North Palos Workshop

May 12-13, 2016

Thoughts about being intentional, deliberate, and creative

  • Stamina -- balancing craft with the process (how do we help them do it well while also asking them to do it more, or in a certain way)
  • Deliberate -- it is hard for kids to see the author's purpose when they are reading; they need to have this as a writer, too, and that is hard for them
  • Time -- being creative takes time (how much time do we have to help them get it to the next level)
  • Creativity requires purposeful idea generation -- how do we want to convey this idea? How do we help students make the choices?

external image Slide1.jpg

Additional Thoughts about the MAPS Framework

  • Authenticity -- we like it! The tech piece does scare me a bit, but...
  • Control -- allowing students to use the tech in new ways that we don't always understand
  • Time -- worried about how much time we have, though we know that students do sometimes get a bit bored with what we are doing
  • Connecting to the standards
  • Wondering how long something might take
  • What is the balance that we can strike to help everyone do what we want them to do given different levels of tech skill?

Crafting a Web-Based Text

Crafting Digital Writing Companion Wiki Page

As you read the three examples in the Hyperlinked Paragraph, consider:
  • Where do each of the links lead to?
  • How do you think that the student writer chose those links?
  • Considering the rhetorical situation, why do you think that the student chose the links? What goal is he/she trying to accomplish by using the links?
  • For you, as a reader, are the links effective? Do they work well with the writer's argument? Why or why not?

Student 1
  • Teacher pleaser
  • Showing a specific reason for why pizza was bad by linking to the nutritional information (data)
  • The first link didn't necessarily support the idea of what needs to change with school lunch
  • We can see that pizza is generally not healthy (parents), kids waste fruit (peers)
Student 2
  • Parents
  • To show that these types foods are book
  • Links are more wordy
Student 3
  • Other students
  • World cultures, travel
  • Sharing his own experience
  • Cultural sensitivity
  • Appreciate your own food
Crafting a Hyperlinked Text Activity

Crafting a Multimedia Book Response

As a digital writer, I am feeling...
As a digital writer, I am thinking/doing...
  • Old
  • Frustrated
  • Confusing
  • Liked the sentence starters
  • Less confused
  • Relieved (partners)
  • New ideas
  • Relieved
  • Hard to be creative
  • Liked collaboration
  • Successful x 2
  • Anxious (need modeling)
  • Overwhelmed
  • Good (working together)
  • Great
  • Teamwork
  • Evaluating
  • Conveying
  • Discussing
  • Summarizing
  • Applying
  • Revising
  • Problem-solving
  • Choosing
  • Selecting
  • Clarifying
  • Collaborating
  • Connecting
  • Persuading
  • Analyzing
  • Talking and revising (orally)
  • Rephrasing
  • Talking
  • Word-smithing
  • Evaluating

Shared Folder

Crafting a Video Text

As we watch Katie's PSA, consider:
  • What media elements (voice, text, images, video, transitions) does she choose to integrate? For what effect?
  • To what extent is Katie's argument about teens and alcohol similar to/different from more mainstream arguments?
  • For you, as a viewer, what is the overall effect of this video-based argument? Is it effective? Why or why not?

Capturing Videos: Fetchy

Connected Reading: Apps and Approaches for Digital Texts

external image 08376c.jpg
external image 08376c.jpg
As we adopt smartphones and tablets for 1:1 instruction, we need to review our efforts at comprehension instruction for all kinds of digital texts. Based on a survey of over 800 adolescents, we will discuss principles of "Connected Reading" and how we can adapt existing comprehension strategies in digital spaces, as well as explore new opportunities for finding, managing, and reflecting on digital texts.

Connected Reading Wiki

With print reading, what do we know? What are we comfortable with?
With digital, what don't we know? What are we uncomfortable with?
  • Tangible
  • No charging
  • Less strain
  • Inexpensive
  • Familiar
  • Independent/together
  • Highlight
  • Make notes
  • Write
  • Screentime
  • Distracted
  • Unlimited access
  • Stimulated
  • Engaged
  • Credibility
  • Sources
  • Access
  • Skills related to reading, spelling, alphabetizing

Capturing Our Thinking on Snowfall -- what did it demand of us as a reader?

  • Demanding our attention to click on other elements
  • What do we read first? Do we look at interactive pieces along the way or at the end?
  • With all the interactive videos, it gave me more context and I could visualize it better
  • Advertising