EDUC 8P20

Week 22014-15

Professional Learning Conversations

15 minute discussion at tables

Follow-up question for class

Going DeeperWhy this now for them?

In other words, why use Bitstrips and Storyline at this time for this group of students?

Why this? Now? For them? Bitstrips is appropriate app for developing

persuasive argument

Common Core stresses argument – pressure from school district

Cartoon strip fit short time frame for project but still fit persuasive argument

Suitable for grade 5/6

Provided both engagement and support

Scaffolding InstructionStudied persuasive strategies with students

Watched television commercials – connected to students’ lives

Brainstormed possible topics

Students worked collaboratively to gain background knowledge on issue

“Persuasion Map” graphic organizer

Literacy

What does it mean to be literate in the 21st. Century?

Malala Print text of Malala’s speech to the UN

YouTube clip of address to United Nations, July, 2013

Zen Pencil version of Malala’s story

Online petition

E-book: Every day is Malala Day

Malala Yousafzai

Global LiteracyThe student’s ability to connect people, places,

problems, and possibilities Investigate the worldRecognize perspectivesCommunicate ideasTake action

http://explore.tandfonline.com/page/ah/literacy-day

(wide selection of articles on Global Literacy available free until Oct. 10)

https://www.youtube.com/watch?v=3rNhZu3ttIU

Malala at UN: July, 2013https://www.youtube.com/watch?v=3rNhZu3ttIU

As you watch, fill in viewing sheet

Group adds to its definition of literacy

In addition to reading & writing

Visual Literacy

Media Literacy

Literacy is about more than reading and writing – it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy ... finds its place in our lives alongside other ways of communicating. Indeed, literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom”.(UNESCO, Statement for the United Nations Literacy Decade, 2003–2012; italics added) 

Consider…

How might you feel about Malala’s UN address if you were a member of the Taliban or a government official in Pakistan?

Critical Literacy All texts are constructions

All texts contain belief and value messages

Each person interprets messages differently

Texts serve different interests

Each medium develops its own “language” in order to position readers/viewers in certain ways

Other representations…Social media – online petitions

Zen Pencils

E-books

Aspects of LiteracyReading

Writing

Listening

Viewing

Representing

Thinking critically about ideas

New LiteraciesDigital Literacy

Media Literacy

Global Literacy

Jacobs, H. (2014). Leading the New Literacies

Digital LiteracyFinding resources via keyboarding, voice, and

touch technologies

Locating the appropriate application, tool, or website to match problem at hand

Tagging and organizing source material for efficient reference

Rendering new solutions as seen in an original app design or software platform

Media LiteracyReceptive:

Critical analysis of information and storytelling media modalities

Generative:Use media to express informational and narrative

perspectives

Modern LiteracyModern literacy is about the evolution from

traditional reading, writing, listening, and speaking to using multiple types of print and digital media, online communication, and collaborative structures to enable depth in learning and knowledge for the sake of sharing ideas and communicating in a global society. With modern literacy, students receive and express communication beyond the narrow use of traditional print.Tribuzzi & Fisher, 2014. Leading the New

Literacies, p. 25

The Ontario Curriculum: Grades 1-8 - Language

http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Launched in 2006

Ontario Curriculum – Language 1-8

Oral Communication

1.

2.

Media Studies

1.

2.

Reading

1.

2.

Writing

1.

2.

Ontario Curriculum – Language 1-8

Oral Communication

1.

2.

Media Studies

1.

2.

Reading

1.

2.

Writing

1.

2.

Curriculum expectations are mandatory.

Overall expectations

Describe in general terms the knowledge and skills students are expected to achieve by the end of each grade

Specific expectations

Describe the expected knowledge and skills in greater detail often with specific examples

25

Writing1. Generate, gather,

and organize ideas and information to write for an intended purpose and audience

3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

Facebook 2004

YouTube2005

Instagram

2010

Pinterest2011

iPads2010

Infographic Information to be found in Sakai:

Syllabus FolderEvaluation Component of 8P20Assessment tool

Infographic:  Each teacher candidate will create an infographic that represents key messages related to either the Oral Language or Media Studies strand of the Language curriculum. Your infographic must be comprehensive and include pertinent references to ministry documents, how the strand fits into the literacy program, connections to assessment, instructional strategies, cross-curricular applications, differentiated instruction, etc.  Marks for Infographic: 20%

Due: Nov. 11/12 See Appendix B for assessment tool