Teague's Tech Treks - 10 Rep Learning

Learning Technology & Tech Observations by Dr. Helen Teague

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EdWeb Webinar “How Early Literacy Impacts Reading to Learn” Live Tweet at #PBSLit4Life

Just two more days until our Webinar “How Early Literacy Impacts Reading to Learn”

Wednesday at 4:00pm Eastern

We will also be doing a first ever live tweeting during the Webinar!  Here is the hashtag #PBSLit4Life

Are there any tweeters in the group?  Please help us seed the tweets!!!

via GIPHY

 

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Webinar Research Roundtable: Technology and Student Distraction

Technology and Student Distraction

If you’ve been anywhere near a college campus, you’ve probably noticed the extent to which students are glued to their mobile devices. What do they do with them when they walk into the classroom? In one survey at six different universities, college students reported using their phones an average of 11 times per day in class.

 

#PBSLit4Life

Reference

Technology and Student Distraction. The Derek Bok Center for Teaching and Learning. Harvard University. Retrieved from https://bokcenter.harvard.edu/technology-and-student-distraction

Related Reading

Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education31(3), 147-160. Retrieved from https://link.springer.com/article/10.1007%2Fs10755-006-9017-5

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Live Tweeting During Upcoming Literacy Webinar

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Nerd Research Minute February, 2019: Research-based support for doodling as an imprint for reading comprehension

BookClockResearch-based support for doodling as an imprint for reading comprehension

Encouraging students to journal and doodle while they read is an excellent way to strengthen comprehension (Durkin, 1978; Karten, 2017; Schott, 2011).

Research support new ways of applying what students do while they read with avenues for future instructional activities.

Journaling/Doodling/Mindmapping is a wonderful modification for students with dyslexia and/or ADD/ADHD, or those students whose reading fluency is slower.

One student in one of the high school classes I taught was very sensitive to activity, movement, changes in routine, and changes in voice. Taking notes required too much channeling of energy so we came up with the idea of doodling and mindmapping his notes. His parents were astounded at the transformation in his calmer energy level and ability to retain comprehend what he read.

Also, among the older adults I work with who have survived a stroke, doodling and visual representation of their thoughts has been described by them as “nurturing” and “like a vacation.” In addition to our course reasources, much additional research points to these same effects and I have cited three of my favorites. (Durkin, 1978; Karten, 2017; Schott, 2011).

So, build in some doodling time this week or at least before Spring Break!

#PBSReaders4Life

#PBSReaders4Life

 

References

Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Center for the Study of Reading, University of Illinois at Urbana-Champaign. Available online at this link: https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1 

Karten, N. (2017). Doodle your way to improved focus and concentration. TechWell. Available online at this link:
https://www.ideals.illinois.edu/bitstream/handle/2142/17858/ctrstreadtechrepv01978i00106_opt.pdf?sequence=1

Schott, G.D. (2011). Doodling and the default network of the brain. The Lancett. VOLUME 378, ISSUE 9797P1133-1134. DOI:https://doi.org/10.1016/S0140-6736(11)61496-7

 

 

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Teaching Lifelong Reading Habits from PBS TeacherLine – Course Begins Tomorrow!

It’s orientation in RDLA235- Teaching Lifelong Reading Habits
We’ve been getting to know each other in the Virtual Cafe and tomorrow we’ll start with our first content module on the culture we create for reading. 

(Still time to enroll! Enroll here:  http://www.pbs.org/teacherline/catalog/

RDLA235 Winter Course Calendar Dr. Helen Teague

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Teaching Lifelong Reading Habits from PBS TeacherLine in orientation today

Orientation for my online course: RDLA235-Teaching Lifelong Reading Habits- starts tomorrow, Wednesday, 01/16/2019 – and runs through February 26, 2019.

Here is our course calendar:

RDLA235 Winter Course Calendar Dr. Helen Teague

 

 

 

 

 

 

 

 

 

Not too late to enroll at this link:  http://www.pbs.org/teacherline/catalog/

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Online PD Courses with PBS TeacherLine Start January 16

Achieve your ed-PD New Year Resolution with an @pbsteachers online course –

My course: RDLA235-Teaching Lifelong Reading Habits- starts Wednesday, 01/16/2019 – and runs through February 26, 2019.

Graduate credit offered too! Enroll at this link:  http://www.pbs.org/teacherline/catalog/ 

@pbsteachers

https://www.pbslearningmedia.org/

https://www.pbslearningmedia.org/

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Primary Sources in the News!

Click this Link for the AP News Story

Click on the link for a Common Core correlated study guide from the Library of Congress —common_core LOC-1osmerk

Common Core Standards:
ELA, History, 6-8, 9:    Analyze the relationship between a primary and secondary source on the same topic.

Key Ideas and Details:

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure:

CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

 


More posts referencing Primary Sources

#PBSReaders4Life

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Our PBS Course Has Ended: Now What?

Our  PBS course concluded last night and, even after 12 years of course facilitation, I miss you all.

Here, I make my pitch for dedicated educators, parents (and especially parents who are educators!) to get very involved in your local school politics. The school board, the local teacher representation board, the local PTA are excellent ways to navigate your local education system and provide your expertise.

All: please consider yourself nominated by me, for your next level of educational service!!

Dr. T 🙂

 

#PBSReaders4Life

#PBSReaders4Life

@PBSTeachers

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Fun Halloween Resources Post 2

THE Library of Congress scares up October 31st fun with “Frankenreads,” a public read-athon of Marry Shelley’s “Frankenstein” now 200 years young!

The reading begins at 9:00 am at the Library of Congress. It is open to everybody.

There is also a livestream so you and your students can join the fun virtually. Check out the live-stream @ the LOC’s YouTube site: 

Classroom Activities During the live stream:

  1. Students can listen and read along
  2. Students can listen for a few minutes at a time and then complete a Think-Pair-Share
  3. Students can create a word cloud of key terms
  4. (Older) Students can live-tweet to the Library of Congress during the read-athon. The event hashtag is 
  5. Studenst can draw a continuous mural or desktop mural while listening during the read-athon
  6.  … Share your ideas!

!

#PBSReaders4Life

 


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