Week 2 ruth - 2014-15
- 1. EDUC 8P20 Week 2 2014-15
- 2. Professional Learning Conversations 15 minute discussion at tables Follow-up question for class
- 3. Going Deeper Why this now for them? In other words, why use Bitstrips and Storyline at this time for this group of students?
- 4. Why this? Now? For them? Bitstrips is appropriate app for developing persuasive argument Common Core stresses argument – pressure from school district Cartoon strip fit short time frame for project but still fit persuasive argument Suitable for grade 5/6 Provided both engagement and support
- 5. Scaffolding Instruction Studied persuasive strategies with students Watched television commercials – connected to students’ lives Brainstormed possible topics Students worked collaboratively to gain background knowledge on issue “Persuasion Map” graphic organizer
- 6. Literacy What does it mean to be literate in the 21st. Century?
- 7. Malala Print text of Malala’s speech to the UN YouTube clip of address to United Nations, July, 2013 Zen Pencil version of Malala’s story Online petition E-book: Every day is Malala Day
- 9. Global Literacy The student’s ability to connect people, places, problems, and possibilities Investigate the world Recognize perspectives Communicate ideas Take action http://explore.tandfonline.com/page/ah/literacy-day (wide selection of articles on Global Literacy available free until Oct. 10)
- 11. Malala at UN: July, 2013 https://www.youtube.com/watch?v=3rNhZu3ttIU As you watch, fill in viewing sheet Group adds to its definition of literacy
- 12. In addition to reading & writing Visual Literacy Media Literacy
- 13. Literacy is about more than reading and writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy ... finds its place in our lives alongside other ways of communicating. Indeed, literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom”. (UNESCO, Statement for the United Nations Literacy Decade, 2003–2012; italics added)
- 14. Consider… How might you feel about Malala’s UN address if you were a member of the Taliban or a government official in Pakistan?
- 15. Critical Literacy All texts are constructions All texts contain belief and value messages Each person interprets messages differently Texts serve different interests Each medium develops its own “language” in order to position readers/viewers in certain ways
- 16. Other representations… Social media – online petitions Zen Pencils E-books
- 17. Aspects of Literacy Reading Writing Listening Viewing Representing Thinking critically about ideas
- 18. New Literacies Digital Literacy Media Literacy Global Literacy Jacobs, H. (2014). Leading the New Literacies
- 19. Digital Literacy Finding resources via keyboarding, voice, and touch technologies Locating the appropriate application, tool, or website to match problem at hand Tagging and organizing source material for efficient reference Rendering new solutions as seen in an original app design or software platform
- 20. Media Literacy Receptive: Critical analysis of information and storytelling media modalities Generative: Use media to express informational and narrative perspectives
- 21. Modern Literacy Modern literacy is about the evolution from traditional reading, writing, listening, and speaking to using multiple types of print and digital media, online communication, and collaborative structures to enable depth in learning and knowledge for the sake of sharing ideas and communicating in a global society. With modern literacy, students receive and express communication beyond the narrow use of traditional print. Tribuzzi & Fisher, 2014. Leading the New Literacies, p. 25
- 22. The Ontario Curriculum: Grades 1-8 - Language http://www.edu.gov.on.ca/eng/curriculum/elementary/la nguage18currb.pdf Launched in 2006
- 23. Ontario Curriculum – Language 1-8 Oral Communication 1. 2. Media Studies 1. 2. Reading 1. 2. Writing 1. 2.
- 24. Ontario Curriculum – Language 1-8 Oral Communication 1. 2. Media Studies 1. 2. Reading 1. 2. Writing 1. 2.
- 25. Curriculum expectations are mandatory. Overall expectations Describe in general terms the knowledge and skills students are expected to achieve by the end of each grade Specific expectations Describe the expected knowledge and skills in greater detail often with specific examples 25
- 26. Writing 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience 4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
- 27. Facebook 2004 YouTube 2005 Instagram 2010 iPads 2010 Pinterest 2011
- 28. Infographic Information to be found in Sakai: Syllabus Folder Evaluation Component of 8P20 Assessment tool
- 29. Infographic: Each teacher candidate will create an infographic that represents key messages related to either the Oral Language or Media Studies strand of the Language curriculum. Your infographic must be comprehensive and include pertinent references to ministry documents, how the strand fits into the literacy program, connections to assessment, instructional strategies, cross-curricular applications, differentiated instruction, etc. Marks for Infographic: 20% Due: Nov. 11/12 See Appendix B for assessment tool
Editor's Notes
- #8: Read text of speech independently
- #9: Read text of UN speech silently; view address (with viewing guide – discuss; read Taliban response – discuss Refer to supplementary pages in course readings
- #15: Distribute newspaper coverage of her remarks – backlash from Taliban
- #17: Add to literacy definitions
- #18: Reflect on what aspects of literacy we have addressed in this class: Reading (text of Malala’s speech etc.); Writing (memoir etc.), Listening (to me! + YouTube); Viewing (YouTube clip; Gami); Representing (Tellagami); Thinking critically (Malala’s speech – text vs YouTube; newspaper articles).