Reaching Diverse Students: Reading and Learning with Digital Tools and Media

1. Reaching Diverse Students: Reading and Learning with Digital Tools and Media New Literacies Teacher Leader Institute Cambridge, MA ~ June 25, 2010 Bridget Dalton Vanderbilt University bridget.dalton@vanderbilt.edu

2. Secretary of Education Arne Duncan, 2009 “Education is the civil rights issue of our generation”

3. Acknowledgements • CAST colleagues: Kristin Robinson, Ge Vue, Elaine Mo, Anne Meyer, David Rose, Kate Brigham, Boris Goldowski, Joanne Alunni, Tom Green, Matt Brambilla, Linda Butler, Peggy Coyne, David Rose, Sheila Sethuranem, Bart Pisha, Maya Eagleton, Susan Deysher, Mei Kennedy, Sol Concha, Lauren Poniatowski • Annemarie Palincsar, University of Michigan • Patrick Proctor, Boston College • Catherine Snow & Paolo Uccelli, Harvard University • Dana Grisham, CSU-East Bay • Dave Schlepper & Lori Lutz, Laurent Clerc Center, Gallaudet University • Lu Zeph and Betsey Enright, University of Maine • Blaine Smith and other students at Vanderbilt University • And many K-12 teachers and their students…

4. More, more, more… • BookBuilder, Strategy Tutor, and some PPT templates supported by grants to CAST, Inc. from private foundations, the US Department of Education, and the Massachusetts Department of Education

7. Change the course; change a life

8. Technology, pedagogy, content,: A combination that can change the course; change a life

10. Literacy in the middle grades and beyond: The challenge • 8.7 million students lack the skills required to understand high school textbooks (Kamil, 2003) • Approximately 50% of high school seniors taking the ACT college entrance exam had the reading skills essential to success in college (ACT, 2009) • NAEP results show 37% of students in grade 4 and 26% of students in grade 8 are not able to read at a basic level (NCES, 2003; results fairly stable, 2009) • 4th grade slump in reading achievement, especially for poor students (Chall, 1986)

11. Our focus today: Designing for diversity in new times • Everyone is a designer (Kress, 2003) • Technology in service of print-based literacies • Technology-mediated new literacies • Universal design for learning perspective to guide you in designing, selecting, and using technology-based lessons, tools, resources, and programs

12. Ron Mace: Universal design Consider the needs of the broadest possible range of users from the beginning

13. Universal design for learning (Rose & Meyer, 2002) • Curricula, methods and materials designed to meet the needs of the broadest possible range of learners • Supports for diverse learners are built in from the start • Frequently more effective for all learners

14. Principles of universal design • Provide multiple means of representation • Provide multiple means of expression • Provide multiple means of engagement

15. UDL Theoretical Framework Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Task is too easy for learner

16. Universal design for learning applied to digital reading (Dalton & Proctor, 2008) • Promising results for • students • Benefits for teachers Demo

17. Rand Reading Study Group’s (2002) reading comprehension heuristic reader reader text text activity activity comprehension comprehension Socioculturalcontext Socioculturalcontext

18. Comprehension in a new literacies landscape: Scaffolded digital reading (Dalton & Proctor, 2006; 2008) reader text activity comprehension Socioculturalcontext

19. Developing strategic readers… • viewers • listeners • interactors • integrators • communicators • LEARNERS and EXPERTS • CONSUMERS and PRODUCERS

20. AWrinkle In Time – Madeleine L’Engle Bridge to Terabithia - Katherine Paterson Bud, Not Buddy - Christopher Paul Curtis Dragonwings - Lawrence Yep Esperanza Rising – Pam Ryan My Brother Sam Is Dead – James and Chris Collier Roll of Thunder, Hear My Cry - Mildred D. Taylor The Giver - Lois Lowry Tuck Everlasting - Natalie Babbitt Thinking Reader: Embedding strategy instruction in digitized novels (Tom Snyder Productions, Scholastic)

27. Creating your own scaffolded texts: http://bookbuilder.cast.org

28. UDL Book Builder Goals • To develop students’ understanding and engagement with fiction and non-fiction digital books • To promote students’ use of reading strategies and learner self efficacy • To support teachers in differentiating instruction through customized books

29. Create and edit my books

30. The Peacock: Develop text, images, and coaching supports

31. Peacock: Creating strategy coach prompts

32. Peacock: Creating strategy coach models

33. Internet Inquiry: Exploring 2 online tools to support inquiry • Ways of thinking, critiquing, expressing (and oh yes, learning strategies)

34. Scaffolding for multimedia response • We live in a media-saturated, networked world where text is: • multimodal • interactive • socially distributed (Coiro, Knobel, Lankshear, & Leu, 2008; Kress, 2003; New London Group, 1996)

35. Our students are digital natives • Students use media and the Internet to • respond to literature • create compositions and fanfiction • connect with others in interest-driven communities, both outside of school and in classrooms (Jenkins, 2008; Grisham & Wolsey, 2006; Unsworth,Thomas, Simpson & Asha, 2005)

36. Multimedia supports literacy, learning, & engagement • For ALL learners, including students who are not faring well in schools: • Disengaged • Struggling with academic reading and writing • English language learners (Mayer, 2001; Dalton & Proctor, 2006; O’Brien, 2001)

37. Multimedia composing with Power Point • The power of templates to scaffold students’ multimedia composition and learning • Retelling • Vocabulary • Phoetry

38. Create a Folktale Retelling Show Your PPT retelling will have 9 slides: • A title page • Scenes 1- 7 • Your Author’s Note Try to use your power words in your retelling: avoid, delighted, hospitality, speechless, and trudge Be creative – use words, images, sound, and color to tell a great tale! Title page 1 2 3 4 5 6 7 Author’s Note

39. Example • The next 3 slides show part of a student retelling and author’s note from last year

40. Turtle washes up. Turtle went to wash up for dinner. He trudged to the river. When he came back he was dirty still! He had to wash up all over again. Turtle trudged down to the river. Option: Add audio recording 2

41. Author’s Note By: Mariana I retold each of the scenes in ‘Hungry Spider and Turtle,’ and then used sound and color to bring my story alive. I picked my background music and design at the bottom because they reminded me of African art, and this is a folktale from the Ashanti people, who live in Africa. I picked the background color on each slide to help make the setting. The background of the first scene was sandy brown because it was dry and dirty in this part of the story. In the second slide, Turtle was hot and tired so I chose the red-pink color to remind people of how hot he was. I really liked the music I picked for the second slide, because it sounded like African music, but it also made it sound like Turtle was on a mission!

42. Add sound to your slide show 3 ways to use sound: • record your retelling • add sound effect • add music To get started, go to INSERT and • select Movies and Sounds • choose your option • ask someone for help if this is a new skill!

43. Use color to dramatize your story The opening scene in the folktale, “How Coyote Stole Fire” is sad and the weather is cold, so I changed the background gold color to grey. • Go to Format • Background • Choose color • Click Apply • (be sure to be in normal view, or it will change all your slides!) I also changed the font color to black • Highlight your text • Click on font color • Choose color

44. Al’s Thoughts Star’s Thoughts Ready to Begin? • Save your slide show onto your desk top or CD • Go to ‘File’ • Save As • Save into your folder • File name to use: • Your name + your teacher’s name + Hungry Spider retell • E.g., Bridget D-Camelo-Hungry Spider retell • TIP – save each slide as you go along! • If you want ideas for how to do your retelling, check out Al, Star, or Genie’s ideas in the ‘Notes’ section below! Genie’s Thoughts

45. Type Your Name Here

46. Caption: Option: Add audio recording 4

47. And the moral of this story is… Click to add text The End Option: Add graphics and color Option: Add audio recording 7

48. Author’s Note By: Type Your Name Here • Write your author’s note here. Explain how you used words, color, graphics, and sound to create an interesting and entertaining retelling. • You may want to use media on this slide to reinforce your message.

49. Retelling Slide Show Self-check • Congratulations! You have a draft and now are ready to review and polish your show • Make sure you have saved your show onto the desktop or CD-ROM • Delete the slides with the directions and save again. • To view your slide show: • Go to view • Slide show • What do you think? Did you tell a whale of a tale? (see your teacher for a more detailed retelling check list). • Review your tale. Do you need to make changes to the content, color, or sound? • Check the mechanics. Do you need to edit spelling, punctuation, or capitalization? • Review TIP: Show your slide show to a friend and get their feedback and help.

50. Spider Can’t Swim. One day Spider was walking, he saw Turtle in his house. Turtle saw him too. Turtle asked spider to dinner. Spider was really hungry so he said yes. Turtle’s home was in the water but spider couldn’t swim. He wondered what he would do. Spider couldn’t swim Option: Add audio recording 4