December+14,+2011

flat

Agenda
All day session with MNLI @ Microsoft Headquarters - Boston, MA

http://massnewlitinstitute2011.wikispaces.com/Follow-Up+Sessions

=**Session 1: Online Reading Comprehension**= ====**Beth Dichter - Northampton Public Schools (bdichter at northampton-k12.us)**====

**Free bookmarking**: []

 * Access your bookmarks anywhere with //Symbaloo//, a free social service now available in the US.

http://itunes.apple.com/us/app/puffin-web-browser/id406239138?mt=8
 * Search Tools:**
 * 1) []
 * 2) []
 * 3) []
 * 4) http://www.kognito.com/
 * 5) []
 * 6) []
 * 7) []
 * 8) []
 * Folders
 * Circles
 * Foam Trees
 * On ipad, need to use the Puffin web browser to; see the Folder, Circle, Foam Trees, which can be purchased for .99cents

**Critical Reading Tool**: []

 * Hackasaurus - an interesting tool that allows you take a website and add your own twist allows you to change the perspective of the website
 * Need to use Firefox, Safari or Puffin (not Internet Explorer)

Beth to send up more links via her "Scoop It" []

=Session 2: Online Content Construction=

**John Pappas - Weymouth Public Schools &**

 * Stephanie Grimaldi - Westfield State University**

**Polly** **Parker - Co-Chair - Lower Pioneer Valley Educational Collaborative (LPVEC) &**

 * Polled the participants about their feelings on where they are now, compared to the time of their attendance at MNLI in the summer**
 * **"technologically constipated"**

What are the foundational pieces that we want to use to demonstrate their (students) learning?
Stephanie shares her revelation about how she tweaked existing assignments via how it was handed in to be reviewed:
 * now post your assignments to a blog
 * need to comment on each others
 * difference in their writing increased "90%" and nothing changed about the assingment, but students knew that it was not only for my eyes, but their entire class : )
 * more options for self-regulation
 * scaffolding
 * requiring peer reviews
 * See UDL Guidelines
 * 1) Provide multiple means of representation
 * 2) Provide multiple means of action and expression
 * 3) Provide Multiple means of engagement

Per UDL, think about your learners; how do they want to show you what they learned. Allow a variety of tools to be used (and we do not have to be experts on all these tools)
 * glog
 * blog
 * write a paper
 * video
 * podcast

For e.g.: John shares how at his school they've introduced a "Capstone Project" - to demonstrate what they learned, but they can choose the end product
 * PPT - Linear learner
 * Prezi - Visual
 * Video

__//**When you look at the tool, need to decipher what are goals:**//__
 * thinking critically about how I am setting up these environments to demonstrate knowledge
 * is your goal for the students to generate content, then you need to be clear on how they use digital tools
 * what scaffolds might we need to put in place, in advance before allowing certain tools to be used

Stephanie's suggestions of helpful applications for her own child:
 * showme (ipad app)
 * Live binder
 * dragon

=Session 3: Online Collaborative Inquiry=

**Mary Moynagh - Ashland Middle School**

 * Delores Frazer - Ashland Public Schools**


 * Mary:**
 * How the new literacies address the 5 C's


 * Jared:**
 * "my goal is to prepare my 8th graders to be independent learners"; they are creating & directing what they are learning

Below are e.g.s of how Jared used Google Docs and structured the Study Guide for his students... he provided them with the headers and terms, but students "collaborated" to complete the guide, i.e. required the students to take ownership of developing it....
 * Examples of Online Collaborative Inquiry Projects**


 * Google Docs Group Study Guides
 * History
 * Science
 * ELA Collaboration Project: Rural and Suburban Areas
 * Suburban Myths Google Forms Survey
 * Examples of students' Rural Areas Photo Essays (coming soon - the kids still need to upload them to YouTube)
 * Delores**
 * Debuted how she broke her students into groups & used Wikispaces "Project" feature for their research projects


 * Participant share their experiences:**
 * One teacher told of how he uses a 5 minute warning Youtube video on projector to let students get their "need to play" out of the way & when 5 min timer goes off it's ALL BUSINESS.
 * Another teacher uses Vimeo to __**password protect a video (Dale : )**__her students created to teach teachers how to use a wiki
 * []

=**Sharon Public School Presentation:**=

School Librarian and 2nd Grade Teacher
Tumble Books app: [] Used Kidblog for her 2nd graders: [] Suggest we should check out Thinkfinity as it aligns standards with the resources they offer []

Awesome Authors Wiki

 * created a wiki "the students meeting place"
 * do research and create five (5) Q & A's that would convince/persuade their classmates that their author would be someone whose books they would want to read
 * these questions should show critical thinking
 * some used Glogster
 * required that they use something other than Google
 * State/Library Databases
 * Literature Resource Center
 * Duck Duck Go
 * use Author's "official" website

=Longmeadow Public School Presentation of their HQTS wiki=

Outstanding job, Ladies!!!!

=**Gardner Middle School ELA Presentation**=
 * used Edline.net to try blogging on the literature piece: Matilida by framing the question, and experienced "self-regulation" and "peer monitoring" among the students (120 students)
 * frustrating b/c no date/time stamp
 * then asked the students to come up with a question to pose on the discussion thread:
 * devised a very simple question: What do you think happened to Matilda & her mother?