DigiLitSunday: Free from Fake

Is our freedom real or fake?

Journalismcanneverbe.png

Fake or real? I don’t think that is the real issue. The real issue is whom do we consider to be our journalists, the voice of the people; they let us know. It’s their job.

thebasisofour

Yes, we need ways to discern that what we read is valid and true. Margaret Simon shares how her students think about and validate their sources in her post, DigiLitSunday: Fake or Real?  And they discovered that the truth is not easy to assess — a person in articles may say one thing on one day and change their mind on another. But the point is, the students are verifying the information:

  • what type of site? [edu, gov, org, or ??? ]
  • are their links to their sources?
  • are their cross-references?
  • is the ‘news’ on multiple sources?
  • is information or opinion verified with evidence?

Margaret shared Kevin Hodgson‘s Google Slideshow, which he shares with his students to help them sort real from fake news: Fake News and How To Spot It.  Anyone can put any information online. Who sponsors the site? Who are the donors and supporters? What is their purpose? How do they get their information?  For more ideas on Fake or Real News, see this Google collaboration started by Eric Hill.

As I said, the real issue asks this question: Whom do we consider to be our journalists, the voice of the people? They let us know. It’s their job. We get news from journalists who provide the information about the world and our leaders so we can hold them accountable.

So what is journalism? I trust you’ll find resources and share them below in comments, but here’s part of a definition from Journalism Requires a Definition at mic.com, which reflects a view that follows Thomas Jefferson’s idea that journalists are our voice:

“nine-point explanation given by Bill Kovach and Tom Rosentiel:

  1. Journalism’s first obligation is to the truth
  2. Its first loyalty is to citizens
  3. Its essence is a discipline of verification
  4. Its practitioners must maintain an independence from those they cover
  5. It must serve as an independent monitor of power
  6. It must provide a forum for public criticism and compromise
  7. It must strive to make the significant interesting and relevant
  8. It must keep the news comprehensive and proportional
  9. Its practitioners must be allowed to exercise their personal conscience”

Journalism Requires a Definition at mic.com

So, the first thing today is to search for news from organizations who follow, and whose  journalists follow, those tenets. That would be news sources such as The New York Times or the Washington Post or your local newspaper. We have forgotten that the “news” is for us– by journalists who follow and report on issues that we, the public, the citizens, need to know.

If you don’t like the news you hear, or you disagree, write a letter to the editor or your own blog post. However, this year, journalists have been denigrated by fake news sites and even by our leaders, whom we have elected. Journalists look for the truth with facts — they inform us so we can act. So we might not want to hear this from the New York Times about President Obama:

“He warned us against retreating into our bubbles, but he was never able to escape his own.” New York Times

And we might not want to hear when President-Elect Trump states a lie and is called on it:

“Can you imagine that if Donald Trump got the questions to the debate — it would’ve been the biggest story in the history of stories. And they would’ve said immediately, ‘You have to get out of the race.’ Nobody even talked about it. It’s a very terrible thing.”

That “nobody even talked about it” is a trademark Trump lie; the supposed revelation dominated the news for days.  The Nation

We don’t want to hear those things — but we need to listen.

And we need to use our own strategies for verifying all news sources — using more than one newspaper or media about the issue. We need to read world news– from other countries. We need to support valid “news” organizations.

Why? Here are a few reasons:

  • Twitter is Instant Unverified Statements: “Mr. Trump expertly exploits journalists’ unwavering attention to their Twitter feeds” New York Times
  • Basic facts are needed for citizens to discuss: “When political actors can’t agree on basic facts and procedures, compromise and rule-bound argumentation are basically impossible; politics reverts back to its natural state as a raw power struggle in which the weak are dominated by the strong. That’s where Donald Trump’s lies are taking us. By attacking the very notion of shared reality, the president-elect is making normal democratic politics impossible. When the truth is little more than an arbitrary personal decision, there is no common ground to be reached and no incentive to look for it.” ThinkProgress
  • Our Freedom of the Press is treated by the President-Elect just like Putin’s Puppet Press: “Putin always comes off as an omniscient and benevolent leader tending to a flock of unruly but adoring children.” Alexey Kovalev on Medium
  • We’ve been “Framed”: “You just keep repeating the things that you’re negating. And that just strengthens them.” George Lackof interview by Paul Rosenberg in Salon

These reasons show how we Americans have been inundated with a political strategy that has turned us against those who would keep us free: journalism and Freedom of the Press.

We must understand these and call them out. We must support our journalists and hold them true to standards built over the course of history in our democratic republic and founded in our most sacred documents. And we must hold our leaders accountable to the truth — we must discern any lies and deception by verifying the information. If even our President is creating fake news, make it known. See “Conspirator-in-Chief” from Salon.

Fake or Real? We must build up those who have spoken up through history.

If we let our journalists be bullied, ignored, and disgraced, we all lose our freedom and our ability to hold our government accountable. We must demand that our President respect this fundamental aspect of our democratic republic. This is the first president in my history who has deliberately generated, as a strategy, division, animosity, and threats to our journalists. I may not have liked President G. W. Bush, but he was my president and he did not divide the country with rhetoric nor did he threaten the press. Our President-Elect is different; his strategy is to engage his followers and deny, defame, and divide anyone who questions him. Our historical beginnings formed from fighting tyranny, and although I want him to be great — so far, he has spread only derision and disdain for many of us, the citizens whom he represents, and the journalists who represent us.

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We have a right to speak up. We have a right to speak up against websites that create fake news and misinformation. We have a right to speak up to leaders who also do so. And journalists are part of that right. Without freedom of speech, freedom to assemble, and freedom of the press, we are not free. [ Bill of Rights ]

Fake or Real? It’s more than that: we need to expect our highest leaders in our local, state, and federal offices to be honorable, truthful, and supportive of those institutions and founding ideals that make us great.

How?

  • Subscribe and follow reliable news organizations
  • On Facebook, follow those reliable news organizations
  • On Facebook, hide fake news, biased news, misinformation; report fake news
  • On Facebook, share important news from reliable news organizations
  • On Twitter, follow those reliable news organizations
  • On Twitter, choose “I don’t like this Tweet” for false, fake, and lies
  • On Twitter, tweet important news from reliable news organizations
  • Write blog posts about the importance of journalism
  • Write blog posts based on reliable news
  • Encourage students to write letters to the editor
  • Encourage student journalism

Journalism
can never be silent:
that is its greatest virtue
and its greatest fault.
It must speak,
and speak immediately,
while the echoes
of wonder,
the claims of triumph
and the signs of horror
are still in the air.

Henry Anatole Grunwald
Former Editor, Time Magazine

Do more than determine if ‘news’ is fake or real — support the voices of the people: journalists. Make our freedom real!


[Bill Moyers: 10 Investigative Reporting Outlets]

img_3496 Part of Margaret Simon’s: DigiLitSunday

Topic: Fake or Real?

Make America Again 2

trump

I watched the Trump press conference on Jan 11th. Some things I liked, others not.

I did not like the diatribe about the Russian information; the conference was about his ethics dilemma. Is it always going to be a Trump conference, not a press conference? Perhaps the Press needs to take pictures of and acknowledge the sycophants who are there, paid, to support in cheers and applause the president, just like the leader he admires, Putin, would do.

I also didn’t like his statements about Nazi Germany: he’s the one creating the feeling that we are in Nazi Germany because he doesn’t want anyone questioning him. He wants to control the press [again, like his friend Putin.] In addition, this is another example of what Trump does: if something is suggested — or might be suggested — about him, he throws it back at his victims / accusers. Pure con. He needs to be better than this; he could be better than this.

Another problem that brings chills of fear like a Russian-like or Nazi state, was when he said:

And we focused very hard on those states, and they really reciprocated. And those states are going to have a lot of jobs, and they’re going to have a lot of security. They are going to have a lot of good news for their veterans.

Apparently those who nod their heads and applaud and say, “Great job! We voted for you” — those states will be the ones who will have jobs and security, as if there were no Trump voters in other states. Favorites. Reward systems. Discrimination. The rest of us will eat cake.  That’s pretty petty and scary. He may not have meant that, but that is the impression.

I listened as the explanation by his lawyer tried to share how Trump could step away from his business. I felt as if he is hanging on to the business he built, and who could blame him? So it seemed he was saying, “Look. Would this work?”  That was good — to offer a solution.

But then it needs to meet expectations and guidelines, which I don’t think, ethically, it did.

So, it seems, he should decide what he wants to be: President or Businessman. He can’t look like he’s benefiting from the decisions he will be making. No matter if he says, “The President can’t have a conflict of interest.” The reality is: he does. If he wants to be great; he must be better than that.

Step away. Be great.  That’s how he was voted in. Traditions matter; being presidential matters. He will be the leader of the United States of America; that is his business now.

These are my perceptions; I’m hoping they are wrong. I do want our president to do great things for our country. But perceptions matter. And he will be president of all of us– he needs to be presidential, not petty. That would make our great America again.



Image: Adaptation of image By Michael Vadon (Donald Trump) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons

Jan 7 Community History

Jan 7 Community History


I live in a community composed of five towns: Electric City, Grand Coulee, Coulee Dam, Elmer City, and Nespelem. We are tied together in a history that dates to the building of Grand Coulee Dam. It’s a rich history forged in a tumultuous time, during the Great Depression, in which our solution to the devastation was the New Deal: President Franklin Delano Roosevelt’s determination to help the American people. Grand Coulee Dam was one of the great infrastructure components. Thousands of people flocked to work on one of the wonders of the world, the largest gravity dam and concrete structure in the world at the time which would not only provide power but also irrigation to hundreds of thousands of miles of semi-arid lands, giving life to the land. It’s power provided the electricity to build the warplanes that helped win World War II. And that dam stopped the migration of salmon, the mainstay of food for the local Native American tribes, who had been forced onto a reservation, the roads closed, and families visiting each other from other areas of the Pacific Northwest found themselves trapped and forced to stay as well. The original reservation was formed in 1872 by Executive Order of President Grant. The reservations are sovereign nations, many with treaties with the United States of America. 

Nespelem, a town just northeast of the Columbia River’s turn to the west, is the tribal agency for the Colville Confederated Tribes. The reservation borders the Columbia River [in the portion behind Chief Joseph Dam called Lake Rufus Woods], which flows through Elmer City and Coulee Dam, is blocked by the Grand Coulee Dam to form Lake Roosevelt behind it, and provides the water that forms Banks Lake which borders Electric City. East Coulee Dam sits on the reservation; West Coulee Dam does not. Between Coulee Dam below the Grand Coulee Dam and Electric City above the Dam is the town of Grand Coulee. The five towns are tied by the water and land where the people live who make this semi-arid shrub-steppe biome their home.

So, we are a community rich in history, a history built on the culture of those who chose to live here. Nespelem, of course, is home to Native Americans whose own rich history spans thousands of years. It had it’s own businesses, schools, agencies, attractions— and it’s own history of converging cultures. When the Grand Coulee Dam was built, west Coulee Dam was home to engineers, the designers and supervisors. East Coulee Dam was home to workers; originally it was called Mason City and was to be a model town for the New Deal. Grand Coulee arose from the thousands who came, living in tents and make-shift shacks hoping for work at the Dam, or creating their own work and businesses to serve the thousands arriving to work. Elmer City, on the Colville Reservation, was incorporated in 1947. Electric City incorporated in 1950.

Yes, I live in a community composed of five towns: Electric City, Grand Coulee, Coulee Dam, Elmer City, and Nespelem. And as a rural community, our identity flows from family, friends, and neighbors who find ways to work together to support our community. We’re still working on that part; communities of diverse cultures take time to nurture.

~~~~~~~~~~

Image: Marked up NASA Public Domain

BHS My Story

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What’s my story? It starts on Avenue C. Click here to view “My Histro Map.”

“What is my story?” asks Mark Carman.

A story in picture and poetry above share a brief biography: My Histro or in docs here.

And as I learn and grow, I’ve revised and added to “Where I’m From:”

 

Where I’m From

I am from barefoot in lilac bushes

Shaded hideout and mud pies

I am from crab apples and roller skates

Hide and seek amongst fireflies;

 

I am from Chatty Kathy and paper dolls

Pebbles and Bam Bam scattered around

I am from basement play in make believe,

Treehouse fort and old rope swings;

 

I am from playing school in old time desks

Blackboard squeaks and Big Chief tablets

With wide spaces for small scribbles

in new colored pencils and cinnamon markers;

 

I am from books hugged close

As yellow elm and Russian olive leaves

Dance around in the swirls of autumn

Delivering me to the double doors of Will-Moore School.

 

I’m from “Dad Call Cindy” as Jeannie’s black lab follows,

In the alley we yell the words; she drops her head to stay

While we wander down to Elks swimming pool

Friends diving for dimes and swimming all day;

 

I am from splashing and chlorine ’til 5 o’clock closing.

Quick-stepping barefoot on hot black tar

Stopping a second at Dad’s Hedaul’s office

Hoping for help: “Can I have dime?”

Jeannie and I to Dairy Queen each

A Five cent chocolate dip

Finishes our daily swimming trip.

 

I am from Cousins, cards, and demolition cars

Peanut butter fudge high on the shelf in a bin;

Kids sneak the snack and Aunt Vera giggles;

her fudge frames my sheepish grin.

 

I am from Fishing, Wind, Toads, Sand

A lakeside cabin; a week of summer fun;

McIntosh, Tents, Hearts, and Solitaire Tournaments

Mosquitoes we slap and

Chipmunks we coax — quietly sitting, sunflower seeds,

presents held in our palms.

 

I am from Sturgeon, Paddlefish, Northern Pike,

Golden sunsets and sparkling sand

“Bottom’s up” warns each cast

A record fish and Daddy’s delight

Missouri River whirls, twirls,

keep safe from the current fright.

 

I am from slow, conversation walks through town

Vicki and I from her house to mine;

Empty pockets and time to spare;

On Floor 13 the janitor jokes we love to hear

 

I am from hours imagining through museum wonders:

Pronghorn antelope, buffalo,

Sitting Bull, Crow’s Heart, Four Bears,

Sakakawea, smallpox, Lewis and Clark,

Learning together on our own

Keeping cool in laughter, morning to dark.

 

I am from Skateboard down the capitol walk

chased away; always coming back;

 

I am from Judy and Ellen — we drive and dare

Dances and music; Teen Club midnights;

Catwalk dangers to sandbar capers

Curfew comes quick; watch the porch lights.

 

I am from Demonettes and Third Chair Drum

Calgary Stampede First Place Band

Summer Tour: Ghosts of the past

Yellowstone and Glacier Park

 

I am from Sixty degrees below zero

Windy walk wrapped in wool and leg warmers;

I am from one hundred degrees, thunderstorms,

Pouncing through puddles; laughing through leaves;

 

I am from knowing that through all these,

My mom is at home when help I need.

 

And now as years

Grow love and fears

I celebrate that I am from more:

 

I am from

hot, windy prairies

slapping mosquitoes

and skipping in the shade of

city trees

barefooted and free,

driving to refresh

to fish and to swim

in the cool wet shore

in the swirling power

of the Big Muddy;

 

I am from

bitter winters that

stole your breath

pushing your way

in the icy wind

dreaming

of those barefoot days;

I am from

the wonders of story

read and written,

inspiring

teens and preteens

to pen the power of their

stories and song

in a buzzing classroom

beside the multi-flowered meadow

in the shadow

of Moses Mountain;

 

I am from

Sharing my history

And love of nature

With two sons

Now men

Strong and caring,

Sharing their “I am from”

 

I am from

Scott and two

Daughters, now

Delightful mothers–

Chasing their dreams

Filling their lives

 

I am from

The wonders of ten

Wonderous grandkids,

Cousin camps

Paper-making

Fishing

Boating

Crocheting

Movie-making

Geeking

With grandma

And grandpa

Learning love

And where

They are from..

 

What’s your story?

 

 

#DigiLitSunday First Days Part 1

 

Transitions

Moment Between Worlds

Beginnings, Part 1

Teachers and students are in a moment now between worlds, between the summer of exploration on our own and autumn of investigation in school. And I am in the moment between active and retired. Yet, I still ponder how I would [and did] start the year.

Those first days set the tone and community for the rest of the year. I want students to know we’ll be serious thinkers in dialogue with one another to tease out our understandings. I want them to know we’re in this learning journey together, and we need to set goals and provide feedback to each other, supporting or letting go when needed in a learning community that extends beyond the classroom.

Building the learning community is of utmost importance — building my credibility and accepting the students as credible learners!  To accomplish this, the first few days need to:

  • Determine and practice expectations of a learning community
  • Discuss and learn protocols for entering, leaving, independent work, group work, discussions, turning in work, computer use, agreements, disagreements
  • Accomplish and celebrate learning / work together

What do we do the first day?

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Here’s an outline. Notice the flow of activity from individual to group to class. Notice students are doing the work, and teacher is supporting, scaffolding as needed. Each activity should be quick to capture the ideas and prevent dead time; more ideas can be added over the next few days as we continue the collaborative seating activity and a reading/writing activity. I don’t worry about accomplishing all of this in one day, but we don’t dwell either; that’s part of the teacher’s management and understanding the pulse of student interest.  We will continue to refer to the charts on Works / Or not and Student / Teacher actions this first day and the first few days so we see that all of us are participating together to grow in our learning.

seat_entry

  • Invitational greeting at the door from teacher
  • Setting the first goal: a collaborative activity on screen [idea from Joy Kirr and Sandy Merz]
  • Students collaborate on seating from the directions
    • I observe, waiting until absolutely necessary to intervene
    • I may ask a question about the prompt to a student
    • I may encourage a student to speak up, or others to listen
  • Celebrate in class discussion
    • Refer to the goal: form groups
    • Acknowledge  and accept the events of participation – confusion, perseverance, and success
      • Note: We discuss who was a leader that day in helping to organize, who asked questions to clarify, who helped, who added an idea, etc. Each succeeding day students will improve in their openness and appropriate requests and conversations. Each day another student will take the lead, each day they will learn better ways to interact with and involve their peers, and each day they will learn positive ways to encourage each other. Most importantly, the students are collaborating not just with their usual friends, but with whomever is in their group that day. If students can speak up, lead, discuss with each of their classmates, including those they may not have chosen, then we are well on our way to becoming connected learners with peers around the world.
  • Give students a scrap of paper —
    • ask each to think of one event that started the success or ended a confusion
    • Ask them to write what worked and what didn’t
  • Ask them to share in their groups and to create lists on poster paper of What Worked to Succeed and What Did Not Work
  • Pull the class together and ask for a few quick responses from each list, without repeating
  • Listen for the key point and ask a clarifying question each time, to get at a specific example from their perspective; it’s my chance to be truly interested in their ideas
  • Ask students to go back and revise their lists to be more specific
  • Hang up the posters and give students dots to place by the most important “What Worked” strategies

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    Paper Version Learning Community

  • IMG_8709

    Paper Version

    Ask students to get or go to a computer to the class home page to link to a document “Learning Community Guidelines” with a table for “Our Guidelines”  Ask students to add things that we all should do based on the posters and experience to be successful at projects [students choose a row to add as many guidelines as they can]

If using paper, students each write their own but by discussing in groups to create their paper versions in their own notebook.

 

 

 

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  • If guidelines are on the computer, randomly pick one group to edit to take out the duplicates; If guidelines are on paper, ask one student to type up each group’s list, editing for duplicates. The rest move on to the next task. For this task, choose a fast typer 🙂
  • Ask each student to make two lists of what we’ve done in the classroom so far:
    • A list of what the students did
    • A list of what the teacher did
  • Ask student groups to share make a list on poster paper of what we’ve done so far in the classroom
    • A list of what students did
    • A list of what teacher did
  • Put the edited learning community guidelines up and ask students if they are complete [teacher may add too]
  • Are they agreeable? Ask the students to type their name below the guidelines
  • Hang up  the  “What We Did” posters
  • Review the Community Guidelines with students but in the context of expectations for classroom protocol, which may include [we’ll review this over the week, so it doesn’t need to take long this day]:
    • Enter the room [tomorrow students will have their own copy of the Guidelines and a notebook to store in the room — which they need daily as part of entry]
      • Student
        • Be prepared — pens, pencils, papers, class notebooks, library books, all ready to go
        • Look for and complete entry task
        • If no entry task, read or write [on projects]
      • Teacher
        • Entry task ready
        • Reading  / Writing ready
        • Greets students / reviews work
    • Individual Work [student and teacher]
      • Quiet
      • On own
      • In own area
      • Distraction free
      • Teacher conferences
    • Group Work
      • Student
        • All participate
        • Listen
        • Discuss
        • Positive voices
        • Agree to disagree
        • Support with evidence
        • Invite all to participate
        • Roles [to be expanded on later [leader, timekeeper, statistician, recorder, morale officer]
      • Teacher
        • Monitors groups
        • Confers with groups
        • Feedback
    • Closing
      • Ask students what we will probably need to do to close our class:
        • Exit Thoughts
        • Clean areas
        • Computer protocol
        • Turn in
        • Class work away in own area
        • My rule: Stand by desks for dismissal
        • Last class: Stacks chairs and stands by desk
  • Exit Thoughts: What confuses you? What’s the most important thing you learned about being successful in this class? This can be on paper or in a Share Out document.  Students practice closing protocol.

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Over the next few days, we review the protocols, guidelines, and interactions, adding or revising as needed while still doing our work, debriefing before, during, and after to celebrate what we did well according to our living guidelines. Our work includes activities that will be similar to those we will do all year. We’ll do more seating collaboration and reading and discussing Tween Tribune articles with partners [ Activity here ], which includes individual and partner work. I can discover what interests they have, listen to them reading, and encourage the types of collaborative behavior we continuously discuss as part of our Learning Community guidelines. Some will read the articles individually and some together. The students can also listen [highlight option esc on a Mac] to the story together. I’ve not had a problem with kids listening together on the computer. This activity brings in student choice in how to fulfill expectations in reading and writing by organizing this partner work.

None of these activities require students to login; we’ll introduce logging in and computer expectations and guidelines as we work through the week and use computers. Our netiquette guidelines are reviewed continuously and extend online and offline.

Other activities are added as time allows, such as slowly introducing Power Writing, which gives me a sense of their writing, is engaging to the students, and develops writing fluency.

We will begin our course Essential Questions:

  • How do researchers investigate successfully?
  • What strategies and processes do collaborators need for success?
  • How do readers and writers determine and develop relevant, accurate, and complete topics?
  • How do publishers design and organize content for their audience and purpose?
  • Why and how do editors and speakers use and edit with the rules for standard English grammar and language ?

I introduce them to quick assessments in a Google Doc or a Google Spreadsheet.

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How did we do?

  • Determine and practice expectations of a learning community — individual, group, class, and even different tasks completed with positive actions
  • Discuss and learn protocols for entering, leaving, independent work, group work, discussions, turning in work, computer use, agreements, disagreements
  • Accomplish and celebrate learning / work together — charts and documents, shared documents, a living Learning Community Guidelines

And:

Common Core State Standards

  • CCSS.ELA-Literacy.RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
  • SL.1.b – Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
  • SL.1.c – Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
  • SL.1.d – Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify their own views.
  • SL.4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

When we begin the reading / writing activities:

  • W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. [Includes RI 1, 2]
  • W 7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
  • RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [ See also Language 5]
  • RI.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  • Read [Investigate, Content]
  • RI 2 – Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  1. 1 – Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Write [Content}
  • 6-8.WHST.8 – Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 6-8.WHST.2.b – Text Types and Purposes: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
  • 6-8.WHST.2.d – Text Types and Purposes: Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • W.6  Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Every moment is filled with purpose towards our relationship and our focus; a teacher makes instant decisions on the fly based on student input, confusion, prior knowledge, attitude, skills, interactions. It’s a delicate dance moving forward, checking the beat of the moment with the steps towards the future.

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5bs
What will your first dance look like?

Part 2

A cross-post here.

This post is part of Margaret Simon’s blogging challenge.

Read more here.Please use this button on your site for DigiLit Sunday posts

#DigiSunday Google Keep

I love Evernote- it saves everything and reads everything when I search — images, documents, websites, etc.

What could students use? What’s a curating, organizing app that’s easy to use and is always available?

Well, I’ve discovered Google Keep: keep.google.com

google keep note

 

I can capture URLs or images, notes or appointments with reminders, grocery lists, etc.

I color code for categories and create categories [Blog It — in the image at right].

I can change labels, copy the note, or copy to Google Doc! I can share them with others.

Organization is then easy — color, labels, categories using the search.

In the search image, see the blue categories plus the colors and tags.  All searchable or choose the whole tag.

Google Keep

The best is of course that whenever I log in, there’s Google Keep — on any device or browser! And I can use the mic on my iPhone to dictate my note. The text and audio note are both saved!

Google Keep and Diigo are now great ways for students to gather and annotate resources or note appointments with reminders [date or location!]. Students can create checklists or start ideas and notes. They can organize goals and gather resources. They can annotate URLS using dictation. Pin the tab in their Chrome browser and all their info and access to add more is always available.

Resources for More information

Google Keep Support

How To Blog Post by @howtogeek

YouTube How To by Jessica Brogley

It’s easy and always available. How would you use this with students?

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