Skills that are also learned in theatre education! Integrating tech and theatre education could be powerful in developing these skills

Digital skills involve knowing how to execute tasks on the computer. Digital Literacy involves searching and analyzing deeper into content in order to apply appropriate criteria.

use multiple sources to find evidence find insightful evidence that supports your opinion locate an answer to a question in a timely manner solve problems effectively

interpret information from various platforms explain how info helps you understand text

use information/evidence examine and interpret illustrations use evidence from text demonstrate understanding of text

use information/evidence from illustrations and words read print and digital text demonstrate understanding of literary elements

use illustrations use details in a story describe characters describe setting describe events

describe relationships between illustrations and stories

In order to gain information from the text students require skill of knowing what events are most important and what details are most important to the story. This will help students with their overall understanding of the story.

12

6

5

Excellent article on thinking.

One must be (among others):

• Knowledgeable
• Questioning
• Patient
• Collaborative
• Protective
• Transparent

more on point 3/6: pop culture has to be taken seriously

more on point 3/6: alternative public spheres

more on point 3/6: literacies require information production, not just consumption

As in OKP's literacies, skills, identities, communities. Should values and agency be included in this list or are they the products of these other focuses?

Again, social annotation/reading provide an opportunity for this kind of instruction: teacher has a view into how students are interacting with each other (and text).

Discusses the adequacy of writing training and support in PhD programmes.

soft skills project

synonyms for "intangible skills", "21C skills", "soft skills"

Area 4 of educational focus

Area 3 of educational focus

Area 1 of educational focus

Area 2 of educational focus

Trend 6 shaping skills

Trend 5 shaping skills

Trend 4 shaping skills

Trend 3 shaping skills

Trend 2 shaping skills

Trend 1 shaping skills

soft/complementary digital skills

1. Digital literacy for all
2. Coding for youth
3. Training for ICT jobs
4. Soft/complementary digital skills

digital skills as constellations of capabilities

ITU/UNESCO Broadband Commission for Sustainable Development

How does this get balanced with privacy concerns? I have yet to see an argument or practice that successfully navigates this tension?

digital literacy/skills/tools syllabus

From Fagella & Deshler (2007): The goal... is to create an instructional synergy across the levels within the continuum in which all teachers recognize that they have a responsibility and important role to play in enhancing the literacy skills of students.

Dewey spoke about this long before now and we still adhere to it, why is this? True innovations doesn't come from manuals nor does critical thinking and great problem solvers. Do we really still need manuals with the web and open source?

What kind of society is being formed now? Conformist or free thinkers? It seems we are headed in the wrong direction if we don't offer choice to teachers and students about their learning and growth.

The same could be said about standardized testing. Not that it's not important but it can't be the emphasis nor the entire focus.

Are we back in an age of educational individualism with our "personalized learning" etc? Should we be talking more about communal learning?

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

To me, the most interesting about this program is that it sounds like it’s targeting post-secondary institutions. There are multiple programs to “teach kids to code”. Compulsory education (primary and secondary) can provide a great context for these, in part because the type of learning involved is so broad and pedagogical skills are so recognized. In post-secondary contexts, however, there’s a strong tendency to limit coding to very specific contexts, including Computer Science or individual programs. We probably take for granted that people who need broad coding skills can develop them outside of their college and university programs. In a way, this isn’t that surprising if we’re to compare coding to very basic skills, like typing. Though there are probably many universities and colleges where students can get trained in typing, it’s very separate from the curriculum. It might be “college prep”, but it’s not really a college prerequisite. And there isn’t that much support in post-secondary education. Of course, there are many programs, in any discipline, giving a lot of weight to coding skills. For instance, learners in Digital Humanities probably hone in their ability to code, at some point in their career. And it’s probably hard for most digital arts programs to avoid at least some training in programming languages. It’s just that these “general” programs in coding tend to focus almost exclusively on so-called “K–12 Education”. That this program focuses on diversity is also interesting. Not surprising, as many such initiatives have to do with inequalities, real or perceived. But it might be where something so general can have an impact in Higher Education. It’s also interesting to notice that there isn’t much in terms of branding or otherwise which explicitly connects this initiative with colleges and universities. Pictures on the site show (diverse) adults, presumably registered students at universities and colleges where “education partners” are to be found. But it sounds like the idea of a “school” is purposefully left quite broad or even ambiguous. Of course, these programs might also benefit adult learners who aren’t registered at a formal institution of higher learning. Which would make it closer to “para-educational” programs. In fact, there might something of a lesson for the future of universities and colleges.

Cue the “teach someone to code” discourse.

Definition of SEO or Search Engine Optimization. We are associated with WikizHow and in this post, we explained about every detail of SEO. Learn about the benefits and importance Search Engine Marketing.

That's an interesting verb. What skills does Jordan have that allow him to do this?

Grade 4 students must be able to utilize the skills of drawing on the similarities and differences on how stories are narrated in text. Moreover, students must be able to identify the difference between first and third person stories, by analyzing the texts for key-words such as "I" when referring to quotations.

Second graders must have the skill sets of both asking and answering critical questions relating to the story, specifically, who, what, when, where, and why. After identifying the answers to these questions, second graders must also support their conclusions through retrieving information from the texts. The skills used in this common core standard include asking, identifying, and supporting.

At this point in reading, first graders should be able to make predictions and inferences, prior to, during, ad after the reading of a text. First graders will be able to do this by using key information as well as context clues from the text, such as descriptive details, punctuations denoting voice inflections, pictures, etc.

With the use of scaffolding teachers help kindergarteners further develop both their knowledge in stories kindergarteners have previously heard/read as well as their skills in retelling the key details of the familiar story. Recalling a story's major events, characters, settings, sequential details, etc. require kindergarten students to tap into their prior knowledge and skill sets in accurately retelling a story.

This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it

This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.

This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.

This would be a skill because they would have to pick out the message and lesson from the story.

this is a skill for children in first grade because they need to be able to pick out words that connect to their 5 senses. A good example of this would be a book called Dog's Colorful Day because it talks about food and colors which pertain to the senses of sight and taste.

This is a skills that kindergarteners need to know. You could give them the story of the three little pigs and hey Dittle Dittle and ask them to tell you which one is the story.

Fourth grade students must have knowledge about what a theme is. They must be able to use this knowledge to identify the themes of multiple pieces of literature.

They must also have the skill to pull out key details of texts in order to summarize story-lines.

Fifth grade students must know the definition of third-person point of view omniscient, third-person point of view limited, first person point of view, and second person point of view.

Students must also have the skill set that allows them to understand how these different points of view effect the way a particular text is told.

A third grade students must have the skill to understand that some words have multiple meanings. They must also have the skill to use a dictionary so that they can look up the definitions of words.

These students also need the knowledge that allows them to understand that things are not always meant literally.

A second grade student must know the definition of characters, challenges, and major events.

They must have knowledge about reactions and how events play a role in how characters develop throughout a story.

They must have the skill to identify the actions of characters and what events or challenges occurred in a story.

A good lesson to go along with this standard would be to read a book and then make a cause and effect chart as a class. This can help students identify the reactions of a character and what caused them to react this way.

Kindergarten students must be able to identify that they do not know certain words, and then know to ask for help or ways to get to know words. Having everyone in the class underline 3 words they do not know in a text and then going around and talking about them could be helpful

5th grade students must be able to look at books of the same genre and compare the texts within that genre to each other. It is here they can make connections between how plots of different stories have similar makings within that genre. An activity a fifth grade teacher could do would be to look at the magic tree house series (pick one of the books) and the A to Z Mysteries series (pick one of the books. Although they are different series how they develop the stories (exposition/settings/characters) are very similar. Making a T-chart with the order in which events happen could be very helpful!

3rd grade students must be able to read and understand different types of literature appropriate to 3rd graders independently. Having SSR sessions and then journaling about what was read, and then sharing could help greatly in understanding/getting better at reading.

5th grade students must be able to look at a text and what the words imply, especially in figurative language. An awesome example show students figurative language would be any of the books in the Amelia Bedelia series, because she is constantly misreading figurative language and would be a great start/talking point for looking at figurative language, plus they are all great reads!

4th grade students must be able to compare and contrast different themes in texts because it is what makes them different. Example Question: A good question in all texts would be "what do you think the author wanted to teach us". Here the themes of the texts could be talked about and contrasted by students.

5th grade students must be able to look at a text as a whole in order to fully understand the meaning of it. By looking at the smaller parts that make up a story (such as characters and what makes them different from each other/why they are included) is crucial in reading, not just staring, at literature. Making a venn diagram with two characters and seeing how they are different and how they are connected could greatly help 5th graders see how characters interact and contrast.

This would be what the student needs to do. They need to pick out the author and illustrator of the story. a good example of this might be a story by Dr. Suess because a lot of children have read his books

Annotation as modeling collaborative writing and review of documents in work places.