Tuesday, April 27, 2010
tansi
How is everyone? Miss you guys.....somebody out there? Well for me I am having a great time with the grade 3 class. I am really enjoying the students.....I am wishing to get a grade three class to teach this year. We went for a nature walk yesterday and collected some spruce gum, had an elder with us, offered tobacco before we picked the spruce gum. After we went to the grannies cabin and made some medicine...pekepimi. The students took them home today, they were happy to learn how to make medicine.
Sunday, April 18, 2010
Section 5: Developing the Continuum
This section describes the development and action research processes that led to the continuum. In February 2004, a team of 16 Manitoba educators was formed to develop the Developmental Continuum for Literacy with ICT Across the Curriculum. Teachers on the team observed how students in their classrooms used ICT to learn, constructing the continuum, and had an action research . The result of this process was the ICT Continuum we now have and will be implementing throughout the province.
Section 6: Implementing Literacy with ICT Across the Curriculum
This section identifies the policy, process, timelines, and the roles of participants involved in various phases of implementation. Manitoba schools are required to implement Literacy with ICT Across the Curriculum for students in Grades K–8 beginning in the 2006–2007 school year, with full implementation by the end of 2008–2009. But there are problems with some communities that do not have access to computers in each classroom. The computers in my community are only used for programs like “Success Maker” but with this new policy we can make changes.
This section describes the development and action research processes that led to the continuum. In February 2004, a team of 16 Manitoba educators was formed to develop the Developmental Continuum for Literacy with ICT Across the Curriculum. Teachers on the team observed how students in their classrooms used ICT to learn, constructing the continuum, and had an action research . The result of this process was the ICT Continuum we now have and will be implementing throughout the province.
Section 6: Implementing Literacy with ICT Across the Curriculum
This section identifies the policy, process, timelines, and the roles of participants involved in various phases of implementation. Manitoba schools are required to implement Literacy with ICT Across the Curriculum for students in Grades K–8 beginning in the 2006–2007 school year, with full implementation by the end of 2008–2009. But there are problems with some communities that do not have access to computers in each classroom. The computers in my community are only used for programs like “Success Maker” but with this new policy we can make changes.
Section 4: Assessing, Evaluating, and Reporting on Student Progress
This section outlines how to use the Developmental Continuum for Literacy with ICT in assessment FOR/AS/OF learning, in planning instruction, as a goal-setting device, and as a springboard for student-led conversations about evidence of their literacy with ICT. Assessment provides the ongoing feedback necessary for effective learning and teaching. This ongoing process, beginning with pre-teaching diagnostic assessment, provides evidence of students acquiring knowledge as well as applying their knowledge and skills in authentic inquiry. Assessment requires a variety of data-gathering methods, including observations, interviews, performances, and collections of student work.
Observations, portfolios, conversations, continuum snapshots, individual student profiles, curricular context, evaluating and reporting.
This section outlines how to use the Developmental Continuum for Literacy with ICT in assessment FOR/AS/OF learning, in planning instruction, as a goal-setting device, and as a springboard for student-led conversations about evidence of their literacy with ICT. Assessment provides the ongoing feedback necessary for effective learning and teaching. This ongoing process, beginning with pre-teaching diagnostic assessment, provides evidence of students acquiring knowledge as well as applying their knowledge and skills in authentic inquiry. Assessment requires a variety of data-gathering methods, including observations, interviews, performances, and collections of student work.
Observations, portfolios, conversations, continuum snapshots, individual student profiles, curricular context, evaluating and reporting.
Section 3: Reading the Developmental Continuum for Literacy with ICT:
This section outlines the conceptual framework of the continuum and provides a graphic representation of how to interpret it. The horizontal axis is composed of a developmental sequence of three stages that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of responsibility” Model of Explicit Instruction.
Stage 1: Knows-Comprehends-becomes aware
Involves acquiring knowledge, and beginning to develop structured thinking about that knowledge.
Stage 2: Analyzes-Applies- Believes,
Describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences.
Stage 3: Synthesizes-Evaluates-Values
Involves synthesizing, transforming, and evaluating knowledge
Cognitive Domain: The vertical axis-Five big ideas
• Plan and question
• Gather and make sense
• Produce to show understanding
• Communicate
• Reflect
Affective Domain: Vertical Axis-4 ideas
• Responsibility and ethics
• Social implication
• Collaboration
• Motivation and confidence
Supporting skills
The Supporting Skills are divided into four categories:
1. Access and Communication Skills, such as transferring and saving data within and
between applications using toolbar icons, menu options, hyperlinks, and/or keyboard
shortcuts
2. Input/Output Skills, such as capturing and manipulating data using digital audio
recording devices, cameras, video recorders, microscopes, geographical positioning
systems, and/or probeware
3. Tools and Text Skills, such as editing and formatting data using spell-check, dictionary,
thesaurus, grammar-check, and/or track changes
4. Vocabulary Skills, such as recalling and using ICT vocabulary in context
This section outlines the conceptual framework of the continuum and provides a graphic representation of how to interpret it. The horizontal axis is composed of a developmental sequence of three stages that follow Bloom’s taxonomy and Pearson and Gallagher’s “Gradual Release of responsibility” Model of Explicit Instruction.
Stage 1: Knows-Comprehends-becomes aware
Involves acquiring knowledge, and beginning to develop structured thinking about that knowledge.
Stage 2: Analyzes-Applies- Believes,
Describe the thinking skills and knowledge learners apply, with teacher support, to new learning and experiences.
Stage 3: Synthesizes-Evaluates-Values
Involves synthesizing, transforming, and evaluating knowledge
Cognitive Domain: The vertical axis-Five big ideas
• Plan and question
• Gather and make sense
• Produce to show understanding
• Communicate
• Reflect
Affective Domain: Vertical Axis-4 ideas
• Responsibility and ethics
• Social implication
• Collaboration
• Motivation and confidence
Supporting skills
The Supporting Skills are divided into four categories:
1. Access and Communication Skills, such as transferring and saving data within and
between applications using toolbar icons, menu options, hyperlinks, and/or keyboard
shortcuts
2. Input/Output Skills, such as capturing and manipulating data using digital audio
recording devices, cameras, video recorders, microscopes, geographical positioning
systems, and/or probeware
3. Tools and Text Skills, such as editing and formatting data using spell-check, dictionary,
thesaurus, grammar-check, and/or track changes
4. Vocabulary Skills, such as recalling and using ICT vocabulary in context
Section 2: Supporting Principles
This section discusses the seven principles embedded in literacy with ICT Across the Curriculum.
Inquiry: students develop questions to guide their learning, research sources of information, synthesize new ideas, and share evidence of their understanding, all while reflecting on their learning.
o Plan and question
o Gather and make sense
o Produce to show understanding
o Communicate
o Reflect
Constructivist Learning: learning depends on making connections between new information and previous experiences, to be integrated with what is already known and then applied to new situations. Understanding is much more than remembering new information. Marzano’s framework for teaching and learning
o Developing positive attitudes and perceptions
o Acquiring knowledge and skills
o Extending and refining knowledge
o Using knowledge meaningfully
o Developing productive habits of mind
Higher-Level Critical and Creative Thinking: Deeper learning occurs when students apply higher-level critical and creative thinking to invent, discover, and create. This includes distinguishing fact from opinion and interpretation, evaluating information and ideas, identifying perspectives and bias, and considering the consequences of decisions and actions. Students make new ideas and form new patterns or ways of thinking as they continue their learning.
Reaching Deeper Understanding: Students need to learn how to decide whether or not to use, when and how to use ICT to help meet their learning goals. The use of ICT can:
• extend students’ access to worldwide educational resources and primary sources
• deepen students’ understandings by making abstract concepts visible
• assist students in organizing, analyzing, and transforming information as they think critically to construct personal knowledge
• extend students’ means and dimensions of creative expression
• promote students’ collaborative and reflective learning
• motivate students to synthesize their knowledge into unique multidimensional products
• enable students to communicate with authentic audiences to show understanding
• allow students to transfer their knowledge to unfamiliar contexts
• enhance students’ engagement with learning
Gradual Release of Responsibility: Teachers provide a learning environment in which all students can gradually take on responsibility for their own learning. Pearson and Gallagher’s “Gradually Release of Responsibility Model of Explicit Instruction:
• Modelling: Teachers model learning behaviours such as building criteria, self assessment, seeking feedback, making adjustments, goal setting, and reflection.
• Sharing: Teachers share exemplars of quality work and teach students to identify quality samples of their own work.
• Guiding: Students and teachers assume joint responsibility through guided practice.
• Independent: Students practise, demonstrate, and apply learning behaviours that help them become self-directed learners.
Digital Citizenship: The responsible, ethical and safe use of ICT by students as members of society and citizens of global community. Four ideas that encompass digital citizenship:
1. Ethics and responsibility
2. Social implications
3. Collaboration
4. Motivation and confidence
Multiple Literacies for the 21st Century: The conference board of Canada has compiled a list of skills that will be required as today’s students graduate and enter the workforce:
• Managing Data: identifying what needs to be measured or calculated, estimating and verifying, and observing and recording primary data using appropriate technology
• Managing Information: locating, collecting, assessing, analyzing, and applying knowledge from various disciplines and electronic sources
• Communicating Ideas: reading a variety of media formats, writing and speaking clearly, and communicating using a range of technologies (Conference Board of
Canada)
This section discusses the seven principles embedded in literacy with ICT Across the Curriculum.
Inquiry: students develop questions to guide their learning, research sources of information, synthesize new ideas, and share evidence of their understanding, all while reflecting on their learning.
o Plan and question
o Gather and make sense
o Produce to show understanding
o Communicate
o Reflect
Constructivist Learning: learning depends on making connections between new information and previous experiences, to be integrated with what is already known and then applied to new situations. Understanding is much more than remembering new information. Marzano’s framework for teaching and learning
o Developing positive attitudes and perceptions
o Acquiring knowledge and skills
o Extending and refining knowledge
o Using knowledge meaningfully
o Developing productive habits of mind
Higher-Level Critical and Creative Thinking: Deeper learning occurs when students apply higher-level critical and creative thinking to invent, discover, and create. This includes distinguishing fact from opinion and interpretation, evaluating information and ideas, identifying perspectives and bias, and considering the consequences of decisions and actions. Students make new ideas and form new patterns or ways of thinking as they continue their learning.
Reaching Deeper Understanding: Students need to learn how to decide whether or not to use, when and how to use ICT to help meet their learning goals. The use of ICT can:
• extend students’ access to worldwide educational resources and primary sources
• deepen students’ understandings by making abstract concepts visible
• assist students in organizing, analyzing, and transforming information as they think critically to construct personal knowledge
• extend students’ means and dimensions of creative expression
• promote students’ collaborative and reflective learning
• motivate students to synthesize their knowledge into unique multidimensional products
• enable students to communicate with authentic audiences to show understanding
• allow students to transfer their knowledge to unfamiliar contexts
• enhance students’ engagement with learning
Gradual Release of Responsibility: Teachers provide a learning environment in which all students can gradually take on responsibility for their own learning. Pearson and Gallagher’s “Gradually Release of Responsibility Model of Explicit Instruction:
• Modelling: Teachers model learning behaviours such as building criteria, self assessment, seeking feedback, making adjustments, goal setting, and reflection.
• Sharing: Teachers share exemplars of quality work and teach students to identify quality samples of their own work.
• Guiding: Students and teachers assume joint responsibility through guided practice.
• Independent: Students practise, demonstrate, and apply learning behaviours that help them become self-directed learners.
Digital Citizenship: The responsible, ethical and safe use of ICT by students as members of society and citizens of global community. Four ideas that encompass digital citizenship:
1. Ethics and responsibility
2. Social implications
3. Collaboration
4. Motivation and confidence
Multiple Literacies for the 21st Century: The conference board of Canada has compiled a list of skills that will be required as today’s students graduate and enter the workforce:
• Managing Data: identifying what needs to be measured or calculated, estimating and verifying, and observing and recording primary data using appropriate technology
• Managing Information: locating, collecting, assessing, analyzing, and applying knowledge from various disciplines and electronic sources
• Communicating Ideas: reading a variety of media formats, writing and speaking clearly, and communicating using a range of technologies (Conference Board of
Canada)
Introducing Literacy with ICT Across the Curriculum
Section 1: Introducing Literacy with ICT Across the Curriculum
This section talks about the background and contextual frameworks for this initiative. Technology as a foundation skill for students of the 21st century to develop multiple literacies that will allow them to respond to the changing ideas, attitudes, and technologies as their communities and their world evolve. Information and communication technologies include computers, laptops, digital cameras, video cameras, digital microscopes, scanners, cell phones, electronic games, digital audio devices, global positioning systems, electronic whiteboards, the internet, etc. Students using ICT support their critical and creative thinking about textual, numerical, visual, and aural information as citizens of the global community. They develop this literacy through a process of inquiry across the curriculum as they plan and question, gather and make sense, produce to show understanding, communicate, and reflect on their learning. The focus is on what students can do, learners of any age are able to find themselves on the continuum, from novices to experts, from pre-k students to senior students and beyond.
The models used:
-Bloom’s cognitive taxonomy and Krathwhol’s affective taxonomy
- Inquiry model (scientific inquiry/problem-solving/managing information, et cetera)
-Pearson and Gallagher’s model of explicit instruction, which portrays the gradual release of responsibility from teacher to student.
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