Addressing & Seizing:

3 Ideas for Accelerating Literacy Learning Today

Part 3

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 Addressing & Seizing

•New Instructional Core

•New Instructional Priorities
•New Streams of Support

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New Instructional Core

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New Instructional Core

Instructional Rounds in Education TPACK model

City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving
Teaching and Learning. Cambridge, MA: Harvard Education Press.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge.
Teachers College Record. 108(6), 1017-1054.

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New Instructional Core

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New Instructional Core

Available technology
choices

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 New Instructional Core

•Integrate:
•Pedagogical Knowledge
•Content Knowledge
•Student Knowledge
•Technological Knowledge

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New Instructional Core

Some choices are

better than others

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 New Instructional Core
Vocabulary

9th grade ELA teacher

access to computer lab

9th grade
low vocab., struggling readers

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Example Tech Tool:

What is bubbl.us? A free, web-based drawing and brainstorming tool.

Students can use it by themselves or they can collaborate with classmates
on the same page.

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Example Tech Tool:

Why is bubbl.us potentially a better choice?

•relationships among words are visually mapped

•learning is active and multi-sensory
•maps can keep growing and be edited and re-arranged (unlike on paper)
•students can collaborate on a map
•maps can be saved and shared
•maps are available 24/7 on the Web

When is bubbl.us NOT a good choice? •when computers are not available
•when a teacher plans to use it only once

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 New Instructional Core
Vocabulary

9th grade ELA teacher

access to computer lab

docs
whiteboard & marker

9th grade
low vocab., struggling readers

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 New Instructional Core

Affordance Constraint

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

possibilities restrictions

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 New Instructional Core

Affordance Constraint

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

possibilities restrictions

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 New Instructional Core

Affordance Constraint

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

possibilities restrictions

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 New Instructional Core

Affordance Constraint

‘lend itself to’ ‘restrain itself from’

quality that permits quality that limits

possibilities restrictions

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 Glossaries Affordances Constraints
Paper & Markers
• Handmade look & feel •
• Familiar technologies •

MS Word
• Can print multiple copies for
•
all
•
• Can email to others

Wiki
• Students continually update
images & definitions • Students need to learn wiki
• Students share with other •
classrooms around country

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Activity

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 New Instructional Core

•Imagine that you will have students activate relevant

prior knowledge before a lesson or unit (PK) ...
•For a lesson or unit you will teach in the next few
days or weeks (CK) ...
•With 9th graders in a specific subject area (SK)
•Using one of the following technologies (TK) ...

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 New Instructional Core

•Technologies
•Pencil & Paper
•Overhead Projector
•MS Word
•bubbl.us website

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 New Instructional Core
Activate Prior Knowledge(PK) + Social Studies Lesson(CK) + 9th Graders (SK) + ...

Pros Cons
(Affordances) (Constraints)

Paper & Pencil

(TK)

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New Instructional Core

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New Instructional Priorities
New Literacies

Questioning

Communicating Locating

Synthesizing Evaluating

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 New Instructional Priorities

Facilitating Critical Evaluation Skills by Having Adolescents Create Online Content

Task

• Create website content in order to think more critically about

information online.

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(O’Byrne, 2010)
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 New Instructional Priorities

• Three-Phase Model of Instruction

• Phase 1: Students analyze the techniques authors use to make

websites credible

• Phase 2: Students construct websites while manufacturing markers of

online credibility

• Phase 3: Students reflect on the knowledge & strategies used while

critically evaluating & constructing online information

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(O’Byrne, 2010)
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New Instructional Priorities

http://www.thedogisland.com/
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(O’Byrne, 2010)
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 New Instructional Priorities

• Three-Phase Model of Instruction

• Phase 1: Students analyze the techniques authors use to make

websites credible

• Phase 2: Students construct websites while manufacturing markers of

online credibility

• Phase 3: Students reflect on the knowledge & strategies used while

critically evaluating & constructing online information

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(O’Byrne, 2010)
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New Instructional Priorities

http://newliteracies.uconn.edu/projects/hoaxsites/dat%20a%20way/Site/Testimonials.html
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(O’Byrne, 2010)
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 New Instructional Priorities

• Three-Phase Model of Instruction

• Phase 1: Students analyze the techniques authors use to make

websites credible

• Phase 2: Students construct websites while manufacturing markers of

online credibility

• Phase 3: Students reflect on the knowledge & strategies used while

critically evaluating & constructing online information

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(O’Byrne, 2010)
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 New Instructional Priorities

Other Websites My Website

Sincerity

Accuracy

Credibility

Reasonableness

Support

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(O’Byrne, 2010)
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Activity

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 Activity

http://www.rythospital.com/2008/
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Activity

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 New Streams of Support

•iLearn - Whole class & differentiated small group

instruction provided by the subject area classroom teacher

•iLiteracy - Small group/class instruction provided by a

specialist

•i1:1 - Very small group/one-on-one instruction provided

by a specialist

•iLab - One-on-one instruction provided by a specialist

teacher
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(adapted from: Scanlon, 2010)
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 Subject Area
Classroom
Instruction
Accelerated Growth Accelerated Growth Accelerated Growth

iLearn: Provide Intensified and

Differentiated Classroom Instruction iLiteracy: Provide i1:1: Provide
Small Group/Class iLab: Provide
for adolescents at risk for literacy- One-to-One Instruction for
Specialized Specialized Learning
learning difficulties Instruction Instruction Disability

Slow Growth or Slow Growth or Slow Growth or

No Growth No Growth No Growth

(adapted from: Scanlon, 2010)

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 Addressing & Seizing
3 Big Ideas

•New Instructional Core

Questioning

•New Instructional Priorities

Communicating Locating

Synthesizing Evaluating

-
.

iLearn
.
•New Streams of Support .
iLit

.
.iL
. iL

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