enus Species + Species Hybrids Example

Fanfic writing

pedagogy of Multiliteracies, in contrast, requires that the enormous role of agency in the meaning making process be recognised, and in that recognition, it seeks to create a more productive, relevant, innovative, creative and even perhaps emancipatory, pedagogy. Literacy teaching is not about skills and competence; it is aimed a creating a kind of person, an active designer of meaning, with a sensibility open to differences, change and innovation. The logic of Multiliteracies is one which recognises that meaning making is an active, transformative process, and a pedagogy based on that recognition is more likely to open up viable lifecourses for a world of change and diversity

he Multiliteracies approach suggests a pedagogy for active citizenship, centred on learners as agents in their own knowledge processes, capable of contributing their own as well as negotiating the differences between one community and the next

I can see how PBL is the vehicle by which I can teach both the Common Core Standards and the 21st century competencies to my first graders. I am also very excited that I don’t have to throw out all the great units I have taught in the past, but instead can view them through a PBL lens.

4 C’s: Collaboration, Communication, Critical Thinking and Creativity that are skills highly desired by future employers

collaboration, communication, critical thinking

For younger students, steps should be assigned to a time line, while students in middle school and above can schedule the tasks on their own and learn about self-discipline at the same time.

Authentic assessments help students analyze what they’ve learned and apply it their own experience. They don’t have to memorize facts for a test, so they can use their creativity to show what they’ve learned. For older students who can use a combination of writing and speaking, authentic assessment helps them refine their writing and oral presentation skills. Authentic assessment works great for groups, so students can get experience collaborating on projects with their peers.

hile completing tasks that are beneficial to their “real-world” experience

learning is so rich and it's so 04:21 meaningful that our students do very 04:23 well on standardized tests

01:57 you're doing a lot of small check-ins 01:59 with the students to see where they're

00:17 evolve to reflect the skills and 00:20 knowledge that we actually value and 00:22 that we need schools to teach in our 00:25 students to learn

05:45 standards and there's an assumption 05:47 behind a lot of that that we actually 05:48 know what our kids are going to face in 05:50 the future

to see the kids get 05:31 engaged in the work th

have the opportunity to kind of tinker 04:19 they get to think about something but 04:21 then also actually build it create it

language arts class students wrote 03:28 letters to Portland City officials and 03:30 created proposals for the installation 03:33 of their original works of public art

sites going to be connected as a walking 02:43 tour you know how to get there so if we 02:45 went to the othe

best use of assessment is to figure out 03:45 where they're at and how I can get them 03:48 to where I want them to be

02:55 that they do to challenge them to 02:57 synthesize things and to approach 03:00 problems in the way that a scientist 03:03 does or historian d

how would this mistake happen

We need you to make sure that they're transparent enough 08:12 that we can see what the rules are 08:14 that determine what gets through our filters.

here is no standard Google anymore.

03:29 Yahoo News, the biggest news site on the Internet, 03:32 is now personalized -- different people get different things.

don't yet have the kind of embedded ethics

hese learning activities and assessments are supercharged through the use of digital texts and tools, while building the web literacies of you and your students. As you become more familiar with Internet Inquiry Projects, you’ll find that you regularly use the web for teaching and learning every day

your student learning objectives,

orest schools are also under the greatest pressure to raise sc

tarfall (www.starfall.com) i

Someone reading this standard with a lens to the past would interpret it by teaching point of view within narratives, engaging students in discussions about the point of view held by different characters. Some-one reading this standard with a lens to the future would interpret it by teaching point of view in relation to the evaluation of a website’s reliabil-ity, where point of view is one of several important elements to consider when evaluating the reliability of information that is found online

most of our prior knowledge about reading is derived from an under-standing of reading in offline contexts, the U.S. standards are likely to be interpreted in relation to offline reading comprehension, not online reading comprehension. Another way of looking at this issue is to suggest that many educators will read the CCSS only with a lens to our past, and not a lens to our future, failing to include instruction in important online reading skills.

What, if any, new literacies do we require?

Most importantly, how we adapt to a dynamic definition of literacy in the classroom will define our students’ future.

Internet is also altering the nature of literacy, generating New Literacies that require additional skills and strategies.

sing elicitation techniques to promote complex expression and understanding (e.g., "Tell me more. What do you mean by ___?");

are grouped intentionally to provide a mix of skill levels

Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work.