Lit circle tutorial

Aug 19, 2010Download as PPT, PDF0 likes241 views

The document discusses implementing online literature discussions for students. It recommends selecting an online forum for communication, organizing students into discussion groups, and setting up a discussion board. It also stresses explaining expectations to students, such as selecting books and whether responses will be anonymous. Overall, the document advocates for online literature discussions to allow more time for thoughtful exchanges and prepare students for communicating with technology.

Talking about literature online Claudia Wickham EDUC 506 Technology Tutorial

How often have you said, we just don’t have enough time? “ Online threaded discussion allows the teacher and students to expand the classroom beyond the school day and beyond the school walls so that more thoughtful exchanges can take place (English, 2007).” English, Cathie. 2007. "Finding a Voice in a Threaded Discussion Group: Talking About Literature Online." English Journal 97 (1): 56-61. http://www.ncte.org/pubs/journals/ej/articles/127929.htm

Have you considered… “… if our students are not reading and composing with various electronic technologies, then they are illiterate…right now (Wilhelm, 2000).” Virtual Circles: Using Technology to Enhance Literature Circles & Socratic Seminars

How to implement online discussions Select your online forum where the students can communicate. I will use Gaggle blog as an example. Decide how you want to organize your students into groups for discussion. Set up your discussion board. Guide students through the process of accessing the board. Explain your expectations to the students

1. Select your online forum where the students can communicate. Here are some examples: Gaggle Moodle Blackboard/ANGEL Websites to explore for other implementation ideas: Classroom blogs and wikis Get your students blogging

2. Decide how you want to organize your students Will students get to choose a book from a preselected list of literature? Are you going to need to assign students particular books for differentiation? Will students’ responses be posted by their real name or with a pseudonym so their responses are anonymous?

On your Jump To menu, click on My Blog. You will see a message that you must first name your Blog by clicking on the link in the message. On your Blog Setup page, type the name of your blog in the Blog Name box. Choose your Blog color scheme from the drop down menu. Click Update. Your Blog Entry screen will then open.

1. Access the Directory (Original Interface: Click the Directory button at the top of the page. Velocity Interface: Expand the Contacts Folder on the left toolbar and click on Directory.) 2. The Blog link to the right of the individual name will open that Blog in a new window.

5. Explain your expectations to the students Here’s an excellent example from WandaWiki

Consider this as you explore the possibilities for on-line literature discussions in your classroom “The technology has the potential to serve as an environment for exploring one’s own interpretations, constructing one’s own meanings and negotiating and/or defending these with peers. Because it offers student-centered experiences, it can encourage constructive discourse and empower independent, critical thinking.”

The Learning Commons announces several new resources and services including: 1) The launch of Credo, an online repository containing digital collections from the Department of Special Collections including the Du Bois Papers. 2) An expanded Circulation/Reserves service desk. 3) Over 6,400 streaming video programs available through the library's databases. 4) Poster printing services available by appointment in the Learning Commons. 5) Tutoring and supplemental instruction available from the Learning Resource Center. 6) Various student support services available from the Writing Center, Academic Advising Link, and Reference and Research Assistance desks.

2011 september 4University of Massachusetts-Learning Commons

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The Learning Commons at the W.E.B. Du Bois Library launched several new digital resources and services. Credo, an online repository of digital collections, was launched, containing collections like the Du Bois Papers that can be accessed anywhere. The Circulation/Reserves desk was expanded, providing various services. Streaming video collections and remote printing services were also introduced. The announcements provided information on resources and services available at the Learning Commons.

Injecting Multimedia into Your Business Journalism Class - Reynolds Week 2011Reynolds Center for Business Journalism

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Using Multimedia to Improve TeachingDePauw University

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Using multimedia can enhance teaching by reinforcing concepts through multiple channels. Video clips and images can help explain complex topics more easily than text alone. Understanding how students learn and process information is key to developing effective multimedia content. Today's students, called Millennials, are tech savvy and prefer visual content. Incorporating videos, discussions, and interactive games into classes can help engage these students and improve learning outcomes.

2011 june 21University of Massachusetts-Learning Commons

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The Learning Commons announces that it has launched Credo, an online repository containing digital collections from the Department of Special Collections, including the Du Bois Papers. It also celebrates improvements to services like expanded circulation and reserves desks, as well as resources for students like research guides, writing and academic advising support, technology help, and quiet study spaces.

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Web Blogs: a powerful tool in classrooms Critical Evaluation Essay Outline Introduction Presenting the Subject: Literacy in its simplest form can be defined as “the ability to read simple passages of printed text and sign one's name” (Levine, 2003). Yet, in the 21st century with the development of information and technology, there is a big debate if literacy can only be limited to the ability to read and write. The debate suggests that literacy should be extended to technology literacy. According to Montgomery school, technology literacy is defined as “the ability of an individual, working independently and with others, to responsibly, appropriately and effectively use technology tools to access, manage, integrate, evaluate, create and communicate information”. Conversely, we should look at how technology can increase the literacy of the individual and facilitate and support the learning process within educational setting? The fact that the Internet has been increasingly affecting individual’s daily life, the experience of blogs has been part of it. Blogs are one of the best web tools that provide the individual’s to share their ideas and experiences in a daily basis. A blog, or as referred to a weblog, is a “Web publishing tool that allows authors to quickly and easily self-publish text, artwork, links to other blogs or Web sites, and a whole array of other content” (Glencoe, 2005). Blogs are convenient Web sites with navigation and posting features. These posting are mainly in a text form and recently other media (images, and videos) posting were supported. Blogs can be accessed publically and can include people’s comments for any posting. Thesis: Judgment on the Subject: Teachers choose blogs as the creative form of Internet technology to employ it in their classrooms. Both students and teachers can benefit from the use of “educational blogs” as an effective and powerful tool in their learning process. Educational blogs can be efficient for students as they can be accessed at conveniently any time, in any place with an Internet-enabled computer. Therefore, we believe that using blogs in the classroom can increase student learning through extending classroom boundaries, increasing collaboration and interaction, creating space for discussion and critical thinking. Body of Argument Reason One: Enhancing the writing skills First Criteria. The first reason to support the use of educational blogs in classrooms is enhancing the writing skills” Support: · Blogs make a comfortable space where student can write better. Example of student expressing their classroom blogging experience “What I have enjoyed most about blogging is that even though we have certain topics to expand upon, I can post my own thoughts and feelings in a relaxed environment. As I have already stated in a previous blog, being in relaxed environment when you write is probably one of the best things for your writing. You can always write how you feel about the desired.

Virtual Spacesmcrogers27

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This document discusses various virtual learning environments and technologies that can be used to extend and enrich education, including communicating with students and parents remotely. It describes tools like wikis, blogs, websites, and Padlet that allow for digital collaboration, sharing of media and student work. Specific platforms like Kidblog, Wikispaces, Google Sites, and Weebly are explained and examples are provided of how they can be used for class blogs, wikis, student portfolios and project-based learning. The document advocates utilizing these technologies and virtual spaces to engage students and foster interactive, collaborative learning.

Wikis and Blogs in educationJason de Nys

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The document discusses two ways to integrate technology in teaching - wikis and blogs. It provides examples of how wikis and blogs can be used in the classroom for collaboration, project work, communication and more. It addresses concerns about using technology and suggests starting small. Quotes from the past show how technologies evolve and how their educational potential has historically been underestimated.

How the OER movement is transforming College Writing and ReadingFlat World Knowledge Publishing

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Cranfield small groups_online2010_v2George Roberts

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The document discusses designing online group activities and provides guidance on several aspects of distributed collaboration and online group work. It outlines objectives for small group activities, describes roles and issues for moderation. Examples of tools for online collaboration are given along with principles for sequencing activities and establishing an appropriate stance. Guidelines are provided around content, delivery, and assessment of online group work. Participants' experiences with online collaboration and the permanence of online discussions are also summarized.

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Moderns 2.0 ChrissyYCDSB

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This document discusses various Web 2.0 applications that can be used in the classroom, including blogs, Delicious, �ݺ�ߣShare, Twitter, and TeacherTube. Teachers are introduced to these applications and how they can be used for a variety of purposes like reflective journals, assignment submissions, sharing resources, and holding online discussions. The document emphasizes that these tools engage students by allowing them to contribute and collaborate online in ways that are familiar to them.

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The document discusses how blogs can support 21st century literacy skills in social studies classrooms. It provides tips for both students and teachers on starting blogs, including getting permission, hosting options, and ideas for integration into the classroom. Examples of blog uses include daily reflections, extending discussion, showcasing student work, and sharing between students. Connectivity through blogs allows learning networks to form globally.

Elementary Blogging 2010Forest Elementary School

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The document discusses using blogs in elementary classrooms to enhance technology literacy and student writing. It provides examples of how teachers can use blogs to reflect on lessons, communicate with parents, showcase student work, and more. Students can also create individual blogs to complete assignments, express opinions, and develop an online portfolio of their writing. Setting guidelines and modeling good discussion prompts are important for successful classroom blogging.

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The document discusses the use of wikis and blogs in educational settings. It describes how wikis and blogs can be used for class assignments, projects, and communication between students, teachers, and parents. They allow for collaboration and engagement. The document also provides personal reflections on how blogs could be used in the author's own classroom to capture students' ideas and facilitate communication.

Iatefl2007Teadira Pérez

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Using Asynchronous Tools Cengage Phoenix 3 10Drexel

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The document discusses using asynchronous tools like message boards, blogs and wikis in writing classrooms. It outlines the pedagogical advantages of these tools, including allowing more time for students to think and write, facilitating written dialogue, and developing student authority. The document also provides examples of how to structure asynchronous discussions, with prompts and different types of discussion threads. It discusses evaluating student writing in these online environments without adding significant grading burdens.

The final exam will be held Friday, Dec. 12.��The exam will open at.docxarnoldmeredith47041

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The final exam will be held Friday, Dec. 12.��The exam will open at 12:01am and stay open until 11:59pm. You may begin the exam at any time during this period. Once you begin, you will have 110 minutes to complete the essay you have chosen to write. This exam is divided into projects. Four projects are listed below.��You will��complete ONE project. Students should��review these projects, choose one,��and carry out the exercise described��before the time of the exam. The exam itself will be an��on-line writing project.�� Professors teach by creating a rich atmosphere of opportunities for learning through lectures, class discussions, assignments, group activities, films, and readings.�� Exams are our opportunity to see how much you have made of these opportunities; that is, what things you have taken from the class and integrated into your repertoire of skills and models for thinking about, and acting in, the world.�� The final exam is your last opportunity to��show me what you have learned in this class.��Keep that objective front and foremost as you do the projects. Exam Project One: Multicultural Identities People with hyphenated identities (Asian-American, African-American, etc.) have a particularly tricky problem as they struggle to create identities that allow them to be full members of the communities in which they live (e.g. “American”) while recognizing that people ascribe to them heritage characteristics stemming from the place their ancestors lived (e.g. Asia, Africa) . This is particularly challenging for those whose communities of origin may be stereotyped by the host society, and those stereotypes may be expressed in public culture.�� New technologies create opportunities for people to discuss these issues with others as they seek to forge their identities.�� 1. Go to one of these blogs Angry Asian Man��http://blog.angryasianman.com Reappropiatehttp://reappropriate.co/ Angry Little Asian Girl��http://www.angrylittleasiangirl.com/ 2. Explore the site. Make sure to look at comments on the posts, not just the posts themselves. 3. If you like, post a few comments. See if you get responses. On exam day, write an essay answering the following questions: In writing about racism and representation of Asians and Asian-Americans, what kinds of identities does the blog construct?�� What kinds of representations does he characterize as racist and why? Are there representations on the web site that might be perceived as racist stereotypes in other contexts? ��What things can�� these Asian bloggers say that someone not Asian-American might not be able to? Exam Project Two: Design an Intercultural or Global Assignment Recently Miami University decided to adopt the AAC&U competencies as part of its system for assessing whether students are learning the skill sets they need for the 21st��century. Two of these skill sets are global competency and intercultural competency. This course, Intercultural Relations, meets the standards for both. The competencies are as fol.

BlogsLesley University

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Blogs can be used in the classroom in several ways. They allow students to write in multiple genres and multimedia formats, including images and sounds. Student writing is archived and can be commented on, encouraging peer review and feedback. Various instructional strategies for blogs are described, such as character journals where students write from a character's perspective or round robin stories where students collaborate on a story. Blogs provide an engaging online space for students to interact with each other's writing.

Blogging in the Classroom - Paving the Way for our Students' Digital FootprintsTheresa Christensen

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The document discusses using blogs in the classroom to meet Common Core writing standards. It provides tips for setting up classroom and student blogs using Edublogs, including customizing themes, creating student sites, and having students join the class site. The author observes that blogging motivates students to write more and with greater care about audience. Students learn digital skills and take responsibility for their online presence. Blogging provides practice with creativity, communication, and care for audience.

CD200615 Session 2Daniel Churchill

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This document discusses the use of blogs and wikis in education. It defines blogs as personal online journals that allow individuals to easily publish content, and wikis as collaboratively edited websites that allow multiple users to directly edit pages. The document recommends that teachers and students use blogs for reflections, sharing resources, communicating, and presenting work. It also suggests using wikis for collaborative writing projects. Examples are given of how the author uses blogs in their own teaching to facilitate discussion, provide course materials, and give feedback to students.

Wise Elt08 Claudia Ceraso Peer ReviewClaudia Ceraso

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The document discusses using wikis for peer review in writing classes. It describes how wikis allow students to collaborate as both content producers and reviewers. The presenter created a wiki classroom environment where students provided feedback on each other's work. This led students to self-correct and focus on improving rather than grades. It shifted the teacher's role from sole expert to guide of the collaborative process. The experience suggested wikis can support peer review and develop students as mentors.

BloggingRita Zeinstejer

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Blogs have become a popular way for people to communicate on the internet. They allow for instant publishing and cost little to create. Blogs can take many forms, from personal diaries to forums for discussion. When used in education, blogs provide opportunities for students to reflect on their learning, collaborate with others, and develop stronger writing skills through regular practice. Teachers can create different types of blogs for various classroom purposes, such as sharing resources, documenting lessons, or facilitating student projects. Planning the purpose and features of an educational blog is important for effective implementation in the classroom.

MIPLM subject matter expert Sascha KamhuberMIPLM

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Lit circle tutorial

1. Talking about literature online Claudia Wickham EDUC 506 Technology Tutorial

2. How often have you said, we just don’t have enough time? “ Online threaded discussion allows the teacher and students to expand the classroom beyond the school day and beyond the school walls so that more thoughtful exchanges can take place (English, 2007).” English, Cathie. 2007. "Finding a Voice in a Threaded Discussion Group: Talking About Literature Online." English Journal 97 (1): 56-61. http://www.ncte.org/pubs/journals/ej/articles/127929.htm

3. Have you considered… “… if our students are not reading and composing with various electronic technologies, then they are illiterate…right now (Wilhelm, 2000).” Virtual Circles: Using Technology to Enhance Literature Circles & Socratic Seminars

4. ��

5. How to implement online discussions Select your online forum where the students can communicate. I will use Gaggle blog as an example. Decide how you want to organize your students into groups for discussion. Set up your discussion board. Guide students through the process of accessing the board. Explain your expectations to the students

6. 1. Select your online forum where the students can communicate. Here are some examples: Gaggle Moodle Blackboard/ANGEL Websites to explore for other implementation ideas: Classroom blogs and wikis Get your students blogging

7. 2. Decide how you want to organize your students Will students get to choose a book from a preselected list of literature? Are you going to need to assign students particular books for differentiation? Will students’ responses be posted by their real name or with a pseudonym so their responses are anonymous?

8. On your Jump To menu, click on My Blog. You will see a message that you must first name your Blog by clicking on the link in the message. On your Blog Setup page, type the name of your blog in the Blog Name box. Choose your Blog color scheme from the drop down menu. Click Update. Your Blog Entry screen will then open.

9. 1. Access the Directory (Original Interface: Click the Directory button at the top of the page. Velocity Interface: Expand the Contacts Folder on the left toolbar and click on Directory.) 2. The Blog link to the right of the individual name will open that Blog in a new window.

10. 5. Explain your expectations to the students Here’s an excellent example from WandaWiki

11. Consider this as you explore the possibilities for on-line literature discussions in your classroom “The technology has the potential to serve as an environment for exploring one’s own interpretations, constructing one’s own meanings and negotiating and/or defending these with peers. Because it offers student-centered experiences, it can encourage constructive discourse and empower independent, critical thinking.”

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Lit circle tutorial

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