21st-Century Teaching And Learning

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Word Cloud

 

Create a word cloud to demonstrate characteristics of 21st-century teacher, learners, and any other relevant stakeholders using a word cloud tool, such as Wordle, or Tagxedo,. As you prepare your word cloud, consider the following:

  • 21st-Century Student Outcomes
  • 21st-Century Student Support Systems
  • How the various stakeholders use technology in education

Create a 21st-century teaching and learning mission statement to include. Consider the following as you prepare your mission statement:

  • What is the difference between technology use and technology integration?
  • What is the role of state and national standards and organizations when integrating technology with curriculum?
  • What are some methods for integrating technology into content standards?
  • What are digital and media literacies?

Race, Funding and Multiculturalism:

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influence on American culture from the turn of the last century to today. You have now read about the rise of African American Theatre and entertainment in America, its influences and the direction it has been on to our modern era.

With all of this background now from your viewing of our films, documentaries, supplemental materials provided to you through Titanium and your own personal sense of multiculturalism in the Theatre, T.V., and Film, please read the following excerpt from Brockett and Balls text, The Essential Theatre about August Wilson’s view of African American Theatre. (August Wilson is the playwright who wrote Fences)

Race, Funding and Multiculturalism:

At the 1996 Theatre Communications Group Conference, August Wilson made an impassioned speech about the lack of support for African American Professional Theatres, which he judged essential if African Americans are to explore their own culture and History in a context that is not dominated by white society. He pointed out that present funding policies reward mainstream white Theatres for occasionally including a minority play in their repertory, a practice that keeps African Americans subordinate by making their lays only a token part of Theatres offerings nut sufficient to divert funds from African American Theatres. He also denounced “colorblind” casting that places African American actors in roles written for whites, “which is to deny us our own humanity.” Overall, he saw these practices as keeping African Americans in a subsidiary role by making it difficult for them to explore their own history apart from the dominant culture.

This speech led to a heated exchange between Wilson and Robert Brustien, Artistic Director of the American Repertory Theatre. Brustien charged that Wilson was advocating cultural separatism. Whereas he himself favored bringing everyone together so we may achieve a “single value system.” Many others were soon involved, and in a January 1997 New York Town Hall meeting, Brustien and Wilson debated the issue. Ideas remained the same but positions remained largely unchanged.

In March 1998, a five day conference of African American Theatre personal was held in New Hampshire; one day of the five was open to others –about 300 people including Theatre personal, and business and foundation executives. At the open Meeting many proposals were made, most of them positive, but few solutions were reached. Future meeting were planned for more detailed consideration of particular issues. In 2002, the controversy was still ongoing. (Essential Theatre, Oscar G. Brockett and Robert J. Ball 8th Edition, 2004)

Questions(s):

Do you agree with August Wilson about color blind casting and it denying the humanity of those actors playing roles written for white actors in the American Theater?

Could color blind casting say that we can look above and beyond race to the nature of what humanity is and how we can experience it?

Can you explore the human condition and experience devoid of the divisiveness and history of race and race relations?

Can the human experience BE voided of race and still be compelling?

Is Brustien’s “Single Value System” a more thoughtful and socially uplifting approach to the way we should be telling stories?

How do you think the “Single Value System” would work in your own words?

Notice that this article was published in 2004. Based on all of your information now and your own familiarity with pop culture, film, entertainment and the Arts, how do you feel we are different now 13 years later with respect to multiculturalism in the theatre, the Arts, entertainment, film and television, pop culture and most specifically with African American actors? In 13 years how do we even feel about saying “African American” as opposed to “Black Actors”

Start a thread and in the subject put (your full name) – Be sure to copy the questions above and post them with your answers!!! – Minimum 150 words – Use complete sentences and correct grammar.

Part 2: Your Comments: Read and respond to two other students’ answers. Make sure you are specific and identify who and what you are responding to.

Remember, your answer needs to be at least 150 words total and use proper English grammar and syntax, and you must reply to at least two other students’ posts.

Building Words

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You might also want to read this web article by Timothy Rasinski entitled, Making and Writing Words. http://www.timrasinski.com/presentations/article_making_and_writing_words.pdf

In this discussion posting:
Explain how the “Making Words” program described in Chapter 10, or how Word Banks or Word Sorts as described in Chapter 11 utilize the principles of constructivism which is briefly defined on page 155.

  • Follow this link to learn more about the attributes of constructivism. http://www.calpro-online.org/eric/docs/brown/brown01_02.pdf

Describe at least two other ways you will use constructivism in your classroom to teach reading. Lastly, explain why it is important to employ constructivist principles when teaching reading, especially beginning reading.

Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.

 

 

The article provided in our reading above on making words is a bit old, so I am placing a link below that has a very short update of this method with an example of how to do it. This should explain the concept a bit better than the article we provided above.

http://www.teachhub.com/all-about-making-words-strategy

 

 

Example of the work you look at too get ideas

 

Constructivism allows students to learn through hands on experience. Rasinski & Padak(2013) describe this hands-on experience to be anything where students are engaged in  a learning process outside just simple readings and writing tasks such as a science experiment or an interactive “making words” lesson(Rasinski & Padak,2013). Furthermore, constructivism holds many real-world implications for students by allowing them to physically experience what they are learning as its being applied to worldly examples. With reading, this is essential for students to physically see and under

According to the California Adult Literacy Professional Development Project, constructivism is facilitated “through the design of classroom activities that guide students to work collaboratively with others, set their own sequences and pace of work, and actively engage in problem solving, critical thinking, and negotiation” (California Adult Literacy Professional Development Project, n.d.). As such, a great way to apply this level of engagement to students who are learning about phonics, is to practice making words and find creative ways for students to learn about spelling and other patterns associated with grammar, word codes, strategies for spelling. Furthermore, “making words” lessons according to the Teach-Hub, is a great way to help struggling readers as well as create inventive ways for students to construct words using a “tangible modality” ( Teach-Hub,2017).

Finally, activities such as puzzles helps students physically arrange letters by adding, removing, changing, and/or making new words out of the given letter. These activities are ideal learning activities which help embody the foundation of constructivism in the classroom. Another perfect example of making words lessons is having each student hold a letter card with vowels and consonants written on it and then having the class participate to create words based on the instruction of the teacher. Rasinski & Padak describe a lesson similar to this in which the teacher shows students how the words slid and slide can be made from the id and ide patterns and then has students writes words on cards and has students practice them with a partner by forming word families, by beginning sound, or by presence or absence of a consonant blend or digraph (Rasinski &Padak, 2013).

In short, applying constructivism in your classrooms is an essential component to any reading and vocabulary lesson but in particular to beginning readers. Beginning readers need a structure to allow them to place letters, sounds, and words into a senescence and in order to read. setting a physical setting for this to occure makes the lessons more easily memorable and in turn, students remember more!

 

References

California Adult Literacy Professional Development Project. (n.d.). What is constructivism? Retrieved from http://www.calpro-online.org/eric/docs/brown/brown01_02.pdf

Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.

 

Explain how the “Making Words” program described in Chapter 10

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Building Words

 

Read Chapter 10: Building Words (pp. 155-169) and Chapter 11: Word Banks and Word Sorts (pp. 170-184). You might also want to read this web article by Timothy Rasinski entitled, Making and Writing Words.

In this discussion posting:

Explain how the “Making Words” program described in Chapter 10, or how Word Banks or Word Sorts as described in Chapter 11 utilize the principles of constructivism which is briefly defined on page 155.

 

  • Follow this link to learn more about the attributes of constructivism.

 

Describe at least two other ways you will use constructivism in your classroom to teach reading. Lastly, explain why it is important to employ constructivist principles when teaching reading, especially beginning reading.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your discussion.

 

 

 

Please make sure to refer to chapter 10 and 11. I have attached the chapter as a docx. Rubric Scoring sheet is also attached. Please follow that. 🙂

 

Book:Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.

 

If you have any question please feel free to ask me.

Total Possible Score: 4.00

General Content/Subject Knowledge

Total: 2.00

Distinguished – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates in-depth knowledge of the discussion topic.

Proficient – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates knowledge of the discussion topic.

Basic – Addresses all aspects of the prompt in accordance with the parameters of the discussion and demonstrates basic knowledge of the discussion topic.

Below Expectations – Addresses all or most aspects of the prompt in accordance with the parameters of the discussion and demonstrates limited knowledge of the discussion topic.

Non-Performance – There is no initial discussion post, or the post does not address the discussion prompt at all.

 

Critical Thinking

Total: 0.40

Distinguished – Comprehensively explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates all of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.

Proficient – Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates most of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.

Basic – Explores the ideas, thoughts, and elements of the topic and provides relevant evidence and information that demonstrates some of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, and use of information, and logic.

Below Expectations – Attempts to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information, but demonstrates few of the following as applicable to the discussion prompt: clarity, relevance, depth, breadth, use of information resources, and logic.

Non-Performance – There is no attempt to explore the ideas, thoughts, and elements of the topic and provide relevant evidence and information in either the original post or subsequent response posts within the discussion, or no post is present.

 

Written Communication

Total: 0.20

Distinguished – Displays clear control of syntax and mechanics. The organization of the work shows appropriate transitions and flow between sentences and paragraphs. Written work contains no errors and is very easy to understand.

Proficient – Displays control of syntax and mechanics. The organization of the work shows transitions and/or flow between sentences and paragraphs. Written work contains only a few errors and is mostly easy to understand.

Basic – Displays basic control of syntax and mechanics. The work is not organized with appropriate transitions and flow between sentences and paragraphs. Written work contains several errors, making it difficult to fully understand.

Below Expectations – Displays limited control of syntax or mechanics. The work does not include any transitions and does not flow easily between sentences and paragraphs. Written work contains major errors.

Non-Performance – Fails to display control of syntax or mechanics, within the original post and/or responses. Organization is also not present.

 

Engagement/ Participation

Total: 1.40

Distinguished – Contributes to classroom conversations with at least the minimum number of replies, all of which were thoughtful, relevant, and contributed meaningfully to the conversation. Fully engages in the conversation with appropriate topic-based responses.

Proficient – Contributes to classroom conversations with the minimum number of replies that are somewhat thoughtful, relevant, and contributed meaningfully to the conversation. Attempts to fully engage in the conversation with appropriate topic-based responses.

Basic – Contributes to the classroom conversations with the minimum number of replies. Attempts to fully engage in the conversation, but the responses are not relevant or fully aligned with the discussion topic.

Below Expectations – Attempts to contribute to the classroom conversations with fewer than the minimum number of replies; however, the replies are not thoughtful and relevant, or they do not contribute meaningfully to the conversation.

Non-Performance – There is no contribution to the discussion.

 

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