enable them to have access to new vocabularies different from topics which comprise of more words and phrases which they do not hear on a daily basis. It also allows to learn new languages and develop the fluency when speaking.
Children lack the reading skills and therefore, it necessary to guide them. By that, the children will be able to achieve the following skills.
2
Importance of Reading to Young Children
Improves cognitive abilities
Memory/Long-Term- enables a child to access stored information
Visual Processing- allows children to think in visual images
Improves concentration
Attention/Sustained- helps children stay focused
Attention/Selective- helps children ignore distractions
1. Reading exposes the child to various brain exercises. These activities provoke their brains and thus making them start thinking and understanding things from a broad point of view and develop their way of reasoning (Kalb, 2014).
2. Reading to young children on a daily basis enables them to sit still for long periods, and this will be beneficial as they join school. Usually a child is distracted easily by their surrounding.
3
Benefits of Reading to Young Children
It develops the child’s imagination and creativity
Helping your child to become creative opens their minds up for great possibilities
Reading is a form of entertainment.
Have one or two nights a week for reading then make up games to go along with the story
It builds strong relationship between the parent and the child.
When parent spends time by his/her child bedside reading a book, this creates a bond between the them. Building a bond can help children grow emotionally.
1. When the parents read to their children, they provoke their mind to think about the characters, the setting to understand the flow of the story. Through that, the children are able to improve the way they choose ideas and think or imagine.
2. For instance, when reading comic books they present funny events which make the children enjoy the story and even respond to questions.
3. Sitting down with you child at the end of the day to read, helps both the parent and the child unwind and relax.
4
Resources for Story/Music Time
Films
There are various films performed purposely targeting the children. They present funny stories, entertaining events, and music for preschoolers. The movie can be a source of stories and music times that are recited to the children.
Linguistic books/novels
Reading of the linguistic books to children help them learn about their native language quickly. This will enable the children to unde.
More alike than different ncte presentation 2015 (1)GigiMcAllister
Authors Cynthia Lord and Lynda Mullaly Hunt and educators Alyson Beecher and Gigi McAllister present the topic of using inclusive literature in schools and classrooms.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
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
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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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.
1. What if kids wrote
and published?
Authentic Writing Projects Transform Education
A Slidecast by Mark Gura – Creator of TCM’s Resource Kit for ePublishing
Copyright Mark Gura 2010 www.resourcekitforepublishing.com
www.markgura.blogspot.com Sources of quotes are listed on the above site.
3. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! How could a kid
write a book? What would a kid write about? That’s a
cute idea, but a kid couldn’t’ write anything good, could
he? But kids don’t do that! Where would kids get the
material for books? Kids don’t know enough to write
books or articles! I’ve never seen a real book written
by a kid! Even kids don’t believe they could do it! How
good could a kid’s book be? Kid’s don’t even have
good spelling and grammar! If you let one kid do it, you
might have to let them all write books! Kids would have
to learn stuff before they could write about it! Who ever
heard of a kid writing a book? Kids who write books will
think they can do whatever they want! - What would
kids write about? What do kids have to say? Who
would read anything written by a kid? Kids can’t write!
What?
4. What do kids have to say? Who would read anything
written by a kid? Kids can’t write! Kids aren’t experts!
Kid’s haven’t studied writing! Kids don’t know how to
write! How could a kid write a book? What would a kid
write about? That’s a cute idea, but a kid couldn’t’
write anything good, could he? But kids don’t do that!
Where would kids get the material for books? Kids
don’t know enough to write books or articles! I’ve never
seen a real book written by a kid! Even kids don’t
believe they could do it! How good could a kid’s book
be? Kid’s don’t even have good spelling and grammar!
If you let one kid do it, you might have to let them all
write books! Kids would have to learn stuff before they
could write about it! Who ever heard of a kid writing a
book? Kids who write books will think they can do
whatever they want! - What would kids write about?
What do kids have to say? Who would read anything
written by a kid? Kids can’t write! Kids aren’t experts!
What?
What would kids write
about?
5. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write!
How could a kid write a book? What would a kid write
about? That’s a cute idea, but a kid couldn’t’ write
anything good, could he? But kids don’t do that! Where
would kids get the material for books? Kids don’t know
enough to write books or articles! I’ve never seen a
real book written by a kid! Even kids don’t believe they
could do it! How good could a kid’s book be? Kid’s
don’t even have good spelling and grammar! If you let
one kid do it, you might have to let them all write
books! Kids would have to learn stuff before they could
write about it! Who ever heard of a kid writing a book?
Kids who write books will think they can do whatever
they want! - What would kids write about? What do
kids have to say? Who would read anything written by
What?
6. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! How could a kid
write a book? What would a kid write about? That’s a
cute idea, but a kid couldn’t’ write anything good, could
he? But kids don’t do that! Where would kids get the
material for books? Kids don’t know enough to write
books or articles! I’ve never seen a real book written
by a kid! Even kids don’t believe they could do it! How
good could a kid’s book be? Kid’s don’t even have
good spelling and grammar! If you let one kid do it, you
might have to let them all write books! Kids would have
to learn stuff before they could write about it! Who
ever heard of a kid writing a book?
Kids who write books will think they can do whatever
they want! - What would kids write about? What do
What?
7. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! Who would
read anything written by a kid? How
could a kid write a book? What would a kid write
about? That’s a cute idea, but a kid couldn’t’ write
anything good, could he? But kids don’t do that! Where
would kids get the material for books? Kids don’t know
enough to write books or articles! I’ve never seen a
real book written by a kid! Even kids don’t believe they
could do it! How good could a kid’s book be? Kid’s
don’t even have good spelling and grammar! If you let
one kid do it, you might have to let them all write
books! Kids would have to learn stuff before they could
write about it! Who ever heard of a kid writing a book?
Kids who write books will think they can do whatever
What?
8. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! How could a kid
write a book? What would a kid write about? But kids
don’t do that! Where would kids get the material for
books? Kids don’t know enough to write books or
articles! I’ve never seen a real book written by a kid!
Even kids don’t believe they could do it! How good
could a kid’s book be? Kid’s don’t even have good
spelling and grammar! If you let one kid do it, you
might have to let them all write books! Kids who write
books will think they can do whatever they want! -
What would kids write about? That’s a cute
idea, but kids couldn’t’ write
anything good, could they? Kids would
have to learn stuff before they could write about it!
What?
9. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! How could a kid
write a book? What would a kid write about? That’s a
cute idea, but a kid couldn’t’ write anything good, could
he? But kids don’t do that! Where would kids get the
material for books? Kids don’t know enough to write
books or articles! I’ve never seen a real book written
by a kid! Even kids don’t believe they could do it! How
good could a kid’s book be? Kid’s don’t even have
good spelling and grammar! If you let one kid do it, you
might have to let them all write books! Kids would
have to learn stuff before they could
write about it! Who ever heard of a kid writing a
book? Kids who write books will think they can do
whatever they want! - What would kids write about?
What?
10. What would kids write about? What do kids have to
say? Who would read anything written by a kid? Kids
can’t write! Kids aren’t experts! Kid’s haven’t studied
writing! Kids don’t know how to write! How could a kid
write a book? What would a kid write about? That’s a
cute idea, but a kid couldn’t’ write anything good, could
he? But kids don’t do that! Where would kids get the
material for books? Kids don’t know enough to write
books or articles! I’ve never seen a real book written
by a kid! Even kids don’t believe they could do it! How
good could a kid’s book be? Kid’s don’t even have
good spelling and grammar! If you let one kid do it, you
might have to let them all write books! Kids would
have to learn stuff before they could
write about it! Who ever heard of a kid writing a
book? Kids who write books will think they can do
whatever they want! - What would kids write about?
What?
14. Poor student achievement in
the essential skill of writing
remains one of our most
pressing challenges!
15. In 2007 The Nation's Report Card
showed that while 88 percent of
American 8th grade students
performed at the Basic level of writing
achievement, only 33 percent
performed at the Proficient level and a
mere 2 percent at the Advanced level.
Furthermore, the report showed very
little improvement over the writing
scores of 2002.
18. Only 68.8 percent of all public school
students in the nation (US) graduate
from high school with a regular
diploma.
America produces a quarter-million
dropouts every year!
Info from: Diplomas Count 2010,
produced by Editorial Projects in Education
19. “Flexibility in meeting
students' diverse learning
styles is crucial in
diminishing TRUANCY!”
Source : US Department of Education report
“Truancy: A Serious Problem for Students, Schools,
and Society”
20. Our truant students are voting with
their feet. Countless others simply
turn off and tune out – attending
school, but not engaged in the
processes of their own education!
Clearly, we are not being flexible in
meeting their learning needs!
21. Can’t we do better in
supporting our kids in learning?
27. "Nine-tenths of education is
encouragement"
~ Anatole France
“It is the supreme art of the
teacher to awaken joy in creative
expression and knowledge.”
~ Albert Einstein
28. Imagine how education
would be transformed if
every kid wrote a real book,
chapter, article, or
magazine as part of his
education!
33. “Had my credentials been in
order I would never have
become a writer.”
Joan Didion
Excerpted from Why I Write
34. Instead of laboriously learning
a catalog of writing skills –
learning and practicing them
just in case someday they
might need or want to write
something real… kids can
learn to write by writing!
36. Instead of boring our kids with
exercises to teach them about
writing…
Why not let them learn to write
by writing real things they care
about?
37. “Evidence indicates that when
instruction draws on students’
preexisting understandings,
interests, culture, and real-world
experiences, the curriculum
becomes more meaningful to
them. “
SOURCE: Engaging Schools - Fostering High School Students' Motivation to
Learn (2003)
Board on Children, Youth and Families
38. It follows that if we want students
to learn to write, we must
establish a context in which this is
likely to happen…
One that encourages students to
draw on their interests, culture,
and experiences, as they discover
what writing is!
39. “Very few writers really
know what they are doing
until they've done it.“
Anne Lamott
from Bird by Bird : Some Instructions on Writing and Life
41. Learning by DOing is
powerful learning!
“I hear and I forget,
I see and I remember,
I do and I understand.”
~ Confucius, 551 B.C.
42. What are we currently
assigning kids to DO that
will truly get them to
understand reading and
WRITING? Better yet, get
them WRITING?
43. Why not support them in
writing real chapters and
articles - publishing real
books and magazines?
44. A nice Idea, but would
anyone (besides Confucius)
agree with it?
45. "Writing is an exploration.
You start from nothing
and learn as you go."
~ E.L. Doctorow
46. “If I waited for
perfection, I would
never write a word.”
~ Margaret Atwood
47. "Quantity produces quality.
If you only write a few
things, you're doomed.“
Ray Bradbury
Best Selling author of more
than 500 published literary works
48. "The secret of becoming a
writer is to write, write, and
keep on writing.“
~ Ken MacLeod
49. “Find a subject you care about
and which you, in your heart,
feel others should care about.”
Kurt Vonnegut
50. But don’t kids have to learn
how to write, before they can
write something that matters!
…little by little, itty-bitty baby
steps first…
56. It shows types of learning
listed vertically. Creating is
at the very top!
57. Yeah, but… a taxonomy isn’t
a road map!
It’s a listing of parts of a
whole – not an order by
which things may be
addressed!
58. Skills and concepts need not
necessarily be learned in a
strict sequence, only moving
to the next after the
previous one has been
mastered!
59. This notion, one that keeps
students working on writing
exercises instead of
WRITING real books and
articles, is flawed thinking –
flawed learning theory –
flawed education!
60. So, working on
writing/publishing projects
for which they haven’t
mastered every skill
involved could be a good
way to learn those skills?
77. It’s not the content we
need to change but…
the CONTEXT!
78. It’s not the content we
need to change but…
the CONTEXT!
79. The Writing Process is a
brilliant traditional
framework to support
students in learning to
write. So are the 6 Traits of
Writing.
80. But they will help students
far better when applied as
foundational supports in
writing and publishing
real books and magazines,
a shift in CONTEXT!
85. NO, teachers don’t need to
learn a lot of technology,
just user-friendly
applications developed to
support and improve the
experience of writing and
publishing.
86. “Technology can foster an
improvement in the
quality and quantity of
students’ thinking and
writing…”
Educational Leadership
Realizing the Promise of Technology – Volume 51/ Number 7
87. “Twenty first century
readers and writers need
to develop proficiency with
the tools of technology…”
National Council of Teachers of English
NCTE Framework for 21st Century Curriculum and Assessment
88. But don’t our kids
already know how to
use technology to
write?
90. Our students may be
sophisticated technology
users, but they don’t
associate technology use
with “Writing.”
91. Even though they text endlessly “…
teens disassociate e-communication
with writing.”
“Moreover, teens are filled with
insights and critiques of the current
state of writing instruction.”
SOURCE: Writing, Technology and Teens
The National Commission on Writing
College Board - Pew Internet & American Life Project
93. HOW technology transforms learning to write:
Students use Search Engines in
focused ways to identify themes
of personal interest to write
about.
94. HOW technology transforms learning to write:
When properly supported and
guided, they can
‘self-differentiate’ the subjects
of their writing projects…
increasing interest, motivation,
insight, and engagement!
98. HOW technology transforms learning to write:
Used imaginatively, word
processing transforms the
acts of writing drafts and
refining them, from
drudgework to a fluid,
interesting process.
99. HOW technology transforms learning to write:
Outlines morph into first
drafts, and these, in turn,
into polished, finished
pieces.
100. Basic Outline to version with
notes embedded
Notes embedded version expanded to
version with full sentences
Remove outline from sentences
to reveal DRAFT version
101. HOW technology transforms learning to write:
Students use spell, grammar, and
punctuation checking technology
to render the writing process into
a low risk, experimental activity.
Content, message, and voice
become the focus, instead of
writing mechanics…
102. HOW technology transforms learning to write:
AND they learn spelling, grammar,
and punctuation FROM the
technology, as it supports and
encourages thinking and creativity!
104. HOW technology transforms learning to write:
Following guidelines, students use
Search Engines and their own
creative intuition to collect
individualized bodies of knowledge
on which to base their writing .
105. HOW technology transforms learning to write:
As a result, student pieces
become truly personal and in the
process “ownership” of their
writing deepens.
106.
107. HOW technology transforms learning to write:
In addition to Web-based “library”
research, students can use today’s
Web 2.0 tools to gather original
information on which to base their
writing; surveys, data gathering,
interviews and oral histories, etc. are
now easy to include in the writing
process.
108.
109. HOW technology transforms learning to write:
Students enhance their writing
with illustrations, photos, charts,
timelines, puzzles, sidebars, and
other ancillary publishing
devices.
110. HOW technology transforms learning to write:
Today’s most highly regarded
publications make these an
integral part of the
writing/publishing process, and
so should our students. Free
user friendly tech tools make it
all easy and fun!
111.
112. HOW technology transforms learning to write:
Students use the publishing
design and organization
functions of ubiquitous
software to render their
writing projects into
sophisticated publications.
113. HOW technology transforms learning to write:
Commonly available - or - FREE
software enables them produce
books and magazines that resemble
professional publications.
Students can produce these as
handsome, traditional print
or ‘e’ Publications.
114.
115. HOW technology transforms learning to write:
Students use free, easy
to use Web 2.0 resources
to “publish” and
distribute their work.
116. HOW technology transforms learning to write:
Blogs, websites, document and
media sharing resources carry
student publications….
Controlled and safe social
networking and e-distribution
resources can be employed to
attract an audience and distribute
the work to them.
117.
118. Digital technologies influence
the processes, circulation,
and evaluation of writing, and
students need to learn how to
work effectively with them.
Source: Writing Now - A Policy Research Brief
produced by the National Council of Teachers of
English
119. The growing demand for good
writers requires more time and
attention devoted to writing
instruction in order to prepare
all students for a changing world.
Source: Writing Now - A Policy Research Brief
produced by the National Council of Teachers of English
120. Inquiry-based writing connects
writing practices with real-
world experiences and tasks; it
also increases student
engagement.
Source: Writing Now: A Policy Research Brief
produced by the National Council of Teachers of English
121. One of the greatest impacts of the
advent of digital technologies is the
transformation of the individual…
122. One of the greatest impacts of the
advent of digital technologies is the
transformation of the individual…
from Content Consumer
123. One of the greatest impacts of the
advent of digital technologies is the
transformation of the individual…
from Content Consumer
to Content CREATOR!
125. Doesn’t it follow that
supporting them in producing
the very types of published
material they are surrounded
by is crucial to their
development as literate
individuals?
130. For instance… some examples from our
National Science Standards
PAGE 144 ... to present their abilities and understanding and to use the
knowledge and language of science to communicate scientific explanations
and ideas. Writing, labeling drawings, completing concept maps, developing
spreadsheets, and designing computer graphics should be a part of the
science education...
PAGE 176... ARGUMENT. Students in school science programs should develop
the abilities associated with accurate and effective communication. These
include writing and following procedures, expressing concepts, reviewing
information, summarizing data, using language appropriately, developing
diagrams and charts...
PAGE 192 ... THE PROBLEM, PROCESS, AND SOLUTION. Students should
present their results to students, teachers, and others in a variety of ways,
such as orally, in writing, and in other forms—including models, diagrams,
and demonstrations....
136. Writing is especially important for
21st
Century workplace creativity,
which is social creativity, involving
groups and networks of people
tackling challenges and problems
together.
140. ” Creativity now is as
important in education as
literacy, and we should treat
it with the same status.”
141. ” Creativity now is as
important in education as
literacy, and we should
treat it with the same
status.”
From his talk at the TED Conference
“Schools Kill Creativity”
Sir Ken Robinson - Professor Emeritus, University of Warwick and
NY Times best selling author
145. Our students will NOT learn to
write until educators make
MOTIVATION to write
the dominant element in the
instructional equation!
146. “Half (49%) of all teens say they
enjoy the writing they do outside
of school… compared with just
17% who enjoy the writing they
do for school with a similar
intensity.”
SOURCE: Writing, Technology and Teens
The National Commission on Writing /
The College Board - Pew Internet & American Life Project
147. “… teens report being motivated to
write by relevant, interesting,
self-selected topics, and attention
and feedback from engaged adults
who challenge them.”
SOURCE: Writing, Technology and Teens
The National Commission on Writing /
The College Board - Pew Internet & American Life Project
148. “Educators who teach reading
and writing skills without
addressing student engagement
are unlikely to yield substantial
improvements.”
SOURCE: Using Student Engagement
to Improve Adolescent Literacy.
NCREL quick key Action Guide 10
149. “As anyone who has spent time
with high school students can
attest, attempting to build skills
of disengaged adolescents is a
futile enterprise. “
SOURCE: Using Student Engagement
to Improve Adolescent Literacy.
NCREL quick key Action Guide 10
151. Ah ha!
“Relevance of curricular
materials and topics is
essential to student success,
requiring teachers to know
about their students’
interests.”
SOURCE: Using Student Engagement
to Improve Adolescent Literacy.
NCREL quick key Action Guide 10
152. But how is the teacher to
know what each student
is interested in?
153. Perhaps we should
reconstruct the
experience so that
students make their own
guided, focused selection
of writing subjects !
154. Technology makes it possible, and
if the teacher sets parameters to
ensure that student choices
satisfy standards and
requirements, then the best of all
possible situations is brought
about…
155. … students improving their
writing by inspiring themselves
and others - writers and
readers immersed in topics of
deep interest.
156. How many pages, chapters,
articles, books, and
magazines will a student
read between kindergarten
and graduation?
157. Besides the content these bear,
what other message do students
take away? That literacy is passive?
That their role is to read what others
write.. ALWAYS?
Do only professional authors have
something worth saying, worth
reading?
158. Students should have a
voice, too - should write
real books and
magazines, should be
heard!
159. In her book Radical Reflections, famous Young
Readers author, Mem Fox states:
“we’re currently wasting a lot of time
by giving unreal writing tasks in our
classrooms....You and I don’t engage
in meaningless writing exercises
in real life—we’re far too busy
doing the real thing”
160. Who wants to write about things
they don’t care about?
Let’s give our students the
opportunity to write about what
interests them, inspires them!
164. “The capacity to write
well directly impacts
success throughout
one’s career.”
SOURCE: The Nation’s Report Card
165. “People who cannot write
and communicate clearly
will not be hired and are
unlikely to last long
enough to be considered
for promotion.“
WRITING: A Ticket to Work or a Ticket Out –
A Survey of Business Leaders
The National Commission on Writing / The College Board
166. Employees Lack Writing Skills
in the Workplace
“…a third of all workers
fall short of employers'
expectations in written
communication skills?”
Sources: Western Carolina University + The College Board
167. Employees Lack Writing Skills
in the Workplace
“remedying deficiencies in
writing costs American
corporations as much as
$3.1 billion annually,"
Sources: Western Carolina University + The College Board
169. It follows that we need
to support students in
developing as…
“Lifelong Writers!”
170. To do that we need
to make changes in
writing instruction!
171. From The National Commission on
Writing’s report:
“Writing and School Reform”
“Standardization and
scripting of instruction
threaten to undermine
writing instruction.”
172. From The National Commission on
Writing’s report:
“Writing and School Reform”
“Integrating writing into the
reform agenda, while
challenging, is integral to the
success of both.”
173. From The National Commission on
Writing’s report:
“Writing and School Reform”
“Genuine reform requires
personalization of
instruction.”
174. From The National Commission on
Writing’s report:
“Writing and School Reform”
“A climate to encourage
writing must be created.”
175. “We will not make much
progress in achieving
educational equity until we
develop better approaches
for dealing with student
boredom and resistance!”
From article: Boredom in Class? Try 'Outrageous' Instruction
Education Week July 13, 2009
176. So, what will we do
with all the books
and magazines kids
write and publish?
177. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
178. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
179. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
180. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference material; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
181. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
182. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
183. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
184. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
185. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally); Assign students to read them and give the
(student) author feedback; Have students learn by
comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
186. Read them; Use them to evaluate student learning ;
Have other students read them to inform and inspire
their own research, learning, and writing; Use today’s
student publications to inform ‘next step’ writing
projects; Archive and index student publications
(digitally) so they become part of the global body of
reference materials; Assign students to read them and
give the (student) author feedback; Have students learn
by comparing one another’s work; Arrange for senior
citizens, retirees, and others interested in contributing
to our society’s educational efforts to read them and
communicate questions and feedback to the authors;
Have students “build” on them as their learning and
communicating becomes more sophisticated during the
course of their education; etc.
187. Student publications are
potentially valuable content;
the more we regard them as
such, the more students will
live up to that expectation
when producing them !
188. What will we do with all the
books and magazines kids write
and publish???
194. “…Few Students Are Proficient
Writers
About one-third of America’s eighth-grade students,
and about one in four high school seniors, are
proficient writers, according to results of a
nationwide test...”
NY TIMES - Education Section - 4/3/08
195. What about the other
75% of our kids?
Can’t we teach them to
write too?
196. Can we afford to lose
another generation to
writing instruction that is
fragmented and divorced
from the urgency and energy
of doing real things for real
purposes?
197. Authentic Writing and
Publishing is an entry point
for quick, deep, meaningful
improvement in the
educational experience we
give our students.
198. Q: What would result If
every kid wrote and
published?
“Books are for nothing but to inspire.”
~ Ralph Waldo Emerson
199. A: Increased Interest & Engagement -
Improved Learning Across the
Curriculum - Heightened Thinking &
Creativity – Collaborative Learning
throughout Schools and Communities
of Learners – AND Improved WRITING,
an Essential Skill for School, Career, and
Lifelong Learning!
200. Free, easy to access
and use
tech resources make it
possible to support our
kids in writing and
publishing… NOW!
202. If you agree, please check out the
Resource Kit for
ePublishing
Created by Mark Gura for
Teacher Created Materials
a low cost resource developed
to support teachers
(and others who work with kids)
in getting them writing and publishing
real books and magazines.
All ideas in this presentation are made easy and
classroom-ready by the kit.
www.resourcekitforepublishing.com