21 st Century Literacy Skills

Download 21 st  Century Literacy Skills

Post on 24-Feb-2016

29 views

Category:

Documents

0 download

Embed Size (px)

DESCRIPTION

21 st Century Literacy Skills. Sue Z. Beers suebeers@netins.net. 21 st Century Literacy. What are the skills students will need to be literate in the 21 st century? What is the same? What is new? What is enhanced?. www.polleverywhere.com. - PowerPoint PPT Presentation

TRANSCRIPT

<p>Slide 1</p> <p>F-Shaped Reading Pattern</p> <p>http://www.useit.com/alertbox/reading_pattern.html</p> <p>Digital Readers: What are the skills students will need to be literate in the 21st century?</p> <p> What is the same?</p> <p> What is new?</p> <p> What is enhanced?21st Century Literacywww.polleverywhere.com</p> <p> http://www.polleverywhere.com/free_text_polls/LTE3MTA4MTQzMQThe illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.</p> <p>Alvin TofflerSue Z. Beers, 2006 suebeers@netins.netCLICK it! ConnectingLearning: Whats happening inside the students mind; how content is being processed, organized and connected.Instruction: What the teacher does to create the opportunities for students to engage in the learning process and how the teacher knows if students have learned the intended outcomes.Content: What the expected learnings (benchmarks) are, the prerequisite skills needed, and how student readiness to learn the content is considered.Kids: What impacts students ability to learn: individual readiness to learn, background and experience, motivation, personal needs, learning style and interests.Sue Z. Beers, 2006 suebeers@netins.netCLICK it KIDS</p> <p>Kids dont care how much you know until they know how much you care. Are they ready to learn? Do they have adequate background knowledge about the topic? Are there personal problems that might get in the way of the learning? What is their learning style(s)? What interests them? What level of skill do they have relative to the task? Do they see the task as relevant and meaningful?Sue Z. Beers, 2006 suebeers@netins.netCLICK it LEARNING PROCESSThe brain only pays attention to that which is meaningfuland you cant learn something new if you cant connect it to something you already know. How prepared are students to learn? How are students processing the knowledge and what evidence is there of their thought processes? What thinking is involved in achieving the expected learning? Are students evaluating their own effort / learning and do they have the skills to adjust their thinking when needed? How is a joy of learning fostered? Are students engaged in reflective activities? </p> <p>Sue Z. Beers, 2006 suebeers@netins.netCLICK it CONTENTPreparing students for their future What is the essential / important learning? Is it the right stuff? How will content be differentiated for students of varying ability? How rigorous is the content? Do all students have equal access to the curriculum? What background knowledge or prerequisite skills are needed to learn the new content? How can the content be connected to other topics / other subjects / life? What will it look like when students master the content?</p> <p>Sue Z. Beers, 2006 suebeers@netins.netCLICK it INSTRUCTIONIf teaching were the same as telling, wed all be so smart we could hardly stand it.- Mark Twain Do activities match the learning that is expected? How will classroom structure and grouping patterns be used? What resources will be used? How will the needs of all students be met (differentiation)? Is the intended learning being measured? How is the assessment data used to guide instruction? Do all students have equal opportunity in the classroom? How is a climate of comfort, order and safety established? Are the classroom activities / work the best use of time? Do they reflect best practice?</p> <p>Sue Z. Beers, 2006 suebeers@netins.netSOME Sample CLICKsSue Z. Beers, 2006 suebeers@netins.net </p> <p>Sue Z. Beers, 2006 suebeers@netins.net </p> <p>Whats Different Today?</p> <p>What is different about kids today?Students CANTBUT, Students CAN Digital Natives</p> <p>ScreenagersStudents are:Input / Experience</p> <p>Intensity / DurationHyperlinked Mind:New Thinking PatternsNeuroplasticity:Neural Networks- Visual memory- Processing- Learning skills</p> <p>Processing Information</p> <p>Intensive / Progressively challenging stimulation over extended periods of timeDigital Generation2,500 pictures90 % accuracy after several days10 second exposure1 year = 63%</p> <p>Oral information: 10% after 72 hours</p> <p>Add picture content = 65% retentionRetention and Visuals Changing How Students LearnBy Age 21:10,000+ hours of video games250,000 emails and texts10,000 hours on phones20,000+ hours of TV500,000+ commercials9,000 hours in school4,000 hours reading (mostly unengaged!)= Different preferences for learning!Understanding the Digital Generation / 21st Century Fluency Project8-18 year olds in the US spend one quarter of their media time using multiple media24% of 12-18 year olds use another media most of the time while watching TV</p> <p>Receive information quickly from multimedia sources</p> <p>at twitch speedLearning Preference #1Parallel Processing</p> <p>MultitaskingLearning Preference #2Students want pictures, sound, color, video FIRST and then text</p> <p>Instruction generally presents text first and then pictures, sound, color, video.</p> <p>Visual learnersLearning Preference #3Classroom instruction delivered in logical linear sequential order</p> <p>Students process by random access / hyperlink / connectionsLearning Preference #4Classroom Students working alone</p> <p>Students Digital Weapons of Mass Collaboration Twitter, Facebook, Social Networking, Blogs, TextingLearning Preference #5Just in case vs. Just in time</p> <p>RELEVANCE!Learning Preference #6Motivation matters</p> <p>What motivates?- Autonomy (choice)- Challenge- Mastery</p> <p>Students want - Instant gratification- Immediate and deferred rewardsLearning Preference #7Relevant</p> <p>Active</p> <p>Instantly useful</p> <p>Fun!!!Learning Preference #8For more information:The Digital Generation by Ian Jukes, etal</p> <p>21st Century Fluency Project :www.21stcenturyfluency.com</p> <p>Clear Targets!Professionalism/ Work EthicOral / Written CommunicationTeamwork / CollaborationCritical Thinking / Problem-SolvingReading Comprehension- Are They Really Ready to Work, 2006Top Skills Employers Want:Its not what you know, its what you can DO with what you knowMoral of the StoryCore subjectsLearning skills21st Century toolsReal-world applicationsInterdisciplinary themes21st Century assessmentsSix Key Elements</p> <p>Common Core State Standardswww.corestandards.org</p> <p>www.21stcenturyascd.wikispaces.com Templates page Hold kids accountable for reading make them read! Give them the tools and strategies they need to be successful in their reading.Lessons from My KidsTHINKING from words on a pageWhat is Reading?Reading is the key to success in all content areas.</p> <p>42If you want students to learn your subject area, they need to be able to become competent readers of the subject area text.Reading in school is different</p> <p>CHOICEPURPOSEINTERESTBACKGROUND KNOWLEDGEmore likely to be employed, to have higher-status jobs, and to earn significantly more.less likely to receive public assistance (or, if they do, they receive it for a shorter time).more likely to read to their children, talk to them about school, and help with homework.more likely to vote and to volunteer in their communities.</p> <p>Adults who have strong literacy skills are2003 National Assessment of Adult Literacy</p> <p>Intensive Intervention:1-2 grade levels behind Based on specific needs Extend to content areas Reading specialist</p> <p>Engaging Text Discussion Relevant Follow-up Small group </p> <p>Comprehension Teach explicitly Variety of texts Guided and independent practice</p> <p>Vocabulary Explicit instruction Independent strategies Multiple contextsComponents of the Reading ProcessThe Learner:Attitudes, Ability and PerceptionsClassroom Environment: Comfort, Order, SafetyResearch-Based Classroom InstructionReading Task:ClarityPurposeBackground KnowledgeText Features:Text CuesOrganizational PatternsText SelectionProcessing Strategies:Pre-readingDuring-readingPost-Reading49Independent Strategic ReadersKnow how to make text make senseHave strategies to useKnow how to struggle with textDevelop the patience and stamina to stick with a textKnow what is separating them from success with the textKnow what they should do to fix the problem50 INDEPENDENT STRATEGIC READERS:Know how to approach new words and increase vocabulary.Connect new knowledge to make personal meaning.Think ahead to what might be coming.Continually evaluate own understanding.Create images of what is read.Periodically summarize what is read.Use text features, cues and organizational patterns.Have a plan for how to approach the reading task.51How you give the assignment can make a huge difference in how much and how well students read and comprehend the text.A Marsden GiberterGlis was very fraper. She had dernarpen Farfles marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.Clorsty marsden! she boffed.That s a crouistish marsden binky, boffed Farfle, but my marsden is on Stansan. Agsan is Kelsan.In that ruspen, boffed Glis, I wont wrenk you your giberter until Stansan.52How much do you understand? What is your comprehension level? Lets take a testA Marsden GiberterGlis was very fraper. She had dernarpen Farfles marsden. She did not talp a giberter for him. So, she conlanted to plimp a marsden binky for him. She had just sparved the binky when he jibbed in the gorger.Clorsty marsden! she boffed.That s a crouistish marsden binky, boffed Farfle, but my marsden is on Stansan. Agsan is Kelsan.In that ruspen, boffed Glis, I wont wrenk you your giberter until Stansan.Why was Glis fraper?What did Glis plimp?Who jibbed the gorger when Glis sparved the blinky?Why didnt Glis wrenk Farfle his giberter?53How many of these questions can you answer? How much understanding do you have about the content? Do you think any of your students see the test they read in your subject area in the same fashion?</p> <p>You can answer the questions correctly without having any comprehension of what the story is about</p> <p>Wordle.net</p> <p>Wordsift.com</p> <p>Wordsift.com</p> <p>Wordsift.com</p> <p>College- and Career-Ready Reading Proficiency</p> <p>Reading Offline vs. Online</p> <p>Pollhttp://www.polleverywhere.com/free_text_polls/MjA0MDg5NDY1Nw</p> <p>Online ReadersIdentify questions and find potential resourcesNew York Times, July 27, 2008. Based on the work of Donald Leu and Julie Coiro.</p> <p>Evaluate and synthesize the information</p> <p>Communicate!Visual-syntactic text formatting (VSTF) has been developed to improve reading comprehension of natural language presented digitally.VSTF FormattingVisual-Syntactic Text Formatting:A New Method to Enhance Online Reading, Walker, etal.http://www.readingonline.org/articles/r_walker/VSTF FormattingTraditional Text FormatVSTF Formatted Text</p> <p>VSTF Formatting</p> <p>VSTF Formatting.</p> <p>VSTF Formattinghttp://liveink.winternet.com/HtmlCR/HtmlClipRead80.htm</p> <p>Web Parsing Sites:</p> <p>www.diigo.comReadabilityQuick NoteRead Later First</p> <p>Some Tools for Online Reading</p> <p>Creating Wikipedia Books</p> <p>Core subjectsLearning skills21st Century toolsReal-world applicationsInterdisciplinary themes21st Century assessmentsSix Key ElementsProfessionalism/ Work EthicOral / Written CommunicationTeamwork / CollaborationCritical Thinking / Problem-SolvingReading Comprehension- Are They Really Ready to Work, 2006Top Skills Employers Want:Its not what you know, its what you can DO with what you knowMoral of the Story </p> <p>Student-centered vs. Teacher-centeredTeacher as facilitator vs. Teacher as dispenserInquiry vs. passive learnersTechnology-enhanced learning vs. Limited technologyCollaboration / Beyond school vs. Isolated / competitiveInterdisciplinary / beyond classroom vs. One teacher / one classLearners OWN the learning vs. Same page / same day21st Century ClassroomsDifferentiated instruction vs. Same work / task for allHOTS / Apply / Question vs. Rote memorization / MC TestsConstructed knowledge through inquiry vs. Defined set of facts / infoStudent-developed questions vs. Teacher-developed questionsMetacognition vs. Pre-constructed schema21st Century Classrooms Partnership for 21st Century SkillsWithin the context of core knowledge instruction, students must also learn the essential skills for success in todays world, such as critical thinking, problem solving, communication and collaboration.Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication CollaborationBased on the work of the Partnership for 21st Century Skills</p> <p>Creativity and InnovationThink Creatively- Wide range of idea creation techniques- Create new and worthwhile ideas- Elaborate, refine, analyze and evaluate ideasWork Creatively with Others- Develop, implement and communicate ideas- Be open and responsive to others ideasImplement InnovationsBased on the work of the Partnership for 21st Century Skills</p> <p>Critical Thinking and Problem Solving Reason Effectively Use Systems Thinking: Parts / Whole Make Judgments and Decisions- Analyze / Evaluate evidence, arguments, claims- Points of View- Interpret information and draw conclusionsSolve Non-Familiar Problems / Find SolutionsBased on the work of the Partnership for 21st Century Skills</p> <p>Communication Communicate Clearly- Articulate thoughts / ideas effectively in many forms and contexts- Listen effectively for meaning- Use multiple media and technologies- Diverse environmentsBased on the work of the Partnership for 21st Century Skills</p> <p>Collaboration Collaborate with Others- Work effectively and respectfully with diverse teams- Flexibility and willingness to compromise to accomplish goal- Shared responsibility for collaborative work- Value team members contributions</p> <p>Based on the work of the Partnership for 21st Century Skills</p> <p>Information, Media and Technology Skills Information Literacy Media Literacy ICT (Information, Communications and Technology) LiteracyBased on the work of the Partnership for 21st Century Skills</p> <p>Information Literacy Access and Evaluate Information- Access information efficiently and effectively- Evaluate information critically and competently Use and Manage Information- Use information accurately and creatively- Manage flow of information from variety of sources - Be ethical and legal in the access and use of infoBased on the work of the Partnership for 21st Century Skills</p> <p>Media Literacy Analyze Media- Understand how, why and purpose of media messages- How values and points of view affect interpretation- Apply ethical / legal access and use of media Create Media Products- Use most appropriate media creation tools and conventions- Appropriate expressions in diverse environment</p> <p>Based on the work of the Partnership for 21st Century Skills</p> <p>ICT Literacy Apply Technology Effectively- Use technology to research, organize, evaluate and communicate information- Use digital technologies, communication / networking tools and social networks to function in a knowledge economy- Be ethical / legal in use of info technologies</p> <p>Based on the work of the Par...</p>