Results on ReadWriteThink Find content from Thinkfinity Partners using a visual bookmarking and sharing tool. More Your students can save their work with Student Interactives. More Home › Results from ReadWriteThink 1-10 of 892 Results from ReadWriteThink Sort by: Classroom Resources | Grades 6 – 8 | Lesson Plan | Unit 3-2-1 Vocabulary: Learning Filmmaking Vocabulary by Making Films Bring the vocabulary of film to life through the processes of filmmaking. page | 1 2 3 4 5 6 7 8 9 10 More Thoughts on 21st Century Literacies Extended interviews with educators on the meaning of "21st century literacies," recommendations for using new technologies, and ideas for updating lesson plans to support 21st century learning. How do you define 21st century literacies, and how are they different from 20th century literacies? "One of the problems when talking about 21st century skills or 21st century literacy skills is that this is a nice buzzword, but nobody really defines it very well," says Karl Fisch. As for what's different: "When I was growing up in the 1970s and 1980s, our conception of what literacy was very, very different. "One of the big differences today is that we live in a world that's info-abundant. One definition of being a literate consumer might be that in addition to "being able to download information to your brain," says Fisch, you also are able to "remix it and repurpose it and share it back out to the world." Will Richardson has a similar view. Indeed, says Morrell, "literacy is always changing.
Debunking the Case for National Standards (#) January 14, 2010 One-Size-Fits-All Mandates and Their Dangers By Alfie Kohn [This is a slightly expanded version of the article published in Education Week’s annual “Quality Counts” issue.] I keep thinking it can’t get much worse, and then it does. By the time the century ended, many of us thought we had hit bottom – until the floor gave way and we found ourselves in a basement we didn’t know existed. Today we survey the wreckage. And now we’re informed that what we really need . . . is to standardize this whole operation from coast to coast. Have we lost our minds? To politicians, corporate CEOs, or companies that produce standardized tests, this prescription may seem to make sense. Let’s be clear about the latest development. Second, these core standards will inevitably be accompanied by a national standardized test. Are all kids entitled to a great education? To be sure, excellence and uniformity might turn out to be empirically correlated even if they’re theoretically distinct.
Reading in the Middle Grades - Reading Comprehension Reading comprehensively is the process in which readers read a text and understand what they have read. They are able to grasp the main point of the text and evaluate what work. Comprehensive reading is imperative for students making their way through the middle grades, high school, college, and eventually the adult world. Too often students are only learning to read for information; they are unable to analyze and think complexly about what they have read. Thus, reading comprehension encourages proficiency both for the reader's experience and their work. [1] What is Read: 1. How it is Read: 1. Beers Independent versus Dependent Readers Dependent readers are often struggling readers. What Good Readers Do: 1. How to teach the strategies: 1. Strategies There are multiple strategies educators use to encourage comprehensive reading. Thinking Strategies of Effective Readers: 1. Model for Teaching Challenging Texts The Big Word Problem Methods to Find the Relationship Between Words and Comprehension
Information Research & Analysis: Needed Skill for Students About ETR Community EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century. EdTechReview spreads awareness on education technology and its role in 21st century education through best research and practices of using technology in education, and by facilitating events, training, professional development, and consultation in its adoption and implementation. (Higher) Education as Bulwark of Uselessness - Hybrid Pedagogy Almost two years ago, halfway through the twisting path that was my doctoral course, I found myself in Finland, at the “Critical Evaluation of Game Studies Seminar”, where, above all the “big names” in the field of Game Studies who spoke there (among which were Aarseth, Juul, and Mäyrä), one thing was indelibly imprinted in my memory: Canadian sociologist Bart Simon’s characterisation of Game Studies as a true, undeniable “bulwark of uselessness”, a field of thought that can work in resistance to all appeals to productivity and efficiency. Because what can be more frivolous, in “productive” common sense, than spending a couple of days discussing the philosophy of computer games? This is an uncomfortable position, one that I am critically coming to terms with as an engaged pedagogist and game scholar. Because, really, what is “uselessness”? (Higher) Education is useless. Of Uselessness and Dinosaurs All Work and No Play How can we, instead, meta-communicate liberation and possibility?
K-8 Comprehension Skills, Strategies, Activities & Exercises - Benchmark Education Storefront Introduction/Overview This module explores comprehension strategies and their benefits. Examine descriptions of each type of comprehension strategy, instructional implications for teaching comprehension, and sample lessons. Although word recognition, decoding, and fluency are building blocks of effective reading, the ability to comprehend text is the ultimate goal of reading instruction. Comprehension is a prerequisite for acquiring content knowledge and expressing ideas and opinions through discussion and writing. Comprehension is evident when readers can: Interpret and evaluate events, dialogue, ideas, and informationConnect information to what they already knowAdjust current knowledge to include new ideas or look at those ideas in a different wayDetermine and remember the most important points in the readingRead “between the lines” to understand underlying meanings Comprehension strategies work together like a finely tuned machine. Types of Comprehension Strategies Teaching Strategies
Nine Elements Nine Themes of Digital Citizenship Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. 1. 2. 3. 4. 5. 6. 7. 8. 9. Respect, Educate and Protect (REPs) These elements have also been organized under the principles of respect, educate and protect. Respect Your Self/Respect Others - Etiquette - Access - Law Educate Your Self/Connect with Others - Literacy - Communication - Commerce Protect Your Self/Protect Others -Rights and Responsibility - Safety (Security) - Health and Welfare If this was to be taught beginning at the kindergarten level it would follow this pattern: Repetition 1 (kindergarten to second grade) Respect Your Self/Respect Others Digital Etiquette Educate Your Self/Connect with OthersDigital Literacy Protect Your Self/Protect Others Digital Rights and Responsibility Repetition 2 (third to fifth grade) Respect Your Self/Respect Others Digital Access Educate Your Self/Connect with OthersDigital Communication
Early Education Transformed List of Contributors Lesley Abbott is Professor of Early Childhood Education at the Institute of Education at Manchester Metropolitan University. She directed the Birth to Three Matters Project for the DfES. Ian Barron is Principal Lecturer in Early Childhood Education at the Manchester Metropolitan University. Tina Bruce is Honorary Visiting Professor at the University of Surrey Roehampton. Tricia David is Emeritus Professor of Education at Canterbury Christ Church University College, having officially retired in 2002. Moylett-Manchester Metropolitan University
Predicting skills Learning outcomes Students will: predict what is going to happen in a story. state three things to look for at the beginning of predicting (author, title, picture). change their predictions as the story is read to them. The students will tell why using predictions is a good skill to have. Teacher planning Time required for lesson 45 minutes Materials/resources Three boxes (different sizes) Wrapping paper Tape Stickers to go in boxes Picture books (Any two or three will do but the following are the ones I used. Pre-activities I will show the children three wrapped boxes of different sizes and tell them that today we are going to practice their predicting skills. Activities I will show them the book Septimus Bean. Assessment At the end of the class, I ask questions and call on different children to answer to check for understanding. Questions to ask: Why would you need to know how to predict?
School Libraries Fight Fake News Fake news has been all over the real news lately. From Mark Zuckerburg to Pizzagate, fake news is a huge problem, and it’s not going away on its own. According to a recent study from Stanford University, approximately 80 percent of students struggled to evaluate the credibility of an online resource. This is a little disheartening, since this is a huge part of what we teach as school librarians, and it appears we’ve not been very effective. There really isn’t a magic formula or checklist that replaces the critical thinking needed to determine if information is credible. Based on the recent surge of fake news and the results of the Stanford study, we decided to overhaul our website evaluation lessons by doing the following: Changing website evaluation to resource evaluation. Fake news has always been around, but now it feels more threatening. Completed worksheet from the Stanford study Author: Mica Johnson I’m a school librarian at Farragut Middle. Like this: Like Loading...