4. Promote and model digital citizenship and literacy
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
- Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
- Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
- Promote and model digital etiquette and responsible social interactions related to the use of technology and information
- Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Our Work Related to ISTE Standard*T4
Student Self-Evaluation and Writing Conference (Pam)
As we gather data on student writing progress over time, we needed to develop a guide to support all learners in reading, interpreting, and goal setting around the data. Our teachers who work with English Language Learners needed a form with visual images and straight forward action steps. Along with one of our Instructional Coaches, they developed this draft form. In addition, we are developing formal protocols for the student and teacher conference that accompanies the use of this form.
As we gather data on student writing progress over time, we needed to develop a guide to support all learners in reading, interpreting, and goal setting around the data. Our teachers who work with English Language Learners needed a form with visual images and straight forward action steps. Along with one of our Instructional Coaches, they developed this draft form. In addition, we are developing formal protocols for the student and teacher conference that accompanies the use of this form.
Teachers Reaching Out to Students, Parents and the Community Via the Web:
One of the greatest challenges as an educator is communicating with parents, colleagues and administrators. We use several resources to accomplish this goal.
Edmodo (Josh)
Our school uses the Edmodo LMS https://www.edmodo.com for sharing documents, posting discussion questions, and doing quick skills checks. The Edmodo classes are the hub for everything we do in the classroom.
Twitter (Josh)
This year we have been working on developing our online presence. On a personal level I use Twitter for professional development through Twitter chats, keeping up with the latest education articles, and collaborating with colleagues across the country.
You can follow me: @teachlikeaninja For class, we also have a Twitter feed: @mrstockrocks. We use this feed for several reasons:
Blogging (Josh)
I use both a blog for myself for professional development http://stocksawesomeblog.wordpress.com and for my students http://mrstocksawesomeblog.weebly.com. The student blog has a bunch of links for the students (websites we use often, interesting TED talks videos, etc.) plus resources for parents as well.
We are currently in the early stages of blogging with students using http://kidblog.org. It's been a challenge teaching parents of the values of blogging vs. the dangers of the Internet. The kids who have started blogging love it. I use it in my reading class as a way for students to share what they are reading with the world.
Co-Writer (Pam)
Co-Writer was originally developed as a tool within the SOLO writing software developed by Don Johnston Inc. This word prediction software has also been developed into an app for OS and Chrome devises and can overlay just about any computer-based space where writing occurs. Our students have used it while writing in Word, Google, and the SOLO tools. ALL students benefit from the ability to see a word they wanted to type, appear after only the first or second letter they type. It helps students who get lost in the grammar and especially those who struggle with spelling. It builds confidence and speeds up the writing process.
Research-Based Writing Strategies for Argumentation (TREE & STOP DARE)
One of the greatest challenges as an educator is communicating with parents, colleagues and administrators. We use several resources to accomplish this goal.
Edmodo (Josh)
Our school uses the Edmodo LMS https://www.edmodo.com for sharing documents, posting discussion questions, and doing quick skills checks. The Edmodo classes are the hub for everything we do in the classroom.
Twitter (Josh)
This year we have been working on developing our online presence. On a personal level I use Twitter for professional development through Twitter chats, keeping up with the latest education articles, and collaborating with colleagues across the country.
You can follow me: @teachlikeaninja For class, we also have a Twitter feed: @mrstockrocks. We use this feed for several reasons:
- I post up-coming assignments and projects
- I try to tweet daily about what we do in class
- I share pictures of the kids working on assignments and projects
- I include the textbook company in all of our textbook related reading (a lot of times they'll retweet it which the kids enjoy)
- In the future I'm hoping to use Twitter to message authors of the books we are reading. However, the ones we've read so far aren't on Twitter.
- Plus the greatest use of Twitter...posting the random mid-class selfie.
Blogging (Josh)
I use both a blog for myself for professional development http://stocksawesomeblog.wordpress.com and for my students http://mrstocksawesomeblog.weebly.com. The student blog has a bunch of links for the students (websites we use often, interesting TED talks videos, etc.) plus resources for parents as well.
We are currently in the early stages of blogging with students using http://kidblog.org. It's been a challenge teaching parents of the values of blogging vs. the dangers of the Internet. The kids who have started blogging love it. I use it in my reading class as a way for students to share what they are reading with the world.
Co-Writer (Pam)
Co-Writer was originally developed as a tool within the SOLO writing software developed by Don Johnston Inc. This word prediction software has also been developed into an app for OS and Chrome devises and can overlay just about any computer-based space where writing occurs. Our students have used it while writing in Word, Google, and the SOLO tools. ALL students benefit from the ability to see a word they wanted to type, appear after only the first or second letter they type. It helps students who get lost in the grammar and especially those who struggle with spelling. It builds confidence and speeds up the writing process.
Research-Based Writing Strategies for Argumentation (TREE & STOP DARE)
STOP DARE (Ashford) STOP and DARE is an Argumentative Writing strategy. This strategy is typically used in the prewriting stages. The first part of this acronym is STOP, which stands for Suspend judgement, Take a side, Organize ideas, and Plan more as you write. The writing portion of this strategy stands for Develop a topic sentence, Add supporting details, Refute the opposition, and Ending conclusion. Our scholars have excelled in this writing style heavily due to this strategy. STOP DARE Pneumonic
Marilyn Crawford is a SPED para and supported students by encouraging them to create their own pneumonic for it. Kinesthetic learning supports student recall of information during any writing, including writing assessments!
|
TREE (Chris)
After reading and taking notes on multiple articles pertaining to the same topic this strategy was helpful to many students.. It is a Mnemonic device in which the letters stand for: T- Topic sentence: tell what you believe according to the topic R& E- Reasons (3 or more); with Explanations that go further in depth. E- Ending: wrap it up right This strategy simplified the process and showed students that they did not need to write pages upon pages of their thoughts on a specific topic they just read about the day before. |