external image ipp_logo_small.gifiPadPaloozaIN

Monday, June 13

9:45 to 11:45 - Make. Write. Repeat.


The "maker" movement has taken hold in education, and its core principles reward those who take risks, create, fail, reflect, and start the process anew. In what ways can we connect the ideas of "making" and "writing" to rethink literacy instruction? With examples from a number of teachers and by exploring many digital writing tools, we will discover opportunities for our students to make, write, and continue the process of learning over and over again. Come prepared with a laptop or tablet so you craft your own pieces of digital writing!

https://s.nearpod.com/j/svgiu

Key Ideas and Questions

  • Bound by standards and tests
  • Connection with making and writing?
  • Science and math -- is it ELA?
  • We are in the research phase with non-fiction -- they can teach us something (what can they make in order to do this?)
  • Script writing, reader's theater, creating scenery/props
  • Students owning their reading and writing choices within a unit of study, making their thinking visible and visual (owning the topic and activities, teaching within the unit of academic writing)
  • Student choice (not just one thing that every group is doing); still trying to figure out the ELA connections
  • Whatever you are learning, how can you take the standards and make them your own? How can what you are making affect others in the world?
  • Thinking about the journaling during the project itself; thinking about the steps that are going on throughout it. Ultimately, asking if the project did what it was supposed to do?

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Teachers Mentioned in the Slides




Resources


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1:30 to 2:30 - Connected Reading: Apps and Approaches for Teaching Digital Texts


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.

How did you find something to read? Or, how did it find you?

  • Email
  • Epic (app)
  • Nook
  • Twitter
  • Book lists
  • Facebook
  • Article
  • Today Show
  • Google News
  • Website (Local News)
  • Newsomatic App



Video 1 and Video 2

With print reading, what do we know? What are we comfortable with?
  • I know where to find what I am looking for (in the library, in the book)
  • Titles, genres, authors
  • We can flip through it easily (looking at the text complexity, aesthetics)
  • Instant gratification (I can see where I am going, what I have read)
  • Reading the same genre, trading books
With digital, what don't we know? What are we uncomfortable with?
  • Info overload
  • What's credible?
  • What are the best apps?
  • Distractions
  • Variables -- wifi, charge, brightness


Additional Apps and Approaches



2:45 to 3:45 - Teaching, Revising, and Assessing Digital Writing


Revising words, sentences, and paragraphs presents a challenge to any writer, from novice to expert. When we add in components of digital writing such as images, audio, and video, the task becomes even more complex. In this session, we will explore how looking closely at students' work can lead us to consider new approaches and opportunities for teaching revision in multimedia environments. Additionally, we will discuss the ways in which the Framework for Success in Postsecondary Writing and the National Writing Project's Domains for Multimodal Writing Assessment can provide new lenses for teaching, revising, and assessing our students' digital writing.

  • Elyse Eidman-Aadahl on Writing in the Digital Age
  • Book info on NWP.org
  • Resources on Digital Is
  • The Earth's Layers - by Carson
    • Describe: What do you notice in this piece of writing?
      • Uses visual images
      • Headings and sub-headings
      • Scientific vocab
      • Objective tone
      • Organized
    • Name: What works for you in this piece of writing?
      • Use of the visuals was appealing to me as a reader; without them it would have been hard
        • Conventions of visuals (captions)
      • He created some of his own images
      • He followed conventions
      • The layout is organized and consistent
    • Ask: What questions does this piece of writing raise?
      • What were the expectations for citations and documenting sources? Paraphrasing? Summarizing?
      • Rethink the intro (first sentence)
      • How might Carson demonstrate more synthesis? Evaluation? (How deep was the learning?)

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?

If there is time, we will try the Crafting a Hyperlinked Text Activity

Organizations


Additional Resources