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Recoding and Reflection Using Web 2.0
Ka#e Dredger; Department of Teaching and Learning, Virginia Tech Jenny Mar#n; Department of Teaching and Learning, Virginia Tech Paige Horst; Department of Teaching and Learning, Virginia Tech
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Presented at The Conference of Higher Education Pedagogy, Virginia Tech, Blacksburg, VA February 6, 2013
“Literature provides the reader with a mirror to examine oneself, a window to consider alternate experiences and beliefs, and a door to walk through forever changed.” – Fisher, D. & Ivey, G. (2007).
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Alterna#ng focus weeks: theme and genre
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Syllabus EDCI 5444: Teaching Adolescent Readers Class wiki: h;p://[email protected]/ For themaHc unit on Love and Sexuality Choice of: Dreamland (Dessen, 2000) (high range) -‐or-‐ Speak (Andersen, 1999) (middle range) -‐or-‐ The True Meaning of Cleavage (Frederich, 2003) (low range) EC Ning book discussion Groenke, S. & Scherff, L. (2010) Teaching ya lit through differen=ated
instruc=on.Urbana, ILL: NCTE. Choice of: Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San
Francisco, CA: Jossey-‐Bass. -‐or-‐ Daniels, H. & Steineke. (2004). Minilessons for literature circles. Portsmouth, NH:
Heinemann. -‐or-‐ Tatum, A.W. (2009). Reading for their life: Rebuilding the textual lineages of African
American adolescent males. Portsmouth, NH: Heinemann. 4
Process Product
Affect Content
Differen#a#on
Tomlinson, C.A. (2001). The differen=ated classroom: Responding to the needs of all learners. 2nd ed.). Alexandria, VA: Associa#on for Supervision and Curriculum Development.
DifferenHated Reading Products The goal is to read 16 young adult novels and books pertaining to YAL of varying genres and thema#c strands during the course and expose each other to a plethora of YAL. A book over 350 pages = two books. (Miller, 2009) Independent reading plan (10 points)
Table that includes: #tle; author; genre & thema#c strand; notes (include suggested grade, # pp., & other notes);
5 book products (when applicable) note content, process, & product.
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Students Crafed the Semester’s Reading of YAL
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Books to Read List Each student begins the habit of maintaining a
running “shopping” list of books s/he would like to read in the future.
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5 Product Choices In a variety of different collabora#ve group and independent op#ons, students will create
reading assessments with rubrics and one exemplar product.
All must have a grading rubric ajached. All product choices must be different from one another in composi#on and technology used. I.e. each product should have a different content choice, process choice, and product choice. Content choices (must fit the weekly theme): essay; poetry; drama; short story; graphic novel; tough content (drugs, violence, sexual content, etc.); squeaky clean (no drugs, violence, sexual content, etc.); living author, female author, mul#cultural author, corresponding film, classic, currently being taught in your field school, high-‐interest with low-‐readability. Process choices: independent read, group of 2-‐4, digital read, audio read, recommended by an adolescent Product choices: visually ar#s#c (words allowed), musical, an AP open response essay test, a drama#c presenta#on, a book trailer, a podcasted posi#on piece or review, a drama#c presenta#on (taped either in class or out), crea#on of an electronic resource
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New Literacies
Knobel, M. and Lankshear, C. (2007). A new literacies sampler. New York: Lang.
Par#cipa#on
Distributed Exper#se
Sharing
Experimenta#on
Innova#on & Evolu#on
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Individualized Assignments
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Cogni#ve Flexibility Theory avoidance of
oversimplifica#on
mul#ple representa#ons
cases
knowledge use
flexible schemas
mul#ple-‐connectedness
mentor support
Advanced Knowledge Acquisi#on
Student Percep#ons of Instruc#on • I had to get used to the workshop atmosphere. • I wasn’t really sure what I needed to do at first but I gained comfort with the lack of explicit structure.
• The instructor presented us with many resources to use in the field which helped when comple#ng assignments.
• The instructor had us create exemplar products that students would create so that we could try them out and learn what it is like to be a student crea#ng them.
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Mee#ng Individual Needs
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References
Atwell, N. (2003). Hard trying and these recipes. Voices from the Middle, 11(2), 16-‐19. Dewey, J. (1938). Experience and educa#on. New York: Mcmillian. Dredger, K., Woods, D., Beach, C., & Sagstejer, V. (2010) Engage me: Using new literacies to create third
space classrooms that engage student writers. Journal of Media Literacy in Educa=on (2)2. Fisher, D., and Ivey, G. (2007). Farewell to a farewell to arms: Deemphasizing the whole class novel. Phi
Delta Kappan, (88), 7, 494-‐497. Kist, W. (2005). New literacies in ac=on. New York: Teachers College Press. Knobel, M., & Lankshear, C. (2007). A new literacies sampler. New York: P. Lang. Moll, L. & Greenberg, J. (1990). Crea#ng zones of possibili#es: Combing social contexts for instruc#on. In
Vygotsky and Educa=on (L. Moll, Ed.). New York: Cambridge University Press, 319-‐332. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for
processing informa#on. Psychological Review, 63, 81-‐97. Monroe, B. (2004). Crossing the digital divide: Race, wri=ng, and technology in the classroom. New York:
Teachers College Press. New London Group. (1996). A pedagogy of mul#literacies: Designing social futures. Harvard Educa=onal
Review 66 (1), 60-‐92. Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. (2nd ed.)
Thousand Oaks, CA: Corwin Press. Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D.K., (2004). Cogni#ve Flexibility Theory: Advanced
knowledge acquisi#on in ill-‐structured domains. In R.B. Ruddell & N.J. Unrau (Eds.), Theore=cal models and process of reading (5th ed.). pp. 640-‐653). Newark, DE: Interna#onal Reading Associa#on.
Tomlinson, C.A. (2001). The differen=ated classroom: Responding to the needs of all learners. 2nd ed.). Alexandria, VA: Associa#on for Supervision and Curriculum Development.
Wije, S. (2007). That’s online wri#ng, not boring school wri#ng: Wri#ng with blogs and the talkback project. Journal of Adult and Adolescent Literacy, 51(2), 92-‐96.
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