4th Baltic Sea Conference on Literacy
Tallinn, Estonia – January 2020
DR. WILLIAM G. BROZO’S PROFESSIONAL HIGHLIGHTS• Chair of the PISA/PIRLS Task Force of the International Literacy Association
• Member of the Learning Metrics Task Force of UNESCO-Brookings
• https://www.brookings.edu/product/learning-metrics-task-force/
• Literacy Consultant to major European Union and USAID literacy & education development projects:
• BACULIT http://www.eli-net.eu/good-practice/examples-of-good-practice/detail/project/baculit-basic-
curriculum-for-teachers-in-service-training-in-content-area-literature-in-secondary-schools
• ELINET https://elinet.pro/
• ISIT https://www.schooleducationgateway.eu/downloads/webinars/Webinar2019_Literacy-
CIDREE_yearbook%202015_BaCuLit_ISIT-article_Garbe_final-version.pdf
• SEA-Macedonia https://www.air.org/resource/equip1-secondary-education-activity-final-report
• Teacher, teacher educator, researcher, author, and consultant for four decades
• Newest books: Disciplinary and Content Literacy for Today’s Adolescents (6th ed) - Guilford
Engaging Boys in Active Literacy: Evidence and Practice (2019) – Cambridge University Press
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“GIVE THE PUPILS SOMETHING TO DO,
NOT SOMETHING TO LEARN; AND THE
DOING IS OF SUCH A NATURE AS TO
DEMAND THINKING; LEARNING
NATURALLY RESULTS.”
― JOHN DEWEY (1938)
EXPERIENCE AND EDUCATION
CHANGING SKILLS, CHANGING TIMES
• Each nation’s success over the next decades will ultimately depend on
economic growth
•With greater economic opportunity comes improved levels of well-being for
individuals and societies
• Abundant evidence points to a direct relationship between economic growth
and knowledge capital, or the skills of a country’s population (OECD, 2010)
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CHANGING SKILLS, CHANGING TIMES• To realize these benefits, all youth need to be able to demonstrate important cognitive skills and
competencies (Hanushek & Woessmann, 2015)
• When nations place emphasis on goals related to knowledge capital, their capacity to meet other
important economic and social goals is expanded, as well, such as ensuring equal sharing across
society in the benefits of enhanced economic outcomes (Lynch & Oakford, 2014; Schleicher, 2015)
• Otherwise, those left behind will continue to live with limited life and career options, as well as a
galaxy of constraints associated with poverty, unemployment, and under-employment (Berliner,
2009; Chetty et al., 2016; Glennie et al., 2012; Ladd, 2012)
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CHANGING SKILLS, CHANGING TIMES
•Schooling that fails to do more than inculcate narrow units of information
and procedures is now regarded as inadequate for the complex and ever-
shifting demands of the modern workplace and world (Brozo, 2007)
•To prepare students adequately for changing work and living
environments, educators must develop students’ language tools to
improve problem solving, decision making, and interpersonal
competence (Learning Metrics Task Force, 2013).
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CHANGING SKILLS, CHANGING TIMES
• The most important cognitive skill all youth need to become effective problem
solvers, flexible decision makers, and critical thinkers is skillful reading ability
(Brozo, 2017; Spiro et al., 1991)
• Skilled readers are far more likely than their unskilled peers to be successful in
their personal and family lives, in their communities, and in the workplace
(Stitcht, Hofstetter, & Hofstetter, 1999)
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READING LITERACY IN THE 21ST CENTURY
• To thrive in the 21st century, students must receive instruction that results in a
form of adaptive and distributed literacy ability to (LMTF, 2013):
• Cross knowledge domains to solve problems
• Innovate in response to changing, and unpredictable local and global
circumstances
• Communicate effectively as a member of a community of learners
•Marshal the power of technology to create new knowledge
• Expand human capacity and productivity
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“IF WE TEACH TODAY’S STUDENTS AS WE
TAUGHT YESTERDAY’S, WE ROB THEM OF
TOMORROW.”
― JOHN DEWEY (1938)
EXPERIENCE AND EDUCATION
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INDUSTRIAL AGE EDUCATION IN THE 21ST CENTURY
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A modern school building and
classrooms but the instructional
process resembles primitive
schools of the 19th century
Dominated by front of room
teaching; teacher and text as the
only sources of knowledge
Literacy as assimilation and
reproduction of the words and
ideas of others within disciplines
and domains
Round robin oral reading; recall
of statements and information
taken directly from the text
KNOWLEDGE-PERFORMANCE PYRAMID
does
shows
knows how
knows
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performs in real-life setting
applies knowledge
integrates knowledge within
theoretical contexts
knowledge
Direct observation
Simulation
Traditional classroom
assessments
Traditional
classroom
assessments
To develop adaptive and
distributed expertise, need
learning and assessment
contexts that move learners
from knowledge
acquisition to meaningful
use and authentic
performance.
Adapted from:
Binkley et al. (2010).
Defining 21st century
skills. Melbourne, AU:
University of Melbourne
CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS• MRS. BAKER STRESSES THE NEED FOR EFFECTIVE COMMUNICATION SKILLS IN HER
CULINARY ARTS CLASS
• SHE INCORPORATES INTO HER LESSONS REAL-WORLD READING AND WRITING
TASKS
• SHE REQUIRES STUDENTS TO USE THE NEWSPAPER FOR RESTAURANT REVIEWS
AND THE INTERNET FOR REPORTS FROM THE HEALTH DEPARTMENT ON SANITATION
RATINGS OF LOCAL EATERIES
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
• DURING ACTIVITIES RELATED TO FOOD SANITATION AND SAFETY, STUDENTS READ
AND ANALYZE:
• OSHA (OCCUPATIONAL SAFETY & HAZARD ADMINISTRATION) PAMPHLETS
• LITERATURE ON PROCEDURES TO FOLLOW IN ORDER TO KEEP EQUIPMENT AND
WORK SURFACES PROPERLY SANITIZED AND IN GOOD CONDITION, AND TO
AVOID CROSS-CONTAMINATION OF FOODS
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KNOWS/KNOWS HOWMRS. BAKER’S STUDENTS’ KNOWLEDGE OF TEXTUAL CONTENT IS ASSESSED USING A GRID LIKE THE ONE BELOW. STUDENTS RECEIVE A BLANK GRID, AND THEN AS THEY READ, THEY FILL OUT THE GRID BASED ON INFORMATION FROM THE TEXT.
Source of
food-borne
illness
Infection intoxication aerobic anaerobic symptoms
begin
most likely
food
sources
prevention
Clostridium
perfringensX X X 4-22 hours Foods
served at
large
buffet-type
gatherings
Keep hot
foods hot;
refrigerate
uneaten
foods
promptly
Staphylo-
coccus
aureus
X X X 1-7 hours Moist meat
dishes,
starchy
foods
Refrigerate
uneaten
foods
promptly
Clostridium
botulinumX X 12-24 hours Improperly
processed
home
canned
foods
Boil home
canned
foods; do
not give
infants
honey
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
•MRS. BAKER’S STUDENTS SUBMITTED SEVERAL OUTSTANDING
ORIGINAL RECIPES IN FULFILLMENT OF A CULMINATING ASSIGNMENT
ON COOKING MAIN COURSE DISHES
• SHE AND HER STUDENTS DECIDED THEY SHOULD PUT THEIR
COMMUNICATION SKILLS INTO ACTION AND MAKE THE RECIPES
AVAILABLE TO A WIDER AUDIENCE
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
• SHE AND THE CLASS BRAINSTORMED POSSIBLE OUTLETS FOR
DISTRIBUTING THE RECIPES, SUCH AS A COOKBOOK OR WEB SITE
• HER STUDENTS BECOME REALLY ENTHUSED WHEN IT WAS
SUGGESTED THEY CREATE A CULINARY E-ZINE
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
• THEIR SCHOOL HAD THE TECHNOLOGY INFRASTRUCTURE TO SUPPORT INTERNET PUBLISHING,
SUCH AS STATE-OF-THE-ART COMPUTER LABS, HIGH-SPEED WEB CONNECTIONS, AND PLENTY
OF INNOVATIVE SOFTWARE
• E-ZINES, OR ELECTRONIC MAGAZINES, HAVE BECOME A NEW AND BLOSSOMING MEDIUM FOR
STUDENT WRITING ON THE INTERNET
• THERE ARE HUNDREDS OF THESE CYBER-CREATIONS AVAILABLE ON THE WEB, COVERING
EVERY IMAGINABLE AREA OF INTEREST, WITH A GROWING NUMBER DESIGNED, COMPOSED,
AND MAINTAINED BY YOUNG ADULTS
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
•MRS. BAKER ASSIGNED STUDENTS INTO TEAMS TO
TAKE ON THE DIFFERENT ASPECTS OF THE PROJECT
•ONE TEAM FOCUSED ON THE CONTENT; ANOTHER, THE
TECHNOLOGY INVOLVED; AND A THIRD,
PROMOTIONAL AND ADVERTISING CONCERNS
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
• THE CONTENT GROUP WORKED ON TASKS NOT UNLIKE THOSE INVOLVED IN PUBLISHING A
SCHOOL NEWSPAPER
• THEY ORGANIZED AND EDITED THE RECIPES FOR UNIFORMITY, WRITE A SHORT PIECE
INTRODUCING THE CLASS AND THE E-ZINE, AND PLAN COLUMNS FOR FUTURE INSTALLMENTS,
SUCH AS FOOD REVIEWS, HEALTHY EATING TIPS, AND INFORMATION ABOUT CAREERS IN THE
FOOD SERVICES INDUSTRY
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
•THE TECHNOLOGY TEAM HELPED MRS. BAKER CREATE AND
DESIGN THE E-ZINE
•USING ADOBE PAGEMAKER, THEY FORMATTED THE RECIPES
AND EXPERIMENTED WITH VARIOUS ON-SCREEN PALETTES
FOR LOGOS AND COLORS TO MAKE THE PRESENTATION
VISUALLY APPEALING
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
•THE ADVERTISING GROUP GENERATED A TITLE
FOR THE E-ZINE AND FORMULATED A PLAN TO
ENSURE POTENTIAL READERS WOULD BE
AWARE OF ITS EXISTENCE ON THE WEB
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
• MRS. BAKER’S CULINARY ARTS CLASS WAS GIVEN SPECIAL ATTENTION BY THE PRINCIPAL DURING
MORNING ANNOUNCEMENTS ON THE DAY THE E-ZINE WAS LAUNCHED
• SHE AND HER STUDENTS WERE BROADCAST FROM THE SCHOOL’S TV STUDIO ON THE CLOSED-CIRCUIT
TELEVISION MONITORS IN EACH CLASSROOM
• THEY EXPLAINED THE HISTORY OF THE PROJECT, THEIR VARIOUS ASSIGNMENTS, AND THEN UNVEILED
THE SCHOOL’S NEWEST ELECTRONIC PUBLICATION: “TEEN EATS DOG: A GUIDE TO FOOD, HEALTHY
EATING, AND CAREERS IN CULINARY ARTS”
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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS
•WITH THE LAUNCHING OF “TEEN EATS DOG,” MRS. BAKER’S CLASS HAD A NEW
AND RICHLY DESERVED SENSE OF PRIDE ABOUT THEIR LEARNING THAT COMES
FROM THE RESPONSIBILITY OF PRODUCING AN E-ZINE
• FURTHERMORE, THE PROJECT IMPROVED STUDENTS’ SKILLS IN RESEARCH,
WRITING, SPELLING, AND CRITICAL THINKING.
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SHOWS/DOES
To assess students’ work on the e-zine project, Mrs. Baker used an observation checklist that
made it possible for her to document the level of participation of the groups, the process of
creating and editing content, and the technical production aspects.
1. Connect as a group. Shared email addresses with each other and create a group folder
where all e-zine's documents go, and include teacher on the sharing list.
To a great extent……………………………………………………….No evidence
2. Assign a moderator. Create first Google document called Magazine Brainstorming.
Include all brainstormed ideas from each member.
To a great extent……………………………………………………….No evidence
3. Look at student and professional e-zines that are related to culinary arts for most
interesting and inspiring content and format.
To a great extent……………………………………………………….No evidence
4. Generate list of coverage ideas and assign topics based on member interest.
KNOWLEDGE-PERFORMANCE PYRAMIDCULINARY ARTS
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Creates e-zine;
Applies technology and
knowledge of content
Demonstrates
knowledge of
food-borne
illnesses on test
Writes original
recipes
FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•HERMALINDA’S SPECIAL READING GROUP OF ALL BOYS READ THE YOUNG
ADULT NOVEL MONSTER (MYERS, 2001)
•MULTICULTURAL URBAN AMERICAN SECONDARY SCHOOL
•USED THE NOVEL TO EXPLORE WHY YOUTH TURN TO DELINQUENCY
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FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
• HERMALINDA STRUCTURED A WEBQUEST TO GUIDE THE BOYS TO ONLINE SITES,
REPORTS, AND ARTICLES ON THE TOPIC
• STUDENTS GATHERED CURRENT FACTS, TRENDS, ANALYSIS OF CAUSES, AND
SUCCESSFUL PREVENTION AND TREATMENT PROGRAMS
• THEY DISCOVERED YOUTH CRIME IN THE U.S. HAS ACTUALLY BEEN ON THE DECLINE
SINCE THE MID-1990S, IN CONTRAST TO A WIDESPREAD PUBLIC PERCEPTION THAT IT
IS EVER INCREASING
• THEY ALSO FOUND STATISTICAL DOCUMENTATION THAT MALE YOUTH OF COLOR ARE
PROCESSED IN THE JUVENILE JUSTICE SYSTEM IN NUMBERS FAR OUT OF PROPORTION
RELATIVE TO THEIR WHITE MALE PEERS
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FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•HERMALINDA AND HER STUDENTS REALIZED THAT VIRTUALLY ALL THE
ISSUES OF JUVENILE CRIME AND JUSTICE WERE EMBODIED IN THE
EXPERIENCES OF THE MAIN CHARACTER AND NARRATOR, STEVE HARMON
•STEVE, A TEENAGER AND ASPIRING SCRIPT-WRITER WHO IS ACCUSED OF
COMPLICITY IN A MURDER, TELLS THE STORY OF HIS EXPERIENCE FROM
ARREST THROUGH TRIAL VERDICT IN THE FORM OF A FILM SCORE
•HEMALINDA’S STUDENTS WERE DRAWN IN FROM THE VERY FIRST PAGE
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FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•AT THE CONCLUSION OF MONSTER AND RELATED READINGS ON JUVENILE
CRIME, HERMALINDA’S MALE STUDENTS FELT SO STRONGLY ABOUT WHAT
THEY BELIEVED WAS THE UNFAIR TREATMENT OF MINORS IN THE CRIMINAL
JUSTICE SYSTEM THAT SHE URGED THEM TO EXPRESS THEIR FEELINGS IN
SOME WAY THAT MIGHT INFLUENCE LAWMAKERS
•THIS LED TO FURTHER RESEARCH, TAKING THEM ONLINE TO FIND
INFORMATION ON THEIR DISTRICT'S STATE REPRESENTATIVES’ POLICY
POSITIONS RELATED TO YOUTH CRIME
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FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•THEY LEARNED THAT BOTH REPRESENTATIVES HAD CO-SPONSORED A
YOUTH ADVOCACY TASK FORCE, THEY ALSO VOTED IN FAVOR OF TRYING
MINORS AS ADULTS AND ONE EVEN SUPPORTED LEGISLATION TO MAKE THE
DEATH PENALTY AN OPTION FOR MINORS FOUND GUILTY OF CAPITAL
MURDER
•HERMALINDA FORMED SEVERAL SMALL TEAMS OF WRITERS TO COMPOSE
AN EMAIL LETTER TO MAKE THEIR CASE AND SEND THIS TO THESE
LEGISLATORS
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FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•THE COMPOSITION PROCESS NECESSITATED DISCUSSION AND
WORK ON FORM, PUNCTUATION, AND GRAMMAR, AS WELL AS
FINDING STATISTICS AND QUOTES FROM THE VARIOUS ARTICLES
AND BOOKS THEY HAD ACCUMULATED DURING THEIR
EXPLORATION OF THE TOPIC
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KNOWLEDGE-PERFORMANCE PYRAMIDSPECIAL READING CLASS
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Writes persuasive letter to
state representatives
Uses online sources to
gather research on the
topic
Reads & gains
knowledge of
Juvinile crime
FINAL THOUGHTS
• In light of the complexity of 21st century literacy, it can never be
assumed that once students are taught to read in primary school they
are set for life (Brozo et al., 2013)
•Mastering foundational skills in the early grades may be an important
first step but not nearly enough for a lifetime of successful reading
literacy (Brozo, 2017)
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FINAL THOUGHTS
• Every new text and communication context requires a refined application
of literacy skills and abilities
• Literacy should lead learners to apply knowledge and skills in new
situations
• Youth should be taught to use literacy as the ultimate distributed and
adaptive cognitive skill
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FINAL THOUGHTS
• IN REFLECTING ON AND CRITICALLY EXAMINING CURRICULAR GOALS AND APPROACHES TO TEACHING
AND LEARNING BY ALL WHO ARE RESPONSIBLE FOR CRAFTING AND IMPLEMENTING EDUCATIONAL POLICY,
THE FOLLOWING QUESTIONS SHOULD BE EXPLORED:
• TO WHAT EXTENT DO LITERACY AND LEARNING EXPERIENCES WITHIN THE
CLASSROOM ENCOURAGE CRITICAL THINKING AND PROBLEM SOLVING BEYOND THE
CLASSROOM?
• TO WHAT EXTENT DO LITERACY AND LEARNING YIELD CLEAR INDICATIONS OF THE
ABILITY TO PUT KNOWLEDGE INTO ACTION?
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TURN AND TALK37BROZO-2020
DISCUSSION ACTIVITY
•REFLECT CRITICALLY ON YOUR OWN EDUCATIONAL POLICY
AGENDA, CURRICULAR GOALS, OR APPROACHES TO TEACHING AND
LEARNING AND WITH A NEIGHBOR DISCUSS YOUR RESPONSE TO
THE FOLLOWING QUESTION :
WHAT CAN BE DONE TO ENSURE THAT STUDENTS ARE TAUGHT TO
APPLY LITERACY KNOWLEDGE AND SKILLS IN AUTHENTIC OR
REAL-WORLD CONTEXTS?
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CONNECTING SCHOOL AND WORK WITH ICT TOOLSHEALTH SCIENCES
•A health careers course, students were required to read,
comprehend, and integrate ideas in various health-related texts
using cognitive strategies
•Students were also required to create an actual “product” using
ICT tools and make it available to employers as a demonstration of
their meaningful and creative contributions to the business
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CONNECTING SCHOOL AND WORK WITH ICT TOOLS
•Knowledge and the ability to integrate knowledge were assessed
using selected and constructed responses
•Application and performance of work-based project were assessed
with a performance rubric
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ASSESSING STUDENTS’ KNOWLEDGE AND KNOWLEDGE INTEGRATION
Example of short constructed response question for taking two-column notes
•Imagine that you will have a multiple-choice and short-answer test
on the article entitled “dangers of caffeine powder”.
•Organize the information and ideas in that article by taking notes
over it in the two-column format that would help you prepare for the
test.
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SAMPLE SPLIT PAGE NOTES FOR HEALTH SCIENCE FROM ARTICLE ABOUT CAFFEINE POWDER
What is caffeine powder?
How is it used?
Why is caffeine powder
dangerous?
Effects?
How is it regulated?
-caffeine in a powder form
-made from normal caffeine derivitives (e.g. coffee
beans, cacao)
-homemade caffeinated drinks and foods
-pre-workout shakes
-extremely concentrated
-2 spoonfuls = drinking 70 Red Bulls at one time
-normal dose 1/16th of teaspoon impossible to measure
-very small quantities extremely dangerous/lethal
-irregular heartbeat
-seizures
-cardiac arrest/death
-as a dietary supplement, does not require FDA approval
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STUDENT ICT PROJECT IN HEALTH CAREERS COURSE
•The project’s goal was to help students think critically about
their work settings and how to better inform and serve the
intended clientele or consumer
•Made doctor’s office waiting room more consumer-friendly for
growing number of Latino/a patients
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STUDENT ICT PROJECT IN HEALTH CAREERS COURSE
• Designed an interactive video program for Spanish-speaking clients
• It provided answers to basic questions about checking in, payments and
copayments, government and privately funded medical insurance, preventive
health, and more
• Extracted information on these topics from brochures and forms
• Employed Flashplayer and Intuiface technology with assistance from the teacher
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STUDENT ICT PROJECT IN HEALTH CAREERS COURSE
• Created a colorful, interactive computer screen in Spanish accompanied by video,
photos, and clip art
• Patients could read and view or, for those with reading or vision problems, listen to
directions and information by touching the screen
• Unveiled the program at a doctor’s office reception with client tryouts
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ASSESSING STUDENTS’ APPLICATION AND PERFORMANCE
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Criteria
4 3 2 1
Project Goals and Technology
Technology selected for the project are strongly aligned with one or more of the project goals
Technology selected for the project are aligned with one or more of the project goals
Technology selected for the project are partially aligned with one or more of the project goals
Technology selected for the project are not aligned with any project goals
Workplace Needs and Technology
Technology use optimally supports workplace needs
Technology use supports workplace needs
Technology use minimally supports workplace needs
Technology use does not supports workplace needs
Technology Tools Selected
Technology tools are exemplary given the project goals
Technology tools are appropriate given the project goals
Technology tools are minimally appropriate given the project goals
Technology tools are not appropriate given the project goals
Facility with Technology
Solved all technology related problems associated with the project
Solved most technology related problems associated with the project
Solved some of the technology related problems associated with the project
Was unable to resolve most technological obstacles relating to the project
KNOWLEDGE-PERFORMANCE PYRAMIDHEALTH SCIENCES
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Designs and puts into use an
interactive video in actual
workplace setting
Demonstrates ability to
take organized notes from
text
Reads & gains
knowledge of
Health & disease
APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
• SERVICE-LEARNING PUTS STUDENTS DIRECTLY TO WORK ON COMMUNITY
PROBLEMS THAT ARE OFTEN IN NEED OF VOLUNTEERS AND REQUIRE
IMAGINATIVE SOLUTIONS
• IT HAS BEEN DEMONSTRATED THAT PARTICIPANTS IN SCHOOL-SPONSORED,
SERVICE-LEARNING ACTIVITIES ENJOY NUMEROUS ACADEMIC, PERSONAL, AND
SOCIAL BENEFITS
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
• THESE BENEFITS INCLUDE INCREASED STUDENT ENGAGEMENT, OVERALL
SCHOLASTIC IMPROVEMENT, ATTAINMENT OF HIGHER-LEVEL THINKING SKILLS,
GREATER INTERPERSONAL COMPETENCE, AND EXPLORATION OF VARIOUS
CAREER PATHWAYS
• SERVICE LEARNING PRESENTS TEACHERS AND STUDENTS REAL-WORLD
APPLICATION OF JOB-SPECIFIC SKILLS WHILE INCREASING CIVIC PRIDE AND
ACADEMIC ACHIEVEMENT
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
•MR. BILLUPS’ ENGINEERING STUDENTS WERE GIVEN TIME TO ASSIST
PROFESSIONAL DRAFTSMEN WITH ROOM DESIGN OF HABITAT FOR HUMANITY
HOMES AND HELP BUILD THEM
• TALKING ABOUT DESIGN CONCEPTS FOR SLEEPING, SERVICE, AND LIVING AREAS
AND LOOKING AT EXAMPLES OF ROOM FLOW IS ONE THING; APPLYING THESE
IDEAS TO ACTUAL HOME DESIGN IS QUITE ANOTHER
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
• ALWAYS ON THE LOOKOUT FOR OPPORTUNITIES TO MOVE HIS LESSONS FROM THE
HYPOTHETICAL TO THE POSSIBLE, MR. BILLUPS WAS QUICK TO OFFER THE SERVICES OF HIS
CLASS AFTER RESPONDING TO AN ANNOUNCEMENT IN THE PAPER OF A HABITAT PROJECT
COMMENCING SOON AND SEEKING LOCAL VOLUNTEER LABOR
• EVERY STUDENT’S HAND SHOT INTO THE AIR WHEN HE ASKS IF THERE WAS ANY INTEREST IN
VOLUNTEERING
• MR. BILLUPS MADE ARRANGEMENTS FOR THE PROJECT ARCHITECT TO SPEAK TO HIS CLASS
ABOUT THE WORK TO BE DONE AND THE WAYS IN WHICH HIS STUDENTS MIGHT CONTRIBUTE
TO ROOM DESIGN
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT• THE GUEST SPEAKER EXPLAINED THAT FIVE HOUSES WOULD BE BUILT IN
DIFFERENT LOCATIONS THROUGHOUT TOWN; EACH ONE WOULD FOLLOW A
COMMON GENERAL PLAN WHILE ALLOWING FOR SOME SMALL VARIABILITY
DEPENDING UPON THE LOT SIZE AND GRADING
• HE LEFT THE CLASS A COPY OF BLUEPRINTS, ASKING THEM TO LOOK FOR WAYS
TO IMPROVE ROOM FLOW IN ORDER TO MAXIMIZE LIVING AREAS IN THE SMALL
HOUSES
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT• MR. BILLUPS EXPANDED ON THIS CHALLENGE BY ALSO REQUESTING STUDENTS WORK
IN DESIGN GROUPS TO
• RESEARCH HABITAT FOR HUMANITY’S HISTORY AND MISSION
• MAKE STRUCTURAL DRAWINGS TO SCALE USING APPROPRIATE TERMS AND
SYMBOLS
• WRITE AND PRESENT A BRIEF POWERPOINT REPORT THAT IDENTIFIES THE
ARCHITECTURAL PROBLEM, A PLAN FOR SOLVING THE PROBLEM, AND BLUEPRINTS
FOR EXECUTING THE SOLUTION
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
• IN THE FOLLOWING WEEKS, MR. BILLUPS’ STUDENTS WORKED ON THIS
ASSIGNMENT WHILE DONATING A FEW HOURS PER WEEK ASSISTING IN THE
CONSTRUCTION OF THE HOUSES
• USING A SCHOOL VAN HE DROVE STUDENTS TO AND FROM THE BUILDING
SITES TWO DAYS PER WEEK DURING THE 90-MINUTE CLASS PERIOD
•WITH A TREMENDOUS SENSE OF PRIDE, STUDENTS, IN THEIR HARDHATS,
JOINED THE OTHER VOLUNTEERS IN THE MYRIAD OF TASKS ASSIGNED BY THE
JOB FOREMAN
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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT
•WHILE ON-SITE, THEY WERE ALSO ABLE TO SHARE THEIR
IDEAS WITH AND ASK QUESTIONS OF THE ARCHITECT, WHO
OFFERED HELPFUL RECOMMENDATIONS AND INSIGHTS
•THE ARCHITECT WAS INVITED BACK TO CLASS FOR THE
STUDENT POWERPOINT PRESENTATIONS, WHERE HE GAVE
ADDITIONAL HELPFUL CRITIQUES
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KNOWLEDGE-PERFORMANCE PYRAMIDENGINEERING
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Reads and modifies
blueprints; uses blueprints
to build house
Makes drawings to scale; solves
architectural problems on
blueprints
Reads & gains
knowledge of
H4H
FROM YOUNG ADULT NOVEL TO POLITICAL ACTION
•AS THEY READ MONSTER TOGETHER, HERMALINDA AND HER READING GROUP
KEPT AN E-JOURNAL OF THEIR REACTIONS TO CRITICAL QUESTIONS THAT AROSE
DURING CONVERSATION AND DISCUSSION
•ANOTHER INTERESTING WRITING ACTIVITY HERMALINDA EMPLOYED WITH HER
STUDENTS WHILE READING MONSTER WAS TO HAVE THEM ASSUME THE
IDENTITIES OF DIFFERENT FIGURES IN THE COURTROOM AND COMPOSE
ARGUMENTS BASED ON THE SCENES OF THE TRIAL AND DETAILS OF THE CASE
FROM THOSE POINTS OF VIEW
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FINAL THOUGHTS
“In every case, it is the reader who reads the sense, it is the reader
who grants or recognizes in an object, place or event a certain
possible readability; it is the reader who must attribute meaning to a
system of signs, and then decipher it. We all read ourselves and the
world around us in order to glimpse what and where we are. We read
to understand, or to begin to understand. We cannot do but read.
Reading, almost as much as breathing, is our essential function.”
ALBERTO MANGUEL
A HISTORY OF READING
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THE NEW SKILLED WORKER• One critical 21st century skill is adaptive and distributed expertise (in contrast
to routine expertise).
• This means youth must possess:
• (a) a form of general intelligence to cross knowledge domains to solve
problems;
• (b) flexible, innovative competencies to help them meet varied, changing,
and unpredictable local and global circumstances; and
• (c) the ability to participate in a community of learners
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READING LITERACY IN THE 21ST CENTURY
• The goal is to endow youth and adults with sophisticated reading literacy ability,
which is an essential element of a 21st century skills set
• In a world driven by information and knowledge, those with literacy skill
deficiencies will limit access to the full range of opportunities enjoyed by their
more literate peers
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KNOWLEDGE-PERFORMANCE PYRAMIDENGINEERING
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Reads and modifies
blueprints; uses blueprints
to build house
Makes drawings to scale;
solves architectural
problems on blueprints
Reads & gains
knowledge of
H4H
• GLENNIE, E., BONNEAU, K., VANDELLEN, M., & DODGE, K.A. (2012). ADDITION BY SUBTRACTION: THE
• RELATION BETWEEN DROPOUT RATES AND SCHOOL-LEVEL ACADEMIC ACHIEVEMENT. TEACHERS COLLEGE RECORD, 114(8), 1-26.
• HECKMAN, J. J., & KAUTZ, T. (2012). HARD EVIDENCE ON SOFT SKILLS. BONN, GERMANY: INSTITUTE FOR
• THE STUDY OF LABOR.
• HECKMAN, J. J., STIXRUD, J., & URZUA, S. (2006). THE EFFECTS OF COGNITIVE AND NONCOGNITIVE
• ABILITIES ON LABOR MARKET OUTCOMES AND SOCIAL BEHAVIOR. JOURNAL OF LABOR ECONOMICS, 24(3), 411-482.
• LADD, H. F. (2012). EDUCATION AND POVERTY: CONFRONTING THE EVIDENCE. JOURNAL OF POLICY
• ANALYSIS AND MANAGEMENT, 31(2), 203-227.
• LYNCH, R. G., & OAKFORD, P. (2014). THE ECONOMIC BENEFITS OF CLOSING EDUCATIONAL
• ACHIEVEMENT GAPS: PROMOTING GROWTH AND STRENGTHENING THE NATION BY IMPROVING THE EDUCATIONAL OUTCOMES OF CHILDREN OF COLOR. WASHINGTON, DC: CENTER FOR
AMERICAN PROGRESS. RETRIEVED FROM HTTPS://CDN.AMERICANPROGRESS.ORG/WPCONTENT/UPLOADS/2014/11/WINNINGECONOMYREPORT2.PDF
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Reading skilland economic and social well-being
• Since economic growth and social development are closely related to the skills of a
population, a central 21st Century learning outcome should be that all youth achieve
literacy skills needed for new work demands and lifelong learning (Resmovits, 2013)
• Achieving learning outcomes that leaven literacy skills would lead to remarkable
overall economic gains while providing for broad participation in the benefits of a
country’s economic and social development (Hanushek & Woessmann, 2015)
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Reading skilland economic and social well-being• In my own country, the United States, it’s tempting to think that one of the largest economies in
the world and certainly one of the richest would have little trouble meeting these learning
outcomes
• Yet, evidence shows otherwise: a significant percentage of 15-year-olds in the United States do
not successfully complete even the basic level 1 PISA tasks.
• If the United States were to ensure that all students meet the goal of acquiring even basic
reading literacy skills (at least level 2 on PISA scale), the economic gains could reach over USD
27 trillion in additional income for the American economy over the working life of these students
(Hanuschek & Woessman, 2012).
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THE NEW SKILLED WORKER
• Youth will need to develop effective cognitive, emotional, and inter-personal
skills such as
• intellectual entrepreneurism, which will allow them to be proactive in
creating a viable niche in the global labor markets (Brozo, 2014)
•multiple literacy competencies to navigate and help shape the
“mediasphere” (Brozo, 2016)
• perseverance and social engagement (Heckman, Stixrud, & Urzua, 2006;
Heckman & Kautz, 2012)
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INDUSTRIAL AGE EDUCATION IN THE 21ST CENTURY
• A modern school building and classrooms but the instructional process
resembles primitive schools of the 19th century
• Dominated by front of room teaching; teacher and text as the only sources of
knowledge
• Literacy tasks involve rote memorization of words and sentences, oracy or reading
aloud with intonation and perfection, and recall of statements and information
taken directly from the text
• Literacy as assimilation and reproduction of the words and ideas of others within
disciplines and domains
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