CC BY-NC-ND 2.0 by dangerismycat

I hope everyone who attended Thursday’s webinars learned one or two new things about vocabulary instruction and can try out some of those ideas with students. Special thanks to Jill Spencer for adding her expertise to the sessions. Don’t forget to check out Jill’s two books, Everyone’s Invited and Teaming Rocks! Both books are published by the National Middle School Association and each has a chapter about vocabulary.

In the first part of the webinar, we talked about books, articles, and research Jill and I have read on the subject of vocabulary instruction and shared some of the practices we gleaned from that reading. Perhaps the most important idea is that the way we traditionally have taught vocabulary just doesn’t work. Students need more than dictionary definitions and memorization to learn new words. We also learned that wide and varied reading helps students expand their vocabularies but it’s not enough. Explicit instruction is necessary including these elements:

• Making connections
• Constructed definitions
• Word Analysis
• Repeated exposure and use
• Discussions
• Nonlinguistic representations
• Word play

We looked at ways the applications on the MLTI MacBook as well as some online resources and tools can support vocabulary instruction. Please visit the recorded archives (mouse over the Webcasts tab above and click on Archives) to view these demonstrations and to download a copy of the slides with all the linked resources and the Bento template for creating a database for word study. If you use that template with your students, let us know how it goes and share any ideas you have for revising and improving it.

The chat pod was very busy, especially in the evening session, and participants shared a lot of great ideas for vocabulary study. I’ll list some of them here, but be sure to check out the recordings for more details:

• http://wordsmith.org/awad/ will send the word of the day to your email.
• Use wikis to collect words and images related to a unit.
• Have students use text-to-speech when they come upon an unfamiliar word, combined with control-command-D for the pop up dictionary.
• Becca’s “War of the Words” game where students compete to “own” the most words.
• Word Ladder Wednesday with Tim Rasinski’s books
• Have students create symbols, graphics, or pictures for new words.
• Ask questions in book conferences that incorporate new words
• Have students keep a running list of words they encounter that have the root or affix that is being studied.
• Team members support each other and agree on root words to teach in all content areas.
• Math word of the week and “Big Dog Word of the Day”
• Use Frayer model for big concept words (sometimes with interactive white board)
• Vocab words on exit slips
• Two online tools for stickies: http://en.linoit.com/ and http://www.wallwisher.com/
• The “I have… Who has…” activity based on this math activity
• Vocaroo for voice recordings

Some books that Jill and I have read and referred to in this session include:

• Allen, J. (2007). Inside words: Tools for teaching academic vocabulary, grades 4-12. Portland, ME: Stenhouse Publishers.
• Allen, J. (1999). Words, words, words: Teaching vocabulary in grades 4-12. Portland, ME: Stenhouse Publishers.
• Beck, I., McKeown, M., & Kucan, L. (2002). Robust vocabulary instruction: Bringing words to life. NY: Guilford Press.
• Benjamin, A., & Crow, J. T. (2009). Vocabulary at the Center. Larchmont, NY: Eye on Education.
• Graves, M. (Ed.) (2009). Essential readings on vocabulary instruction. Newark, DE: International Reading Association.
• Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandra, VA: Association for Supervision and Curriculum Development.

And finally, Tim Hart sent me some additional sites for word play and word games that your students will enjoy. Thanks, Tim!

• There are a bunch at wordgames.com. Some ads but still good stuff.
• Qbox: http://www.wordgames.com/qbox.html.
• Wordsmith: http://www.wordgames.com/wordsmith.html
• Word Ruffle: http://www.wordgames.com/word-ruffle.html (Like Text Twist)
• Semantic Wars: http://www.wordgames.com/semantic-wars.html (Hang man plus tower defense)
• Super Text Twist: http://www.addictinggames.com/texttwist.html (Always fun)
• Words with Friends: http://www.newtoyinc.com/wp/ (Social version of scrabble)
• http://pbskids.org/games/word.html (Lots of stuff here for earlier readers. I just include it as my kids are there a lot)
• PopCap’s Bookworm is always fun too: http://www.popcap.com/games/free/bookworm?mid=bookworm_macweb_en_full

CC BY-NC-ND 2.0 by chrisjohnbeckett

Every teacher, at any grade level or in any content area, faces the challenge of teaching vocabulary. The traditional practice of having students look up the word, copy the dictionary definition, use the word in a sentence, and then memorize it for a test has been proven ineffective. How can we help our students truly expand both their receptive and productive vocabularies?

In this webinar we will examine some of the research on best practices for vocabulary instruction as we explore how we can use some applications on the MLTI MacBook as well as some online resources to help our students learn new words, make strong connections, and retain the vocabulary they need for academic success.

My special guest for this webinar is Jill Spencer, author of Everyone’s Invited and Teaming Rocks! Jill is a veteran middle level educator, consultant, and presenter with extensive knowledge of literacy instruction and issues. We’ll be discussing some of her experiences and creative ideas for teaching vocabulary.

Please join us Thursday at 3:15 PM or 7:15 PM. To register, click on the Webcasts tab at the top of this page.

CC BY-NC-SA 2.0 Michael Fawcett

Thanks to everyone who attended yesterday’s webinars. It was great to have some science and math teachers with us and I hope they use some of the ideas we discussed to give students opportunities to do some technical writing.

We began by talking about what technical writing is and what it is not and mentioned some examples. Some good resources for learning more about technical writing and for finding ideas for teaching it are:

• Technical Literacy Project – East Bay Chapter of the Society for Technical Communication
• Technical Writing in Science Class – Handbook for Teacher PD
• Technical Writing 101 by Alan S. Pringle and Sarah S. O’Keefe

We discussed how technical writing is addressed in the Common Core State Standards for writing and how technical writing relates to the 6+1 Traits. We then talked about the usefulness of templates for helping students use a consistent style and organization in their technical writing. I shared a Pages template students can use to write directions for performing tasks on their MacBooks. That template is available for download in the archived recordings of both sessions. The Pages User Guide is not only a good resource for learning how to make templates, but it’s also an excellent example of effective technical writing.

Including diagrams, illustrations, tables, and charts in technical writing pieces makes the text more usable for the reader. I mentioned the many applications on the MLTI MacBook that can be used to create illustrations, including Acorn, OmniGraffle, the SketchPad in NoteShare, and Numbers. Digital cameras are easy to use and readily available in most classrooms, whether it’s a camera you or your school owns, a camera on a cell phone, or the built-in iSight camera in your MacBook. A couple participants mentioned using cameras to take pictures of a science lab in progress and giving those pictures to the students to aid them in their writing as well as to be used as illustrations. Screen shots are also valuable as illustrations when writing about computers and software.

We took some time to talk about scaffolds and support for struggling writers, including word banks for vocabulary and using screen captures to get students started as they write directions for using their MacBooks. We also talked about giving students examples of professional and student technical writing so they can look at it critically and develop criteria for determining the effectiveness of their own writing.

Many of the tips we mentioned for using MacBooks for technical writing are demonstrated in our MLTI Minutes series. We hope you’ll check out all the episodes, but here a few that were mentioned in this webinar:

• Episode 14 An Introduction to Painting with Acorn
• Episode 21 Screen Recording with QuickTime Player
• Episode 24 Making Floating Stickies

Finally, we took a look at some examples of technical writing that were done as comics:

• Make Ice Cream Without a Refrigerator – from Instructables
• Google Chrome Comic by Scott McCloud

Don’t forget that you can access the recordings of both webinars by mousing over the Webcasts tab about and clicking on Archives.

Based on an image by Wrote, licensed under a Creative Commons Attribution-NonCommercial 2.0 Generic license.

When you buy a new appliance or gadget, do you read the manual? When you are learning how to use new software, do you use the Help menu? If so, you have encountered technical writing, a genre that requires high levels of clarity and consistency as well as brevity. Good technical writing takes advantage of text features, diagrams, illustrations, photos, and color to describe a product or a process in a straightforward manner that the reader can quickly and easily understand.

Typically we teach students narrative writing, persuasive writing and writing in response to literature, but we often neglect to teach them technical writing, the kind of writing they need for math and science classes where they must write precise instructions, descriptions, and explanations. Giving students opportunities to engage in technical writing can help them gain skills and confidence that will carry over to all the other types of writing they must do.

In Thursday’s webinar, we will discuss how technical writing differs from other types of writing and how we can engage even our most reluctant writers in this kind of activity. We’ll share strategies and scaffolds for helping students write clear, concise directions, descriptions, and explanations using Pages and other applications on the MLTI MacBooks. We’ll also demonstrate how students can use applications like OmniGraffle and Comic Life to make diagrams and illustrations for their technical writing pieces.

Please join us on Thursday, February 10 at 3:15 or 7:15 PM to learn how you can help your students gain writing skills that will serve them well in higher education and in the workplace. To view our calendar and register for one of these sessions, click on the Webcasts tab at the top of this page.

*Who Else Has a Bright Idea?

I hope everyone who attended Thursday’s webinar came away with a few ideas for students’ journals. We began with a discussion of what journals are and some of the advantages that digital journals have over the traditional paper notebook journals students have kept in the past. We looked at some reasons for including journaling in any content area including how journal writing encourages reasoning, problem solving, and metacognition.

I demonstrated some of the features of NoteShare that make it such an effective journaling tool and shared a template for creating a math journal in Pages. You can download that file from the archived recording of either the afternoon or evening session. Blogging can also be a way for students to keep journals if each student is given a personal blog, and I shared three blogging resources that allow teachers to create individual blogs for students. The discussion then turned to ideas for journal entries and prompts and some suggestions for ways students can create entries that include audio and visual media as well as text. We ended with some suggestions for giving students feedback and assessing their journals.

Resources I shared:

• CAST’s UDL site
• Metacognition
  • An overview
  • Metacognition (NCREL)
  • Educational Psychology Interactive: Metacognition
  • YouTube: Metacognition
• Journal Writing
  • Effective Use of Student Journal Writing
  • Journal Writing: Does It Promote Long Term Retention of Course Concepts?
  • Writing in Mathematics: Common Objections and FAQs
  • Journals
• MLTI Minute – NoteShare Introduction
• Pages Templates
  • Pages Manual (PDF)
  • How to Create Impressive Documents and Templates on a Mac
  • Custom Templates in Pages
• Classroom Blogs
  • Class Blogmeister
  • 21 Classes
  • KidBlog.org
• Audio Prompts
  • Internet Archive
  • Open Culture
• Visual Prompts
  • Flickr
  • Washington Post Day in Photos
  • Cagle Index
  • Art Museums Worldwide
  • NASA Simulations
  • Math Videos
• Problem Solving
  • Open-ended Math Problems
  • Project Interactivate
  • PhET Interactive Simulations
  • Logic Puzzles

As usual, participants in both webinar sessions offered their ideas and resources for student journaling:

• Teaching teams can choose to do journaling as a joint process so journaling time and monitoring can be a shared responsibility.
• Question: Are there issues with students sharing too much personal information in their journals?
• Students can easily save a copy and paste a journal entry or save it as a PDF to include in a portfolio.
• Students can use iWeb for journaling or blogging and even add a NoteShare notebook to an existed iWeb page.
• Rick Wormeli’s Metaphors & Analogies: Power Tools for Teaching any Subject is a great resource for journaling.
• A good resource for metacognition -  How People Learn (Chapters 2 and 3)
• Video Journal Prompts from Ted Talks and Pop!Tech
• Having students just write reflections makes them complacent about the process, so mixing them with other prompts can help keep them engaged.

Thanks to everyone who attended these webinars. Don’t forget that you can review the recordings of the online sessions by following the links in the Archives section of this blog.

*Image: Some Rights Reserved by nhuisman

Illustration by Andrew Greenstone

Journal writing has proven to be a powerful and flexible activity that works well for any content area. Whether students are responding to literature, explaining their reasoning, or reflecting on their work, capturing their thinking in written language not only improves their writing and thinking skills but also gives teachers another opportunity to assess students’ progress.

In this week’s webinar, Journaling Across the Curriculum, we will take a close look at how journal writing can become a regular part of classroom work in any content area and at any grade level. We will discuss metacognition which is defined by most as “thinking about thinking” or “knowing about knowing.” The term refers to the ways we reflect on how we know what we know, how we learned it, and how we can apply it to learning new things. Metacognition is essential to becoming an effective, independent learner, and writing about our learning is a powerful metacognitive strategy.

We’ll also look at the advantages of digital journals, in particular how digital journals allow the use of other media as well as text. We will explore some tools for digital journal writing including NoteShare and Pages and discuss the use of  blogs for online journaling. As always, we will invite participants to share their experiences, resources, and ideas.

Please join us this Thursday, December 16 at 3:15 or 7:15 pm. Click on the Webcasts tab above to view our webinar calendar and register for one of Thursday’s sessions.

Do you believe that students do their best work when they take on challenges that truly matter in the real world? Have you ever looked for Maine-based projects you could point middle and high school students towards that would make a real difference?  Projects where they could use their technical and communication skills in support of something that really matters? Projects where they could work independently, in teams with their friends and have the chance to be rewarded for the quality of their work with something more than good grades?

WatchMECreate (http://www.WatchMECreate.org) is a collaborative effort between ACTEM & the MLTI. It will consist of a series of serious challenges put out to Maine’s grade 7-12 schools, asking students (and perhaps teachers) to collaboratively develop and submit video responses.  While posed as a “student challenge,” it is assumed that some students may come to it independently while others will be directed towards it by their teacher.

The first challenge is called WatchMEGraduate and asks students to create a 2-minute video response to, ”What one thing should be done in your school community to increase the number of kids who make it to graduation?” This challenge is made real by the following documents:

Gov. Baldacci’s Economic Strategy (http://www.econdevmaine.com/about/Gov.aspx): ”The most important measure of economic development in Maine is the educational attainment of its people and the opportunities that arise from our people’s participation in the economy of tomorrow.”

From Maine Dept. of Education Website (http://mainelegislature.org/legis/bills/bills_124th/billpdfs/SP062301.pdf): ”An Act To Increase Maine’s High School Graduation Rates (Sec. 1. 20-A MRSA c. 211, sub-c. 1-B) …The bill also requires the Commissioner of Education and the State Board of Education to establish a stakeholder group to develop recommendations relating to increasing secondary school graduation rates in the State and to report its findings to the joint standing committee of the Legislature having jurisdiction over education matters by January 10, 2011.”

Dates: WatchMECreate.org went live on 9/1/10; First challenge, WatchMEGraduate, went live on 9/7/10; Uploads will begin to be accepted on September 14, 2010 through November 10, 2010.
Here’s the process:

1. A team of up to four student members (grades 7-12) will produce a video response to the current challenge
2. Videos must put forward positive solutions that are process-focused
3. The video will be no longer than 2 minutes
4. Teams are responsible for obtaining appropriate permissions for any materials used
5. All videos must carry, in the credits, a Creative Commons license
6. The video will be uploaded (see web site for details), along with contact information, but will not be publicly displayed until all appropriate releases have been received by ACTEM & MLTI
7. That’s it. Now get to work. Oh, and because this is professional grade work, please do be sure to cite your sources…

Judging process: Pains are being taken to make this not “feel like school.” A rubric has been created and posted on the web site.  Judges will be drawn from ACTEM & MLTI as well as other community sources.

Rewards: All teams whose entry is accepted as complete and placed on the WatchMECreate site will be entered into a drawing for team sets of four high quality, limited edition ACTEM / MLTI WatchMECreate T-shirts. Five middle school teams and five high school teams will be chosen at random. The top Middle School and High School teams will each be awarded $500 to be used by the team to help move their solution forward, as well as an iPod nano for each student team member.

Questions or comments: Please send e-mail to watchmecreate@me.com

In Thursday’s webinar, I put forward four questions we can have students ask themselves when they begin to evaluate a web resource:
“Why was this site created?”
“Who’s paying for this?”
“Why does the site look like this?”
and “Can the same information be found elsewhere?”

These questions begin to establish the motivation of the site’s creators, what message they are trying to convey, and the all important piece that student’s often struggle with: can the information be verified?

We discussed some pointers that students can use to gauge the reliability of a resource, which included authority, bias, design, transparency and currency. The feelings of the participants in the webinar was that there is no one pointer toward reliability, especially not domain names, which are often regarded as a guarantee of trust.

Students can use citation generators to help them establish the credibility of a resource. By filling in reference, students have to be able to identify certain information from a site that helps them critique it more thoroughly. Two citation generators available online: Easybib and Son of Citation Machine.

Using a social bookmarking site can give  a student a quick glimpse at how many people have at least looked at a site, and why that may be useful site to peruse. Delicious and Diigo are two such social bookmarking sites.

Some further website evaluation tools to take a peek at:

USM Library Website Evaluation Checklist
C-TEC Website Evaluation Form
Kathy Schrock’s ABCs of Website Evaluation (dated, but still a great guide)

In the webinar we also discussed the publishing of student work, really the end result of conducting and organizing research for a student. There are many benefits for publishing to the student, such as raising confidence in writing for an audience and the ability to receive feedback from someone other than a teacher. Many of these points have been covered in previous webinars by my colleague’s Barbara Greenstone and Phil Brookhouse: please check out their work if you haven’t yet done so.

There are many paces in which students can get their work into a wider audience:
Using blogs is an interesting method of creating an ongoing discussion and feedback. One place that caters to student blogs is Edublogs.
A wiki can be created so that only members can critique a piece of work, which can be of benefit when considering the age and maturity of a student. Wikispaces works well in this aspect.
There are dedicated sites to publishing student work, many can be found with a websearch Teen Ink is one such space.
Student wok can also be published in non-traditional, text-based format. Google Earth Community is a space for publishing files created in Google Earth, and can be a fun format for students to focus their research findings. Podcasts can be created and published on Podbean, for the delight of the world. And our old friend YouTube is a reliable space to host video.

I’m also making an impassioned plea not to do away with the school magazine! Many schools have a goal to be paperless, however I believe this is one bit of paper we should keep out of the trash. The school magazine can hold many pieces of student work, is easily distributed amongst peers and has a sentimental value that can last many years. I myself still have copies of my old school magazine, and do not plan on getting rid of them. With the publishing and productivity tools available on the MLTI devices, professional and attractive looking magazines are straightforward and achievable.

Be sure to watch a recording of the webinar – click on the tab marked ‘Webcasts’ above, then ‘Archives’, and locate the June 17th 2010 recording.

Web Publishing

• KidPub
• MidLink Magazine
• Write Source
• WriteFix
• Teen Ink

Print Publications

• Stone Soup
• Cicada Magazine
• Creative Kids

Fan Fiction

• Top Ten Fan Fiction Web Sites
• Harry Potter Fan Fiction

Jim Moulton’s blog post on Publishing Student Writing

Some resources contributed by participants:

• Lulu for self-publishing
• The Best Book on Northern Brown Snakes – a Lulu example created by a 2nd grade class
• Star Wars – fan fiction site
• Invasion Comic – an example of a publication created in Comic Life by middle school students
• MagCloud – another site for self-publishing
• Vermont’s Young Writers Project

Thoughts about assessment:

• Establish criteria before starting the writing project
• Checklists and rubrics
  • PBL Checklist creator
  • Rubistar
• Writing portfolios – look for evidence of improvement and growth
• Self-assessments and peer assessments – to self-assess effectively students must care about their work

Thanks once again to all the participants in this series of webinars. I know I have learned a lot from the participants and I hope we will continue to learn from each other.