reaching diverse students: reading and learning with digital tools and media bridget dalton...
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Reaching Diverse Students: Reaching Diverse Students: Reading and Learning with Reading and Learning with
Digital Tools and MediaDigital Tools and Media
Bridget DaltonVanderbilt University
New Literacies Teacher Leader InstituteNew Literacies Teacher Leader InstituteCambridge, MA ~ June 25, 2010Cambridge, MA ~ June 25, 2010
““EDUCATION IS THE EDUCATION IS THE CIVIL RIGHTS ISSUE CIVIL RIGHTS ISSUE
OF OUR GENERATION” OF OUR GENERATION”
Secretary of Education Arne Duncan, Secretary of Education Arne Duncan, 20092009
AcknowledgementsAcknowledgements CAST colleagues: Kristin Robinson, Ge Vue, Elaine Mo, Anne Meyer, CAST colleagues: Kristin Robinson, Ge Vue, Elaine Mo, Anne Meyer,
David Rose, Kate Brigham, Boris Goldowski, Joanne Alunni, Tom David Rose, Kate Brigham, Boris Goldowski, Joanne Alunni, Tom Green, Matt Brambilla, Linda Butler, Peggy Coyne, David Rose, Sheila Green, Matt Brambilla, Linda Butler, Peggy Coyne, David Rose, Sheila Sethuranem, Bart Pisha, Maya Eagleton, Susan Deysher, Mei Kennedy, Sethuranem, Bart Pisha, Maya Eagleton, Susan Deysher, Mei Kennedy, Sol Concha, Lauren PoniatowskiSol Concha, Lauren Poniatowski
Annemarie Palincsar, University of MichiganAnnemarie Palincsar, University of Michigan Patrick Proctor, Boston CollegePatrick Proctor, Boston College Catherine Snow & Paolo Uccelli, Harvard UniversityCatherine Snow & Paolo Uccelli, Harvard University Dana Grisham, CSU-East BayDana Grisham, CSU-East Bay Dave Schlepper & Lori Lutz, Laurent Clerc Center, Gallaudet UniversityDave Schlepper & Lori Lutz, Laurent Clerc Center, Gallaudet University Lu Zeph and Betsey Enright, University of MaineLu Zeph and Betsey Enright, University of Maine Blaine Smith and other students at Vanderbilt UniversityBlaine Smith and other students at Vanderbilt University And many K-12 teachers and their students…And many K-12 teachers and their students…
More, more, more…More, more, more…
BookBuilder, Strategy Tutor, and BookBuilder, Strategy Tutor, and some PPT templates supported by some PPT templates supported by grants to CAST, Inc. from private grants to CAST, Inc. from private foundations, the US Department of foundations, the US Department of Education, and the Massachusetts Education, and the Massachusetts Department of EducationDepartment of Education
Change the course; change a Change the course; change a lifelife
Technology, pedagogy, Technology, pedagogy, content,: A combination that content,: A combination that
can change the course; change can change the course; change a lifea life
Literacy in the middle grades Literacy in the middle grades and beyond: The challengeand beyond: The challenge
8.7 million students lack the skills required to understand 8.7 million students lack the skills required to understand high school textbooks (Kamil, 2003) high school textbooks (Kamil, 2003)
Approximately 50% of high school seniors taking the ACT Approximately 50% of high school seniors taking the ACT college entrance exam had the reading skills essential to college entrance exam had the reading skills essential to success in college (ACT, 2009) success in college (ACT, 2009)
NAEP results show 37% of students in grade 4 and 26% of NAEP results show 37% of students in grade 4 and 26% of students in grade 8 are not able to read at a basic level students in grade 8 are not able to read at a basic level (NCES, 2003; results fairly stable, 2009)(NCES, 2003; results fairly stable, 2009)
44thth grade slump in reading achievement, especially for poor grade slump in reading achievement, especially for poor students (Chall, 1986)students (Chall, 1986)
Our focus today: Designing Our focus today: Designing for diversity in new timesfor diversity in new times
Everyone is a designer (Kress, 2003)Everyone is a designer (Kress, 2003) Technology in service of print-based Technology in service of print-based
literacies literacies Technology-mediated new literaciesTechnology-mediated new literacies Universal design for learning Universal design for learning
perspective to guide you in designing, perspective to guide you in designing, selecting, and using technology-based selecting, and using technology-based lessons, tools, resources, and programslessons, tools, resources, and programs
Ron Mace: Universal design
Consider the needs of the broadest possible range of users from the beginning
Universal design for learning Universal design for learning (Rose & Meyer, 2002)(Rose & Meyer, 2002)
Curricula, methods and materials Curricula, methods and materials designed to meet the needs of the designed to meet the needs of the broadest possible range of learnersbroadest possible range of learners
Supports for diverse learners are built in Supports for diverse learners are built in from the startfrom the start
Frequently more effective for Frequently more effective for allall learners learners
Principles of universal Principles of universal designdesign
Provide multiple means of representation
Provide multiple means of expression Provide multiple means of
engagement
UDL Theoretical FrameworkUDL Theoretical Framework
Task is too difficult for learner
ZONE OF PROXIMAL
DEVELOPMENT
Task is too easy for learner
Universal design for learning applied to digital reading (Dalton & Proctor, 2008)
Demo
•Promising results for students •Benefits for teachers
Rand Reading Study Group’s (2002) Rand Reading Study Group’s (2002) reading comprehension heuristicreading comprehension heuristic
text reader
activity
Sociocultural context
comprehension
text reader
activity
Sociocultural context
comprehension
Comprehension in a new literacies Comprehension in a new literacies landscape: Scaffolded digital landscape: Scaffolded digital reading reading (Dalton & Proctor, 2006; 2008)(Dalton & Proctor, 2006; 2008)
textreader
activity
Sociocultural context
comprehension
Developing strategic Developing strategic readers…readers…
viewersviewers listenerslisteners interactorsinteractors integratorsintegrators communicatorscommunicators LEARNERS and EXPERTSLEARNERS and EXPERTS CONSUMERS and PRODUCERSCONSUMERS and PRODUCERS
Thinking Reader: Thinking Reader: Embedding strategy Embedding strategy
instruction in digitized instruction in digitized novels novels (Tom Snyder Productions, Scholastic)(Tom Snyder Productions, Scholastic)
AA Wrinkle In TimeWrinkle In Time – Madeleine – Madeleine L’EngleL’EngleBridge to TerabithiaBridge to Terabithia - Katherine - Katherine PatersonPatersonBud, Not BuddyBud, Not Buddy - Christopher Paul - Christopher Paul CurtisCurtisDragonwingsDragonwings - Lawrence Yep - Lawrence YepEsperanza RisingEsperanza Rising – Pam Ryan – Pam RyanMy Brother Sam Is DeadMy Brother Sam Is Dead – James – James and Chris Collierand Chris CollierRoll of Thunder, Hear My CryRoll of Thunder, Hear My Cry - - Mildred D. TaylorMildred D. TaylorThe GiverThe Giver - Lois Lowry - Lois LowryTuck EverlastingTuck Everlasting - Natalie Babbitt - Natalie Babbitt
Creating your own scaffolded Creating your own scaffolded texts: texts:
http://bookbuilder.cast.orghttp://bookbuilder.cast.org
UDL Book Builder GoalsUDL Book Builder Goals
To develop students’ understanding To develop students’ understanding and engagement with fiction and and engagement with fiction and non-fiction digital booksnon-fiction digital books
To promote students’ use of reading To promote students’ use of reading strategies and learner self efficacystrategies and learner self efficacy
To support teachers in differentiating To support teachers in differentiating instruction through customized booksinstruction through customized books
Create and edit my booksCreate and edit my books
The Peacock: Develop text, The Peacock: Develop text, images, and coaching supportsimages, and coaching supports
Peacock: Creating strategy Peacock: Creating strategy coach promptscoach prompts
Peacock: Creating strategy Peacock: Creating strategy coach modelscoach models
Internet Inquiry: Exploring 2 online tools to support inquiry Ways of thinking, critiquing, Ways of thinking, critiquing,
expressing (and oh yes, learning expressing (and oh yes, learning strategies)strategies)
Scaffolding for multimedia Scaffolding for multimedia responseresponse
We live in a media-saturated, We live in a media-saturated, networked world where text is: networked world where text is:
multimodalmultimodal interactiveinteractive socially distributed socially distributed
(Coiro, Knobel, Lankshear, & Leu, 2008; Kress, (Coiro, Knobel, Lankshear, & Leu, 2008; Kress, 2003; New London Group, 1996)2003; New London Group, 1996)
Our students are Our students are digital nativesdigital natives
Students use media and the Internet to respond to literature create compositions and fanfiction connect with others in interest-driven
communities, both outside of school and in classrooms
(Jenkins, 2008; Grisham & Wolsey, 2006; Unsworth,Thomas, Simpson & Asha, 2005)
Multimedia supports literacy, Multimedia supports literacy, learning, & engagementlearning, & engagement
For ALL learners, including students who For ALL learners, including students who are not faring well in schools:are not faring well in schools:
DisengagedDisengaged Struggling with academic reading and Struggling with academic reading and
writingwriting English language learnersEnglish language learners
(Mayer, 2001; Dalton & Proctor, 2006; O’Brien, (Mayer, 2001; Dalton & Proctor, 2006; O’Brien, 2001)2001)
Multimedia composing with Multimedia composing with Power PointPower Point
The power of templates to scaffold The power of templates to scaffold students’ multimedia composition students’ multimedia composition and learningand learning RetellingRetelling VocabularyVocabulary PhoetryPhoetry
Create a Folktale Retelling Show
Your PPT retelling will have 9 slides:• A title page• Scenes 1- 7• Your Author’s Note
Try to use your power words in your retelling: avoid, delighted, hospitality, speechless, and trudge
Be creative – use words, images, sound, and color to tell a great tale!
Title page 1 2 3 4 5
6 7 Author’s Note
Example
– The next 3 slides show part of a student retelling and author’s note from last year
Turtle washes up.
Turtle trudged down to the river.
Turtle went to wash up for dinner. He trudged to the river. When he came back he was dirty still! He had to wash up all over again.
Option: Add audio recording2
Author’s Note
I retold each of the scenes in ‘Hungry Spider and Turtle,’ and then used sound and color to bring my story alive.
I picked my background music and design at the bottom because they reminded me of African art, and this is a folktale from the Ashanti people, who live in Africa.
I picked the background color on each slide to help make the setting. The background of the first scene was sandy brown because it was dry and dirty in this part of the story. In the second slide, Turtle was hot and tired so I chose the red-pink color to remind people of how hot he was.
I really liked the music I picked for the second slide, because it sounded like African music, but it also made it sound like Turtle was on a mission!
By: Mariana
Add sound to your slide show
3 ways to use sound:• record your retelling• add sound effect• add music
To get started, go to INSERT and• select Movies and Sounds• choose your option• ask someone for help if this is a new skill!
Use color to dramatize your story
The opening scene in the folktale, “How Coyote Stole Fire” is sad and the weather is cold, so I changed the background gold color to grey.
1. Go to Format2. Background3. Choose color4. Click Apply5. (be sure to be in normal view, or it will change all your slides!)
I also changed the font color to black
1. Highlight your text2. Click on font color3. Choose color
Ready to Begin?• Save your slide show onto your desk top or CD
– Go to ‘File’• Save As• Save into your folder
– File name to use:» Your name + your teacher’s name + Hungry Spider
retell» E.g., Bridget D-Camelo-Hungry Spider retell
• TIP – save each slide as you go along!
• If you want ideas for how to do your retelling, check out Al, Star, or Genie’s ideas in the ‘Notes’ section below!
Star’s Thoughts Al’s ThoughtsGenie’s Thoughts
Type YourName Here
Caption:
Option: Add audio recording4
And the moral of this story is…
Option: Add audio recording7
The End
Option: Add graphics and color
Click to add text
Author’s Note
• Write your author’s note here. Explain how you used words, color, graphics, and sound to create an interesting and entertaining retelling.
• You may want to use media on this slide to reinforce your message.
By: Type Your Name Here
Retelling Slide Show Self-check
• Congratulations! You have a draft and now are ready to review and polish your show
• Make sure you have saved your show onto the desktop or CD-ROM
• Delete the slides with the directions and save again.
• To view your slide show:– Go to view
• Slide show
• What do you think? Did you tell a whale of a tale? (see your teacher for a more detailed retelling check list).
– Review your tale. Do you need to make changes to the content, color, or sound?– Check the mechanics. Do you need to edit spelling, punctuation, or
capitalization?
• Review TIP: Show your slide show to a friend and get their feedback and help.
Spider Can’t Swim.
One day Spider was walking, he saw Turtle in his house. Turtle saw him too. Turtle asked spider to dinner. Spider was really hungry so he said yes. Turtle’s home was in the water but spider couldn’t swim. He wondered what he would do.Spider couldn’t swim
Option: Add audio recording4
REVENGE
“Come back and help me in the water!!!”said Spider.
After that,Turtle asked Spider if he wanted to come to his house for dinner.Spider eagerly said yes,just like Turtle had planned.Turtle had cooked a delicious meal,but when Spider got there,he couldn’t get to Turtle’s house,which was underwater.
4
Caption:
Spider decided to stop by for a visit the was great but he coud’nt get it under water spider jumped in but didn’t weigh enough to sink but he had a plan
Option: Add audio recording4
Our Class GlossaryOur Class Glossary
A collection of words that are A collection of words that are important to knowimportant to know
By Ms. D’s StudentsBy Ms. D’s StudentsApril 2005April 2005
Word: DefinitionWord: Definition
Personal Personal association:association:
Importance:Importance:
Source:Source:
Camouflage: to hide by Camouflage: to hide by disguisedisguise
Personal association:Personal association: I I love to snorkel. So many love to snorkel. So many fish are able to blend fish are able to blend into their surroundings into their surroundings so that you don’t see so that you don’t see them until they move. them until they move.
Importance:Importance: Camouflage Camouflage is an is an important survival important survival technique. Prey can hide technique. Prey can hide from their predators. It’s from their predators. It’s also a hunting technique.also a hunting technique.
Source:Source: I found this I found this word in a National word in a National Geographic article on Geographic article on coral reef fish.coral reef fish.
BD
Camouflage: Camouflage: to disguise so to disguise so that you cannot be seen that you cannot be seen
easilyeasily Personal association:Personal association: I I
have Army fatigue pants have Army fatigue pants that are that are camouflage.camouflage.
Importance: Importance: Soldiers Soldiers need to be able to hide need to be able to hide their position from the their position from the enemy, so they wear enemy, so they wear camouflagecamouflage uniforms. uniforms.
Source: Blog on the Source: Blog on the Iraqi war.Iraqi war.
Author: Mike M.Author: Mike M.
Scaffolding design
The power of multimodal response
Focus on learning how to Focus on learning how to learnlearn
Teach students to be strategic in Teach students to be strategic in using tools and resources: What can using tools and resources: What can I use to help me?I use to help me?
A case in point: vocabulary and A case in point: vocabulary and language toolslanguage tools
Words are importantWords are important
It’s how we communicate with one It’s how we communicate with one another – orally and in writinganother – orally and in writing
We learn with, through, and about We learn with, through, and about wordswords
Highly correlated with comprehension Highly correlated with comprehension (.6 to .8 correlation)(.6 to .8 correlation)
Academic language key to Academic language key to achievementachievement
The vocabulary gap begins The vocabulary gap begins early…early…
Hart & Risley, 1995
The good news is…The good news is…
Instruction makes a differenceInstruction makes a difference Teach! Teach!
Words, word strategies, morphology, originsWords, word strategies, morphology, origins
Multiple exposures in different contexts Multiple exposures in different contexts make a differencemake a difference Read a LOT! Read a LOT!
widely, deeplywidely, deeply
Interest and affect make a differenceInterest and affect make a difference Personalize learning; develop love of wordsPersonalize learning; develop love of words
Technology is an important Technology is an important part of the solutionpart of the solution
To teach words and word learning To teach words and word learning strategiesstrategies
To increase volume of readingTo increase volume of reading To develop an interest in wordsTo develop an interest in words
New Tools for New TimesNew Tools for New Times
Just in time vocabulary Just in time vocabulary reference supportreference support
Access online dictionaries, thesauruses, Access online dictionaries, thesauruses, encyclopedias (wikipedia) encyclopedias (wikipedia) http://thesaurus.referencehttp://thesaurus.referencecom/ com/ Tools vary by age level Tools vary by age level
Language translators (Babelfish)Language translators (Babelfish) Not great, but good place to startNot great, but good place to start
Personalize!Personalize! Kids explore and become strategic in use of toolsKids explore and become strategic in use of tools
Dictionary.comDictionary.com
Visual Thesaurus’ ‘Behind the Visual Thesaurus’ ‘Behind the Dictionary’ and ‘Teachers at Dictionary’ and ‘Teachers at
Work’Work’
http://www.visualthesaurus.com
Wordsift: Martin Luther Wordsift: Martin Luther King’s “I have a Dream”King’s “I have a Dream”
http://www.wordsift.com/)
Wordsift extensionsWordsift extensions
Regardless of subject…Regardless of subject…
Students need to read, view, interact Students need to read, view, interact with text MOREwith text MORE
Increase volume by reading on Increase volume by reading on the Internetthe Internet
Expand text options to include reading on Expand text options to include reading on the Internet and reading digital texts the Internet and reading digital texts Example 1: Encourage academic reading on Example 1: Encourage academic reading on
the webthe web ~90% of students use it for homework~90% of students use it for homework Extend learning and exploration Extend learning and exploration Digital current eventsDigital current events
Example 2: Connect print and digital readingExample 2: Connect print and digital reading The GiverThe Giver and Lois Lowry (insert link) and Lois Lowry (insert link)
Increase volume by Increase volume by listening with TTSlistening with TTS
Allow students to use a text-to-Allow students to use a text-to-speech tool to ensure all students speech tool to ensure all students have access to have access to age-appropriate content age-appropriate content grade level curriculum grade level curriculum
More able readers may use TTS to More able readers may use TTS to stay focused and/or access stay focused and/or access occasional unfamiliar wordsoccasional unfamiliar words
TTS toolsTTS tools
Use a range of tools Use a range of tools Free TTS tools (Firefox clickspeak)Free TTS tools (Firefox clickspeak)
Commercial TTS tools offer additional Commercial TTS tools offer additional services (Kurzweil, Aeques, services (Kurzweil, Aeques, ReadWriteGold, etc.)ReadWriteGold, etc.)
Audio and ebook resourcesAudio and ebook resources ResourcesResources
Digital books – Project Guttenberg, Google BookSearch, Digital books – Project Guttenberg, Google BookSearch, Bookshare, book clubsBookshare, book clubs
Recording for the Blind and Dyslexic website on Learning to Recording for the Blind and Dyslexic website on Learning to Listen (Listen (www.rfbd.org))
Denise Johnson’s ROL article on audio books: Denise Johnson’s ROL article on audio books: http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/audiobooks/index.html
Rose and Dalton, 2007 available at Learningthroughlistening.orgRose and Dalton, 2007 available at Learningthroughlistening.org
Learning Through ListeningLearning Through Listening
Next stepsNext steps
Jump in! Choose one idea, one tool, Jump in! Choose one idea, one tool, and experimentand experiment Experience it yourself before teaching (but Experience it yourself before teaching (but
don’t worry about being the expert)don’t worry about being the expert)
Take an existing project and ramp it up Take an existing project and ramp it up by scaffolding for diversityby scaffolding for diversity
Share your work; participate in an Share your work; participate in an online communityonline community
Changing the courseChanging the course
Assume that technology is part of the Assume that technology is part of the solutionsolution
Apply a universal design for learning Apply a universal design for learning perspectiveperspective
Make it happen NOWMake it happen NOW
[email protected]@vanderbilt.edudu