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Vintage Texts, Novel Voices

When students respond to literature with the expectation that their words and ideas will reach an authentic audience, the act of composition becomes complex and rewarding. In this session, three instructors share how they frame reading assignments and sh

sara bauer

on 7 June 2010

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Transcript of Vintage Texts, Novel Voices

Traditional Texts, Novel Voices: Responding to Literature via Wikis, Podcasts and
Discussion Boards
Sara Bauer: Morris Hills High School
Kristy Lauricella: Summit High School
Joy Mazur: Morris Knolls High School
Social, Collaborative Construction of Knowledge
Many, Many Teachers and 24/7 Learning
Open Content
Teaching is Conversation, Not Lecture
Know "Where" Learning
Readers Are No Longer Just Readers
The Web is a Notebook
Writing is No Longer Limited to Text
Mastery is the Product, Not the Test
Contribution, Not Completion, is the Ultimate Goal
We need "a new conception of human ecology." Our education system has mined our minds--similar to the way "we've strip mined the earth--for a particular commodity. And for the future, it won't service. We have to
rethink the fundamental principles on which we educate our children."
-- Sir Ken Robinson
Discussion Boards
The read/write web "is marked by the continous process of creating and sharing content with wide audiences."
-- Will
"60% of discussion occurred outside lesson time . . . confirming the power of asynchronous discussion to engage learning beyond school hours and premises."
-- Yiong-Hwee Teo
journal of Technology and Teacher Education
students "often encountered cognitive conflict but they were able to debate the conflicting viewpoints and learn from it . . . congnitive conflict was beneficial to knowledge construction and meaning making."
-- Yiong-Hwee Teo
journal of Technology and Teacher Education
new literacies are not a danger to language/communication but only proof that students can master (maybe even create) a new genre, meaning they can master (create?) others
-- David McVey
"Why all Writing is Creative Writing"
require student input
provide opportunities for self-regulation & reflection
promote self & peer assessment
promote research skills
invite integration of traditional texts & supplements
provide a map of students' learning
require collaboration & active listening
provide students with an authentic audience
offer a range of outlets for creative & critical response
guidelines, protocol and rubrics all contribute to necessary structure, which leads to student autonomy, self-regulation & metacognition.
-- Vonderwell, Liang & Alderman
Journal of Research on Technology in Education
"the Web boards provide a written record of changing views as the learners incorporate new ideas and grow in their understanding."
-- Kathleen King
Journal of research on technology in Education
promote conversations around media
invite numerous modes of interaction: draw, talk, or type
support consideration of image and text
List texts in your curriculum that are challenging or "tired" and seem to thwart student response.
Choose a text from your list above and write one question that invites student response.
List supplementary materials you can use to illuminate connections or spark student interest in this challenging text.
In your opinion, what is the enduring value of this text? What aspect of the text might initially be inviting to your students?
What form of technology seems to be the best vehicle to transport your students to the enduring value of this text?
Let's write:
(on index card) Identify the
most prominent challenge
regarding incorporation of
technology in the classroom.
"What the student brings
to literature is as important
as the literary text itself."
-- Louise Rosenblatt
Literature as Exploration
on prezi.com: http://prezi.com/i7o6jogva76g/
Full transcript