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21st Century Curriculum and Assessment Framework

21st Century Curriculum and Assessment Framework
Updated February 2013 Adopted by the NCTE Executive Committee November 19, 2008 Context for NCTE’s 21st Century Literacies Framework In the 1990s, the National Council of Teachers of English and the International Reading Association established national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education. The NCTE definition of 21st century literacies makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary: Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. Elements of the Framework Implications of the Framework for Assessments Appendix: 1. 2. 3. 6. 7. 8. 10. 12. Related:  digcit and dataSLIS 705 Research Proposal Sites

21st Century Learning: Will Richardson: Connective Teaching: How the Read/Write Web Challenges Traditional Practice Voice for the VoicelessIn keeping with my context filter (Homeless Children and Children of Poverty) for the Connectivism conference I re-listened to Will's presentation. Will says that networks are crucial and the best way to stay current is to network with other passionate learners who want to learn the things you do. As educators we must have a willingness to share and be transparent. He tells us that recognizing patterns is huge. As educators we should look at the distributed conversations that are out there -- which are not linear-- and synthesize ideas, pick out patterns of ideas and connect them. Why should we be doing this? This is so true for students of poverty or even for students whose parents (regardless of socio-economic status) are not connected at home. Ask YourselfAsk yourself- are the current methods and curriculum being used at your school going to equip a high poverty student to climb out of the circumstance that has been forced upon them?

The Impact of Digital Tools on Student Writing and How Writing is Taught in Schools A survey of 2,462 Advanced Placement (AP) and National Writing Project (NWP) teachers finds that digital technologies are shaping student writing in myriad ways and have also become helpful tools for teaching writing to middle and high school students. These teachers see the internet and digital technologies such as social networking sites, cell phones and texting, generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations. At the same time, they describe the unique challenges of teaching writing in the digital age, including the “creep” of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use. The AP and NWP teachers surveyed see today’s digital tools having tangible, beneficial impacts on student writing About this Study The basics of the survey

Information Literacy Access and Evaluate Information Access information efficiently (time) and effectively (sources)Evaluate information critically and competentlyUse and Manage InformationUse information accurately and creatively for the issue or problem at handManage the flow of information from a wide variety of sourcesApply a fundamental understanding of the ethical/legal issues surrounding the access and use of information Additional resources: 1. ALA | Information Literacy AASL provides leadership for the development of dynamic, student-centered school library media programs. 2. 21st Century Literacies Curriculum The 21st Century Literacies Curriculum presents the process and essential skills for embedding information literacy strategies across all areas of the curriculum.

Inside My Global Classroom You might have realised that I don’t come from around these parts. I’m an Australian, and yet I function in online networks with educators from all parts of the world. I know my practice has benefited from these interactions. Where once I was more insular in my thoughts about education and greatly influenced by the professional journals published in my own country, now I am laid open to the education systems of other countries and can learn from their successes and failures shared via the generous souls on networking sites like Twitter. Some of the most exciting times I’ve experienced with students have come when we’ve made a connection with a teacher or class in another country. Just recently, a group of our Yr 12 students helped a geography classroom in Arizona gain an understanding of the Australian culture and climate so that they could make comparisons with their own geographical conditions. Global service learning project High in the Sky hopes © Brian Crosby, 2011 About the author

Manual of Style/Words to watch There are no forbidden words or expressions on Wikipedia, but certain expressions should be used with care, because they may introduce bias. Strive to eliminate expressions that are flattering, disparaging, vague, or clichéd, or that endorse a particular point of view. The advice in this guideline is not limited to the examples provided and should not be applied rigidly.[1] What matters is that articles should be well-written and consistent with the core content policies—Neutral point of view, No original research, and Verifiability. The guideline does not apply to quotations, which should be faithfully reproduced from the original sources; see the section on quotations in the main Manual of Style. Words that may introduce bias Puffery Words such as these are often used without attribution to promote the subject of an article, while neither imparting nor plainly summarizing verifiable information. Peacock example: Just the facts: Contentious labels Unsupported attributions Expressions of doubt

Learning Standards & Program Guidelines Review and Revision For the first time in decades AASL is using a multi-layered survey, data, and research approach to revise and remodel its learning standards and program guidelines for your profession. To ensure the standards meet the needs of the entire community, this research centers on community consultation—you are the foundation of our work! Visit the FAQ section for more information on the research process, key findings, and next steps. Overview | Project Plan Milestones | Frequently Asked Questions While the launch of new standards and guidelines is scheduled for fall 2017, the current AASL standards will not “go away” with the release of new standards. Learning Standards AASL's learning standards offer a vision for teaching and learning to both guide and beckon the school library profession as education leaders. Program Guidelines AASL's newest set of program guidelines defines the future direction of school library programs. Learning4Life

Kindly I invite you to join free in #mmvc11 my session Building a powerful #PLN in #edtech20 project in the New Age of #Curation I want to present you my #mmvc11 presentation using reelapp I am verry happy because my presentation ,,Building a powerful PLN in edtech20 project in the New Age of Curation" is scheduled Friday 8 PM Bucharest time in MoodleMoot Virtual Conferences in English and Spanish on WizIQ by Integrating Technology for Active Lifelong Learning and I invite you all to join free my session / class and all the sessions scheduled in this awesome conference organized by Dr . Nellie Deutsch Muller Click on the phtoto to register and join free my class The MoodleMoot will take place from August 17-21 online via WiZiQ Virtual Classroom. The topic tracks for MMVC11 are: I am very happy also because #edtech20 project has now a mobile app and you can read what is new in our project here . 1. Leadership Day 2011 Google COLLABORATION DOCUMENT

Pew: 47% of US Facebook users, or about 30% of all Americans, get news from the social network Given that Facebook is the world’s largest social network with over 1.15 billion users, it’s no surprise that many turn to the platform for news. In the US, about half of adult Facebook users, or 47 percent, get news from the social network. Facebook has over 128 million monthly active users in the US and more than 101 million daily active users in its home country. These latest figures come from a survey conducted August 21 to September 2 by the Pew Research Center in collaboration with the John S. and James L. Yet all this begs the question, how did Pew pick out Facebook news consumers? All that being said, Pew found most US adults do not go to Facebook seeking news out. In other words, Facebook is big enough now that it can be used to share news to users who don’t actually go out and seek it. Top Image Credit: Brendan Smialowski/GettyImages

Coteaching: A Strategic Evidence-Based Practice for Collaborating School Librarians – School Library Connection Blog Have you preregistered for Dr. Judi Moreillon’s upcoming webinar on EdWeb, “Classroom-Library Coteaching 4Student Success“? Join Dr. Moreillon and our colleagues from Libraries Unlimited on October 13th at 5:00 PM EDT for an interactive exploration of strategies for identifying potential collaborative partners, electronic collaborative planning tools, providing evidence of the value and efficacy of classroom-library collaboration, and much more. To whet your appetite we’re sharing this gem of Dr. The collaborative classroom teacher–school librarian model can take various forms. In Empowering Learners: Guidelines for School Library Programs (2009), AASL identified the instructional partner as the most critical role for the future of the profession. Learning Commons The LC is a school-wide approach to envisioning, organizing, and facilitating learning in the library’s physical and virtual spaces. Both classroom teachers and school librarians benefit from coteaching. Works Cited

Harvard Education Letter Volume 27, Number 4 July/August 2011 Once completely virtual, some K–12 online schools are settling into buildings by Brigid Schulte A student in Miami-Dade County works in a computer lab run by Florida Virtual Schools. From its humble beginnings with 400 students in 2001, Connections Academy offered a complete, full-time education online for kindergarten through 12th grade students who wanted or needed to learn in more of a home-school setting. Fast forward to 2011. But just as online learning is taking off, new research is finding that it may not be the most effective way to teach children, and virtual companies have begun to see that a purely virtual approach has its limits.

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