To help you bring more technology to class!
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Adam Vedomske Home Learn More Standards Inspiration About the Author |
"The Path to Transliteracy" Infographic I created
The Path to Transliteracy
My journey down the path to transliteracy (is that even a word? Click here to find out more) had me thinking hard about my driving question. After a while I decided to change it slightly to open it up and be more encompassing. My focus had dialed back a little. Does the infusion of technology with strategic design increase student comprehension? Originally, I focused on one specific strategy, the flipped classroom, to see if student comprehension increased. In my studies, I found that indeed it did work but even more so, just the simple use of more technology could enhance student’s comprehension.
After some time I started to notice that peers, parents, students and just about anyone started to ask me questions about technology. More specifically how to use certain technologies. I then started to apply my teaching skills to teach about technology. I also saw that more than just the flipped classroom was having an impact on my students comprehension. I found that the mere use of new technologies were helping them grow and understand more. It was then I decided that by providing technological support for others would help the overall comprehension grow.
What does the Learn More section offer you?
What standards did I address? Technically I tried to address all of them. If I had to narrow that down it would be about comprehension.
CCSS.ELA-LITERACY.RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS.ELA-LITERACY.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). CCSS.ELA-LITERACY.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-LITERACY.RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. CCSS.ELA-LITERACY.RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. CCSS.ELA-LITERACY.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. CCSS.ELA-LITERACY.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. CCSS.ELA-LITERACY.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. CCSS.ELA-LITERACY.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity: CCSS.ELA-LITERACY.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. |
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There is no excuse!
The flipped classroom from it’s birth was based on technology. The flipped learning method is a product of 21st century learning. It only came out because of advances that have been made in modern history that has made things so easy to obtain after a few click of some buttons. Flipped learning promotes creativity, again this comes a lot of times, hand in hand with collaboration. When the students are free to make mistakes and be creative with their work. Flipped learning promotes collaboration. One views the lecture at their convenience then brings their knowledge to the “educational table” and presents to the rest of the class their ideas. Students then are able to communicate and be creative with their ideas and thoughts with partners or larger portions of the class. Their is no time table allotted for the students learning. Students can watch and read as much as they want and go back and do it again and again if they needed. This shows how the flipped classroom promotes critical thinking. The solution Jonathan Bergmann and Aaron Sams gave if their student didn’t have internet or a computer, they burned the lesson onto a DVD and gave them to the students. There is no excuse.
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