Ejemplos: Puntuación, Ortografía, párrafos (como superficial pero necesario)
Sugerencias y Desafíos¿Cuáles son tus siguientes pasos?
CriteriosEstándares para este producto, tarea o desempeño
Avanzado¿Cuál es la evidencia de que este producto, tarea o desempeño ha excedido el estándar?
Criterio #1: Descripción de dominio o competencia
Criterio #2: Descripción de dominio o competencia
Criterio #3: Descripción de dominio o competencia
0 to 20 points
21-22 points
23 to 25 points
Learn more about anti-rubrics in Assessment Literacy (this is an affiliate link, but your price will not go up). | Obtenga más información sobre las anti-rúbricas en Assessment Literacy (este es un enlace de afiliado, pero su precio no aumentará).
Assessment Literacy: An Educator’s Guide to Understanding Assessment, K-12
@TDWolsey 2023 Permission is granted to duplicate for classroom use. | Se le permite duplicar esta anti-rúbrica para uso en el salón de clases.
A veces los estudiantes necesitan un poco de ayuda para empezar. Encuentre aquí iniciadores de roles para la enseñanza recíproca.
Sometimes students need a little help getting started. Find here role initiators for reciprocal teaching.
INTERROGADOR
El interrogador formula preguntas sobre la información del texto. Las preguntas deben ayudar a los lectores a encontrar información que los ayude a entender el texto. Poder responder a estas preguntas ayuda a los lectores a evaluar si han comprendido la información.
Sugerencias:
Haga preguntas sobre la idea principal.Haga preguntas sobre hechos. Son preguntas sobre quién, qué, cuándo y dónde.Haga preguntas que INCITEN la interpretación de la información. Son preguntas que responden al cómo y al por qué.Haga preguntas que INCITEN a los lectores a buscar fuentes adicionales, expertos o información para obtener las respuestas. Estas preguntas pueden incluir frases como “¿Se ha preguntado si…?” o “¿Ha pensado por qué…?”
ACLARADOR
El aclarador tiene la función de ayudar a aclarar cualquier confusión que se produzca durante la lectura. Para empezar, el aclarador tiene que prestar atención a cualquier palabra o idea que le cause confusión durante la lectura. Una vez identificadas las áreas de confusión, es posible que tenga que consultar a un experto, buscar la información en Internet, en un diccionario o en el glosario del texto. El aclarador tiene que prepararse para aclarar cualquier confusión que tengan los demás estudiantes al leer. En ocasiones, el aclarador identifica las áreas de confusión, pero es posible que no pueda resolverlas por sí solo. Tal vez sea necesario que lo haga en colaboración con los demás estudiantes.
Sugerencias:
Enumere la información o las palabras que le resultan confusas.A continuación, decida cómo va a aclarar la confusión.Luego, alístese para compartir información que disipe la confusión.
¿Qué es lo que confunde?
¿Cómo lo resuelvo?
¿Qué nueva información lo aclara? ¿Qué nueva información lo aclara? ¿Qué nueva información lo aclara?
RESUMIDOR
A lo largo de la lectura de cada fragmento del texto, el resumidor recapitula y condensa lo aprendido hasta el momento.
Sugerencias:
Después de leer un fragmento de información, expréselo con sus propias palabras.Asegúrese de haber incluido la información más importante.¿Enumeré las ideas y conceptos principales?¿Incluí lugares o elementos clave?¿Tengo las palabras clave?Júntelo todo para comprobar si lo ha hecho bien.Dígalo en voz alta para asegurarse de que haya incluido toda la información clave.
PREDICTOR
Basándose en lo que se ha leído y debatido, el predictor identifica cuál será probablemente la información que aparecerá después en el texto.
Sugerencias:
Eche un vistazo a los gráficos de las páginas siguientes para obtener pistas sobre de qué se tratará la siguiente sección.Examine los siguientes encabezados para predecir qué información cabe esperar en la siguiente sección.Piense en el tema y en lo que ha aprendido hasta ahora o en lo que ya sabe sobre él. Basándose en esto, ¿qué podría esperar un lector de la siguiente sección?
Download a PDF of these role starters / Descargue un PDF de estos iniciadores de roles aquí.
In 2019, I supervised a group of terrific scholars who were graduate assistants, and most were teachers. The bulk of the work was done by this terrific team. The idea was to create STEAM (Science, technology, engineering, arts, and mathematics) with literacy, then align all of that with Next Generation Science Standards, the Common Core State Standards, digital literacy standards, and Egyptian curricular standards.
The team worked together to produce the units, eventually four in all, and each of those was then reviewed by an independent expert who was not part of the team. While we were never able to spin those off to a website, as planned, I am adding them here with a Creative Commons license so that others can benefit from the great work the development team did. Because these were intended to be digitally available and designed for online access, technically, these are still drafts.
Theme
The world we live in!
Title
Securing access to clean water
Unit Essential Question
How could we secure better access to fresh/clean water sources?
Grade Level
6-8
The problem: Water scarcity and desertification are common challenges in the Middle East and North Africa (MENA). The growing demands of securing more freshwater have impactful effects on demographics and economic development. Families living by the sea coast, and/ or remote places might spend many hours daily lining up to get a few liters of fresh water from the water delivery truck to maintain their day-to-day needs. Can you help them find a more sustainable and convenient alternative to access/ provide fresh water in their area?
How can we improve food production to meet the needs of the growing populations?
Grade Level
Grade (6-8)
The problem:
With the ever increasing population in Egypt and elsewhere, people need increasing amounts of food. In order to meet the increased food needs in Egypt, we have a lot of options such as importing food, which costs a lot of foreign currency, growing more food or rationalizing our food consumption. The government economic agenda gives priority to different agriculture projects with the aim to enlarge the cultivated area and to guarantee sufficient production of the main crops to satisfy the needs of the growing population. Can you help design a system that facilitates gardening for food production?
July 2019 was recorded as the warmest month in history. In general, it is anticipated that the period between 2015 to 2019 is turning out to be the hottest years in history (World Meteorological Organization, 2019). In Egypt, we continuously feel the summer heatwaves. As there is no hint for any environmental improvement, the climate change problem will continue bringing us more heatwaves and warmer weathers in the years to come. While using air conditioners might look like an immediate solution that helps us deal with the problem, the power used by air conditioners, like most other regular electricity-run devices, actually add to the problem causing climate change. Do you know why? Can you help us have a better solution that might have less negative impact on the environment?
The number of road traffic deaths continues to rise steadily, reaching 1.35 million in 2016 (WHO, 2016). Although automotive and mechanical engineers are innovating many safety procedures to help passengers, these innovations haven’t made their way into enough vehicles to reach their full potential in reducing fatal car crashes.
Do you remember those days that you spent hours outlining and drawing your dream car? What are the most important aspects in automotive design? How do automotive designers build cars that are speedy and safe at the same time?
Mechanical engineers, electrical engineers and industrial designers collaborate to develop and enhance motor vehicle structures, engines, and associated systems to ensure optimum wagon performance. In addition, they carry out a series of crash tests to modify their design in order to ensure optimum safety to all passengers in case of accidents.
My graduate students in the Human Development and Learning Theories course took on the challenge of showing how various learning theories look at home and at school. They created scenarios and explainers using a variety of video tools.
Theories are nice, but the real test of a theory for parents and teachers is how a theory can be useful. Parents are grappling with the challenges of working from home and helping their children through the current COVID-19 pandemic. These videos are designed to provide quick and useful ideas to ease the burden.
In this video by Rasha , Farah , and Farah, social learning theories are demonstrated for both children and adolescents. Learn more about social learning on their blog, Who Am I?
Do you face challenges with your kids staying at home? These two videos present a synopsis on how to work with kids during COVID-19 pandemic especially how to teach emotional discipline. Parenting tips that you will love! Nesma, Lamiaa, and Dina’s blog Emotional Development can be found here.
Hana, Sara, and Mona tackled experiential learning. Watch while Hana shows us how NOT to make brownies. View their blog on experiential learning: Do Think Conclude Adapt for more information.
School buildings closed for the rest of the year and universities shuttered their doors, but education must and does go on. In my formerly face-to-face classes, presentations we scheduled for live audiences are now going to be online. Alternatives to live presentations are many, and I will share some of them in this post.
First things first, though: How do you choose an online presentation tool?
Determine what aspects of the presentation you will assess and how that will be done. What gets assessed depends on your tolerance for new technologies (or willingness to try them) and that of your students. Remember that many of them will be trying out tools they have never used before.
Are you able to support your students as they try out new digital tools? If not, are they able to find the support they need? Check out this post on the lazy classroom for a few ideas about how much to challenge your students to try new tech tools.
Onward to some curated resources that you may find helpful. Add your own in the comments, and you might enjoy this post by our colleague, Renee Hobbs where she shares examples of some digital tools she uses.
There are a variety of free digital, web-based resources available for instructors, educators, and learners to create useful and meaningful multimedia presentations. Keep reading.
MULTIMEDIA PRESENTATION TOOLS
Tool Options
Glogster: Tool for creating interactive, innovative multimedia posters, glogs, and more. Read more here.
Prezi: Tool for creating visual presentations that allows you or the viewer to zoom in “to the details” or out to show the “big picture.”
VoiceThread: VoiceThread is an interactive tool that permits creators to add video, still images, audio, and text using a variety of tools. Creators can enable comment features that permit viewers to add their own thoughts to the presentation.
Flipgrid allows users to post short videos to which others can reply asynchronously.
Narrated PowerPoint® posted to SlideShare, AuthorStream, Vimeo, or YouTube. PowerPoint includes a narration/dictate option and can be uploaded or converted for online presentation using one of the tools linked above.
PowToon is a popular and powerful video tool that is user-friendly.
You can also read the following reviews of some of these tools and a discussion of other tools here:
Remember when designing your multimedia presentation:
Simplicity adds value.
Aim for a few words or phrases on a slide (the nugget of information).
Aim for one powerful image on a slide. That image could be accompanied by minimal text, a symbol, or no text at all.
Be creative in capturing and maintaining attention.
Eliminate distraction: use animations, flash, or sound effects sparingly and only when necessary to get the point across.
Avoid slide transitions.
Design artfully:
What does your audience already know?
What do you want your viewers to learn?
Check PresentationZen for more ideas on artful presentation design.
Learn more about Multimedia and Fair Use
Working with multimedia, almost invariably, means incorporating the works of others into a presentation (cf. Huffman, 2010). Teachers and students do have some latitude, called Fair Use. However, it is always an effective practice to make sure that the intellectual property of others are attributed or cited in any presentation. While there can be substantial penalties for infringing on the works created by others, the most important point, arguably, is that attributing the works of others is simply good citizenship. Creators want credit for their work, and any user is a potential creator, as well. In digital environments, creators, authors, and users, take care of one another by properly attributing the sources they use. Though teachers, professors, and students are very familiar with citation of text-based sources (e.g. APA, MLA, Chicago), these style guides often do not provide sufficient guidance when a student, for example, wants to incorporate images, audio, or video created by others in a multimedia presentation.
An excellent place to begin learning about digital citizenship and fair use is the MediaLab at the University of Rhode Island. Teacher and student resources can be found on the MediaLab website.
Though not exhaustive, these websites provide a place to begin looking for music and image sources that students and teachers might use in their own multimedia presentations while considering the rights of others who have contributed their works.
Today, I am posting a few resources for those in PK-12 and higher education who must convert their instruction from face-to-face to an online format in a hurry.
Image: CDC/Alissa Eckert, MS; Dan Higgins, MAMS
UNESCO offers a list of distance learning solutions with links here.
Our colleague, Greg Mcverry, has created a series of videos, “Moving Online In Time of Crisis,” on converting to online quickly.
And Peggy Semingson, featured here on Literacy Beat, shared this curated list of remote learning tools during Covid-19 from Laura Pasquini and these tips for remote teaching from the University of Texas. Peggy regularly shares her own resources and those of others on her LinkedIn profile.
TechSmith Corporation, one of my favorite digital solution providers, shared this website full of tips and resources.
Resources added April 6, 2020
Publishers I work with shared these open access resources:
Teachers and parents are often concerned when students use Wikipedia as a source of information.
When students consult an encyclopedia, they typically hold a reasonable expectation that information contained in the article will be reliable and verifiable. Educators who do not allow students to use Wikipedia as a source, often cite reliability as a topic of concern. Some incidents of vandalism on the pages of Wikipedia raise the level of concern. In addition, those who post and revise articles in Wikipedia may not be experts. In May 2009, Genevieve Carbery reported that a student researching journalism and globalization placed a false quote in an obituary which was subsequently picked up and reported as factual by newspapers around the world. However, Wikipedia’s reliability compares favorably to traditional encyclopedias in most regards.
Wikipedia
When Should an Encyclopedia be Used?
Encyclopedias, whether online or printed in bound volumes on paper, are useful sources of information. Editors and contributors to encyclopedias generally set out to collect information about a wide variety of information, but may also limit the scope of articles to a specific domain (such as a medical encyclopedia). Because encyclopedias are collections of articles on a vast array of topics, they are generally excellent sources of information when students need background information about a topic.
For example, a student writing about an interest in the human genome project may decide to do a little reading on the development of the double-helix. Since the main topic of the student’s inquiry is the genome project, reading a Wikipedia article about the double-helix polymer would seem appropriate.
Many encyclopedia entries are well-sourced; that is, they include references to other documents, media files, and experts that support the assertions found in the article. As a result, a student completing research on the genome project may find some additional sources to consult by reading the article’s reference list. Savvy users of an article’s reference list locate those articles, read them, and evaluate them. They also independently search for additional sources that may support, contradict, or expand on those sources. The founder of Wikipedia, Jimmy Wales, encourages students in college not to use an encyclopedia as a source in writing academic papers (Young, 2006).
Using a Collaboratively-authored Encyclopedia
The nature of the encyclopedia is that of a secondary source. Wikipedia, for example, does not claim to be a publisher of original thought, and it should not be treated as such by those consulting it as a resource. Virtually all encyclopedia articles report knowledge based on other sources; that is, original or primary sources are consulted. However, the authors, whether experts in their fields or interested parties that wish to contribute, must select from many sources and interpret those sources in writing an encyclopedia article. Thus, rather than ban the use of Wikipedia and similar collaborative projects, students and teachers can ask the following questions. Teachers can help students learn to question any secondary source. Three questions students might remember when they consult any encyclopedia:
Am I reading this encyclopedia article for background knowledge?
Will reading this encyclopedia article help me find sources that support or refute the main points in my own writing and presentations?
What other sources can I consult?
and two questions specifically for online, collaborative encyclopedias
Have I checked the history tab to see who has contributed (some posts are anonymous, but the list of edits and revisions can be revealing)?
Is there anything that appears to be missing or not addressed in this article that is found in other sources?
Finally, teachers may best be able to help students learn to evaluate the sources they use and when to use them rather than banning them outright.
References
Carbery, G. Student’s Wikipedia hoax quote used worldwide in newspaper obituaries. Irishtimes.com., May 6, 2009.
Young, J. R. Wikipedia Founder Discourages Academic Use of His Creation. The Wired Campus, June 12, 2006.
Have you ever wondered just how much work your class or course actually entails for students, or if you are a student just how much time you need to invest in your coursework outside of class. This guest post by my colleague at the Center for Learning and Teaching at The American University in Cairo looks the advantages and limitations of just such a tool. Check it out!
A Guest Post by Maha Bali
Would You Use a Course Workload Calculator?
Reading Time: 2minutes
This is the second time I come across something like this. A course workload calculator. This one from Rice University (I have a soft spot for them because I taught there in 2008).
On the one hand, I feel like it can be useful for people who teach courses at the same level to compare their workloads to each other or what is expected.
I do like that they ask if readings have new concepts or are difficult, for example, so I think some people might find that useful, e.g. should they assign the reading and expect students to understand it before they discuss it in class? Perhaps certain readings can be done before, but others after. Also, the calculator doesn’t account for reading ability esp for non-native speakers. But it does allow you to adjust the reading speed for example, which I guess to be honest you may need to do for different segments of students. I once had two freshmen in my mostly senior and junior class, and they truly struggled with some of the readings. The other students had no problems at all, either they were better readers or better bluffers (which, honestly, is a good strategic learner move).
Science teacher Kathy Blakemore has inspired generations of seventh-graders to take better care of our planet, to be curious about all its inhabitants, and to learn more about what makes its ecosystems work as they do.
Recently, Kathy and her students at Elsinore Middle School in Lake Elsinore, California decided to take their learning public. Using Book Creator, the students published a book titled, Incredible Invertebrates. Students worked in teams to identify sources about various phyla and then synthesize graphics and their reading. They learned about what it takes to write a book that is appealing to their audience as well.
Each chapter is organized describing where the invertebrates live, what threats exist to their survival, and what fun facts the student scientists and authors uncovered. I was very impressed that the students cited their sources and identified key vocabulary that their readers will want to understand.
Congratulations to Mrs. B and her 7th-grade GEMS students on a job well done.
In this post, I share an infographic representing the ideas in the article, “Accuracy in Digital Writing Environments: Read Up, Ask Around, Double-Check”. Access the article by clicking here and scrolling down to the article.
You are welcome to share this infographic in your classroom or for nonprofit educational purposes.
Bridget Dalton
berdwyer
Blaine Smith
danagrisham
jillcastek
TDWolsey
Literacy Beat 