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=Welcome to Our New Wiki!= Here is the place to post all of your notes, questions, comments, newly-found resources, links...anything having to do with our summer reading of __Curriculum 21__.

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> 8/2/11 Hi All, I am a member of the "Committed Sardines," a 21st Century Fluency Project blog posted by Ian Jukes. A recent blog entry contains an interesting "Infographic," a hot topic at ISTE 2011 (Kathy Schrock). The blogs usually contain several interesting topics regarding 21st Century teaching/learning. I thought you might want to have a look.. http://www.fluency21.com/blogpost.cfm?blogID=2079 The website itself has many good resources, as well. http://www.fluency21.com I have a copy of the DVD, "Understanding Digital Generation," as well. I thought these relate well to our reading. Enjoy!
 * Click on the help link above to learn more about how to use your wiki.
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Hi All, The following are my notes (bulleted lists) of what I gleaned as pertinent points from my reading of //Curriculum 21//. As the authors' words pinged connections in my mind, I included these thoughts, ideas, questions, links to examples and further explanations, etc. in my notes. I would enjoy conversations about any of the points mentioned, as many have huge implications for LS teaching and learning, I believe. I hope you find my notes helpful, and I look forward to your comments. Susan HH PS Some of my "proper outline form" did not transfer to our wiki from the notes I took using //Evernote,// a cool tool for notetaking that's kept on "the cloud," accessible through my iPhone, computer, iPad, whatever! So, forgive the weird bullet/number formatting... I plan on attending the //Teachers First// webinar called //OK2Ask// at 3:00 Tuesday, 7/26, called a "Wiki Walk." Hopefully, I'll learn some wiki formatting tricks... Anyone else want to try some of these professional development sessions? Go to http://teachersfirst.wikispaces.com/ok2ask to see what's being offered and to join in the conversation!

__Curriculum 21__, edited by Heidi Hayes Jacobs 2010
I also ran across this study guide from ASCD: [] Great discussion questions...could guide meetings...

HH Notes:
 * Chapter 1 Heidi Hayes Jacobs**
 * new tools for communicating and sharing
 * world languages
 * need to be seriously altered: schedules, grouping patterns of learners, configurations of professional personnel, use of space (both physical and virtual)
 * tensions within each discipline
 * in interdisciplinary connections
 * new career possibilities in the workforce of the future
 * portals between school, community, and the globe
 * individual child's sense of physical and mental wellbeing
 * sustainability of our planet
 * Wiggins in Understanding by Design... stop, think, reflect...use backward design...decide what we want students to know and work backwards.... HH wonders: How can we KNOW what students will need to know in a future we have no idea what it holds?
 * we must become active researchers and developers of innovations and new directions
 * "standards, not standardization"...we get locked into low level testing and dated standards... teaching to the test...Wagner says, "teach learners to use their minds well rather than testing them reductively."
 * global competencies?..Council of Chief State School Officers...(that's the group responsible for the CCSS Common Core State Standards that PA has adopted.) the standards can be downloaded from this site: http://www.corestandards.org/
 * some hope...
 * NJ "address global perspectives, employ 21st Century digital and networking tools, identify salient interdisciplinary linkages for real-world applications
 * RI portfolio requirements for graduation
 * HI common internet-based program with proper infrastructure for communication
 * HH Note: our new schedule has prevented collaboration...actually promotes the isolationism that hhj speaks of in ch 1
 * 19th c structures
 * HH note: Where does hhj come up with these myths? Many of us don't think that way!
 * The good old days are still good enough
 * We're better off if we all think alike and not too much... the current tren is to limit ourselves to those with whom we already agree... Where/how can we disagree??? there is no longer open/free/fearless discourse on any topic!!!!
 * Too much creativity is dangerous-and the arts are frills
 * Daniel Pink A Whole New Mind new approach to life: one that prizes concepts that are "high concept" and "high touch"
 * "high concept"= capacity to detect patterns and opportunities, to create artistic and emotional beauty, to craft a satisfying narrative, and to combine seemingly unrelated ideas into something new
 * "high touch"= ability to empathize with others, to understand the subtleties of human interaction, to find joy in one's self and to elicit it in others, and to stretch beyond the quotidian in pursuit of purpose and meaning (sounds like me in the 60s and 70s!) Is this what we need to be focusing on? Just what IS "emotional beauty?" How does one "create" it?

> ===**Chapter 2**=== HHJ says: 1. develop a pool of assessment replacements..... I've got lots of ideas for this! > 2. identify the existing types of software, hardware, and internet capabilities in the school ...differentiated staff development...get comfortable with at least one new tool per semester/month/ I encourage everyone to do this...I can help!
 * nurture creativity in all our students...BUT ALSO must **cultivate the responsible adults**who have bold ideas and new directions to consider.... In our work to improve education we need to be bold advocates for creative ideas that are actionable, rational, and constructiveHH: Can one voice an opinion without fear? Can one be bold in a confining environment?
 * WHERE DO WE START?
 * replace existing practices
 * curriculum mapping the vehicle to examine the curriculum
 * first...look at map as a discreet group to see where we can REPLACE an exisitng element with NEW TECHNOLOGIES/Practices
 * start with assessment says hhj, then revise content and skills
 * assessment types? the actual form of the product or performance selected to demonstrate student learning.
 * Sheskey: mostly Microsoft MovieMaker/Photo Story (Windows based equivalents of what we have... we have iMovie, iPhoto, all web 2.0 tools
 * http://www.sheskeylearning.com/Web_Literacy.html internet research tools
 * http://www.sheskeylearning.com/Assessment_Tools.html (is just Audacity and Web poster from 4Teachers) 4Teachers is a great site for rubrics and other assessment tools!)
 * 1) mentions Voicethread! I went to a Voicthread session at ISTE... Here are some links to handouts from the session: http://tinyury.com/istevt and http://voicethread4educations.wikispaces.com education collaborative wiki
 * 2) replace a dated assessment with a modern one
 * 3) share the assessment upgrades with colleagues and students FORMALLY
 * 4) insert ongoing sessions for assessment and skills upgrades into the calendar... should be built in, recurring time to update the map/replace old with the new

HHJ claims she goes deeper than P21. P21 is the "Partnership for 21st Century Skills"...provides a framework that was adopted by the GA Curriculum Committee in 2011 when focusing in on 21st Century learners and 21st Century skills/tools Check it out at http://www.p21.org/


 * Chapter 3 Upgrading Content**

1. What is essential and timeless 2. What is not essential or dated? 3. What should be created that is evident and necessary?
 * Curriculum 21 tenets for upgrading content:**
 * a global perspective is developed and presented where natural and viable
 * a personal and local perspective is cultivated so that each student can create relevant links to the content
 * the whole child's academic, emotional, physical, and mental development is considered in content choices
 * possibilities for future career and work options ??? HH not: how can we know these????
 * the disciplines are viewed dynamically and rigorously as growing and integrating in real-world practice
 * technology and media are used to expand possible sources active and static materials are included
 * complexity is developmentally matched to students
 * Social Studies**
 * stop separating the social studies disciplines
 * where is our Peter's projection map? Find them!!
 * HH note...geography is interdisciplinary????geez, what a novel idea!!! Geog is in every novel we read!
 * get Map projection from the CIA Factbook https://www.cia.gov/library/publications/the-world-factbook/geos/xx.html
 * not just global studies: the study of a new world era
 * hhj states, "standard upper-elementary curriculum is redundant examination of the seeds of US governemnt...Am Rev...at the expense of studying recent history.... HH: we do have our 5th GRADE 20th Century Unit!!!!
 * deemphasize state history
 * focus on the role the state played in US history
 * make it more personal by using a case study model and internet interviews with children from other part of the state
 * keep ongoing view of global connections and relationships
 * http://www.streetseducation.org is now: http://streetseducation.org/
 * www.livablestreets.com is now: an NYC blog http://www.streetsblog.org/
 * NY- a 2-year course global studies for all fresh and sophs


 * Science**
 * project-based
 * problems that are immediate and long-term important
 * astronomy http://www.telescopepictures.com/ actually, a film HH note: NASA ended space shuttle program yesterday! 7/21/11
 * www.its-about-time.com http://www.its-about-time.com/ Herff Jones I saw them at ISTE.... herff Jones Nordstrom...good program
 * organizing science around ideas that have changed the world Ideas that Have Changed the World, by Felipe Fernandez-Ernesto cool chapter titles


 * Health**
 * focused fitness www.focusedfitness.com http://www.focusedfitness.com/index1.php "We provide the absolute best service available to promote health, exercise, and nutrition. Ultimately, we help Clients improve the quality of their lives physically, mentally, and spiritually." It's a gym!!!!

Google: “site:dk” will render just results that have the extension .dk ...will give you all related article just from Denmark... their viewpoint of Number the Stars... to get the position from Denmark Teach teachers to think globally across their curriculum… connect to schools in Copenhagen (or wherever your text's setting is) to have authentic dialogue
 * Contemporary English Language and Literature**
 * Jacobs- 2006 Active Literacy Across the Curriculum: Strategies for Reading, Writing, Listening, and Speaking
 * she dwells on speaking here.
 * increased and sustained interest in speech, with ongoing and required use of video and audio podcasting I say Voicethread as a possibility PK-5
 * expansion of modern genres
 * read and write screenplays, documentaries, and podcasts
 * 21st C curriculum needs to include content related to the actual forms of these genres, like we teach the short story
 * Use sources like PBS, Discovery Channel, Nova, Spellbound and An Inconvenient Truth
 * documentary study
 * from upper elementary on, at least one experience a year in which the genre of film is studied, with formal exposure to exceptional works
 * discussion and instruction should focus on the filmmaking itself, not just the content
 * Google Lit-Trips www.googlelittrips.org http://www.googlelittrips.org/ I've used these they're great.
 * students create their own webquest sites... easily done with Glogster and Google Sites (both free web 2.0 tools)
 * see how works of literature written by Americans are viewed by students in other countries ( this brings to mind Alan November's keynote talk at ISTE (Philadelphia 2011) about Number the Stars!!!!) Use country codes HH ISTE notes from Alan November keynote:
 * Search Root Zone database…to get 2- letter country names.DK = Denmark http://www.iana.org/domains/root/db/


 * peruse the guest book blogs about Judy Bloom or Eric Carle via their sites...from people from other countries
 * poetry as RAP....(imagine that!!!!!)
 * American sign language Does 2nd do this when studying Native Americans?
 * most frequently spoken languages: Mandarin Chinese, English, Spanish, Arabic


 * Mathematics**
 * US focuses on memorization, not reasoning
 * math requires reading capacity
 * we don't support math geniuses
 * Singapore Math
 * interdisciplinary emphasis
 * economics!

http://school.discoveryeducation.com/schrockguide/shows.html several of Kathy Schrock's presentation in ppt or pdf form on Seconf Life....and MANY other relevant topics for us!!!
 * The Arts**
 * Second Life technologies...act out their scripts virtually http://wiki.secondlife.com/wiki/Second_Life_Education
 * http://secondlife.com/whatis/?lang=en-US
 * Kathy Schrock has done a lot of work with Second Life in education http://www2.scholastic.com/browse/article.jsp?id=3749877
 * http://artsedge.kennedy-center.org http://artsedge.kennedy-center.org/educators.aspx

from http://www.fieldingnair.com/index.php/resume/#Prakash_Nair: Prakash Nair is the President and Founding Partner of Fielding Nair International. He is a futurist, a visionary planner, architect and one of the world’s leading change agents in school design. He is also the Managing Editor of DesignShare.com which attracts over two million visitors each year. He is the recipient of several international awards including the prestigious CEFPI MacConnell Award, the top honor worldwide for school design. He has written extensively in leading international journals about school design and educational technology and their connection to established educational research. He is also the author of two guidebooks on school planning including the landmark publication, The Language of School Design which he co-authored with Randall Fielding.
 * Chapter 4 HHJ still**
 * "Versioning" as an active process...concerted changes to existing school program
 * form should always follow function
 * the whole is the sum of the parts
 * Curricular Destiny: Schedules, Grouping Patterns, Use of Space
 * VLM Virtual Learning Magnet link our finest cultural and scientific institutions directly to the student in a focused experience using Internet-based tools Chief State School Officers (Common Core Standards)
 * the wrong people meet regularly in our schools ... should meet strategically with the best people to resolve a problem ....should be more vertical group meetings....meet around problems...groupings like 4,5,6,7,8 meet virtually to examine curriculum maps!!
 * global network team (Teachers First, ISTE sigs, other blogs we belong to)
 * Wilmarth calls it the social learning framework (H-H: Others refer to it as "Personal Learning Network"--- don't use the term social networking...too many scary connotations for educators, unfortunately!) Penn's Penn LPS Commons www.sas.upenn.edu/lps/commons (HH-this link does not take you there)
 * Prakash Nair states, "In the 21st century, education is about project-based learning, connections with peers around the world, service learning, independent research, design and creativity, and, more than anything else, critical thinking and challenges to old assumptions."


 * focus on spaces that best support the engagement of learners
 * www.designshare.com (hmmm...did GA consult them before building...should WE before LS is "renovated?"
 * Web-based field experiences
 * quiet places for reflection
 * "Could our Curriculum 21 review team generate a version of school that had both flexibility and regulation in long-term and daily schedules, supported multiple professional affiliations, offered a wide range of student groupings, and used physical and virtual space in direct response to the actual students you have been charged to educate?" Think like architects. Good luck, GA...
 * Use visual thinking software to plan
 * form follows function; the whole is equal, to the sum of its parts


 * HHJ includes the work of:**
 * Stephen Wilmarth:** technology is altering the very nature of pedagogy;technology integration, international exchange, and future-oriented skills
 * Five Socio-Technology Trends Chapter 5**


 * we live in an age of transformational communications technology
 * new technologies result in ubiquitous connectivity and the pervasive proximity of unstructured relationships....the opposite of our own "literate-grounded experiences of linearity and hierarchical structures of knowledge that are institutionalized in our schools today (HH learning is NOT linear!!!)
 * still reading, writing, and math...but it is the way we make meaning out of information to create new knowledge that is changing
 * our students are no longer primarily consumers of content; they participate as content creators
 * "The power of the digital disorder (Weinberger 2007) that arises out of all knowledge being everywhere at once makes the human capacity for pattern recognition, for critical thinking, for nuanced perceptions, and for dealing with ambiguity far more important than the search for certain outcomes." (Edelman 2006)
 * mashups p. 83 to create new perspectives and new ways of comparing, contrasting, and recognizing patterns
 * APIs: application program interface codes GoogleEarth
 * learning by doing...social production.... just in time learning as you go...
 * digital networks may be the biggest gamechanger in learning and what it means to be educated. and yet the power of social networks to influence the nature fo learning and teaching is barely understood by our institutional leaders."
 * we all, in effect have a digital portfolio...google your name!.... at a time when our national and state policies are focusing increasingly on high-stakes testing (as in determining the competency of students to go onto the next level, of teachers to teach effectively, and of administrators to mange acceptable outcomes, learners are posting work and reflections and assessments to various Web locations that are, in many cases, easily discoverable through a simple Google search....students who are disengaged, distracted, underperforming, may be producing highly creative, literate, impressively intellectual content easily viewed on the web.... (And yet GA won't allow this!!!!)
 * justifiable concern over the risks, but...there is also evidence that the informal learning gained from social interactions and peer-mediated learning is substantial! The more diverse, global, and heterogeneous a set of networks that one participates in, the more learning occurs (Boyd and Ellison 2007) I have the pdf of this article: "social networking" and "social networking 2008"
 * A Semantic Web, Wilmarth says is coming.... When did he write this, I wonder... hmmm.. I found out... February 2008
 * information will be tagged, described and defined, each bit of info carrying its own DNA
 * info bits will be organized, interpreted, and distributed in ways that give implicit and explicit meaning to discourses
 * I think we're here now...
 * what's next...an intelligent web....hmmm...
 * Photosynch (Obama Inauguration)
 * Media Grids
 * secong life, google earth, google lively, avatars, etc.
 * Howard Gardner's Five Minds for the Future 2007: the disciplined, synthesizing, creative, respectful, and ethical minds
 * The New Zoo of Nonlinear Learning
 * DNA code of A, C, T, and G
 * mother science of the 21st C = biology
 * a new era of nonlinear learning
 * From Cathedrals to Bazaars
 * learning is messy, highly organic
 * what we thought we knew about teaching and learning, and the cathedral-like, top-down, complex systems we designed to support formal processes of learning and teaching...not the relevant model for today
 * we need a model that behaves more organically; we need to develop into a world-class system at a more rapid pace
 * instead of CATHEDRAL, a great babbling BAZAAR

I found this in my travels...thought it was an interesting graphic:

Bloom's Taxonomy + 21st Century

How many of these tools have you heard about?


 * HHJ includes the work of:**
 * Vivien Stewart:** vp of Asia Society in charge of ed...globalizing the curriculum
 * A Classroom As Wide As the World Chapter 6**

The Partnership for Global Learning is an Asia Society membership network that connects state and district decision makers, school leaders, teachers, university faculty, and other stakeholders. Its focus is to increase the number of American schools offering rigorous international studies curriculum. Basically for high schools... something LS should investigate to help build a foundation for this?? Global Learning
 * profound technological changes
 * rise of China and India
 * accelerating pace of scientific discoveries
 * student success = ability to compete and cooperate on a global scale
 * US students are woefully ignorant of other world cultures, international issues, and foreign language
 * Global Trends
 * economic trends: overseas markets; employees needed with knowledge of foreign languages and cultures to market products and work effectively with foreign partners
 * trends in science and technology: Friedman's The World Is Flat people can do increasing amounts of work anywhere and anytime; international teams of science researchers...ability to collaborate with people in dif time zones, across languages and cultures, at a professional level
 * demographic trends: Hispanic pop estimated 15% of total US population; Asian expected to grow 213% from 200-2050
 * trends in security and citizenship: what we do affects others, and vice versa; our security is intertwined with our understanding of other cultures; we need to vote and act on issues that require greater understanding of the 95% of the world's population who live outside our borders
 * trends in education: there's a growing global talent pool; OECD (organisation for economic co-operation and development) says US is now 18th in hs grad rates, 13th in college completion; we lag behind in knowledge of other countries and cultures; only 50% of hs students study a language
 * Implications?
 * skills for new global era
 * international knowledge and skills
 * competitive global job market
 * citizenship in the interconnected world
 * prepare to compete, connect, and cooperate with peers around the world
 * many teachers fear introducing global content will detract from accountability demands (testing)
 * standardized tests of basic skills DO NOT measure the thinking and complex communication skills that spell success in college or the global skills necessary for the knowledge-driven global economy
 * the Asia Society's International Studies School Network
 * asiasociety.org/education/international-studies-schools-network
 * Partnership for Global Learning
 * knowledge of other world regions, cultures, economies, global issues
 * skills to communicate in lang. other than Engl., to work in cross-cultural teams, and to assess information from different sources around the world
 * values of respect for cultures, etc. different from our own, engage responsibly in the global discourse
 * Walter Payton College Prep School in Chicago
 * John Stanford International School in Seattle
 * every discipline can be given a global perspective
 * Skype. podcasts,movies, online language courses...students can immerse themselves in the language

Schools can:
 * harness technology to tap global information sources... information and communication technology is our greatest asset! Learn WITH, not just about peers in different countries....
 * expand learning time...after school programs, summer programs...
 * expand student experiences through exchanges, travel, service programs, partnerships
 * Partnership for Global Learning the Asia Society http://asiasociety.org/education/partnership-global-learning

States
 * report by Chief State School Officers 2008, Putting the World into World Class Education recommends that each state take stock of existing efforts and create a framework for systemic change beginning in the elementary grades and going through high school Hmmm 2008...how's this coming along 3 years later???? Why is education so SLOW???
 * require hs grad include global knowledge and skills
 * international benchmarking of state standards...global knowledge, higher order thinking, cross-cultural communication
 * world languages a core curric from grades 3-12
 * increase the capacity of educators to teach the world
 * use technology to expand global opportunities

My summer experiences with the Swedish language via iTranslate... very cool!!!

This is as far as I've gotten in //Curriculum 21//. Will send rest of notes/thoughts/questions when I've finished the second half of the book. Comments welcome! Cheers from Susan Hunsinger-Hoff 7/25/11


 * OK, here's the next section of notes, as of 7/31/11:**

http://www.c21hub.com/pd/ More Curriculum 21...Professional Development


 * HHJ includes the work of:**
 * Tim Tyson:** a middle school principal...not any more (2011)....make learning irresistible
 * Making Learning Irresistible Chapter 7**

Here is Dr. Tim Tyson's current professional website: http://drtimtyson.com/
 * culture of personal contribution, personal-best performance...at Mabry MS in Marietta, GA
 * performance-based focus on holistic learning... not worksheets
 * their mission statement: "Maximize student achievement in a culture of caring." Does this worksheet/activity,etc. do this? they ask of everything they do...
 * school became all about grades...passive compliance was the mode
 * critical thinking, problem solving and creative performance had given way to memorizing often loosely related facts that "might be tested"
 * move to students being authentically engaged
 * finished product would be totally public...peer pressure is a powerful motivator in middle grades!
 * students take more ownership of their learning Mabryonline.org http://www.mabryonline.org/ I checked it out...last updated in 2007 principal's blog last entry was 2005 What happened to them??? I found their current website: http://www.cobbk12.org/mabry/
 * they held an "academic concert" towards the end of the year.... neat idea!
 * they they moved to a more global stage via "The Film Festival"
 * dig deeper into the curriculum...not about the technology
 * "Making a movie? that's like learning on steroids!" says a student...activity is authentic, real, meaningful I found the 2010 Film Festival at http://www.cobbk12.org/mabry/filmfestiva/filmfestival10.html
 * the role of the educator is to keep students focused on the point of the movie...keep them centered in meaningful curriculum content and message, to guide and facilitate the creative process.
 * students "assemble the pieces, the facts, the building blocks of understanding and create something more impressive than the individual pieces, assembling them in meaningful and compelling ways that are worthy of attention."
 * teachers seek out working relationships with professionals in the community (medical, research scientists, community orgs, Holocaust survivors...
 * use of blogs (teachers and administrators) to keep community aware of what was happening at school
 * team of professionals outside of the school judged the videos
 * topics represent complex, demanding, even highly controversial issues worthy of a global audience
 * the new level of transparency showed everyone the impressive work of the students and teachers
 * make the world a better place
 * technology invisible...required infrastructure and continuous training
 * learning can happen anywhere, anytime... record and deliver lessons fro student review at home, for struggling students (HH note: we've used/experimented with podcasts, Jing, and Voicethread to do this....and of course, iMovie!)
 * fact-baed content is delivered via digital media so classtime can be spent reinforcing the learning, building on that content, focusing on the larger issues, on contextual significance, on application and problem solving, digital collaborations ..classtime is a richer personal experience...time to
 * Mabry students were at NECC 2007 in Atlanta


 * HHJ includes the work of:**
 * Frank W. Baker:** TV journalist... curriculum tools for teaching media literacy
 * 21st Century Literacy Skills Chapter 8**

Telemedium now called The Journal of Media Literacy Journal of Media Literacy Education http://jmle.org/index.php/JMLE register (free) to get pdfs of their journals....some interesting articles Critical Thinking: an important element in media literacy
 * "texts" and "literacy" not limited to words on the page....movies, tv, other digital media...wikis, blogs, etc...."media literacy
 * "digital disconnect" in schools
 * world saturated with media messages...yet kids receive little to no training in analyzing or evaluating these messages
 * ability to negotiate and evaluate online information, recognize manipulation and propaganda, assimilate ethical values....important skills to teach MacArthur Foundation http://www.macfound.org/site/c.lkLXJ8MQKrH/b.855245/k.588/About_the_Foundation.htm The MacArthur Foundation supports creative people and effective institutions committed to building a more just, verdant, and peaceful world.
 * NCLB is a deterrent to media literacy
 * NCTE support media literacy instruction, as does Natl MS Assoc.
 * PL21 Partnership for 21st C skills http://www.p21.org/ framework used by GA's Curriculum Committee 2010-2011
 * collaboration and team work
 * making global connections
 * critical thinking
 * media literacy
 * NAMLE had a conference in July in Philly....just missed it, but interesting to see what was offered http://namle.net/conference/ gender and the media was a focus
 * article, "10Years of Media Literacy Education" good links to other resources (I have the pdf of this article)
 * from the article, "Digital and Media Literacy: A Plan of Action": (I have the full pdf of this article)
 * "elements of media literacy" in the National Standards for English/LA, social studies, and health
 * Discovery Communications, Bethesda, MD: Assignment Media Literacy http://www.marylandpublicschools.org/MSDE/programs/medialit/mediagettingstarted/getting_started
 * http://www.marylandpublicschools.org/MSDE/programs/medialit/mediagettingstarted/elementary.htm elementary level lessons in media literacy
 * Center for Media Literacy
 * all media messages are constructed
 * media messages are constructed using a creative language with its own rules
 * different people experience the same media message differently
 * media have embedded values and points of view
 * most media messages are organized to gain profit and/or power
 * Critical Thinking Questions** (Elizabeth Thoman, Media Literacy)
 * Who created or paid for the message (authorship, producer)
 * Why was it created (purpose)
 * Who is the message designed to reach? (target audience)
 * How does the message get my attention, in what ways is the message credible? (techniques, methods)
 * How might different people from me understand the message differently? (audience negotiating meaning)
 * What values, lifestyles, points of view are included or excluded and why? Where can I get more information, different perspectives, or verify the information? (research, critical thinking)
 * What can I do with this information? (decision making)
 * media literate person:
 * ability to create personal meaning
 * ability to choose and select
 * ability to challenge and question
 * ability to be conscious of surroundings...NOT be passive and vulnerable!
 * media literacy is both the analysis of media messages AND the creation of media productions
 * critical thinkers AND creative producers
 * P21 (Partnership fro 21st Century Skills)**
 * ANALYZE MEDIA
 * how and why media messages are constructed
 * how they're interpreted differently by dif. people
 * fundamental understanding of ethical/legal issues surrounding access and use fo media
 * CREATE MEDIA PRODUCTS
 * use the mot appropriate media creations tools, conventions and characteristics
 * use the most appropriate expressions and interpretations in diverse, multicultural environments... http://www.p21.org/ Click on the icon for overview of the P21 Framework.


 * Media Literacy in the Classroom**
 * not in most textbooks
 * state teaching standards refer to:
 * English Language Arts:: recognize bias, parody, persuasive and propaganda techniques
 * Social Studies: analyze campaign and political advertising and marketing, the role of mass media in American history, identify the types of media that comprise mass communication
 * Health: analyze health ads, evaluate health info, evaluate how media affect body image, evaluate alcohol, tobacco, and other drug media message and marketing techniques
 * Media Literacy Clearinghouse (Created by Frank Baker) www.frankwbaker.com http://www.frankwbaker.com/
 * media literacy instruction improves student reading, viewing, and listening comprehension of print, audio, and video texts, message analysis and interpretation, and writing skills. (Access Learning 2005)
 * Just Think Foundation (A media literacy organization for teachers, parents, and children teaching basic, visual, and technological literacy and encouraging young people to think) http://justthink.org/curriculum/ interesting... MEAL Media Education, Arts, and Literacy curriculum
 * 2003 Kaiser Family Foundation reported on:
 * media violence, aggressions and antisocial behavior
 * body image, nutrition, and fitness
 * alcohol, tobacco, and drugs


 * Benefits of Education in Media Literacy**
 * ML is interdisciplinary, easy to integrate
 * is inquiry based..reflective teaching and critical thinking
 * works well in teams, fosters cooperative learning
 * appeals to at-risk students
 * compatible with SCANS (Secretary's Commission on Achieving Necessary Skills)
 * connects the classroom curriculum with real life curriculum


 * English Language Arts**
 * evaluating and creating texts in all forms-print & nonprint
 * teachers be familiar with social networking sites, blogs,TV, blogs, music videos, etc.
 * all media messages start out as writing
 * essential: students learn script writing, storyboarding
 * study of parody
 * parody-related lessons at readwritethink.org Search for parody yields only lessons appropriate for grades 9-12...further looking got me to a resource for younger students: http://www.readwritethink.org/parent-afterschool-resources/games-tools/fractured-fairy-tales-a-30186.html There are several lesson plans and activities related to this NCTE/IRA tool on the readwritethink site
 * study of advertising techniques
 * the study of the language of film....how films are created...how a filmmaker uses bias, camera angle, and music to convey the message... we do this with GarageBand, ppt, claymation!
 * students make movies...civically engaged...get their points of view out there
 * Social Studies**
 * role of mass media in history
 * photographic images...visual literacy
 * LOC Library of Congress http://www.loc.gov/index.html a Fabulous resource!!!
 * political campaign ads
 * Ken Burns documentary, The War WWII www.pbs.org/thewar
 * students learn how to conduct interviews
 * digital storytelling
 * compare news stories of an event....from different countries' perspectives (use the country code search method (I learned from Alan November at ISTE) to study point of view, perspective, bias
 * Health Education**
 * use the media...teach media literacy
 * nutrition, body image, sex, drugs, etc.
 * junk food ads (www.commonsensemedia.org/sites/default/files/CSM_media+health_v2c%20110708.pdf This url didn't take me to the site mentioned in the book...It does take you to CommonSenseMedia, and further searching for "junk food commercials" took me to http://d6www.commonsensemedia.org/search/junk%20food%20commercials and a good list of resources for heightening kids' awareness of TV advertising. Common Sense Media is an excellent organization (I attended a 4-hour workshop with them at ISTE) that has taken over portions of "CyberSmart." (Remember the CyberSmart toolbar we all installed last year?) Just an aside: CyberSmart still has the toolbar, and is in the process of updating it, I discovered through email correspondence with them...I lost my CyberSmart toolbar when I upgraded to a newer version of Firefox. New toolbar (Accessible through the new version of Firefox) will be available in August, they told me. Another search for "junk food health problems" yielded another fine list of resources http://d6www.commonsensemedia.org/search/health%20problems
 * CDC on tobacco www.cdc.gov/tobacco/youth/educational_materials/videos_dvds/index.htm This site is no longer available but the CDC does have other resources.
 * body image.... media literacy should be taught starting in Kindergarten
 * how must address the topic of sexualcontent messages in magazines, TV ads, music lyrics, etc.


 * Math and Science**
 * monthly Consumer Index
 * statistics in news casts
 * TV program ratings
 * weekend box score
 * Math in the Media Web site (Baker) http://www.frankwbaker.com/math_in_the_media.htm
 * lots of good resources on this MLC site
 * numbers in the news
 * stereotypes and misconceptions about female scientists
 * Teachers should always ask: Who is the producer? What are his/her motives? Hoe does the selection of images shape our understanding of the concepts? What techniques does the filmmaker use to convey the desired message?

H-H worked with him several times... pioneer developer of student digital portfolio....revolutionize assessment.. Helen Barrett is another big portfolio proponent
 * HHJ includes the work of:**
 * David Niguidula**
 * Digital Portfolios and Curriculum Maps Linking Teacher and Student Work Chapter 9**
 * digital portfolios, a powerful way to collect student work
 * outlines a student's learning journey
 * they show if a student has met standards...AND they show who the student is as an individual learner
 * Essential Questions
 * Vision: What should a student know and be able to do?
 * Purpose: Why do we collect student work?
 * Audience: What audiences are important to us?
 * Assessment: How can students demonstrate the school vision? How do we know what's good?
 * Technology: What hardware, software, and networking will we need? Who will support the system?
 * Logistics: When will information be digitized? Who will do it?
 * Culture: Is the school used to discussing student work?
 * Digital Portfolios**
 * table of contents, with links to student entries
 * documents, images, presentations, audio clips, videoclips
 * organized by subject or by interdisciplinary topics like: "communication," "problem solving," and "research"
 * reflection and self-evaluation are key....with a plan of action
 * How are DPs Used?
 * RI's innovative "Graduation by Proficiency policy
 * authentic, performance assessment: When a student has a stake in the process of assessment, and when teachers and others provide useful and meaningful feedback, student performance improves.
 * teachers must create "portfolio worthy" assignments
 * include work students do outside of school (blogs, etc.)
 * use rubrics Exemplars Problem Solving Rubric 2008 (p 150) www.exemplars.com I found some K-4th grade rubrics at http://www.exemplars.com/resources/rubrics/assessment.php#rwr on response to reading, and writing narratives...hmmm... They are pdfs.

I found this before reading David N http://www.rcampus.com/help/about/eportfolios.cfm? Rcampus is free to students and teachers... I tried a test one: http://tinyurl.com/3sh7ll4 Not as straightforward as rubistar.


 * the feedback loop.... "a true learning organization is able to adjust to new situations by reacting to data as it occurs....Peter Senge The Fifth Discipline 1990
 * 2-4 assessments for any subject area
 * student responds to assessment, work is entered into portfolio
 * teacher responds to the assessment
 * teacher uses the portfolio and online rubrics to assess work
 * teacher analyzes the results, makes revisions to the curric. map
 * the portfolio gathers evidence to be analyzed
 * each step is an action
 * attach online rubrics to our map!!!
 * teacher set up a simulation of a chat room to see if students really learned about online safety...divulging personal info
 * give a portion of our curric. maps to the students???
 * kids highlight each skill....green= i can do this; yellow= I know what this skill is, but not confident I can do it; red= I don't know what this skill is
 * we have "portfolio reflection forms" in 5th grade
 * students using the portfolio software can create and document their own learning journey through "tours" What portfolio software????
 * get the 6 trait writing rubrics at http://educationnorthwest.org/resource/464 They have 5 and 6 point rubrics for K-2, and all levels beyond
 * the process of collecting, selecting, and reflecting on work is what makes the portfolio such a powerful tool


 * Speaking of sustainability: (upcoming chapter...)**
 * I just bought the app, __Our Choice__...($4.99) for my iPhone. It's Al Gore's interactive sequel to __An Inconvenient Truth__.... It is a truly amazing "book" very interactive...very engaging... a preview of what textbooks of the NEAR future will be!!!!! Check it out!**

[] curriculum that support sustainability and global understanding...The Cloud Institute for Sustainability Education in NYC Cloud Institute website: []
 * Jaimie P. Cloud:** see/hear her on YouTube
 * Educating for a Sustainable Future Chapter 10**
 * many unsustainable systems/practices
 * carbon footprint
 * CO2 in atmosphere
 * HS dropout rate
 * rich-poor gap
 * climate changes
 * a midcourse correction is required
 * we have to learn how to live well in our places without undermining their ability to sustain us over time
 * we need to apply an ever-expanding body of knowledge to employ an ever-changing set of skills

Guiding Questions The Cloud Institute Real Life Examples....are from schools K-12...all worked WITH the Cloud Institute/professional development NAIS committed to education for sustainability....the UN decade 2005-2014 A Case Study Parting Thoughts
 * What kind of future do we want?
 * a healthy and sustainable future
 * What do we want to sustain? For whom? For how long?
 * a quality of life for all, within the means of nature, indefinitely
 * What does our thinking have to do with our current reality and our ability to achieve the kind of future we want?
 * our mental maps (paradigms, frames, mental models) drive the designs we create, the rules we make, the strategies we use, etc.
 * What does our education have to do with this?
 * everything!
 * EfS Education for Sustainability...1992 UN Summit in Rio De Janeiro...well documented
 * equips school systems with core content, competencies, and habits of mind that characterize education for a sustainable future
 * their vision:
 * IMAGINE...schools have a responsibility to contribute to our individual and collective potential
 * IMAGINE...schools are learning organizations (duh)
 * IMAGINE...having all kids in school with their teachers and mentors during the most favorable time of their life, creating new functional Pathways...and we honor them with transformative learning experiences
 * advocates that students learn (and act upon) the following:
 * Cultural Preservation and Transformation...students will develop the ability to discern, with others, what to preserve and what to change
 * Responsible Local/Global Citizenship...
 * The Dynamics of Systems and Change
 * Sustainable Economics
 * Healthy Commons
 * Living Within Ecological/Natural Laws and Pronciples
 * Inventing and Affecting the Future
 * Multiple Perspectives
 * A Sense of Place
 * These are very lofty goals...sound like upper grades' focus
 * Putnam/Northern Westchester BOCES. NY grades 6-8...developed a curric. for sustainability, guided by the Cloud Institute
 * Willow School, independent K-8, NJ...wetlands, wooded campus, school garden
 * NYC Public Schools: the Empowerment Schools... "farm and garden to cafeteria" program
 * Marin County Day School...technology, environmental sustainability, global education integrated into daily teaching
 * Unity Charter School, Morristown, NJ.... sustainability, ecology, and diversity
 * Cambridge Montessori School, MA...child-centered EfS content and performance standards
 * St. Paul's Episcopal, New Orleans... green planning
 * Publishers of Exemplary Curriculum Materials
 * the Cloud Institute...surprise, surprise
 * Shelburne Farms Sustainable Schools Project
 * Facing the Future
 * Creative Change
 * several others on p181
 * a one-semester course, "Inventing the Future: Leadership and Participation for the 21st Century".... doesn't say what grade level...I'm assuming high school
 * project-based, student-designed and student-led
 * green school
 * exercise sustainable procurement practices
 * develop sustainable investment portfolios
 * serve delicious, healthy food...grown locally
 * identify the most "upstream" problems we can address
 * thrive within the natural laws and principles
 * create healthy commons

An interesting website I found: []EE/k-12_resources.php#ClssrmRsrcs

EfS Content and Performance Standards:

EfS The Cloud Institute:In the Learning Classroom, curriculum and instructional methodologies produce authentic and engaged learning. Action Steps Another article/chapter by Jamie Cloud: pdf: Publications-K-12-Environmental-Law-Institute-Education-for-Sustainability-2009.pdf
 * Document and map the Operational Curriculum for the whole school/district.
 * Design/document units using backwards design and authentic assessment tools.
 * Map the vertical and lateral operating curriculum and assessments on a web based curriculum mapping or curriculum documentation tool.
 * Continually read the feedback (assess and analyze the curriculum, assessments and student work for evidence of EfS), and improve practices over time.
 * Conduct a strengths assessment and review gaps of the operating curriculum for evidence of EfS attributes.Fully integrate the EfS Standards and Performance Indicators into the curriculum scope and sequence in the appropriate disciplines and grade levels.
 * Integrate the physical plant changes directly into curricular innovations.
 * Celebrate!


 * Alan November.**. keynote speaker at ISTE 2011 in Phila....always been ahead of his time...reengineer schools! interesting speaker...got the country code idea from him!
 * Power Down or Power Up Chapter 11**

Rethinking Control in Our Classrooms New Roles for Developing Empowered Learners Students as Contributors Parting Thoughts www.novemberlearning.com [] see him in action
 * without providing adult role models for using these new tools (cell phones, blogs, YouTube, etc.) we are increasing the chance that they will be misused/abused by our students
 * we've dealt with scary stuff in the print media...time to deal with it in the digital media...banning it is NOT the answer!!!
 * model how to harness the power of information and global communication
 * tap student interest in these tools to design more rigorous and motivating assignments
 * screencasting and podcasting for students to contribute content
 * the real problem is not adding technology to the curriculum, but changing the culture of teaching and learning
 * 6 Jobs
 * Tutorial Designers kids use screencasts or podcasts to show themselves working through class materials or problems....capture the computer screen moves...turn it into a video for all to see...helps students learn the material, helps others review it at their own pace
 * Camtasia www.techsmith.com [|http://www.techsmith.com/] not free, but you can download a trial version to check it out.
 * Jing www.jingproject.com [|http://www.techsmith.com/jing/] I've used the FREE version of this...works well! We can definitely use this in Lower School
 * Official Scribe use a shared blog, wiki, or other collaborative writing tool like Google Docs students produce detailed set of notes
 * students take turns
 * example: [] yields this site: [] (posted in 2006)
 * Researchers
 * one student assigned to computer to find answers that come up in class
 * good sites found can be added to Google's Custom Search Engine www.google.com/coop/cse/ [|http://www.google.com/cse/] I tried this out...made a test search engine on 5th Grade's Civil Rights Study... pretty easy to do... only problem with the free version is you get "Ads by Google" at the top of your list of sites...not hideous, but annoying...a good opportunity to teach kids about ads... and how to ignore them!
 * we should provide students with guided opportunities and teachable moments that allow them to practice and hone their research skills
 * Collaboration Coordinators
 * free access to make connections worldwide
 * www.skype.com []
 * kids interview American factory owner about outsourcing to China, and a Chinese businessman for that perspective http://dps109.wikispaces.com/Skype This is the link to Deerfield Public Schools' wiki. GA should have a wiki!
 * Contributors to Society
 * Kiva Social Responsibility website [] investments in needy places/people
 * Curriculum Reviewers
 * team combines audio and visual components into podcasts posted online for download onto MP3 players
 * Maine elementary school does this...Wells Elementary School Room 208 podcast
 * kids do it during snacktime, weekly
 * students organize, record, and edit podcasts before sharing globally
 * [] published in 2005
 * "Can we change our traditional culture of teaching and learning so that students are empowered to take more responsibility for making important contributions to their own learning and to the learning community?"

The info in this chapter seems a bit dated to me... I couldn't find out exactly when he wrote it. :) From the Printing Press to Search Engine
 * Bill Shesky: hs science teacher.... follow the lead of the students, they know the tools!**
 * Creating Learning Connections with Today's Tech-Savvy Student Chapter 12**
 * uses cameras to document student lab work... students view pics and discuss their work
 * teachers' challenge is to make standardized curriculum rich and relevant to students who have instant access to anything they want to learn on their own
 * digital native and digital immigrant (Mark Prensky)
 * engage students by using tools that they use outside of the classroom... will help teachers make strong connections
 * Use Web 2.0 tools...duh
 * LCD projection...duh
 * interactive whiteboards.... duh
 * interactive software
 * Using Images to Stimulate Creative Writing
 * digital storytelling
 * iPhoto and iMovie
 * Jason Ohler... the guru of digital storytelling...I have loads of his stuff!
 * taps skills and talents in art, media production, storytelling, and project development
 * digital storyboard of a required reading
 * Web 2.0 Tools for Collaborative Learning
 * bogs, wikis, document sharing, podcasting, etc. We use Nicenet, Blackboard, Google Docs, wikis...
 * teachers can give feedback at any time
 * Web-based Tools to Stimulate Writing
 * EduBlog, Wikispaces, etc. Nicenet!
 * Social Network-style Demonstrations of Learning
 * electronic portfolios
 * Script Writing and the MP3 Player
 * podcasts
 * teachers can record lessons, test review materials, class assignments, etc.
 * students create audio files
 * video podcast...vodcast... MS science...LS art
 * huge change in what a "scholar" is
 * problem solving takes a huge role
 * It Isn't the Answer Anymore...It's the Question
 * we used to gather information to become more intelligent; now intelligence is measured by how well we apply knowledge to ask the right questions about how to solve the world's problems. Roger C. Shank (artificial intelligence researcher)
 * instructional technology tools can engage learners and give more opportunity for deeper thinking
 * teachers who train themselves to ask deeper-level essential questions will develop better problem solving skills in their students


 * Arthur L Costa and Bena Kallick: Habits of Mind...** the human, psychological, and spiritual aspects to be considered when viewing the future
 * It takes Some Getting Used To...Rethinking Curriculum for the 21st Century Chapter 13**


 * students are waiting for us to catch up
 * change requires open-mindedness, flexibility, patience, and courage
 * skills needed for the future, regardless of content:
 * P21 again!
 * Learning and Innovation Skills
 * Creativity and Innovation
 * Critical Thinking and Problem Solving
 * Communication and Collaboration
 * Tony Wagner 2008 (The Global Achievement Gap http://www.gse.harvard.edu/news_events/features/2008/08/20_wagner.php )
 * critical thinking
 * problem solving
 * collaboration and leadership
 * agility and adaptability
 * initiative and entrepreneurialism
 * effective oral and written communication
 * accessing and analyzing information
 * curiosity and imagination
 * processes that serve as leverage for learning ANY content
 * curriculum that gives practice engaging with complex problems, dilemmas, and conflicts whose resolution are not readily apparent

16. Remaining Open to Continuous Learning... Have humility and pride in admitting we don't know; resist complacency
The Metacognitive Staircase
 * Step 1 Use the terminology when teaching..."You really persevered with that!" Students need to know what the behaviors are by labeling them and identifying them.
 * Step 2 understanding the strategy...Students can explain why they're using a particular habit of mind
 * Step 3 evaluate effectiveness of the strategy
 * Step 4 Apply habits in other structures
 * Step 5 Make a commitment to improve use of strategy


 * examples are given of 10th grader AND 4th grader! p 220
 * "What gives a curriculum 'dignity' is that it is as good for the adults in the school as it is for the students."
 * Practice these habits!
 * Everyone in the community...parents, teachers, administrators, and support staff- needs to believe in the habits as being significant to student learning!
 * Ultimate goal: self-directed learners
 * Assessment Strategies for Self-Directed Learning Costa and Kullick 2004
 * What has happened, according to the authors, is a migration from a healthy self-control, creativity and generative understandings, to a more passive role resulting from an overemphasis upon those outcomes that are more easily tested and recorded. The richness of learning environments has been reduced and become overly reliant upon only one component of the human brain – knowledge and receptive learning. The authors attempt to realign instruction and assessment to the transformational portion of the brain where creating new knowledge, understandings and awareness reside.

Administrators Curriculum Mind Shifts In Summary End of HH notes 8/1/11 Lots to talk about!
 * When researching on the internet, are kids striving for accuracy and truth? Are they in the habit of checking the sources of the info? Are they aware of different perspectives on the same topic?
 * When they choose photos for their project, are they making sure they are communicating with clarity and precision?
 * Persisting: the first draft is not the last draft
 * teachers: give many opportunities for coaching and formative assessment
 * must embrace the Habits
 * schedule change to enable MORE time fir kids to work more in depth
 * must listen with understanding and empathy
 * #1 FROM knowing the right answers TO knowing how to behave when answers are not readily apparent... from valuing knowledge acquisition as a n outcome, to valuing knowledge production as an outcome... knowing how to ACT ON information...content is a vehicle fro developing broader, more pervasive and complex goals like the Habits of Mind
 * #2 FROM transmitting meaning TO constructing meaning.... constructivist approach...learning is active ... a reciprocal process in which the individual influences the group, and the group influences the individual... successful participation in socilly organized activities, becoming interdependent meaning makers
 * #3 FROM external evaluations TO self assessment... Are we educating students for a life of tests...or for the tests of life???
 * assessment should not be summative nor punitive
 * ongoing feedback to the learner
 * self-managing, self-monitoring, self-modifying
 * help students develop capacity for self analysis, self referencing, and self modification
 * focus of education must shift
 * curriculum that provides students with the dispositions necessary fro lifelong learning
 * teacher's role shifts from information provider to one of a catalyst, model, coach, innovator, researcher, and collaborator with the learner
 * assessment shifts toward students learning to value feedback, gather data from own experience, become self modifying

Sue, Thanks for sharing these VERY THOROUGH notes! You're so right-LOTS to talk about. We could spend a year on any one of these chapters. Perhaps, as a group, we should focus on one specific area so as not to overwhelm ourselves. I find we accomplish so much more that way. I appreciate your adding some websites to further explore some points. I'll take a look at a few. I've added a page of my notes, much of which will overlap with yours. Nancy J.

Inservice Day 10/7/11 Discussion of Curriculum 21 School system needs to adapt to the needs of today's students, not mired down in old practices. Heidi Hayes Jacobs What is updated curriuclum? What is cultural literacy? How do we go about curricular changes? Should we continue to teach what we've always been teaching? Columbus in 2nd grade? Today a more global perspective... Resources...define them...most up-to-date resources... teams to determine what curriculum changes...what is most relevant to the curriculum history... the textbook Much is inherited from the past. Look at one area at each grade level...how can we keep this content but present it in different ways, from different perspective....assessment...presentation of what the students have learned. Distinguish fact from opinion in the early grades metacognition....Habits of Mind
 * gave some concrete suggestions
 * areas that affect curriculum: scheduling, grouping, use of space,
 * curriculum mapping the vehicle to examine the curriculum.. what needs to be updated

16. Remaining Open to Continuous Learning... Have humility and pride in admitting we don't know; resist complacency
The Metacognitive Staircase
 * Step 1 Use the terminology when teaching..."You really persevered with that!" Students need to know what the behaviors are by labeling them and identifying them.
 * Step 2 understanding the strategy...Students can explain why they're using a particular habit of mind
 * Step 3 evaluate effectiveness of the strategy
 * Step 4 Apply habits in other structures
 * Step 5 Make a commitment to improve use of strategy

Gender