87 Matching Annotations
  1. Sep 2019
  2. Aug 2019
  3. languagedev.wikispaces.com languagedev.wikispaces.com
    1. Children who ore in environments where oral language and written languug are used in monningful ways will gradually acquire competencies in using language t communicate and to solve problems.

      how do we facilitate this as educators?

    2. Laban's

      kids who are in a kindergarten program that provides good language input have better later vocabularies, more complex sentences, higher reading and writing competencies

    3. Listening is not a passive activity. Instead, to be effective, lis-tening must be active ancl purposeful.

      listening should be active and listener should be engaged

    4. ho metalinguistic level

      awareness of specific features and aspects within language

    5. Children who have had frequent storybook internet ions wilh a wide variety of types of texts (or genres) will develop an aware· ness of how language is used in oach type of discourse

      importance of reading to kids so that they are exposed to more than just one type of language input

    6. Pmgmnlic knowledge involves the .. kno~g~ ,?£~~~re~s~a\~t of_the communication and how language is used to achieve that intent. Pragmatic

      pragmatic knowledge: knowing how to use language to achieve something

    7. A.s...~ecome more aware of how mor-phemes are t~ed, their lang~e beco~~~r;ecisem@ me.g1.1.9gffiL_

      the more kids understand morphemes=better and more precise language

    8. meaningful phrases.

      syntactic knowledge=being able to create meaningful sentences/phrases

    9. that organize our conceptual knowledge. These semantic networks facilitate nffw learni

      schemata-helps us organize conceptual knowledge

    10. Prosodic fealures in a languago represent the wa)~sometl1h.!_g is said

      intonation/ inflection involved here

    11. honological knowledge refers to knowledge about sound-symbol relations in a language. A phoneme is the smallest linguistic unit of sound, which is combined with other phonemes lo form words. Phonemes consist of sounds that are considered to be a single perceptual unit by a listener, such as th

      phonological knowledge= different from phonetics.

    12. It forms the foundation of our perceptions, com-municntion!f and daily interactions.

      Interesting question: does language shape reality or does reality shape language?

    13. attention to lan8!!Q.@_ a~municg_li9Il..!J!!.J1er than a fo_cus on spi3_e.ch_pro_ctu<1tion ~nd..th~_.de.v.elopment of articulation. This approach recognizes that language is a medium of communi-cation with ot

      this is important, and I relate this to my studies as a linguistics minor: language/studying language is not necessarily about speaking correctly, but in how we communicate naturally

    1. iteracy, which includes the abilities to apply to printed material critical analysis, inference and synthesis;

      How can this encompass digital literacy and non-printed texts; how does being literate change as the world of tech is constantly changing?

  4. Jul 2019
    1. Learning

      Notes: -bringing play into education "messing around"/"geeking out"-interest driven orientation. developing sophisticated tech/media literacy

      • learning opportunities in both friend space and geek space
    1. "when school day is over"-curious learning is done Participatory Culture -communities producing media to share among themselves -people produce media to share with each other, not for money -passing of skills -social mode of production -drive to share for sharing's sake -Harry POtter Alliance -participatory culture and changing the world -bringing PC into educational culture -Wikipedia example

    1. Creation can be viewed simply as the act of producing, or causing to exist.  Construction is the building or assembling of an infrastructure. Construction is equal parts inspiration and perspiration. Construction calls on creativity as well as persistence, flexibility, and revision. Construction asks our students and teachers to focus on the power and patience employed during work process…and not just the final resultant work product.

      differences between online construction (building, framework) and creation (bringing into existence)

    2. . She identified that in order to “identify, in textual terms, how the Internet mediates the representation of knowledge, the framing of entertainment, and the conduct of communication”, our understanding of construction and creation needs to be broad enough to allow for change in the future. I believe that viewing the work as construction and more expansive that just creation allows for this eventuality.

      OCC and allowing content to be able to change and evolve in the future

    3. Working online is a fluid experience which calls for flexible learners.

      good to remember when wanting everything to look, be, etc. a certain way online..it is a process!

    1. focus is on the process of inquiry

      focuses on inquiry instead of the final product of research

    2. During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.

      Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.

    3. Phase 2 is a collaborative phase during which both teachers and students conduct think-aloud demonstrations and minilessons. Teacher modeling in the beginning of the phase gives way to student modeling in the latter half. Students take responsibility for teaching their peers a variety of online reading comprehension strategies. Instruction also begins to move from search skills to critical evaluation and synthesis skills. (See a complete checklist of skills.)

      Phase 2: Essentially students and teachers initially have a thinking brainstorm session about the topic/theme. Teacher is the model in the start of this phase and then lets the student take the reigns. Students have responsibility for teaching their peers online reading comprehension strategies. Also moves into critical evaluation and synthesis skills.

    4. We then demonstrated how to use basic Boolean search terms.

      boolean search terms

    5. Phase 1 centers on computer basics, word processing skills, Web searching, navigation basics, and e-mail.

      phase 1; basics and introduction to internet skills, searching, etc.

    6. The gradual release of responsibility to students is central to both approaches

      reminds me of scaffolding; students are released into doing more and more of their own thinking one step at a time

    7. Internet reciprocal teaching, involves problem-based tasks in which readers create their own text. This provides students a path for navigating the Cs of change.

      definition of Internet Reciprocal Teaching

    8. By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration

      building skills to prepare students for digital world.

    9. In addition, the rise of the Internet means that teachers must shift how they teach reading and writing

      important to consider; the world is no longer simply paper and pen or type-writers. The literacy tools we have now are virtuously endless.

    10. Internet Reciprocal Teaching Promotes the Five Cs

      5 C's of Internet Reciprocal Thinking: Creativity, Communication, Collaboration, Critical Thinking, Comprehension

    1. by your student learning objectives, as well as your own technological, pedagogical, and content area knowledge (TPACK) and objectives

      combination of TPACK and SLO for the IIP.

    2. “credibility” and “relevance”…but they do understand words like “truthful” and “useful.”

      important distinction; students can understand these simpler vocab words that essentially mean the same thing.

    3. five phases:
      1. students collaborative with instructor to pick area of interest and work on a DQ to guide their research.
      2. students engage in OCI as the do research and use digital tools to make discoveries 3.Students use critical thinking to evaluate online info by analyzing credibility of their info. 4.Students synthesize what they learned/researched by combining info in multiple, multimodal sources.
      3. Students engage in online content construction by putting their research into their own words and choosing the best digital tool/text before sharing their answers.
    4. ell with Project Based Learning (PBL) initiativ

      IIP lines up with PBL

    5. nterest driven,

      I think this is crucial. This intrinsically motivates students to be curious and conduct proper research.

    6. The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.

      IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.

    1. Open learning, also known as open education

      requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.

    2. e-purpose.

      Creative Commons covers 4 areas of practice: -re-use: right to verbatim reuse content

      • revise: right to change/ modify the content -remix: right to combine original or revised with new content -redistribute: right to make and share copies of content

      great for expanding, exploring, sharing and remixing content in the educational world.

    3. free to use and access, and to re-purpose.

      open learning is influential in areas of design, practice, pedagogy, and theory in education. Open Education Resources at the K-12 level are fundamental to OL.

    4. Open learning

      defined as "set of practices, resources, and scholarship that are open to the public and that are accessible, free to use and access, and re-purpose"

    5. Open learning is becoming a critical focus for K-12 technology-supported programs, both those strictly online as well as blended classroom practices extending into online environments.

      Randall story--shows that there needs to be digital literacy not just at a educator's level, but on an admin level as well

    1. for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals.

      important to have a caring, experienced community to rely on and learn from

    2. Powered with possibilities made available by today’s social media, this peer culture can produce learning that’s engaging and powerful.

      this is what makes connected learning modern

    3. Interests foster the drive to gain knowledge and expertise

      connection to collaborative problem solving and the videos watched on OAKS

    4. For more than a century, educators have strived to customize education to the learner. Connected Learning leverages the advances of the digital age to make that dream a reality — connecting academics to interests, learners to inspiring peers and mentors, and educational goals to the higher order skills the new economy rewards.

      good summary quote

    1. ohn Seely Brown on Motivating Learners (Big Thinkers Series) 41,780 views41K views •

      Notes: -important for kids to embrace change

      • curiosity -using gaming as an example (embracing change, leveling up, etc.) -competition and collaboration and analyzation to improve (surfing example) -kids who are "turned on" by their passion drives learning -joining a community of common interests
    1. Will Richardson highlights importance of learning and engagement based on pure passion of learning; without "waiting for a curriculum". Today's schools need to be re-envisioned in a way that fosters collaboration and real world/ problem-solving skills, and that steers away from test prep and replaces that with life-prep.

    1. Every English class starts with a moment of quiet after which students are asked to share their energy and stress levels.

      important: I think this idea could help some students realize they are not alone in their feelings and that there are a diversity of feelings and mindsets (that change on the daily) in the classroom.

    2. In English, juniors are grouped with seniors, which helps the younger students learn how the process works by watching and learning from the older students

      there is plenty of research backing the idea that students can benefit academically and personally from learning from older/ more experienced peers

    3. on the mathematical process and not just the “right answer.”

      so crucial to actually understanding the math, and not just focusing on "being done" or "getting the right answer". Much more sustainable approach to teaching math.

    4. group tests, which, like the class worksheets, are designed to be harder than the individual assignment

      group tests need to be based on critical thinking in order to achieve the collaborative aspect of learning

    5. effective classroom geography, focus on the process, build accountability, let students teach one another, and encourage students to be in tune with one another.

      teacher taking a step back; reminds me of Deweyian philosophy

    6. resilient by aiding them with identifying their resources (peers) and testing their theories to see if they are on the right track all while developing habits of mind that form the foundation of scholarship.

      using peers to solve problems rather than directly consulting teacher for answer

    1. organizations and caring adults can form partnerships, broker connections across settings, and share on openly networked platforms and portfolios.

      This is where networking, both in person and online, could come into play.

    2. earners need to feel a sense of belonging and be able to make meaningful contributions to a community in order to experience connected learning. Groups that foster connected learning have shared

      I don't think real positive change or learning can occur unless a student feels safe, welcomed, and like they belong. See Maslow's hierarchy of needs.

    3. hrough collaborative production, friendly competition, civic action, and joint research, youth and adults make things, have fun, learn, and make a difference together.

      shared interests and collaboration are instrumental for connected learning; reminds me of the phrase "great minds think alike"

    4. They do this by being sponsors of what youth are genuinely interested in — recognizing diverse interests and providing mentorship, space, and other resources.

      sponsorship/adult support in connected learning = important to learning success and an important resource

    5. Learning is irresistible and life-changing when it connects personal interests to meaningful relationships and real-world opportunity.

      absolutely true. passion+learning+education= change in the world for good

    6. embraces the diverse backgrounds and interests of all young people.

      importance of diversity in connected learning will heighten cultural awareness

    1. What is the new task? Will any portion of the original task be retained? How is the new task uniquely made possible by the new technology? How does it contribute to my design?

      important redefinition questions to ask, transfer to final level

    2. bout the expectation for each of us to achieve what we cannot achieve without new technology.

      I think SAMR is so important as tech is constantly changing. It is a great model to help teachers stay current and efficient in their teaching and tech integration

    3. How is the original task being modified? Does this modification fundamentally depend upon the new technology? How does this modification contribute to my design?

      modification important questions, focused on transfer from level to level

    4. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? How does this feature contribute to my design?

      important SAMR augmentation questions

    5. What will I gain by replacing the older technology with the new technology?

      important question to consider for substitution

    6. eachers in the substitution and augmentation phase can use technology to accomplish traditional tasks,  but the real learning gains result from engaging students in learning experiences that could not be accomplished without technology. At the Modification and Redefinition level, the task changes and extends the walls of the classroom.

      tech is used in the Sub and Aug levels to accomplish basic tasks, and in the Mod and Redef levels, technology is used to extended the lesson beyond the classroom

    7. AMR is a model of tech integration designed by Dr. Ruben R. Puentedura, Ph.D. that is simple, easy to gauge, and offers all educators something to strive for.

      SAMR S- substitution A-Augmentation M-modification R- redefinition

    8. Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading!

      maybe when models like SAMR are used on broader scales, like Apple, it helps spread awareness and makes the model more mainstream

    1. Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

      I'm having trouble with what the internet literacy map is. Can anyone define?

    1. Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.

      good summary quotation

    2. After students have the skill to use multiple platforms, I allow them the choice of which platform to use for the support they need, but I make sure they ask questions. When is it best to do a Google search versus ask a question on Twitter? Why would students tweet to a particular hashtag or person versus another? When they tweet to people from another country in another time zone, what kind of context do they need to consider? What should they add, remove, or modify in order to communicate better?

      so it seems to me that internet literacy has a lot to do with contexts and differences in platforms, etc.

    3. in addition to reminding students to use alternative text for images to support those with visual disabilities.

      This statement is incredible! It considers that there are all types of learners and abilities in the classroom, and not just one default type.

    4. Unfortunately, many focus on skills rather than literacies

      I'd say this is true. It's always been about what you can "do" with teaching technology and not nearly enough about how we should be using it.

    1. eachers must have access to high-quality UbD curriculum materials. Weak or flawed examples convey the wrong idea of what UbD curriculum should look like, and teachers who use imperfect resourc

      how can we visualize using UbD resources and structure in underfunded and failing schools, like many here in SC? How can we determine and ensure the success of those students as well, even with limited resources?

    2. his, too, is false. Indeed, the data from released national tests show conclusively that the students have the most difficulty with those items that require understanding and transfer, not recall or recognition.

      interesting...maybe this goes to show that educators as a whole are focusing more on rote memorization and not true application of learning

    3. This perceived incompatibility is based on a flawed assumption that the only way to raise test scores is to cover those things that are tested and practice the test format.

      But is there any real way to get around this?

    4. earning you seek—the learning results (Stage 1

      clarifying learning results= first step to ensuring success of students

    5. numerous opportunities to draw inferences and make generaliza-tions for themselves (with teacher sup-port).

      I think that if teachers do everything that students lose the ability to solve problems for themselves and use their own voices

    6. isplay empathy by perceiving sensitively and walking in someone else’s shoes.

      perspective + empathy= HUGELY essential. So often it's about just performing on a test. Time to start thinking about what we learn and how it can be used to help others and solve real problems

    7. Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning

      important in helping students find their own voice in both the academic and personal realms

    8. s to recognize that factual knowledge and skills are not taught for their own sake, but as a means to larger ends

      so important; I think that this could also lead to a greater overall interest in learning as students move forward in school

    9. ong-term performance goals—what it is we want students, in the end, to be able to do with what they have learned

      emphasis on learning that can be applied, and not just regurgitation of information/facts

    10. is planned backward from long-term, desired results through a three-stage design process (Desired Results, Evidence, a

      perhaps this is more sustainable for learning

    11. ix facets of under-standing—the capacity to explain, interpret, apply, shift perspective, empa-thize, and self-assess—can serve as indicators of understanding

      empathize is key here; I personally think the power of empathy is not "taught" or demonstrated enough in schools

    12. focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” fro

      So, is this sort of like a deductive reasoning approach? i.e. figuring out the learning process and working backwards or something like that?

    1. such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning)

      different from UbD in this way

    1. literacy

      literacy: the ability to read and write; competence of knowledge in a specified area (Webster's dictionary).

    1. hypothes.is up and running in your

      Just messing around and trying to get used to this, so really just ignore this comment!