Sharing & Scaling The Language Of Digital Learning
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The document discusses the importance of digital learning vocabulary in supporting the Massachusetts digital learning and computer science curriculum. It outlines strategies for integrating vocabulary instruction into lesson planning and curriculum development, as well as the role of educators in facilitating student understanding of key terms. The goal is to enhance student learning and engagement in digital literacy and computer science through better vocabulary alignment and instruction methods.
Sharing & Scaling The Language Of Digital Learning
- 1. Utilizing Digital Learning Vocabulary to Support Instruction Of Massachusetts Digital Learning and Computer Science Curriculum Frameworks http://bit.ly/2oVj7ym Sharing & Scaling The Language Of Digital Learning Sanaz Anthony, M.Ed. & Daniel Downs, Ed.D. March 9th 10:40-11:25 MassCUE Spring Leadership Conference
- 2. About Us Sam Anthony-Digital Learning Specialist North Reading Public Schools Daniel Downs, Ed.D. Director Of Digital Learning-North Reading Public Schools
- 3. Bridging Literacy & Digital Learning: Process Questions Process Questions: ● How do you measure student and staff learning awareness of 21st Century Skills/Personalized Learning/Coding & Computer Science Terms ● How do we assist teachers to scale their knowledge during instruction? ● Utilizing digital learning surveys around 21st century initiatives and digital learning in the classroom(MassTrax) we found a number of words and descriptions that needed to be understood more clearly to understand our initiatives. ● How can we adjust instruction to support innovation and change in curriculum.
- 4. Bridging Literacy & Digital Learning: Language To Support Instruction Structuring student vocabulary and context knowledge of digital terms better supports all instruction. ○ Higher frequency of exposure to targeted vocabulary words. ○ Allows the Digital Learning team to modify curriculum to meet grade level needs. ○ Repetition and multiple exposures to vocabulary items are important. Stahl (2005) ○ “When children ‘know’ a word, they not only know the word’s definition and its logical relationship with other words, they also know how the word functions in different contexts.”
- 5. Guiding Questions For Our Work: Where Do We Start? Where do you start with grade level curriculum alignment and skill development for students using language/vocabulary? ● How do Co-developed lesson plans with identified digital language support student understanding and higher ordered thinking? ● How can we better structure student vocabulary and context knowledge instruction of digital terms to better supports student learning ● How can literacy and SEI instructional strategies be better incorporated into Computer Science and Robotics? What are the conversations with teachers and students when you start with language as a guide? ● How does a strong base in vocabulary support digital learning & computer science/robotics? What resources do you need? ● How does the process change in hands-on learning environment(makerspaces,innovation labs)?
- 6. Guiding Questions For Our Work: How can language support grade level curriculum alignment, lesson plan development and skill development for students in Digital Learning? Goal: Identify key language to support CS/Digital Learning & Robotics Curriculum With Teachers & Students 1. Start with my Digital Learning Team (Specialists, Classroom Teachers) 2. Embed the language within Co-Teaching Digital Learning Block Lessons & Lesson Planning Process 3. Develop action orientated strategies within instruction to include selected vocabulary(lesson plan development,CS Focus). 4. Progressively share the language and expectations for understanding these key terms (boards in the classroom, word walls, Twitter,student assessments) 5. Measure students understandings of the vocabulary and knowledge (Students need to know as they apply) 6. Use the vocabulary as another way to sequence curriculum and scaffold learning(K-12) 7. Examples Across The Curriculum Include: Digital Learning & Entrepreneurship skill assessment and sequence for MS courses.
- 7. Working With The DLCS Curriculum Frameworks: Sequence & Instruction ❖ Using DLCS frameworks to identify vocabulary words for each grade level ● Done formally individual planning and collectively as a team K-12 http://www.doe.mass.edu/frameworks/dlcs.pd f ❖ Working from the frameworks and categorizing the vocabulary words ❖ Sharing with the work with teachers (sample slides). ❖ Co-Developed Lessons ❖ Tri-fold for each grade level (Take Photo) Word Wall ❖ Robotics competencies (Elementary,Middle & High school)
- 8. Kindergarten Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) Internet Online Safety Private Information Website App Doodle Buddy Pic Collage Partner Work Picture Text iPad Touch Screen Desktop Computer Mouse Click Drag/Drop Keyboard Monitor CPU BeeBots Forward Backward Turn Right Turn Left Reset/Clear Go Program Robot Makerspace Maker In grade K we lead with introducing students to the iPad as the most appropriate device but we also introduce them to the Chromebooks and talk about the difference between the two devices. We also introduce them to using the Internet as a tool for learning and teach them about online safety. In the robotics portion of our curriculum, we introduce them to Beebots. All grades starting with kindergarten take part in maker activities throughout the school year.
- 9. 1st grade Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) Internet Private Information Online Sharing Digital Citizen Username Password Sign in Sign out PebbleGo Pic Collage Book Creator Green Screen QR Code Text Box Image Background Sound Insert Font iPad Touchscreen Chromebook Keyboard Track-Pad Hardware Shift Key Space Bar Backspace Key BeeBots Forward Backward Turn Right Turn Left Reset/Clear Program Robot Sequence Coding Makerspace Maker In grade 1 students are exposed to more online resources such as Pebble Go. They get to explore with more iPad creation apps such as Pic Collage and Book Creator. In robotics, they continue to explore Beebots and are introduced to computer programing using code.org activities.
- 10. 2nd Grade Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) World Wide Web Search Engine Collaboration/Sharing Digital Citizen Private Information Online Security Username Password Search Engine Google, kiddle Pebble Go Facts For Me Database iMovie Multimedia Do Ink Green Screen Technology iPad Chromebook Home row USB Number keys BeeBots Robot (Bot) Computer Science Code Sequence Event Costume Bug Debugging Engineer Scratch Jr. Grade 2 students start exploring with kid friendly search engines such as kiddle.co. They work collaboratively to conduct research. They learn to create multimedia presentations. In robotics, they continue to work in code.org as well as coding apps such as Scratch Jr.
- 11. 3rd Grade Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) Digital Citizen Plagiarism Paraphrase Digital footprint Email Passwords Cyberbullying Collaboration Share Link Google Classroom Google Drive Google Apps Google Docs Font Text alignment Online resource Online Encyclopedias Digital artifact Device Mouse Right Click Keyboard Shortcuts Cut, Copy, Paste, Undo, Redo, Save, Print OzoBots Robotics Computer Programing Code Run Program Debugging Sequence Event Loop Blockly animation Background Design Thinking Engineering Students in grade 3 learn to be good digital citizens and are made aware of their digital footprints. They start using Google Apps, online encyclopedias and create digital artifacts online. They continue to grow as makers and engineers as they get deeper into the design thinking. We continue our robotics curriculum by learning computer programing using code.org and other coding apps.
- 12. 4th Grade Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) Plagiarism Copyright Citations Paraphrase Online learning Cyberbullying Share/Collaboration Database Multimedia Scratch Formatting Toolbar Slide Transition Digital device Computer System Hardware Software memory Spheros Ozobots Export Download Upload Input/Output Binary Bit Algorithm Scratch loop event Blockly Sprite Background Broadcast Engineering Process Grade 4 students work collaboratively online to conduct research and create digital projects using various devices.They are introduced to Scratch and start to program their own interactive games, stories and animations.
- 13. 5th Grade Computing and Society (CAS) Digital Tools and Collaboration (DTC) Computing Systems (CS) Computations Thinking (CT) Citation Copyright Spam WAN Wi-FI Computer Virus Cookie Credibility Forum Malware Social Networking Troll Spreadsheets Cell Row Formula Infographic Canva Table Digital artifact Operating System Servers IP Address URL DSN Router Command Computational Thinking Conditionals If-Statement While Loop Variable Gamification A great emphasis is put on the use of technology as a learning tool in 5th grade. Students are empowered to use technology safely, responsibly and ethically. They continue to collaboratively work on digital projects that are creative and require higher level thinking. We continue to expand upon our robotics curriculum in 5th grade as our students learn important strategies for solving problems, designing projects, and communicating ideas
- 14. Classroom Application: Explicit Language Instruction Explicit Vocabulary Instruction
- 15. Classroom Application: Lesson & Context Building For Language Pre & Post Assessment ● Vocab Pre & Post Assessments Vocabulary Word Wall ● Ever evolving word walls and focus on fluency and repetition
- 16. Classroom Application: Lesson & Context Building For Language Highlighting vocabulary while planning units and lessons: Animals in Winter- Kindergarten Lesson Scratch Programming to explain the Beringia theory Intro to Computer Science - Grade 4
- 17. K-12 Impact Direction & Conclusions Conversations around how terminology and language dealt used in instruction can help us better sequence student learning. Reflections on the beginnings and ends of projects and units and how we can meet student needs and expectations for new types of learning experiences. Greater understanding of terms by all educators. Those who teach the discipline and those who don’t. ❖ Sample Curriculum Sequence Digital Learning ❖ 21st Century Learning Skills Expectations ❖ Robotics Competencies
- 18. Resources Massachusetts Digital Learning & Computer Science Frameworks Course by Code.org Code.org Glossary CS First by Google & CS First Activities Common Sense Education Brainpop Educators
Editor's Notes
- #2: Dan and Sam Introductions
- #4: Split this slide and add a photo https://www2.ed.gov/programs/readingfirst/support/r
- #5: Split this slide and add a photo
- #8: Instructional Process Types of Words & Language: Introduction language, skill based and context based words Sequence: Sequence of words that students need before they can apply knowledge Best Practices For Language Learning & Digital Learning Repetition need(tier 3) won’t remember unless they use it. Pre-Teaching(Are you doing it with technology with tech or without?) Role of tech Applying direct skills with language