Berlin State Opera Ballet

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

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

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

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.

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

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

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.

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:

Spider Web Discussion is an adaptation of the Socratic seminar in that it puts students squarely in the center of the learning process, with the teacher as a silent observer and recorder of what s/he sees students saying and doing during the discussion. Her method is used when the teacher wants students to collaboratively discuss and make meaning of a particular learning concept

Record your observations 2 Share with fellow naturalists 3 Discuss your findings

Project Noah was created to provide people of all ages with a simple, easy-to-use way to share their experiences with wildlife. By encouraging your students to share their observations and contribute to Project Noah missions, you not only help students to reconnect with nature, you provide them with real opportunities to make a difference.

SAMR Elementary Examples

We decided to use photography as a centerpiece of the new program. Photography emerged as the medium of choice because it:

Having students use self and peer evaluation sheets proved to be beneficial. When they were able to stop and reflect on the work they and their peers did, they were able to identify what was going well and what could be improved. I

Collaboration had the same results via technology as in person, increased learning opportunities.

Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.

Decomposing a difficult task into parts to saves time. You can then assign different roles.

Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create ‘freeloading’ where not all members participate. A moderate size group of 4-5 is ideal.

Lev Vygotsky’s seminal work asserted that social interaction is a fundamental aspect of learning. And if he were alive today, he would most likely agree with the saying “two minds are better than one.” He might add, “Better yet, how about three or four?”

Recent statistics suggest that the average person spends about 50 minutes per day using Facebook, Instagram, and Facebook Messenger. Add that to the fact that most people spend over five hours per day on their cell phones, and it's clear that we love our technology. While it's awesome to make an effort to cut down on screen time in the name of health (especially before bed!), why not use the time you spend on your phone to your advantage? That's what members of health and fitness digital accountability groups are doing, and they're seeing amazing results.

teachers of low income students tended to report more obstacles to using educational technology effectively than their peers in more affluent schools.

Smart phones have helped bridge the divide, as they provide internet access to populations previously at a digital disadvantage.

Integrating technology in your classroom is a great way to connect your students to nature—increasing their likelihood of becoming environmental stewards and making a positive impact on our planet.

These websites allow your students to report sightings (of robins, earthworms, frogs, mushrooms, etc.) and share pictures for a variety of projects or missions that help scientists across the world.

So children need direct exposure to nature. Given their increased access to technology, can we use technology to enhance that direct exposure?

 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.

TPACK, or technology, pedagogy, and content knowledge).

Social and contextual factors also complicate the relationships between teaching and technology. Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today

What would it mean to consider an educational agenda that includes more flexible, informal, diverse, and interest-driven learning environments? Can we do this in a way that elevates all youth rather than serving the privileged minority?

Despite its power to advance learning, many parents, educators, and policymak-ers perceive new media as a distraction from academic learning, civic engagement,

attributes her success to the writing skills she developed in the role-playing world (see Case Study 1).Clarissa’s out-of-school engagement in creative writing is an example of what we have dubbed connected learning—learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity.

game-based approach to teaching and learning.

harness these new technologies for learning rather than distraction.

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.

Alan poses a question in his TEDx talk that we should ask students: “Do you know how to use Google?” Of greater importance, the same question should be asked of teachers.

The Teaching Tolerance Digital Literacy Framework offers seven key areas in which students need support developing digital and civic literacy skills. The numbered items represent the overarching knowledge and skills that make up the framework. The bullets represent more granular examples of student behaviors to help educators evaluate mastery.

s It an Essential Question?A question is ‘essential’ if it . . .• Has no simple ‘right answer’ that can be looked up;• Is meant to be investigated, argued, looked at from different points of view;• Raises other important questions, and if the question itself can be fruitfully questioned;• Naturally arises in everyday life, and/or in ‘doing’ the subject;• Constantly and appropriately recurs; it can be asked and re- asked over time, and as a result of further learning.

There’s a great saying that is so true here – just because you know something doesn’t mean you understand it. I know that the sky is blue, but that doesn’t mean I can explain to you the science behind why. Students may be able to correctly answer 8 x 6 on a math test, but that doesn’t mean that they can also show you what 8 x 6 represents with a box of manipulatives or in a real life situation.

When English computer scientist Tim Berners-Lee laid the foundation for the web in the late 80s, he created a system akin to Lego blocks. Pieces could easily be taken apart and put back together again. This tactile nature is the essence of the web, and it dovetails with hands-on learning. As teachers adopt web literacy into their curriculum, it’s best for students to actively practice what they intend to perfect, like coding chops, web page building and more.

Identify the major parts of the digestive system(e.g., esophagus, intestine, mouth, stomach

D-3.1.1Identify the basic parts of the respiratory system (e.g., lungs, bronchioles, diaphragm)

D3.1-7Demonstrate accurate memorization and replication of brief movement sequences

VA3-6.1Identify similarities and connections between the visual arts and other subjects in the school curriculum

the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art

Use his or her own ideas in creatingworks of visual art

Given that there typically is more content than can reasonably be addressed, we are obliged to make choices. A useful framework for establishing curricular priorities may be depicted using the three nested rings shown in Figure 1.2

Understanding cannot simply be told; the learner has to actively construct meaning (or misconceptions and forget-fulness will ensue)

three-stage design process (Desired Results, Evidence, and Learning Plan). This process helps avoid the common problems of treating the textbook as the curriculum rather than a resource, and activity-oriented teaching in which no clear priorities and purposes are apparent.

Definitely read more of her work

means talking about audience—whom they are addressing and who are people who might accidentally come across their blogs or tweets.

Digital skills focus on what and how. Digital literacy focuses on why, when, who, and for whom.

21C Skills emerge as skills critical to success in today’s world. They enable individuals to become teachers, advocates, and community leaders to leverage and advance the web as an open and public resource.