they present and demonstrate their learning

facilitator and a resource for their learning. They do the rest.

teach digital literacy to a mixed group of high school students.

authoring their own learning,

power and patience employed during work process…

Construction is equal parts inspiration and perspiration.

but I believe that the word choice involved in identifying construction as opposed to creation is also of the utmost importance.

our understanding of construction and creation needs to be broad enough to allow for change in the future.

Working online is a fluid experience which calls for flexible learners.

The ideas and concepts in all of this work does overlap sometimes

while making it easy & flexible enough for teachers to make this work happen in their classrooms.

The ideas and concepts in all of this work does overlap sometimes…and students and teachers should feel empowered to move in, out, and between all of the concepts. Working online is a fluid experience which calls for flexible learners.

In Chile, the Rosas et al. study (2003) evaluated the effects of introducingeducational video games into the classroom and found indications ofpositive effects on learning, motivation and classroom dynamics.

When young people help to create content for the Internet -- when they experience being active participants, contributing to what there is online -- they are more likely to see the Internet as a resource that they understand and use effectively. By contrast, when people, especially the young and underrepresented, do not have a chance to experience the Internet as something they have a part in shaping, they miss out on being more closely connected to a wealth of resources, information, interaction, and opportunities for growth that can help them to cross over the digital divide.

hese include remixing clips from movies to create “faux” trailers for hypothetical movies; setting remixed movie trailers to remixed music of choice that is synchronized to the visual action; recording a series of anime cartoons and then video-editing them in synchrony with a popular music track; mixing “found” images with original images in order to express a theme or idea (with or without text added); and mixing images, animations and texts to create cartoons or satirical posters (including political cartoons and animations), to name just a few type

We live during a time in which new technologies continuously appear online, requiring additional skills to effectively read, write, and learn, sometimes on a daily basis.

How does the nature of reading and writing change online? What, if any, new literacies do we require?

(1) reading to identify important questions, (2) reading to locate information, (3) reading to evaluate information criti-cally, (4) reading to synthesize information, and (5) reading and writing to communicate information.

Some believe there is little to teach; our students are already “digital natives,” skilled in online literacies

Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and exciting opportunities for our classrooms

tarfall (www.starfall.com) i

Someone reading this standard with a lens to the past would interpret it by teaching point of view within narratives, engaging students in discussions about the point of view held by different characters. Some-one reading this standard with a lens to the future would interpret it by teaching point of view in relation to the evaluation of a website’s reliabil-ity, where point of view is one of several important elements to consider when evaluating the reliability of information that is found online

most of our prior knowledge about reading is derived from an under-standing of reading in offline contexts, the U.S. standards are likely to be interpreted in relation to offline reading comprehension, not online reading comprehension. Another way of looking at this issue is to suggest that many educators will read the CCSS only with a lens to our past, and not a lens to our future, failing to include instruction in important online reading skills.

What, if any, new literacies do we require?

Most importantly, how we adapt to a dynamic definition of literacy in the classroom will define our students’ future.

Internet is also altering the nature of literacy, generating New Literacies that require additional skills and strategies.

These changes will require each of us to always have one lens turned to the future so that we might continuously learn about even newer online tools that we can use in our classrooms, preparing our students for their future.

As new technologies appear on the Internet, new literacies and new opportunities for instruction appear (International Reading Association, 2009).

One of the most consistent patterns in reading research is the finding that the prior knowl-edge we bring to a text profoundly shapes our interpretation.

Teachers become more important, though their role changes, within new literacy classrooms. (p

The Internet is this generation’s defining technology for literacy and learning within our global community.

New Literacies, as the broader concept, benefits from work taking place in the multiple, lowercase dimensions of new literacies by identify-ing the common findings that appear.

In short, online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations. A third difference is that new technologies such as browsers, search engines, wikis, blogs, e-mail, and many others are required. Addi-tional skills and strategies are needed to use each of these technologies effectively. Keyword entry in a search engine

Some believe there is little to teach; our students are already “digital natives,” skilled in online literacies (Prensky, 2001). It is true that today’s students have grown up in an online world and are developing profi-ciency with gaming, social networking, video, and texting (Alvermann, Hutchins, & DeBlasio, 2012; Zickuhr, 2010). However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008).

Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives. Proficiency in these continuously new, online literacies will define our students’ success in both school and life.

In addition, new tools for lit-eracy will appear on the Internet tomorrow with additional, New Litera-cies required to use them effectively.

Most importantly, it is reshap-ing the nature of literacy education, providing us with many new and

Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first. This enables struggling readers and writers to become literate in this new technology before other, higher-performing students in reading

online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate with others to learn more about the questions we explore and as we communicate our own inter-pretations

Teachers become more important, though their role changes, within new literacy classrooms

The Internet is this generation’s defining technology for literacy and learning within our global community

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet.

Teach Source EvaluationSkillsIf you want to teach source evaluation skills, have small groups conduct research to answer a three-part problem such as this:1.How high is Mt. Fuji in feet?2.Find a different answer to this same question.3.Which answer do you trust and why do you trust it?

print out enough copies of the first page of search results for each student. Dis-tribute these. Then see if students can locate the best link on the search results page for each question that you ask such as, “Which link will take you to a site developed by an Egyptologist?”

Make it a policy to always teach a new technology, with new literacies, to your weakest reader(s) first

Since the words Internet or online never appear in the reading standards of the United States and since we are only beginning to develop our knowledge of online reading, we run the risk of interpreting nearly all of the stan-dards in reading with a lens to our past, implementing them only within traditional print contexts. Such an outcome will limit instruction, deny-ing important learning opportunities to our students.

Interestingly, the word Internet is never used in the CCSS reading stan-dards (Leu et al., 2011), despite the fact that the writing standards specify the use of “digital sources,” “technology,” and the “Internet” repeatedly (CCSS, 2010, p.41). Because of this, many will ignore instruction in online reading, thinking that the CCSS only references traditional, offline read-ing comprehension. Many may also fail to integrate reading and writing instruction, an important part of any literacy program.

Thus, when we speak of New Literacies in an online age we mean that literacy is not just “new” today; it becomes “new” every day of our lives.

these skills are central to education at all levels

Finally, and perhaps most importantly, online reading may require even greater amounts of higher-level thinking than offline reading. In a context in which anyone may publish anything, higher-level thinking skills such as critical evaluation of source material become especially important online.

However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet.

Some believe there is little to teach; our students are already “digital natives,” skilled in online literacies

Proficiency in these continuously new, online literacies will define our students’ success in both school and life.

Welcome to the Newsela Instructional Content Platform. We solve the problem of reading engagement holistically for students, teachers, and principals. See our results See our results Fresh, adaptive reads for every subject. ELA Science Elementary Math SocialStudies Our Content Partners World-class students (yours)deserve world-class instructional content. History Bio National Geographic The Washington Post The Guardian ProCon.org Encyclopædia Britannica Scientific American Associated Press The Gilder Lehrman Institute of American History PBS Newshour Smithsonian Perfect for elementary, too. With content and activities created specifically for students in grades 2-6, Newsela fits seamlessly into your elementary literacy routine. Learn more Assessments FTW. Every great love affair with reading begins with engagement, and Assessments are the ultimate in engagement. Know if students did the reading, if they’ve understood it, and much more. (All from the comfort of your mobile device.) Quizzes. Annotations. Writing Prompts. Teach vocabulary in context with Power Words. Forget word lists and memorization—the best way to learn new words is for students to encounter them in context while they read. Available on hundreds of articles. 5 Power Words with student-friendly definitions are embedded in hundreds of articles. Students can practice Power Words by completing 10 practice activities after reading. Words and points are collected on each student’s Word Wall. 123 Is your district missing something? Not anymore. We designed the Newsela Instructional Content Platform to fit perfectly into how your district already works. Integrate with Google Classroom, Canvas, Clever and more. Learn about PRO Learn about PRO It’s time to solvereading engagement. Join our community of 1,300,000 educators and counting. Join Learn about PRO Close Teachers Administrators Newsela About Newsela Pro Company Careers Content Partners Help Learning & Support Follow Us Press Blog Twitter Facebook Youtube Instagram © 2018 Newsela | info@newsela.com | Terms of Use | Privacy Policy

List of Reading Strategies

This process involves the following five phases:

hese learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day

your student learning objectives,

Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained

The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies. Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests. Internet Inquiry Projects also align well with Project Based Learning (PBL) initiatives. For more guidance about Internet Inquiry Projects, please review Reading the Web by Elizabeth Dobler and Maya Eagleton. This work draws on the Internet Workshop model and facilitates online reading comprehension.

It is the responsibility of educators in all grades and content areas to modify as needed for learners.

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests.

WebQuests play a vital role in the classroom by providing students with a scripted, guided examination of online resources in a topic. As students expand beyond the WebQuest, the next step is to engage in an Internet Inquiry Project

There are many variations as the project is student interest driven, and may last any amount of time. The design, focus, and length of the Internet Inquiry Project should be determined by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives

. Another takeaway was that K-12 students don’t understand “credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

One takeaway from this work was a focus on identifying and evaluating markers of credibility and relevance in online texts

Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

nd sift thr

Students collaboratively (with the instructor) identify an area of interest and co-construct a driving question to guide inquiry. Students engage in online collaborative inquiry as they search and sift through online texts using digital tools to address their focus of inquiry. Students critically evaluate online information by considering the credibility (truthfulness) and validity (usefulness) of the information obtained. Students synthesize what they have learned during their online inquiry by actively curating and synthesizing information across multiple, multimodal sources. Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

Internet Inquiry Projects are student interest driven, and are more authentic as a learning activity than traditional WebQuests

Student engage in online content construction by synthesizing what they have learned and selecting the best digital text or tool before sharing this answer.

identify an area of interest and co-construct a driving question to guide inquiry

Are the skills we’re teaching young New Zealanders the skills that the 21st century needs?

I can see how PBL is the vehicle by which I can teach both the Common Core Standards and the 21st century competencies to my first graders. I am also very excited that I don’t have to throw out all the great units I have taught in the past, but instead can view them through a PBL lens.

4 C’s: Collaboration, Communication, Critical Thinking and Creativity that are skills highly desired by future employers

collaboration, communication, critical thinking

For younger students, steps should be assigned to a time line, while students in middle school and above can schedule the tasks on their own and learn about self-discipline at the same time.

Authentic assessments help students analyze what they’ve learned and apply it their own experience. They don’t have to memorize facts for a test, so they can use their creativity to show what they’ve learned. For older students who can use a combination of writing and speaking, authentic assessment helps them refine their writing and oral presentation skills. Authentic assessment works great for groups, so students can get experience collaborating on projects with their peers.

hile completing tasks that are beneficial to their “real-world” experience

learning is so rich and it's so 04:21 meaningful that our students do very 04:23 well on standardized tests

01:57 you're doing a lot of small check-ins 01:59 with the students to see where they're

00:17 evolve to reflect the skills and 00:20 knowledge that we actually value and 00:22 that we need schools to teach in our 00:25 students to learn

Stanford professor Linda Darling-Hammond

05:45 standards and there's an assumption 05:47 behind a lot of that that we actually 05:48 know what our kids are going to face in 05:50 the future

to see the kids get 05:31 engaged in the work th

have the opportunity to kind of tinker 04:19 they get to think about something but 04:21 then also actually build it create it

language arts class students wrote 03:28 letters to Portland City officials and 03:30 created proposals for the installation 03:33 of their original works of public art

sites going to be connected as a walking 02:43 tour you know how to get there so if we 02:45 went to the othe

best use of assessment is to figure out 03:45 where they're at and how I can get them 03:48 to where I want them to be

02:55 that they do to challenge them to 02:57 synthesize things and to approach 03:00 problems in the way that a scientist 03:03 does or historian d

how would this mistake happen

We need you to make sure that they're transparent enough 08:12 that we can see what the rules are 08:14 that determine what gets through our filters.

here is no standard Google anymore.

03:29 Yahoo News, the biggest news site on the Internet, 03:32 is now personalized -- different people get different things.

don't yet have the kind of embedded ethics

Beware online "filter bubbles"

orest schools are also under the greatest pressure to raise sc

By simultaneously integrating knowledge of technology, pedagogy and content, expert teachers bring TPACK into play any time they teach

three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology.

separating the three components (content, pedagogy, and technology) … is an analytic act and one that is difficult to tease out in practice. In actuality, these components exist in a state of dynamic equilibrium or, as the philosopher Kuhn (1977) said in a different context, in a state of ‘‘essential tension’’…. Viewing any of these components in isolation from the others represents a real disservice to good teaching.

An Approach to Thinking About Technology Integration

At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework.

Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work.

Technology and content knowledge have a deep historical relationship. Progress in fields as diverse as medicine, history, archeology, and physics have coincided with the development of new technologies that afford the representation and manipulation of data in new and fruitful ways.

Open learning, also known as open education, can be defined as a set of practices, resources, and scholarship that are openly accessible, free to use and access, and to re-purpose.

We uploaded a pre-publication draft of the column to allow for review, remix, and commentary.

Every article has five versions, each written for students at different reading levels. After a student reads the version that matches her skill level, she can take corresponding quizzes to test her knowledge.

Five online tools that encourage students to get hands-on experience with nature.

Students today must be prepared to navigate the new "Cs of change" that the 21st century has brought us. These Cs include such skills as creativity, communication, collaboration, critical thinking, and comprehension.

In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

The structure of the textbook was a map that Sarah could easily follow.

3.NI.2.2Recognizeparticular websites as sources of research

2.Collaborate around computing.a.Select appropriate technological tools that can be used to collaborate on a project.b.Collaborate productively with individuals of varying perspectives, skills, and backgrounds.c.Set and implement equitable expectations and workloads when working in teams.d.Integrate constructive feedback while working in teams

3.DL.1.3Format a presentation using presentation software toinsert an image/video,change background colors, andchange text color

Encouraging Students to Be In Tune With One Another

sing elicitation techniques to promote complex expression and understanding (e.g., "Tell me more. What do you mean by ___?");

are grouped intentionally to provide a mix of skill levels

Tuition is about $34,000 per student and roughly 25 percent of students receive financial aid or scholarships. None have special needs or require English-language-learner services; 100 percent are admitted to college, most to top-tier universities.

greatest effects on improving students' text comprehension

cooperative, problem-based learning has been shown to improve student engagement and retention of classroom material

Redefinition

 Teachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

14 | CONNECTED LEARNINGoday’s educational institutions are struggling to fulfill their mission of provid-ing pathways to opportunity for all youth. In the past two decades, earnings have dropped for those without high school degrees, while dropout rates have continued to remain high among vulnerable populations. At the same time, privileged families are turning to costly private schools and enrichment activities for an educa-tional edge, preparing their children for a competitive and volatile market for profes-sional and fulfilling jobs.

Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world

Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them. It is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.

In the IRT model the gradual release of responsibility is accomplished through three phases of online research and comprehension instruction which aims “to increase academic engagement, encourage active reading, and promote students as experts in online research and comprehension”

Tiny House Project

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.

PBL is entrenched in the concept of the elements being “ongoing.” Building a PBL culture in the classroom isn’t just about doing a project every quarter. It’s about using the Design Elements as often as possible. It’s about offering Choice in different assignments, rubrics, deadlines, or partnerships on an everyday basis. It’s about training students to ask great questions not just when creating a Need to Know list, but when using Google, when asking for feedback, or to even develop their own peer-to-peer assessments. The need to teach literacy is also ongoing.

A Teacher’s Resource For A Comprehensive Assessment System

Using information technology has become an important skill for students and employees. As a teacher wishing to use the Internet your options are typically to either provide students with specific links or have them “Google” to find information on the Internet. Using Google can yield interesting and unexpected results. Creating a list of specific links is time consuming and does not teach the students how to search the web.

The Drama Classroom: Action, Reflection, Transformation

At the beginning of a new year or a new unit, you always want to deter-mine the theatre skills your students al-ready possess.

You can demonstrate this in a straight-forward fashion by asking for four volunteers to come up on stage or to the front of the classroom. Position the four from stage left to stage right, spaced evenly across the stage, one lying on the ground, one sitting on the floor, one sitting in a chair, and one standing up. Then ask the student audience several questions: “To which person do you eyes automatically go and why?” “Who is in the strongest position on stage and why?” “Who seems to be the most important in this stage picture and why?” “Who is in the weakest position on stage and why?” “Who is the least important and why?” With students discussing and demon-strating their understanding of these body positions on stage, you are able to introduce the concepts of strong and weak stage positions, while simultane-ously assessing their understanding of the concepts as they contribute to the discussion. Depending on the clarity of their answers, you can either review and re-teach, or move on

With any pre-assessment, you also need to be mindful of the sequence of skills you are building in your students.

With any pre-assessment, you also need to be mindful of the sequence of skills you are building in your students.

You can demonstrate this in a straight-forward fashion by asking for four volunteers to come up on stage or to the front of the classroom. Position the four from stage left to stage right, spaced evenly across the stage, one lying on the ground, one sitting on the floor, one sitting in a chair, and one standing up. Then ask the student audience several questions: “To which person do you eyes automatically go and why?” “Who is in the strongest position on stage and why?” “Who seems to be the most important in this stage picture and why?” “Who is in the weakest position on stage and why?” “Who is the least important and why?” With students discussing and demon-strating their understanding of these body positions on stage, you are able to introduce the concepts of strong and weak stage positions, while simultane-ously assessing their understanding of the concepts as they contribute to the discussion. Depending on the clarity of their answers, you can either review and re-teach, or move on

Beginning with the end in mind prevents curriculum from becoming a collection of random lessons, and it helps create the assessment founda-tion from which the skills and knowl-edge of students can be measured

If you were doing a unit based on that standard and wanted to “begin with the end in mind,” you might ask your students to create a scene with a beginning, middle, and end that shows distinct characters in conflict. This goal is observable, measurable, and attain-able.

We borrow our first step from Stephen Covey, who wrote the popular self-help book The Seven Habits of Highly Effective People. Covey’s second habit is to “Begin with the end in mind.”

We’re going to go a step further and offer a framework for the-atre teachers who want to incorporate authentic assessment into their theatre classes.

Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

six core concepts

6. Openly-Networked Connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings. Online platforms can make learning resources abundant, accessible and visible across all learner settings.”

When academic studies and institutions draw from and connect to young people’s peer culture, communities and interest-driven pursuits, learners flourish and realize their true potential.

Connected learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions.

These dedicated professionals are also harmed by the same one-size-fits-all system that’s failing too many of their students.

The surprising truth about what motivates us

TPACK Example

Motivating Learners

Designers and theater students aren’t just learning basic principles of acting and directing; they’re also learning how to use technology to enhance their visions.

I can demonstrate a relationship between music and another subject in my schoo

I can collaborate with others to composeor arrange a musical work for a specific purpose.

d.develop the topic with facts, definitions, and details;

It takes around 24 hours for your dinner to wind its way through the nine-metre-long digestive tract. On its trip, it’s mixed with acids and digestive juices, and squeezed and squelched until all the nutrients that the body needs are absorbed.

Your digestive (say: dye-JES-tiv) system started working even before you took the first bite of your pizza. And the digestive system will be busy at work on your chewed-up lunch for the next few hours — or sometimes days, depending upon what you've eaten. This process, called digestion,

Digestion interactive game for kids

Free Anatomy and Physiology and Human Body Websites for Kids:

All collaborative learning is done in a group (of at least two people), but not all group work is inherently collaborative! The trick is to structure the activity in a way that makes students work together to be successful.