Nothing pains me more than seeing my own children or other young people being duped by the information they see online or when a post on their social media account has the potential to adversely impact their immediate or future lives.
We have all seen examples of students losing scholarships, or young adults getting passed over for a job because of something they posted online or from long ago. Most recently, a story from my home state erupted when a 24-year-old’s viral sign resulted in an avalanche of monetary donations, a beer company, a children’s hospital, and tweets he sent at the age of 16 were dug up by a local reporter and spiraled out of control.
Teaching students and educators about media literacy have been passions of mine for many years, and while I do not expect all educators to have social media accounts that they use frequently, the absence of this critical conversation and the teaching of the skills needed to navigate the digital sea has dire effects on our students. As Media Literacy Week approaches, I ask you
Because of this question that drives many of the talks I give, and to celebrate the upcoming #MediaLiteracyWeek, I have created templates for Instagram, Twitter, and Facebook that you can use in the classroom in a myriad of ways. Here are some of my quick thoughts:
Consume and create social media posts. Analyze message, bias, authenticity and then have students respond in the same mode through questions, evidence, and arguments.
Exit or Entrance Tickets over conceptual or topical learning during the week. Important takeaways to share.
Create social media posts in the voice or lens of an author, politician, character, advocate, or historical figure.
Promote positivity and share for good! Create and share positive messages about the school, community, today’s youth, etc. to flood the internet with a different kind of message.
Model and practice how to approach bias online, how to advocate for self, how to discern information with a critical eye and respond thoughtfully with messages they disagree with.
Model and practice how to deal with bullying, trolls, and bots online.
The possibilities are endless! And I would love to hear your ideas as well, so drop them in the comments below.
The templates are editable for you to customize based on intent, objective, and audience. And if you share examples on Twitter, be sure to tag me in them, I would love to see what you created! @shfarnsworth
Feedback is one of the best ways to support student learning. According to John Hattie, Feedback has an effect size of .64 and is often considered as one of the top 5 influential factors on student learning, BUT… it is also the most variable. Most of the time the feedback students receive consists of answers to the questions: Where am I going? How am I going? But neglect the thrid essential answer to the question, Where to next? Rubrics can support this need and provide the type of feedback, by self, peer, or teacher, to move all students forward, but not all rubrics are created equal.
Rubrics are a traditional part of most classrooms. Web20Classroom thought leadership expert, Steven Anderson and I are big fans of a type of rubric you might not have heard of before, the single-point rubric. We believe the single-point rubric should be a part of every classroom and because of its flexibility, there are multiple ways educators can use them in the classroom or with colleagues.
Rubrics have been a part of the assessment toolbox since at least the mid-1990s. In fact, we would guess that many teachers reading this post have created quite a few over the years. Traditionally they have fallen into 2 categories, Holistic and Analytic
Holistic – Criterion is written as a paragraph. Assessed overall achievement on an activity or product
Holistic Rubric Example
Analytic – Written with levels of achievement as columns and assessment criteria as rows. It allows you to assess participants’ achievements based on multiple criteria using a single rubric.
Analytic Rubric Example
But there is a more impactful and flexible rubric everyone should be aware of, the single-point rubric.
The single-point rubric was first created by Mary Dietz in 2000 and has been gaining popularity in recent years. Different than the Holistic and Analytic Rubric, Single-Point Rubrics identify one achievement level for a set of criteria. This single column based on proficiency for each identified area allows students and teachers the opportunity to provide targeted feedback instead of a circled number or grade. The clarity in success criteria (.88 effect size) not only supports self-efficacy within students but contributes to teacher clarity as well.
Single Point Rubric – Display a set of criteria written with a single level of achievement for each demonstrating quality work. No alternative levels included. Open space for feedback, goal-setting, or evidence.
On top of that, the Single-Point Rubric can be used for a variety of purposes across multiple grades and disciplines. The core content areas like math and language arts can certainly benefit from the use of the single-point rubric. But other content areas like physical education, art, music, and others can use and benefit from the single point rubric as well.
Single-Point Rubric Example
Benefits for students:
Increased Analyzation skills to identify areas of strength and growth [Part of the process (self-assessment)]
Feedback before grades
Student truly own their learning
Here are 4 Ways to Use Single-Point Rubrics:
Self-Assessment–Part of what makes single-point rubrics so effective is the focus on metacognition. Whether students are proficient in a set of criteria or go above and beyond the proficiency marker, they have to explain their thinking and provide evidence that demonstrates understanding. These reflective activities are at the heart of how students grow and both outputs have high effect sizes, Self-Reported Grades 1.33 and Self-Efficacy .71).
Peer Feedback–As a student matures in age, peers play a more important role in academics, motivation, and self-esteem. Typically, peer feedback consists of single words “good” or “nice” which do little to increase understanding for either. Using a single-point rubric provides a perfect scaffold for giving meaningful feedback. Research shows that when students discuss their work with each other there can be opportunities for improvement and also this dialogic learning has been shown to help background deficiencies. When done effectively, peer feedback is powerful.
Teacher Feedback on Processes, Performance, and Product–Similar to peer feedback the conferring that takes place between the teacher and student can be opportunities for growth. Single point rubrics place the focus on success criteria and evidence that demonstrates meeting and exceeding the marker. When used during the process, single-point rubrics act more as a type of formative assessment and opportunities for direct instruction based on student needs.
PLC Analyzing Student Work Samples–Collective Teacher Efficacy and Teacher Clarity have the highest effect sizes when referring to Hattie’s research, but it makes sense. When teachers are crystal clear on what the learning target and success criteria are coupled with the belief that they, together as a team, can reach all students, achievement skyrockets. If you want to truly know your impact as a teacher and consistently refine your practice, all the proof you need is found in student work. Yes, there will always be outliers, but looking at student work that is consistently produced in your classroom is an effective way PLCs can work together. Student work samples provide information that allows individual educators and teams a tremendous amount of information, from instructional practices to directions given. When done as a PLC, examining student work allows educators to learn from each other, increases common expectations, and moves all teachers closer in range when assessing subjective disciplines.
SIngle-Point Rubrics are quickly gaining popularity in today’s educational landscape. And while they can function as a traditional assessment tool, their versatility allows educators and students the ability to reimagine its use and adapt to multiple uses in the school.
I love teaching writing. Well, let me rephrase that, I love teaching writing, now… It wasn’t until I was in my graduate studies that I actually learned how to teach writing. Sure, I wrote in college, learned grammar and convention rules, explored genres, and had writing classes during my undergraduate work, but a class on how to actually teach writing… I don’t recall that being part of any course I took for my education degree.
Following my graduate studies my philosophy on the teaching of writing changed. I found my students more interested in writing and sharing their thoughts. I, too, began to write more and eventually started a blog to share with other educators. And along with an increase in enjoyment and confidence, the skills and craft of writing strengthened.
Now, I work with other educators on how they can best refine their instructional practices. And when I am lucky, I get to also share my best practices in the teaching of writing. One thing is certain when I share my love of writing with other educators; I have been influenced by many experts in the field of writing. The following is a small sampling of what I feel are important quotes, suggestions, and affirmations on the teaching of writing.
A person can read without writing, but he cannot write without reading. If we neglect writing, it is also at the expense of reading.
The world of writing is a mural, not a snapshot. Students’ notions of genre should be expansive, not narrow.
Writing is not thinking written down after all of the thinking is completed. Writing is thinking.
Donald M. Murray
We are living in a new era of literacy, one in which participation is key – participation in: A digital culture A democracy A global conversation What this participation mostly entails is writing.
Randy Bomer & Michelle Fowler
Writing taught once or twice a week is just frequent enough to remind students that they can’t write and teachers that they can’t teach.
Donald H. Graves
You don’t learn to write by going through a series of preset writing exercises. You learn to write by grappling with a real subject that truly matters to you.
Teach the writer, not the writing.
Studies over time indicate that teaching formal grammar to students has a negligible or even harmful effect on improving student writing.
Very young children can write before they can read, can write more than they can read, and can write more easily than they can read—because they can write anything they can say.
Writing, in this instance, is a particularly powerful tool for helping adolescents listen, reflect, converse with themselves, and tackle both cultural messages and peer pressures.
After all, teachers should not be able to grade all of the writing students do. If they can, they aren’t inviting students to write enough.
Douglas Fisher & Nancy Frey
But of all of the strategies I have learned over the years, there is one that stands far above the rest when it comes to improving my student’s writing: The teacher should model writing – and think out loud while writing – in front of the class.
Teaching students to write is something very few teachers learned how to do during their undergrad. But when we do teach writing, the voice that is developed in our students carries with them into their adult lives. It’s hard, difficult at times, but definitely worth it! And just when we least expect it, a former student drops you a line like this one on Facebook!
In 2008, the school where I taught implemented a 1 to 1 laptop program. While excitement was in the air for the first few weeks with students and staff, I quickly learned during week #4 the honeymoon was over and I needed to develop new rules for our changing education environment.
Every year since then, I have revised the set of “Laptop Expectations” I created so long ago to keep up with new language and needs. I often re-share the document because implementing technology use in the classroom is always new for someone. I also have come to realize that it is much easier to have a document to start from, for ideas, suggestions, examples, and work to make it my own.
This document is a perfect place to start. Please feel free to make a copy of it, edit it, share it with a colleague, or even use as it stands (replacing my name of course). And let me know if I have forgotten anything you would add or needed to add during the school year. Again, the language for a few of the numbers is specific for my classroom and devices we used but the expectations can be changed and used for any device in the classroom.
For educators, Back to School means getting to know a new group of students as individuals and learners. Knowing a learner impacts teacher instruction, content, and support to maximize student success. This is no easy task considering each student has a different learning path and have both skills that they have mastered and ones still needed. As a student progresses throughout the grades it becomes more difficult for educators to access differentiated material and textbooks to support the needs of all learners. Consider this, how many textbooks in MS and HS come in multiple accessibility-levels or languages?
For many, the answer is ZERO. That is why it is imperative for all teachers and students to be aware of the tools and resources available to support learning. In the broad sense of the definition, assistive technology is any tool, program, or resource that helps people with disabilities work around challenges they may face so that they may learn, communicate, and function better. All of this while working towards independence. (Understood.org)
And while not all teachers specialize in assistive technology, all educators should be aware of possible resources to use when it comes to providing accessible and inclusive learning environments.
My #1 Recommendation for Back to School Assistive Tech is… Immersive Reader.
Immersive Reader is a free Microsoft Learning Tool that implements proven techniques to improve reading and writing for people, regardless of their age or ability. Think of it as a way to customize reading experiences based on need or preference.
Not only should every educator be aware of Immersive Reader, but should also take time to model it in the classroom so that all students are exposed to this resource. Here are 5 Hidden Gems of Immersive Reader:
Free and in the cloud – Immersive Reader is FREE. And just like most Microsoft products, it is available in the cloud, meaning, you can use Immersive Reader on any device! A Surface Tablet, Chromebook, Macbook, iPad… you get the point. The device or browser does not matter. You may teach in a school with a Google domain, outfitted with Macbooks, fine, do what’s best for kids, not brands! Make learning and text accessible with Microsoft’s Immersive Reader.
Bilingual documents and text – How many educators work in an environment with learners who are bilingual? English Learners? A more interesting question to pose may be, How many of us work in a school where there are NO ELLs? All of our students are English – speaking learners? The only language spoken at home or outside of school is English? Classrooms around the country not only have English Learners but these students also have multiple native languages. Immersive Reader provides real-time translation in over 60 languages (additions made frequently) and also has the ability for the user to continuously flip between the original text and the translated version. And why stop at students? Use Immersive reader to support school to home communication as well and provide accessible information to all.
Picture Dictionary – Along with the ability for real-time translation to create accessible text, Immersive Reader provides users with a Picture Dictionary. Not only are pictures included for words users select, but audio let’s students hear the pronunciation as well. And if the document is translated into a different language, the built-in dictionary includes the picture, audio for pronunciation, and translation in both languages simultaneously!
Line Focus and Parts of Speech – Immersive Reader includes many options for readers to customize their experience. The best way to learn about these options is to dive in and test it out yourself but two of my favorites are Line Focus and Parts of Speech. Line Focus is perfect for students who have visual or attention difficulties. Choose from single-line view or a 3-line view to highlight the text as you read. Line Focus provides less distraction and more focus. To support language learning and comprehension, another Immersive Reader option is the ability to label parts of speech within the text. Students can now visually see by both color and label if the word is a noun, verb, etc. Knowing the parts of speech helps with comprehension and allows students to learn language independently.
Immersive Reader is my #1 Must-Have Back to School Assistive Technology recommendation for 2019. Immersive Reader is perfect across all disciplines and grade-levels because of the various options to customize one’s reading experience. It not only empowers learners with dyslexia, ADHD, emerging readers, non-native speakers, and people with visual impairments; but helps ALL students.
Want to dive in more? Reach out to me in the comments section below and check out this Wakelet collection via Mike Tholfsen!