cess of l

Children who ore in environments where oral language and written languug are used in monningful ways will gradually acquire competencies in using language t communicate and to solve problems.

Laban's

Listening is not a passive activity. Instead, to be effective, lis-tening must be active ancl purposeful.

ho metalinguistic level

Children who have had frequent storybook internet ions wilh a wide variety of types of texts (or genres) will develop an aware· ness of how language is used in oach type of discourse

Pmgmnlic knowledge involves the .. kno~g~ ,?£~~~re~s~a\~t of_the communication and how language is used to achieve that intent. Pragmatic

A.s...~ecome more aware of how mor-phemes are t~ed, their lang~e beco~~~r;ecisem@ me.g1.1.9gffiL_

meaningful phrases.

that organize our conceptual knowledge. These semantic networks facilitate nffw learni

Prosodic fealures in a languago represent the wa)~sometl1h.!_g is said

honological knowledge refers to knowledge about sound-symbol relations in a language. A phoneme is the smallest linguistic unit of sound, which is combined with other phonemes lo form words. Phonemes consist of sounds that are considered to be a single perceptual unit by a listener, such as th

It forms the foundation of our perceptions, com-municntion!f and daily interactions.

attention to lan8!!Q.@_ a~municg_li9Il..!J!!.J1er than a fo_cus on spi3_e.ch_pro_ctu<1tion ~nd..th~_.de.v.elopment of articulation. This approach recognizes that language is a medium of communi-cation with ot

iteracy, which includes the abilities to apply to printed material critical analysis, inference and synthesis;

Learning

Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

. She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

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

focus is on the process of inquiry

During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons. Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (See a complete checklist of skills.)

We then demonstrated how to use basic Boolean search terms.

Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

The gradual release of responsibility to students is central to both approaches

Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.

By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration

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

Internet Reciprocal Teaching Promotes the Five Cs

by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives

“credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

five phases:

ell with Project Based Learning (PBL) initiativ

nterest driven,

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.

Open learning, also known as open education

e-purpose.

free to use and access, and to re-purpose.

Open learning

Open learning is becoming a critical focus for K-12 technology-supported programs, both those strictly online as well as blended classroom practices extending into online environments.

for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.

Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

Interests foster the drive to gain knowledge and expertise

For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

ohn Seely Brown on Motivating Learners (Big Thinkers Series) 41,780 views41K views •

Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.

In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students

on the mathematical process and not just the “right answer.”

group tests, which, like the class worksheets, are designed to be harder than the individual assignment

effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.

organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared

hrough collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

embraces the diverse backgrounds and interests of all young people.

What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

bout the expectation for each of us to achieve what we cannot achieve without new technology.

How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?

What will I gain by replacing the older technology with the new technology?

eachers 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.

AMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

in addition to reminding students to use alternative text for images to support those with visual disabilities.

Unfortunately, many focus on skills rather than literacies

eachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resourc

his, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

This perceived incompatibility is based on a flawed assumption that the only way to raise test scores is to cover those things that are tested and practice the test format.

earning you seek—the learning results (Stage 1

numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

isplay empathy by perceiving sensitively and walking in someone else’s shoes.

Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning

s to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends

ong-term performance goals—what it is we want students, in the end, to be able to do with what they have learned

is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, a

ix facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding

focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” fro

such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

literacy

hypothes.is up and running in your