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Katie Day

The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools | P... - 0 views

www.pewinternet.org/...rs-technology-and-writing.aspx

writing tools technology digital_literacy secondary_school middle_school

shared by Katie Day on 02 Aug 13 - No Cached
  • Katie Day on 02 Aug 13
     
    "A survey of teachers who instruct American middle and high school students finds that digital technologies are impacting student writing in myriad ways and there are significant advantages from tech-based learning. Some 78% of the 2,462 advanced placement (AP) and National Writing Project (NWP) teachers surveyed by the Pew Research Center's Internet & American Life Project say digital tools such as the internet, social media, and cell phones "encourage student creativity and personal expression." In addition: 96% agree digital technologies "allow students to share their work with a wider and more varied audience" 79% agree that these tools "encourage greater collaboration among students" According to teachers, students' exposure to a broader audience for their work and more feedback from peers encourages greater student investment in what they write and in the writing process as a whole. At the same time, these teachers give their students modest marks when it comes to writing and highlight some areas needing attention. Asked to assess their students' performance on nine specific writing skills, teachers tended to rate their students "good" or "fair" as opposed to "excellent" or "very good." Students received the best ratings on their ability to "effectively organize and structure writing assignments" and their ability to "understand and consider multiple viewpoints on a particular topic or issue." Teachers gave students the lowest ratings when it comes to "navigating issues of fair use and copyright in composition" and "reading and digesting long or complicated texts.""
Sean McHugh

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | WIRED - 1 views

www.wired.com/...all

education motivation teaching method professional_development technology TEL

shared by Sean McHugh on 24 Sep 14 - No Cached
  • he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think.
  • In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”
  • That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.
  • ...6 more annotations...
  • “So,” Juárez Correa said, “what do you want to learn?”
  • human cognitive machinery is fundamentally incompatible with conventional schooling. Gray points out that young children, motivated by curiosity and playfulness, teach themselves a tremendous amount about the world. And yet when they reach school age, we supplant that innate drive to learn with an imposed curriculum.
  • inland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.
  • n Finland, teachers underwent years of training to learn how to orchestrate this new style of learning; he was winging it. He began experimenting with different ways of posing open-ended questions on subjects ranging from the volume of cubes to multiplying fractions.
  • Juárez Correa had mixed feelings about the test. His students had succeeded because he had employed a new teaching method, one better suited to the way children learn. It was a model that emphasized group work, competition, creativity, and a student-led environment. So it was ironic that the kids had distinguished themselves because of a conventional multiple-choice test. “These exams are like limits for the teachers,” he says. “They test what you know, not what you can do, and I am more interested in what my students can do.”
  • They do it by emphasizing student-led learning and collaboration
  • Sean McHugh on 24 Sep 14
     
    In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills." That's why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn't a commodity that's delivered from teacher to student but something that emerges from the students' own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion-and uncovering a generation of geniuses in the process.
Sean McHugh

Learning Through Reflection - 1 views

www.ascd.org/...arning-Through-Reflection.aspx

reflection learning self-assessment

shared by Sean McHugh on 31 Oct 14 - No Cached
  • A defining condition of being human is that we have to understand the meaning of our experience
  • we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection
  • Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
  • ...14 more annotations...
  • Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I (or we) learned from doing this activity?"
  • The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it,
  • Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
  • in written and oral form
  • To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
  • and journals
  • Habits of Mind
  • ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations
  • the quality of students' reflections changes as children develop their reading and writing skills. When kindergartners were asked to reflect orally, they gave rich descriptions of their work. But as they developed their writing ability and were encouraged to write their own reflections, the reflections became less descriptive. This change puzzled the teachers until they realized that students are more concerned about spelling, punctuation, and other aspects of editing when they first learn to write. Because students do not have a great deal of fluency with their writing, they are more limited in what they describe. In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily.
  • stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best." Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?"
  • Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience.
  • Students might collect work throughout the year as part of a portfolio process. Every quarter they can review the work in their collection folders and choose one or two pieces to enter into their portfolio. When they make those choices, they can take the opportunity to reflect on the reasons for their choices and to set goals for their next quarter's work.
  • superficial to in-depth reflections. Indicators of in-depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.
  • Sentence Stems Sentence stems can stimulate reflections. Use them in conferences (where reflection can be modeled), or put them on a sheet for students who choose writing to jump-start their reflections. Here are examples of possible sentence stems: I selected this piece of writing because … What really surprised me about this piece of writing was … When I look at my other pieces of writing, this piece is different because … What makes this piece of writing strong is my use of … Here is one example from my writing to show you what I mean. What I want to really work on to make my writing better for a reader is …
Katie Day

What Should Children Read? - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...what-should-children-read

books reading recommendations longreads essays nonfiction usa standards

shared by Katie Day on 28 Nov 12 - No Cached
  • There are anthologies of great literature and primary documents, but why not “30 for Under 20: Great Nonfiction Narratives?” Until such editions appear, teachers can find complex, literary works in collections like “The Best American Science and Nature Writing,” on many newspaper Web sites, which have begun providing online lesson plans using articles for younger readers, and on ProPublica.org. Last year, The Atlantic compiled examples of the year’s best journalism, and The Daily Beast has its feature “Longreads.” Longform.org not only has “best of” contemporary selections but also historical examples dating back decades.
  • Adult titles, like “The Omnivore’s Dilemma,” already have young readers editions, and many adult general-interest works, such as Timothy Ferris’s “The Whole Shebang,” about the workings of the universe, are appropriate for advanced high-school students.
  • In addition to a biology textbook, for example, why can’t more high school students read “The Immortal Life of Henrietta Lacks”?
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  • What Tom Wolfe once said about New Journalism could be applied to most student writing. It benefits from intense reporting, immersion in a subject, imaginative scene setting, dialogue and telling details. These are the very skills most English teachers want students to develop.
  • In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing,
  • Common Core dictates that by fourth grade, public school students devote half of their reading time in class to historical documents, scientific tracts, maps and other “informational texts” — like recipes and train schedules. Per the guidelines, 70 percent of the 12th grade curriculum will consist of nonfiction titles. Alarmed English teachers worry we’re about to toss Shakespeare so students can study, in the words of one former educator, “memos, technical manuals and menus.”
  • Louise Phinney on 28 Nov 12
     
    "A striking assumption animates arguments on both sides, namely that nonfiction is seldom literary and certainly not literature. Even Mr. Coleman erects his case on largely dispiriting, utilitarian grounds: nonfiction may help you win the corner office but won't necessarily nourish the soul. As an English teacher and writer who traffics in factual prose, I'm with Mr. Coleman. In my experience, students need more exposure to nonfiction, less to help with reading skills, but as a model for their own essays and expository writing, what Mr. Gladwell sought by ingesting "Talk of the Town" stories. I love fiction and poetry as much as the next former English major and often despair over the quality of what passes for "informational texts," few of which amount to narrative much less literary narrative. What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. Most students could use greater familiarity with what newspaper, magazine and book editors call "narrative nonfiction": writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways."
  • Katie Day on 01 Dec 12
     
    "What schools really need isn't more nonfiction but better nonfiction, especially that which provides good models for student writing. "  Totally supports my belief that nonfiction longreads are out there on the internet and are not being taken advantage of by teachers -- enough.
Mary van der Heijden

Diane Sweeney Consulting - Student Centered About Us » Diane Sweeney Consulti... - 4 views

dianesweeney.com/...about-us

coaching

shared by Mary van der Heijden on 26 Aug 12 - No Cached
  • Mary van der Heijden on 26 Aug 12
     
    Student-Centered Coaching introduces a new way of looking at and delivering school-based coaching that puts the needs of students' front-and-center.  By focusing coaching on specific goals for student learning, rather than on changing or fixing teachers, a coach can navigate directly towards a measurable impact and increased student achievement.
Louise Phinney

5 Common 1:1 Teacher Mistakes | Go Where You Grow - 1 views

gowhereyougrow.wordpress.com/...5-common-11-teacher-mistakes

1:1 teacher mistakes

shared by Louise Phinney on 17 Dec 12 - No Cached
  • Louise Phinney on 17 Dec 12
     
    I like #5 Limiting Students to What the Teacher Knows- When given a choice students are going to choose tools that they are comfortable with and that allow them to express what they know. You may not have the slightest knowledge of them or how they work. It is impossible to be proficient at every web tool, app and program available. I have poured myself into learning as many as I can. There are many where I would consider myself an expert but that in no way means that they are the best resource for every student.  Don't be afraid to let students use technology beyond your knowledge base and understanding.  Accept that you are student too. Learn.
Keri-Lee Beasley

"Reel" Literacies: Student Selfie Videos as Literacy Engagement Tools - 1 views

www.literacyworldwide.org/...s-as-literacy-engagement-tools

literacy digital_literacy media_literacy reading writing video

shared by Keri-Lee Beasley on 03 Nov 16 - No Cached
  • As many of us know, “literacy” is more than just reading text on a page. Communicating in today’s world includes multisensory, multimodal, and interactive experiences to engage audiences. What does this mean for teachers and students? Together, we must learn to think critically about new media and how to use it effectively to share ideas globally. Liv is one example of a student connecting with wider audiences using digital platforms, which reflects the evolving nature of communication today. Mentor texts in literacy teaching are not new. We, as educators, often use them to teach craft or techniques in writing and hope our students will use these tools to enrich their own writing. Similarly, Liv’s videos act as “mentor tech” and provide models that Pana’s students use to create their own videos. Pana’s students begin drafting a script before filming their first video and then revising their work. Throughout this process, students watch several versions of Liv’s videos, noting craft techniques they might borrow—from what they might say to how ideas are presented on camera.
  • Keri-Lee Beasley on 03 Nov 16
     
    "..."Literacy" is more than just reading text on a page.Communicating in today's world includes multisensory, multimodal, and interactive experiences to engage audiences. What does this mean for teachers and students?"
Louise Phinney

The Top 10 Search Engines for Students to Use at School - 1 views

www.brighthub.com/...68370.aspx

search engines students

shared by Louise Phinney on 11 Mar 12 - Cached
  • Louise Phinney on 11 Mar 12
     
    Finding a good search engine that you can rely on to use with your students is an essential task of any teacher today. While Google, Bing and Yahoo dominate adult search engine choices, they are not always the best pick for students. The sites in this top ten list are either specifically geared toward K-12 students, or have great educational applications for the classroom. Some you will know of, but some will likely be new. So, take a browse through some of the best search engines for students and see which one will best fit the needs of your class.
Louise Phinney

- 20 Web 2.0 Sites Not Requiring Student Email - 0 views

www.techlearning.com/Default.aspx

web2.0 technology student

shared by Louise Phinney on 06 Sep 12 - No Cached
  • Louise Phinney on 06 Sep 12
     
    We want to ensure student safety as well as monitor and filter their online behavior. As Web 2.0 becomes more popular and educational technology online sites replace desktop software, this has become more of an issue. A lot of subscription-based or ed tech sites require a student email address to create an account which can become a BIG issue when dealing with CIPA compliance, because a majority of students to not have a school email account. Here are 20 Web 2.0 sites that do not require a student email address to create an account. This list is in alphabetical order. 
Katie Day

Pine Tree Poetry - student poetry published - 1 views

www.pinetreepoetry.com/index.cfm

poetry students

shared by Katie Day on 18 Oct 10 - No Cached
  • We’ve created Pine Tree Poetry to interlace students, their peers, parents, teachers and school librarians in a quest for poetry writing excellence. Rarely do students earn kudos or trophies for their writing, but at Pine Tree Poetry, we are dedicated to rewarding the fine writing achievements of students who are 5 – 18. Pine Tree Poetry contributes four important elements to the realm of student poetry. We: 1. Receive, read, evaluate, pick (a few) and publish the best poems written by poets ages 5 – 18. 2. Support schools by awarding thousands of dollars each year for much-needed library materials. Some awards are based upon the number of poems submitted while others are selected at random from among all particiipants. 3. Give a free copy of The Pine Tree Poetry Collection to the library of every school that has one or more students published. 4. Highlight the life lesson that many will write and the best will be chosen. We are not a vanity publishing company! We’re out to change the world one poem at a time and we invite students, parents, librarians, teachers and those who love the written word to join us.
  • Katie Day on 18 Oct 10
     
    a website where students can submit poems for publication
Katie Day

Science ~ Assessment Resources ~ Project 2061 ~ AAAS - 0 views

assessment.aaas.org

science literacy teacher_resources assessment

shared by Katie Day on 21 Apr 11 - No Cached
  • Katie Day on 21 Apr 11
     
    "Welcome to the AAAS Project 2061 Science Assessment Website The assessment items on this website are the result of more than a decade of research and development by Project 2061, a long-term science education reform initiative of the American Association for the Advancement of Science. Here you will find free access to more than 600 items. The items: Are appropriate for middle and early high school students. Test student understanding in the earth, life, physical sciences, and the nature of science. Test for common misconceptions as well as correct ideas. This website also includes: Data on how well U.S. students are doing in science and where they are having difficulties, broken out by gender, English language learner status, and whether the students are in middle school or high school. "My Item Bank," a feature that allows you to select, save, and print items and answer keys. Intended primarily for teachers, these assessment items and resources will also be useful to education researchers, test developers, and anyone who is interested in the performance of middle and high school students in science."
Louise Phinney

Free Technology for Teachers: CNN Student News is Back for 2012-2013 - 2 views

www.freetech4teachers.com/...ews-is-back-for-2012-2013.html

technology teachers cnn student news

shared by Louise Phinney on 16 Aug 12 - No Cached
  • Louise Phinney on 16 Aug 12
     
    With the start of a new school comes a new season of CNN Student News. CNN Student News started back up again yesterday. The format is the same as it has been for years. The roughly ten minute episodes feature US stories, a world news stories,  "shout out" to a class, and a quick quiz. Transcripts for each show are available for download as are suggested viewing questions to cover with your students. 
Katie Day

YES students use iPod touches to improve reading skills - 0 views

www.yorknewstimes.com/...doc4d0f6393cddf7896778551.txt

reading ipod teaching

shared by Katie Day on 29 Dec 10 - No Cached
  • Katie Day on 29 Dec 10
     
    "Students use the iPod touches to record themselves reading what Nienhueser calls a fresh read passage, as it is the first time they have read it. They then listen to the recording and score themselves based on a rubric given to them by their teacher. The rubric scores students based on their level of fluency, expression, pacing and smoothness. Next, each student meets with a partner so they can evaluate someone else's recording. Nienhueser said students have to be able to explain why they chose the scores they selected. The partners also take time to see if they agree with each other's scores."
Katie Day

News: What Students Don't Know - Inside Higher Ed - 0 views

www.insidehighered.com/...nformation_literacy_and_skills

universities information_literacy teaching

shared by Katie Day on 05 Sep 11 - No Cached
  • The prevalence of Google in student research is well-documented, but the Illinois researchers found something they did not expect: students were not very good at using Google. They were basically clueless about the logic underlying how the search engine organizes and displays its results. Consequently, the students did not know how to build a search that would return good sources. (For instance, limiting a search to news articles, or querying specific databases such as Google Book Search or Google Scholar.)
  • In other words: Today’s college students might have grown up with the language of the information age, but they do not necessarily know the grammar.
  • Librarians often have to walk that line between giving a person a fish and teaching her how to fish, proverbially speaking, says Thill. And the answer can rightly vary based on how quickly she needs a fish, whether she has the skills and coordination to competently wield a pole, and whether her ultimate goal is to become a master angler.
  • ...1 more annotation...
  • “It’s not about teaching shortcuts, it’s about teaching them not to take the long way to a goal,” says Elisa Addlesperger, a reference and instruction librarian at DePaul. “They’re taking very long, circuitous routes to their goals.… I think it embitters them and makes them hate learning.” Teaching efficiency is not a compromise of librarianship, adds Jagman; it is a value.
  • Katie Day on 05 Sep 11
     
    results of an ethnographic study of college students and their relationship with libraries and level of information literacy...  Quote: "In other words: Today's college students might have grown up with the language of the information age, but they do not necessarily know the grammar."
Louise Phinney

To Get Students Invested, Involve Them in Decisions Big and Small | MindShift - 0 views

blogs.kqed.org/...hem-in-decisions-big-and-small

teaching questioning curriculum technology

shared by Louise Phinney on 03 Jun 13 - No Cached
  • Louise Phinney on 03 Jun 13
     
    "For teachers, in designing learning experiences for students that are embedded with technology, the wording and focus of the question are paramount.  The question needs to be deeper than simply "Should or shouldn't we use the iPad with this project." The question needs to be open ended, elastic and invite multiple interpretations. Learning outcomes based on the question need to be defined and articulated,  and experiences to achieve those outcomes need to be created with student engagement in mind. Engagement alone is not enough. But engagement matched with outcomes around a carefully worded question propels student learning."
Keri-Lee Beasley

Two Techie Teachers: Digital Interactive Notebooks: Spruce Up Your Literacy Instruction - 0 views

2techieteachers.blogspot.sg/...ctive-notebooks-spruce-up.html

book_creator writing tcrwp writingworkshop digital_writing

shared by Keri-Lee Beasley on 14 Mar 16 - No Cached
  • Keri-Lee Beasley on 14 Mar 16
     
    Create a keynote template, export to Book Creator, share between iPads and have students make a copy. Really good way to get authentic student voice in student writing. "Anytime students can find or take real-time photos, it connects themselves to the text in a meaningful way. "
Louise Phinney

Free Technology for Teachers: Three Ways to Watch Videos & Discuss Them in Real-time On... - 2 views

www.freetech4teachers.com/...watch-videos-discuss-them.html

collaboration discussion YouTube

shared by Louise Phinney on 22 Mar 12 - No Cached
  • Louise Phinney on 22 Mar 12
     
    YouTube can be a good place to find educational videos to support your lessons. We've all had students who struggle to hold their comments until the video has stopped. One strategy that many teachers have used in those cases is to tell students to "write it down." The web makes it possible to take that strategy a step further and have students not only "write it down" but also enable teachers to instantly respond to students' comments while watching a video. Here are three tools that enable users to watch videos online and discuss them with others at the same time.
Keri-Lee Beasley

Use Google Docs to Facilitate a Digital Writer's Workshop ~ Cool Tools for 21st Century... - 0 views

d97cooltools.blogspot.com/...ocs-to-facilitate-writing.html

writersworkshop technology literacy googledocs digital writing online

shared by Keri-Lee Beasley on 21 Feb 12 - No Cached
  • Keri-Lee Beasley on 21 Feb 12
     
    The features in Google Docs can be used to facilitate a digital writer's workshop based on peer editing, and they are particularly useful when combined with cooperative grouping strategies to fine-tune students' editing skills. While students are writing their drafts, teachers can take advantage of opportunities to lead small instructional groups to help them focus on specific cooperative grouping job-related skills, then students can share their drafts with other group members who use comments to suggest revisions based on their job. The immediate feedback provided by peers will likely encourage writers to check comments and revise at home and stay on task during classroom work time. The revision history will keep student comments and revisions honest and focused on the task.
Louise Phinney

Behind the Scenes, Part 2 - Creating a Rubric | Scholastic.com - 1 views

www.scholastic.com/...-scenes-part-2-creating-rubric

creating rubric

shared by Louise Phinney on 09 Mar 12 - No Cached
  • Louise Phinney on 09 Mar 12
     
    One way to empower students is to involve them in the process of analyzing their learning and evaluating their work. When they do, true learning takes place, way beyond the intended curriculum. READ ON to see how you can create rubrics with your students to evaluate student-created videos, writing, or other projects. Included are two examples of rubrics my kindergarten students made to evaluate their digital photo story and our class movie.
Katie Day

Actually Going to Class? How 20th-Century. - Technology - The Chronicle of Higher Educa... - 0 views

chronicle.com/...126519

education teaching future college classrooms technology

shared by Katie Day on 06 Mar 11 - No Cached
  • Katie Day on 06 Mar 11
     
    Interesting to think how this relates to primary and secondary education.... not just tertiary..... "In an era when students can easily grab material online, including lectures by gifted speakers in every field, a learning environment that avoids courses completely-or seriously reshapes them-might produce a very effective new form of college. That was the provocative notion posed here recently by Randy Bass, executive director of Georgetown University's Center for New Designs in Learning and Scholarship, during the annual meeting of the Educause Learning Initiative. He pointed out that much of what students rate as the most valuable part of their learning experience at college these days takes place outside the traditional classroom, citing data from the National Survey of Student Engagement, an annual study based at Indiana University at Bloomington. Four of the eight "high-impact" learning activities identified by survey participants required no classroom time at all: internships, study-abroad programs, senior thesis or other "capstone" projects, or the mundane-sounding "undergraduate research," meaning working with faculty members on original research, much as graduate students do."
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