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ekpeterson

Educational Leadership:Teaching Screenagers:Too Dumb for Complex Texts? - 72 views

  • Willingness to Probe
  • readers may need to sit down with them for several hours of concentration.
  • hey insert a hesitant question before moving on.
  • ...8 more annotations...
  • That willingness to pause and probe is essential, but the dispositions of digital reading run otherwise. Fast skimming is the way of the screen. B
  • they have grooved for many years a reading habit that races through texts, as is the case with texting, e-mail, Twitter, and other exchanges, 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem.
  • They are deep and semiconscious behaviors that are difficult to change except through the diligent exercise of other reading behaviors.
  • Texts like this one are too complex to allow for rapid exit and reentry. They often originate in faraway times and places and discuss ideas and realities entirely unfamiliar to the modern teenager. To comprehend what they say requires a suspension of present concerns.
  • Finally, the comprehension of complex texts depends on a receptive posture in readers. They have to finish the labor of understanding before they talk back, and complex texts delay the reaction for hours and days.
  • Digital communications, on the other hand, especially those in the Web 2.0 grain, encourage quick response.
  • Complex texts aren't so easily judged. Often they force adolescents to confront the inferiority of their learning, the narrowness of their experience, and they recoil when they should succumb.
  • reserve a crucial place for unwired, unplugged, and unconnected learning. One hour a day of slow reading with print matter, an occasional research assignment completed without Google—any such practices that slow down and intensify the reading of complex texts will help.
Sharin Tebo

Creative Educator - Build Thinking Skills with Informational Text Projects - 38 views

  • This informational text piece lends itself to having students create an associative letter project versus a traditional report. In an associative letter project, students are assigned a letter that they must use to find words representing the text they’ve just read. For example, “R is for the Montgomery Bus Boycott” might lead a student to choose words like race, rights, or Rosa as the focus of a variety of paragraphs that describe the Montgomery Bus Boycott.
    • Sharin Tebo
       
      I like this associative activity!
  • By providing students with meaningful, thought-provoking experiences, you can turn informational text study into an exercise in creative and critical thinking!
  • Informational text isn’t going to bring about the death of creativity; rather, creativity depends upon what we ask students to do with the text once they’ve read it. If we ask students to read a non-fiction passage then fill out a worksheet about the passage, we are missing a chance to provide our students with an opportunity to create imaginative, artistic end products demonstrating critical thinking skills hard at work.
  • ...1 more annotation...
  • Grades 6-8 Exemplar Informational Text: Freedom Walkers, the Story of the Montgomery Bus Boycott, by Russell Freedman Creative Thinking Approach: Associative Letter Project In Freedom Walkers,
Deborah Baillesderr

Net Texts | The App for Replacing or Supplementing Textbooks - 43 views

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    "Net Texts: The App for Replacing or Supplementing Textbooks Net Texts helps schools replace or supplement textbooks with customized multimedia courses delivered to students' iPads, Android tablets, and laptops!"
Jennifer Carey

Milestone Documents  ·  Your primary source for historic texts and analysis. - 87 views

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    Great resource for primary sources.
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    Yes I would agree. National History Day must tool.
Randolph Hollingsworth

Digital Texts and the Future of Education: Why Books? (EDUCAUSE Quarterly) | EDUCAUSE - 55 views

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    includes study re intro statistics; problems and promises for mobile content delivery as "information dissemination" of a book vs interactive, collaborative work by students around selected texts
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