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Redefining Literacy in Grades 712: Strategies for Document, Technological, and Quantitative Literacy

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State of Literacy at your school. Name assets and positive data trends ... A Four Corner Foldable for Boasting Rigor in Technological or Media Based Literacy ... – PowerPoint PPT presentation

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Title: Redefining Literacy in Grades 712: Strategies for Document, Technological, and Quantitative Literacy


1
Redefining Literacy in Grades 7-12 Strategies
for Document, Technological, and Quantitative
Literacy
  • With Lin Kuzmich
  • Senior Consultants
  • International Center for Leadership in Education
  • Model Schools Conference, Orlando
  • June 2008

2
1. Introduction
  • Check in
  • Who are we?
  • Who are the participants?
  • State of Literacy at your school
  • Name assets and positive data trends
  • Name challenges and issues in your data
  • What is the difference between prose and
    non-prose reading skills?

3
The World is Changing Constantly
  • So are our students
  • So is the research about students brains
  • Watch the video clip
  • Complete a Video Snapshot
  • Share your Video Snapshot with an intelligent
    partner at your table

4
Video Snapshot A Four Corner Foldable for
Boasting Rigor in Technological or Media Based
Literacy
5
Blooms Review for Your Video Snapshot Questions
  • Evaluation
  • Judgment using a criteria
  • Justify or defend
  • Persuade
  • Pros and Cons
  • Analysis
  • Same and Different
  • Compare and Contrast
  • Cause and Effect
  • Synthesis
  • Summary
  • Create or design
  • Integrate with prior knowledge

6
Agenda
  • Introduction
  • 21st Century Literacy
  • What is Document, Technological and Quantitative
    (DTQ) Literacy
  • DTQ Strategies
  • Next Steps and Closing

7
How Well do Adults in the United States Perform
on Workplace and Life Style Literacy Tasks?
  • Are We Ready to Participate in the Global
    Workforce?

8
2. 21st Century Work Force Literacy The
Knowledge Economy
  • As much as 80 of all literacy tasks at work
    require document and quantitative information,
    text, media and responses to nonfiction prose
    text.
  • Who in your school is responsible for teaching
    document, quantitative and technological
    literacy?
  • Where is it assessed in your curriculum?
  • A 1982 study showed that high schools spend only
    2 of instructional time on this type of
    literacy.
  • There is an increase, largely due to Internet
    use however, such instruction is still under 30.

9
What We Spend Time Doing Gets Done
  • Schools now focus on
  • Learning Literacy (learning to read, write, speak
    and listen) part of the top of our Triage Plan
  • Literacy Learning (content area literacy) our
    primary focus last year
  • We need to spend time, much more time, on
  • Literacy to Do (using documents and electronic
    sources to take action, perform well on
    assessments and problem solve) our focus this
    year

10
Literacy for Student Growth in Grades K-12 A
Framework for Results
1. Functional Literacy Learning to read, write,
speak and listen 3. Technological Literacy Using
reading, writing, speaking and listening in
multimedia venues to create products and
demonstrations of learning
2. Content Literacy Reading, writing, speaking
and listening to demonstrate content area
learning 4. Innovative Literacy Reading,
writing, speaking and listening to do or solve
something complex, invent something unique or
produce something innovative
Adapted from Gregory and Kuzmich (2005a and
2005b) Differentiated Literacy Strategies for
Grades K-6 and 7-12 Published by Corwin Press,
Inc.
11
Report on Adult Literacy
  • 43 of adults performing below basic levels of
    literacy on a national assessment were living in
    poverty, compared to 4 of those at the highest
    levels of literacy.
  • Non-literate adults average 240 per week in
    wages and highly literate individuals 681 per
    week.
  • 7 in 10 prisoners in the US performed at very
    basic or below basic levels of literacy.
  • From the NAAL Report 2003

12
Skills of Literacy from NAAL
  • Individuals with Below Basic Literacy Skills
  • Can perform
  • Sign ones name
  • Identify a country in a short article
  • Locate one piece of information in a sports
    article
  • Locate the expiration date information on a
    drivers license
  • Total a bank deposit
  • Cannot perform
  • Locate eligibility from a table of employee
    benefits
  • Locate intersection on a street map
  • Locate two pieces of information in a sports
    article
  • Identify and enter background information on a
    social security card application
  • Calculate the total costs of a purchase from an
    order form

13
Startling Facts
  • 25 of adults in the United States cannot
    understand their pay stub.
  • 58 cannot determine the differences between two
    medical benefit options.
  • 78 of adults in the United States cannot figure
    out how much interest is paid on a loan.
  • 71 cannot figure how many miles per gallon their
    vehicle gets.
  • 55 of adults in the United States cannot
    determine the correct dosage of liquid aspirin
    substitute to administer to their child, given a
    label with ages and weights.
  • From the 1992 NAL, similar results for 2003 NAAL

14
International Adult Literacy Results
  • 20 Nations in 1995
  • 16 to 65 years olds across all demographic groups
    were tested
  • Prose Literacy 9th
  • Document Literacy 14th
  • Quantitative Literacy 13th
  • The OCED now has 30 nations and the last test
    administration was 2003-2005

15
Current International Comparisons as of 2003
16
Have We Improved Nationally?
From NAAL, 2007
17
The Edge of the 21st Century A Moral Imperative
for Literacy
  • We dont stack up well to other nations, even
    when comparing like segments of our population.
  • Our students will retrain more than 7 times in
    the 15 years after high school.
  • Our economy, our technology, our communication is
    global.
  • ARE WE READY?

18
Sample Prose Question
At what age did Chanin begin swimming
competitively? 75 of Adults answered correctly
19
Sample Document Task
NON-NEGOTIABLE
What is the gross pay for this year to date? 60
of Adults answered this correctly
20
Sample Quantitative Task
  • You need to borrow 10,000. Here is the ad for
    Home Equity loans on page 2 in the
    newspaper.Explain to the interviewer how you
    would compute the total amount of interest
    charges you would pay under this loan plan.
    Please tell the interviewer when you are ready to
    begin.
  • Only 22 of Adults got this item correct

21
3. What is Document, Technological, and
Quantitative (DTQ) Literacy?
  • Welcome to the Global Workplace

22
Three Aspects of DTQ Literacy
1. Previewing the Document or Source
2. Understanding the Task
Document, Technological, and Quantitative Litera
cy Skills
3. Completing the Process
These 3 aspects are comprised of 14 Core Skills
for DTQ Literacy
Adapted from Mosenthal, Kirsch,
Guthrie, deGeus, Reitman,
and Kuzmich
23
Prose versus Document Literacy
  • Document Literacy is not the Same as Prose
    Literacy
  • Prose has two continuous text forms
  • Fiction
  • Non-fiction

Newspapers contain both continuous prose in the
form of articles and document literacy in the
form of maps, charts, photos, tables, etc.
24
Understanding Document Literacy
  • What Document Literacy Includes
  • Non-continuous text
  • Charts, maps, graphs, forms, sites, films,
    tables, interactive technology, etc.
  • Array-based
  • Form-based
  • Media-based
  • Requires knowledge of format, understanding of
    tasks, and completion of tasks or actions using
    documents
  • Technological Literacy
  • Quantitative Literacy

25
Other Forms of Document Literacy
  • Quantitative Literacy
  • Form of Document Literacy
  • Requires mathematical action, problem solving,
    and/or calculation
  • Requires the demonstration of numeracy skills
  • Technological Literacy
  • Form of Document Literacy
  • Requires the use of media and technology to
    accomplish tasks
  • Requires the demonstration of technological
    navigation, technical language use, and production

26
Comprehending Literacy in a Global Era
  • Quantitative Literacy
  • Identify numerical representations and ideas
  • Perform computations and solve problems either
    alone or sequentially
  • Use numbers embedded in printed materials
  • Act with mathematical intent to complete tasks
  • Technological Literacy
  • Navigate and search using electronic sources
  • Production and problem solving
  • Compare and use ever-changing media and
    information
  • Act upon media and technology based information
  • Prose Literacy
  • Search
  • Comprehend
  • Use continuous text
  • Reflect
  • Documents Literacy
  • Search
  • Comprehend
  • Act upon
  • Use non-continuous text
  • in various formats

Kuzmich, 2007 for ICLE
27
Taking Action with Text, Media and Writing
  • Quantitative Literacy
  • Checkbook balancing
  • Tip calculation
  • Order form completion
  • Interest calculations
  • Benefit and nutrition comparison calculations
  • Advertisement comparing prices and other data
  • Technological Literacy
  • Filing taxes online
  • Travel arrangements
  • Photo management
  • Document assembly and creation
  • Personal digital libraries of music and other
    media
  • Prose Literacy
  • Editorials
  • News stories
  • Brochures
  • Instructional materials
  • Document Literacy
  • Job applications
  • Payroll forms
  • Transportation schedules
  • Maps
  • Tables
  • Drug or food labels

28
It is not OKwhen only 42 of adults can
explain the difference between benefits.
Source NAAL
29
It is a national catastrophewhen less than 45
of adults can tell which dosage of medication to
give a seven year old child of a given
weight.Source IAL
30
Part I Skills for Previewing the Document or
Source
  • Understanding the structural complexity
  • Understanding the organization
  • Understanding the amount of information

31
Part II Understanding the Task
  • Determining the relationship between the task and
    the document
  • Comprehending the question, purpose or prompt to
    initiate task
  • Identifying given and requested information
  • Setting an action goal

32
Part III Completing the Process
  • Locate information
  • Cycling through the document
  • Integrating information
  • Generating inferences
  • Formulating and calculating
  • Taking action
  • Evaluating results
  • For Quantitative Documents

33
The graph of a line that contains the points (1,
5) and (4, 5) is shown to the left.
Which best represents this line if the slope is
doubled and the y-intercept remains constant?
A.
B.
Lexile Level is 1020 - hard for an 8th grader
and easy for a 10th grader. Quantiles will put it
in the above 1000 range which is usually toward
the end of Algebra I. PMOSE/Kirsch is 10 which
is moderately difficult for a 12th grader or
higher.
This is a 9th grade item on a state test in March.
C.
D.
34
Current Brain Research
  • This generation struggles with
  • Context
  • Transfer
  • Parts to Whole Relationships
  • Inferential Thinking
  • Why?
  • Our brains are shaped by the world around us
  • This is the media generation
  • Thinking by remote control builds a different
    set of skills

35
New Generation Means a New Definition of Relevance
  • Use of real world documents, media and technology
    in classroom instruction increases both rigor and
    relevance.
  • Motivation and interest increase with the use of
    technology, real world documents and authentic
    and engaging tasks.
  • The more engaged the student and the more
    thinking and relevance in the learning, the more
    parts of the brain work to form lasting and
    retrievable memories.

36
Want to be Globally Competitive?
  • We need to raise the level of document,
    technological and quantitative literacy.
  • Content area literacy strategies are only a
    starting point.
  • Science and math performance in other countries
    goes up when document, technological and
    quantitative literacy is taught.
  • What is your
  • next step?

37
Our Session is Based on the Following Resources
Please see us later for more information if you
wish
  • Comes with DVD introducing the ideas behind the
    Kit
  • CD with useful and adaptable examples to teach
    students
  • Organized to address your data driven concerns
  • Download an excerpt from the ICLE website
  • www.leadered.com

38
4. DTQ Strategies for Non-Prose Documents and
Sources
  • PAR
  • Attribute Charts
  • Inference Proof Notes
  • Mail Hunt
  • Cause and Effect Analysis for Documents
  • Unpacking State Assessment questions that call
    for document or quantitative literacy

Kuzmich, 2007 for ICLE
39
K-W-L for Prose
40
K-W-L for Documents P-A-R (Purpose, Action,
Results)
Kuzmich, 2007 for ICLE
41
K-W-L for Quantitative Documents P-A-R
(Purpose, Action, Results)
Kuzmich, 2007 for ICLE
42
Attribute Chart Variation on Semantic Feature
Note-taker
Kuzmich, 2007 for ICLE
43
Attribute Chart for DTQ
Kuzmich, 2007 for ICLE
44
List Conventions of Organization, Searchability
and Uses of the Conventions
List other non-prose formats in your content area
and the conventions and uses for the conventions.
Kuzmich, 2007 for ICLE
45
Uses for a Document or Source T-Charting
Kuzmich, 2007 for ICLE
46
Inference - Proof Notes
  • Why it is so effective?
  • How it works with both prose and non-prose
    materials

Kuzmich, 2007 for ICLE
47
What can you infer from this map? What is your
proof?
48
Tips for Locating Information in Print Documents
  • Mail Treasure Hunt Directions
  • Bring in a week worth of junk mail and newspapers
  • Sort by similar items like catalogs, credit card
    applications, sections of the newspaper (in math
    class look for items involving finance and other
    real world applications of math)
  • Assign students to groups by type of mail or
    section of the newspaper
  • List similar conventions in labels, taglines,
    organization between documents from multiple
    companies
  • Each group develops rules on chart paper for
    making searches easier and shares with others
    this activity is like a jigsaw

Kuzmich, 2007 for ICLE
49
Cause and Effect Graphic Organizer for DTQ
  • Desired Purpose
  • or Effect

2. Actions that Will Cause that Effect or
Fulfill that Purpose (how will you do the work,
what is your plan?)
3. Evaluation of Success
Kuzmich, 2007 for ICLE
50
More On Cause and Effect for DTQ
Kuzmich, 2007 for ICLE
51
Teach Students to Look at the Question Words and
Identify What is Asked
Kuzmich, 2007 for ICLE
52
5. Next Steps and Closing
  • How will you share what you learned?
  • When will this occur?
  • How quickly can you put this in place?
  • What are the three or four most valuable
    strategies you learned today?

53
May Your Moments be Many!
  • Educators are addicted to the moment when a
    students eyes light up, when the teaching
    becomes learning. May your days be filled with
    such moments.
  • Philip Patrick Horenstein

54
How to Reach Us
  • Lin Kuzmich
  • 970-203-4176
  • kuzenergy_at_gmail.com
  • www.kcsink.org
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