Learning Centers in a Blended Literacy Classroom

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I am excited to share this post which was co-authored with my friend, Steven Anderson @web20classroom. It is sponsored by ThinkCERCA, an online platform designed to empower teachers to personalize literacy instruction across disciplines.

There has been no greater impact on differentiation and student achievement in recent years than the effective integration of technology in the classroom. Traditionally, literacy educators spent long hours gathering resources, developing tasks and extensions, and reading and analyzing assessment to determine if the instruction was meeting the needs of students. Now imagine doing this same routine 3 or 4 times over to cover all Lexile levels in one classroom; exhausting. Technology has not only provided text access at students’ differing instructional levels, but has streamlined formative assessment, and has given back precious time to teachers to work with small groups and individuals.

The most effective blended learning model that literacy classrooms can utilize to meet the needs of all readers is the “Rotation Model” in which online engagement is embedded within a range of face-to-face forms of instruction. While this blended environment could look many different ways, we believe that the workshop framework provides the instructional vehicle that makes differentiation most successful. Technology or a blended model is not a component of the workshop framework, but utilized by a skilled workshop teacher, platforms such a ThinkCERCA, and an understanding of each student as a reader is when achievement is maximized.

In a workshop framework, there are 3 main components: Mini-lesson, Independent Practice, and the Share. The mini-lesson is whole group instruction. The teacher targets a learning objective, models it with a mentor text, actively engages the students in similar work, and then sends them on their way to apply the new learning to their own independent books. It is during the independent time that teachers experience the greatest challenges as well as the largest gains made by their young readers in the form of conferring. At the end of the time, the whole class is once again gathered to partner share or large group share out the important work they did during the day.

The question we often receive is centered around the Independent Practice. Teachers witness the benefits of small group instruction but are less certain about the learning taking place by the rest of the class. While there are many different ways to implement and manage independent routines, it is here where technology can best support young readers. During the independent time, centers are one way to keep students learning, not just completing busy work. Literacy Centers, infused with a blended environment is an example of rotation model at it’s best.

Centers –

  1. Student-centered, active inquiry, open-ended
  2. Purpose is to learn, offering opportunities for a variety of levels
  3. Center should be applicable to what you are teaching and what students are learning
  4. Established routines, organized materials, and dedicated space
Centers for the Early Grades Centers for the Intermediate Grades
Independent Reading

***accessible text at independent reading level, epubs, books and articles online

Independent Reading with Reader’s Notebook

***accessible text at independent reading level, epubs, books and articles online, digital reader’s notebook

Listening Center

***tablets, laptops, ipads, ipods

Multimodal Center

***devices and examples on one topic in multiple modes, consumption, and creation

Word Work

***active, and able to manipulate like a drag and drop option, text to speech, videos, word games

Beautiful Lines, Interesting Words, Author’s Craft

***accessible poems online, apps, resources, tools, publishing and sharing platforms

Writing Center

***comprehension checks, graphic organizers, student-created graphic organizers, video and audio, publishing and sharing platforms

Writing Center

***comprehension checks, graphic organizers, student-created graphic organizers, blogs, video and audio, publishing and sharing platforms

Wonder Center

***Virtual Reality, Videos, Infographics

Wonder Center

***Virtual Reality, Videos, Infographics

Poetry Center

***accessible poems online, apps, resources, tools, publishing and sharing platforms

Book Clubs, Literature Discussions

***accessible text, discussion forums, real-time chats and video options

Partner Center

***accessible text, audio and video

Drama Center (Reader’s Theater, plays, speeches)

***accessible material, video examples, clips, video and audio recording capabilities, publishing and sharing platforms

*** Technology Integration Ideas to Consider

Managing independent time in the literacy classroom is an area that teachers must address directly. Independent time, centers, or stations should not be busy work or only used sporadically. It does not have to be an either/or in regards to technology, instead, it is BOTH and supports students with all types of reading and writing they will consume and create in their lifetime.  It is a time for students to take ownership in their own learning. Integrating technology into independent time routines or centers is advantageous for both students and teachers and help to move all readers forward.

Want to learn more? Check out the Administrator Guide to Personalizing Literacy Through Blended Learning from ThinkCERCA! There is also a great webinar on crafting Scalable Blended Literacy Programs worth a watch as well.

References:

Blended Learning Models (Friesen, 2012)

Guided Reading, Fountas & Pinnell

Shaelynn Farnsworth is a Digital Literacy Expert in the Iowa. You can follow her on Twitter @shfarnsworth

Steven W. Anderson is a Digital Teaching and Relationship Evangelist. You can follow him on Twitter @web20classroom.

 

Contemporary Literacy Curriculum, #MakeLitREAL

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This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “Do you believe curriculum needs to be more relevant for a 21st-century world? If you had the power to change the school curriculum, what would you change?

As society and technology change, so does the definition of a literate person. Teaching students to read and write through traditional means, paper and text, is no longer the only skill set needed to be considered literate. Literacy is a foundational curriculum component to every discipline. More than that, literacy is “inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups.” (NCTE)

The literacy demands of contemporary society require students to be dynamic, multimodal, skeptical, and global.  Few, if any, curriculums address these needs in full. It is up to the knowledgeable educator to provide a curriculum that ‘Makes Lit. REAL”. (Relevant, Engaging, Authentic, Lifetime) #MakeLitREAL

When planning units, creating tasks, evaluating curriculum, working with other educators, or coaching PLCs, I continually return to the acronym REAL. This helps to center the conversation, keep students at the forefront of decisions, focuses on the verbs (communicate), not the nouns (tech tool), and provide literacy opportunities that will not only strengthen their skills now but forever more. When you Make Lit REAL, educators see the absurdity of assigning a 7 page, single-spaced, book report and reimagine curriculum and tasks that prepare our students to hone skills needed today, not 20 years ago.

 

Traditional Contemporary
Consume 2 Dimensional Readers

Unimodal, one way, text on paper. Limited access based on demographics and teacher knowledge/experience

3 Dimensional Readers

Multimodal, multiple ways, interactive text, media literacy, dynamic infographics, and visuals, etc. Ubiquitous access to information, people, and experts. Healthy skeptics and discerners of information

Create Multiple types and purposes but typically done with paper/pencil or word processor Dynamic, interactive, unique, multiple types and purposes but additional modes (posts, video, audio, visual) that provide student choice and voice
Communicate Contained to classroom or school Global, allowing students to cross the geographical divide digitally
Connect Contained, local, never talk to strangers Connecting and building relationships cross-culturally and globally
Curiosity ? Inquiry, design thinking, PBL; developing problem seekers not just problem solvers
Contribute Community-based, volunteering Developing empathy and ethical responsibilities. Pose and solve problems at a global level. Strengthening collaboration and independent thought.

 

Literacy is not only a foundational part of every curriculum it is a cornerstone to us as humans. The traditional curriculum is falling short in providing contemporary students the skills they need in life. When you Make Literacy REAL (Relevant, Engaging, Authentic, Lifetime) and apply this lens to the current curriculum,  a clear picture of our past and where we need to head as educators emerge.

 

Contemporary Literacy Practices, Go Where Your Students Are…

-Want to increase student achievement in reading and writing- Capitalize on the skills they use in their digital world.Education is slow to change. Before something is implemented it must be checked, researched, and statistically proven to impact student achievement before implementation occurs. While I  recognize the value of this system, it is the one that leaves professionals stagnant and places kids at a disadvantage. It also discounts the “gut-instinct” that teachers have when they recognize something is not working for their student and they need to change instruction.

The other day I was problem-solving with a building literacy coach at the middle school level. She spoke about a student, Allena (we will call her), an 8th grader who was classified as a struggling reader and writer by her teachers. The teachers wanted support in the form of strategies or programs that would help fix this child. A silver-bullet to implement that would magically make this student love writing.

In fact, the building literacy coach told me, all she cares about is watching YouTube and making videos for her own channel.

I paused, remembering a James Britton quote, “Go to where your students are – don’t make them come to you.” If you want to increase student reading and writing, go to where your students are in their “literary” worlds. Capitalize on the digital reading and writing that they do every day.

My question to the coach was How can we utilize YouTube to support this struggling writer? How can moviemaking and YouTube Stars be the vehicle in which she learns, practices, and demonstrates literacy skills? Could this entry-point then transfer to other areas of reading and writing?
Literacy is social, constantly changing, and impacted by the practices of a particular group. Contemporary literacy is multimodal, dynamic, and global. For students to be active participants in a global society it is essential to support student creation and consumption of 21st Century Literacies, even if it is driven by gut-instinct and has not had enough time to be deemed “research-approved.” Meeting students where they are does not only mean recognizing what skills they get and what they don’t, it also includes their interests, passions, and quite possibly YouTube.