Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Using ICT to Improve Literacy Outcomes by Elise Randall

No description

Elise Randall

on 25 October 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Using ICT to Improve Literacy Outcomes by Elise Randall

Using ICT to Improve Literacy Outcomes:
Presented by Elise Randall

Why use ICT?
ICT is useful when considered as just one part of a whole system. Today we will explore how they interrelate with just a few specific examples of how ICT can enhance learning:
Pedagogy: What is literacy and why does it matter?
Students are literate when they know the best way to communicate in a variety of contexts

What does this mean?
Dressing appropriately for an interview and then for a party
Speaking appropriately in an interview and then at a party
Writing an appropriate email to their boss and then a post on Facebook

Literacy refers to reading, writing, speaking, listening, viewing, technology . . .

Edmodo inquiry: click on the small group titled "Literacy discussions" and reply to the question . . .
Pedagogy: An Example of Linking Reciprocal Reading (Pedagogy) and Edmodo (ICT)
Go to the Edmodo group titled "What is Reciprocal Reading?"

Download the "Reciprocal Reading Bookmark or Chart"

Download the reading titled "Reciprocal Reading Excerpt?"

Record the key ideas from the reading in the "Summary" column of the table.

Discuss and compare with a partner.
Effective Practice and Bloom's Taxonomy
To get the most out of these strategies (reciprocal reading and Edmodo):

All areas of the chart should focus on evaluative rather than literal thinking

This is especially important in the connection and questioning stages

Teach students how to ask evaluative questions

Give feedback on their responses that encourages deeper thinking
ICT should only be used as a tool to enhance a pedagogical process - in this case reciprocal reading and questioning

Reciprocal reading and questioning are just two ways Edmodo can be used. It is also an excellent way to enhance journal tasks and create student portfolios. I am happy to show examples of this to people who are interested.

Another useful ICT tool has been modeled today - Prezi. There are examples of students using it as well.

Resources provided on Edmodo for you to use/ adapt/ explore: reciprocal reading task sheet and rubric based on the Australian Curriculum and Bloom's Taxonomy; reciprocal reading bookmark (scaffold); question creation chart; student work samples from various stages of the task; the link to this Prezi presentation.

You can post your questions in the small group conversation we just had and I will reply. Otherwise, please feel free to ask me questions now!
Content and Pedagogy
Content and Technology
Content and Technology
Content + Pedagogy + Technology
The Language Modes:
Receptive Language

Reading and Viewing
Productive Language

Summary: What is Reciprocal Reading?
It is explicitly teaching, modeling and scaffolding what great readers do i.e.:
Connect (consider values, attitudes, beliefs, experiences and context)
Clarify – ask questions and seek the answers
Reflect – on their reading processes, not just the text

Summary: What is Reciprocal Reading?
It can be carried out as:
A whole class ‘guided’ reading activity lead by the teacher;
A whole class activity with individual responsibility/accountability - Edmodo
In small groups of students with an EA, teacher or student leader facilitating the discussion
In small groups with individual roles - Edmodo
In small groups with shared roles - Edmodo
Individually – provides a structure for independent reading - Edmodo

This is useful when considered as part of the ‘Gradual Release of Responsibility Model’ or ‘Teaching-Learning Cycle’ – you can adapt it to suit your program

Pedagogy: The Teaching and Learning Cycle
Reciprocal reading is a useful strategy for the text deconstruction phase of the teaching and learning cycle. It assists students with understanding the conventions of texts, as well as reading comprehension.
The Teaching Learning Cycle
Text Deconstruction
Explicitly teaching structural and language features of different text types

Directed/ guided reading
Bloom's Taxonomy questioning
Graphic organisers

Joint Construction
Where scaffolding and small group work is used to help students develop the skills they need to create their own texts

Retrieval charts
Paragraph frames
Structural scaffolds
Language scaffolds
Small group writing, editing and feedback tasks
Independent Construction
Where students create their own texts.

Scaffolds and frameworks
Teacher-student conferencing
Student-student conferencing
Draft/rehearse and edit
Publishing (real world)
Building the Field
Assists students with understanding context

Essential step for assessing students' prior knowledge and skills

Mystery bag
Brainstorms, concept maps, etc

So if reciprocal reading is so great by itself, why use Edmodo?

Benefits of using Edmodo:
Teacher-student and student-student feedback is immediate = formative assessment with additional gains through timeliness.
Highly effective way to allow students to read each each others' work, reflect on their own progress, give constructive feedback to others and edit their own work
Able to adjust lessons with timeliness
Makes formative assessment, such as reciprocal reading easier to manage
Improved time management

Pedagogy: Why do It?
When it is used regularly and effectively, it leads to students becoming independently competent readers (i.e. research shows that students retain these skills and when they apply them to all subject areas there is evidence of improved outcomes)

‘Students were typically achieving 40% accuracy on comprehension questions during baseline. With the introduction of the intervention, their accuracy increased steadily, until all students were consistently scoring between 70% and 80% by the 15th day of intervention’ I.e. minimum 30% improvement (Palincsar & Brown, 1984, p.167) http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Palincsar%20Reciprocal%20Teaching.pdf)

Pedagogy: Why Do It?
When used effectively it lends itself to formative assessment. Formative assessment is proven to improve student learning because it:
Elicits evidence of learning
Provides feedback that moves learners forward
Activates students as instructional resources for each other
Activates students as owners of their own learning
Students are able to assess themselves and understand how to improve
Allows teachers to adjust their teaching to take account of the results
Shows a recognition of the effect of assessment on motivation and self-esteem
Formative assessment with explicit feedback leads to the greatest improvement in student learning.
(Wiliam, 2010, p.135)

Interested in finding out more? See the excerpt from the active research in the Edmodo group "Formative Assessment"
Student Examples: Using Edmodo to Promote Higher Order Thinking and Formative Assessment:
The following groups have been set up with some examples of how Edmodo and reciprocal reading can be used for small group discussions, feedback etc:

Student work samples
An example of how Edmodo can be used for immediate feedback
Examples of small group discussions
Examples of the resulting summative assessment
Go to the small group titled "Connections" and respond to the questions posted.

Record the best ideas from the group in your reciprocal reading chart under "connections"
Bloom's Taxonomy and Reading
Literal - read for accuracy
Interpretive - draw conclusions, think & search
Applied/ evaluative/ creative - defend your opinion, bring own ideas to the text
Teaching students how to question
Go to the Edmodo group titled "Bloom's Taxonomy Question Chart".

Download the chart and use it to create your own evaluative questions about Edmodo and reciprocal reading.

How am I currently teaching my students to predict, learn words, and summarise?
How am I currently teaching my students to become independent thinkers and readers?
How are my students understanding the texts they read and relating information to their own lives?
How can I use this in my lesson/program?
What is the difference between questioning and clarifying?
Why are these skills important for students?
Which types of students should use reciprocal reading?
Which students are capable of participating in reciprocal reading?

Thank you
Please go to www.edmodo.com

Sign up for an Edmodo account as a teacher. It is free.

I will give you the group code - this will give you access to all the converations and resources from the session today
Full transcript