ospi
DESCRIPTION
This PowerPoint presentation describes how to solve school-based problems using Networked Learning Communities.TRANSCRIPT
Solving School-Based Solving School-Based ProblemsProblems
Systemically: Creating Systemically: Creating Networked Learning Networked Learning
CommunitiesCommunities
Solving School-Based Solving School-Based ProblemsProblems
Systemically: Creating Systemically: Creating Networked Learning Networked Learning
CommunitiesCommunities
Blaine, Grandview, and Mt. Blaine, Grandview, and Mt. Baker School DistrictsBaker School Districts
Characteristics of Network Learning
Community
1. Grassroots or ‘bottom up’ development and implementation. All participants have a stake in the progress of a LC. Intrinsic ownership & shared responsibility are critical. Ideas are defined and developed within a learning community.
2. Involvement: Active participation with assigned tasks and responsibilities exist for all members.
Shift in LearningL L L
L P L
L L L
T
S
P S
S
• Traditional Learning• Teacher at the center• Teacher directs the
learning
• Networked Learning• Student at the center• Student directs the
learning
Online Literature Circle Network Learning Community
Classroom
Teacher- Onsite
and remote
Pre-Service College Student Mentor
Classroom
Students
Content
Specialist
Technology
Support
Parents
State &
National
Standards
School District Instructional Specialist
OSPI & ESD
Resources
Building
Administrator Community
Resources
Online Literature
Circles Project
Goals• Building Goals
Raise Reading ScoresMotivate Low Readers
• Research QuestionHow does participation in
online learning communities motivate low readers to effectively participate in reading and critical analysis of literature through the use of literature circles process?
Online Literature Circle Process
• Setting up Groups• Managing Logistics• Blackboard
How does it work?Student samples……
Writing EALRSThe student writes clearly and effectively
1.1 develop concept and design develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively
2.2 write for different purposessuch as telling stories, presenting an analytical response to literature, persuading, conveying technical information, completing a team project, explaining concepts and procedures
Reading EALRSThe student understands the meaning of
what is read.
• 2.1 comprehend important ideas and details
• 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas
• 2.3 think critically and analyze authors’ use of language, style, purpose, and perspective
Island of Blue Dolphins January Calendar
Monday Tuesday Wednesday
Thursday Friday
21ML King DayNo School
22•Read pgs 1-14•Stickies
23•Read pgs 15-24•Stickies
24•Read pgs 25-40•Stickies
25•Choose 2 stickies•Discuss in groups•Journal
28 •Catch-up and AR
29•#1 initiates online•#2-4 read pgs 41-48•Stickies
30•#2 responds to #1 online•#1,3, &4 read pgs 49-58 •Stickies
31•#1 read response from #2 & #3 initiate•#1,2, &4 read pgs 59-73•Stickies•#3 read @ home
Island of Blue Dolphins January Calendar WWU
Monday Tuesday Wednesday
Thursday Friday
21•ML King Day•No School
22•Read pgs 1-14•Stickies•WWU partner initiate
23•Read pgs 15-24•Stickies•Student respond
24•Read pgs 25-40•Stickies•WWU partner respond
25•Choose 2 stickies•Discuss in groups•Journal•Student respond
28 •Catch-up and AR•WWU partner respond
29• read pgs 41-48•Stickies•Student respond
30•read pgs 49-58 •Stickies•WWU partner respond
31•read pgs 59-73•Stickies•Student respond
Forms
Sticky Notes Bookmarks Journal Response Sheet
Are YouReady?
Observation Notes
DiscussionSelf-reflection
DefensibleAnswer Rubric
Student Sample Essay
LiteratureInterest Graph
Students Reading
Stickies for In-class Discussion
In-class Literature Discussion
Observation Notes
Students on Blackboard
Defensible Answer for Literature Circles OnlineDEFENSIBLE ANSWER PARAGRAPH ESSAY
Self–evaluation Grading RubricPre-writing/brainstorming 0 1 2 3
Gather three or more reasons in a web, list, or outline.Elaborate with explanations and examples/experiences.Number ideas for organization.Topic sentence 0 1 2 3Restate the question including your point of view.Don't use because or by.
Remember to indent.Supporting sentences Include three reasons with explanations and examples or experiences for each.
Reason #1 0 1 2 3Reason #2 0 1 2 3Reason #3 0 1 2 3
Transition words/phrases 0 1 2 3Words used correctly that show location, time, emphasize a point, add information, or show order of importance. Don’t
repeat.Above and beyond 0 1 2 3Writer shows he/she cares about the topic. (Voice) Selects important details to make writing convincing.
Ends with a bang (not a fizzle).Conventions 0 1 2 3 4
5Error free editing
____ Total (25)25-23=A 22-20=B 19-18=C 17-15=D
Accelerated Reader
Expectations
Goal Chart
Reading Plan
Reading Log
WWU Student Perspective
1. Before vs. Now2. Improvements3. Time Involvement4. Preparation for
teaching5. Opinions of Worthiness
Classroom Teacher- Onsite and remote
Harriet Thompson Elementary School
Classroom
Teachers
School District
Instructional
Specialist
Classroom
Students
Content & Research Specialist
Reading Readiness
Project
Technology
Support
State &
National
Standards
Building
AdministratorContent
Specialist
Parents
OSPI &
ESD
Resources
Grandview Primary Learning Community
Learning is a Social Activity
• Effective Learners
• Students acquire an awareness of how they are learning.....
Rich Learning Environment
• Classroom atmosphere
• Students interact comfortably and see themselves as part of a learning community
• Technology is a catalyst for students’ own motivation
Literacy Centers
• Mini-environment• Centers: Choice-
results in a feeling of ownership
• Student-led learning• Teach for in-depth
responses in writing
Literature Circles• Modeling• Journaling• Questioning• Brainstorming• Keyboarding• Networking• Dialogue (email)
Assessment• SUCCESS strengthens
a feeling of self worth• Creating meaning by
linking information with REAL life experience
• Completion of task sheets for performance-based assessment
Learner Point of View• Dave
Assessment• Oddmund
QUESTIONS?QUESTIONS?QUESTIONS?QUESTIONS?
Digital Tools Learning Community
• BlaineJudy Tucker [email protected] Helt [email protected]
• GrandviewJo Hotchkiss
[email protected] Julie [email protected]
• Mt. BakerBernie Barker [email protected]
• David Tucker [email protected]