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digital education developed by digital education developed by digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell
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Page 1: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed bydigital education developed by

Digital CurriculumEnglish Language Arts

Dan Flickinger, Jane Jacobson, and Garth Kimbrell

Page 2: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Dan Flickinger, Senior Researcher

An internationally recognized computational linguist, Dan is with the Center for the Study of Language and Information (CSLI) at Stanford University.

Jane Jacobson, Curriculum Development Specialist

A highly-qualified Language Arts and Social Science teacher, Jane is the lead ELA developer at Redbird Advanced Learning.

Garth Kimbrell, Instructional DesignerA recent teacher in the Stanford Summer Institutes and English Department, Garth is an instructional designer at Redbird Advanced Learning.

Presenters

Page 3: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Agenda

• Opportunities in Digital Learning

• Overview of Language Arts & Writing

• Ongoing Development for ELA Curriculum

Page 4: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed bydigital education developed by

OPPORTUNITIES IN DIGITAL LEARNING

Page 5: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

The Changing Landscape of English Language Arts

Emphasis on Standards and Online Testing

Student Access to Digital Devices

Evolving Classroom Environments

Page 6: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

● Comprehensive enrichment for the classroom

● Immediate evaluation of writing and answer choices

● Responsive, individuated presentation of material

● Recorded data of overall progress

What Can Innovative Digital Curriculum Offer?

Page 7: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

● Range of learning strategies

● Personal goals and self-regulation

● Recursive practice and skill-building

● Choices of tasks and reports on progress

Motivation for Students

Page 8: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

● Allows for focused, self-paced student work

● Drives further instruction based on student data

● Provides real-time assessment for each student

● Gives practice in an online testing environment

● Frees classroom time for group projects

Benefits for Teachers

Page 9: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Mapping to the Progressive Skills of CCS

Page 10: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

• Increasing complexity across the grades• Building practice in foundational concepts• Underlying grammatical structure

Scope and Sequence

Page 11: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed bydigital education developed by

OVERVIEW OF LA&W

Page 12: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Course Structure: G2-G7

● Parts of Speech

● Sentence Structure

● Paragraphs

● Sentence Composition

● Reading

Page 13: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Instruction and Assessment

Instruction● Multimedia lectures with associated exercise sets● Automatic evaluation & feedback

Assessment● Multiple choice, matching, sorting● Fill-in-the-blank, cloze● Single-sentence composition and revision● Paragraph composition

Page 14: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed bydigital education developed by

Efficacy of the method

Shelby County School District two-year study of 5000 students.

Consistent gains in Tennessee Comprehensive Assessment Program (TCAP) scores.

Case Study: Shelby County School District

Number of students in this range

Change in TCAP score

Page 15: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Single-Sentence Composition

● Question-answering; visual images; editing

● Vocabulary is exercise-specific

● Composition is by clicking on word buttons

● Evaluation of answer is automated, using linguistically rich grammar augmented with mal-rules coded for frequent error types

● Feedback is specific to the error and to the student's answer

Page 16: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

An Example Exercise

Page 17: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Examples of Feedback

Exercise: Where are Ricky's toys?

Student: Ricky's toys are in closet.

System: You are missing an article before the word “closet”.

Student: In the closet.System: Your answer is not a complete sentence.

Page 18: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Evaluation of composition

Exercise: Abigail didn't want to go hiking with her parents because she felt too tired and wanted to rest instead.

Why didn't Abigail want to go hiking?

Student:She was tired.

Page 19: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

She was tired.She was too tired.She was too tired to.She was too tired to go.She was too tired to hike.She was too tired to go hike.She was too tired to go hiking.She didn't because she was too tired.She didn't want to because she was too tired.She didn't want to go because she was too tired.She didn't want to hike because she was too tired.She didn't want to go hike because she was too tired.She didn't want to go hiking because she was too tired.

Some correct answers

Page 20: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

More correct answersShe didn't because she was tired.She didn't because she was too tired to.She didn't because she was too tired to go.She didn't because she was too tired to go hike.She didn't because she was too tired to go hiking.She didn't because she was too tired to hike.She didn't want to because she was tired.She didn't want to because she was too tired to.She didn't want to because she was too tired to go.She didn't want to because she was too tired to go hike.She didn't want to because she was too tired to go hiking.She didn't want to because she was too tired to hike.She didn't want to go because she was tired.She didn't want to go because she was too tired to.She didn't want to go because she was too tired to hike.She didn't want to go because she was too tired to go hike.She didn't want to go because she was too tired to go hiking.She didn't want to go because she was too tired to hike.She didn't want to go hike because she was tired.She didn't want to go hike because she was too tired to.She didn't want to go hike because she was too tired to go.She didn't want to go hike because she was too tired to go hike.She didn't want to go hike because she was too tired to go hiking.She didn't want to go hike because she was too tired to hike.She didn't want to go hiking because she was tired.She didn't want to go hiking because she was too tired to.She didn't want to go hiking because she was too tired to go.She didn't want to go hiking because she was too tired to go hike.She didn't want to go hiking because she was too tired to go hiking.She didn't want to go hiking because she was too tired to hike.She didn't want to hike because she was tired.She didn't want to hike because she was too tired to.She didn't want to hike because she was too tired to go.She didn't want to hike because she was too tired to go hike.She didn't want to hike because she was too tired to go hiking.She didn't want to hike because she was too tired to hike.

Page 21: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Still more correct answersAbigail didn't because she was tired.Abigail didn't because she was too tired to.Abigail didn't because she was too tired to go.Abigail didn't because she was too tired to go hike.Abigail didn't because she was too tired to go hiking.Abigail didn't because she was too tired to hike.Abigail didn't want to because she was tired.Abigail didn't want to because she was too tired to.Abigail didn't want to because she was too tired to go.Abigail didn't want to because she was too tired to go hike.Abigail didn't want to because she was too tired to go hiking.Abigail didn't want to because she was too tired to hike.Abigail didn't want to go because she was tired.Abigail didn't want to go because she was too tired to.Abigail didn't want to go because she was too tired to hike.Abigail didn't want to go because she was too tired to go hike.Abigail didn't want to go because she was too tired to go hiking.Abigail didn't want to go because she was too tired to hike.Abigail didn't want to go hike because she was tired.Abigail didn't want to go hike because she was too tired to.Abigail didn't want to go hike because she was too tired to go.Abigail didn't want to go hike because she was too tired to go hike.Abigail didn't want to go hike because she was too tired to go hiking.Abigail didn't want to go hike because she was too tired to hike.Abigail didn't want to go hiking because she was tired.Abigail didn't want to go hiking because she was too tired to.Abigail didn't want to go hiking because she was too tired to go.Abigail didn't want to go hiking because she was too tired to go hike.Abigail didn't want to go hiking because she was too tired to go hiking.Abigail didn't want to go hiking because she was too tired to hike.Abigail didn't want to hike because she was tired.Abigail didn't want to hike because she was too tired to.Abigail didn't want to hike because she was too tired to go.Abigail didn't want to hike because she was too tired to go hike.Abigail didn't want to hike because she was too tired to go hiking.Abigail didn't want to hike because she was too tired to hik

Page 22: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Even more correct answersBecause she was tired, she didn't. Because Abigail was tired, she didn't.Because she was too tired to, she didn't. Because Abigail was too tired to, she didn't.Because she was too tired to go, she didn't. Because Abigail was too tired to go, she didn't.Because she was too tired to go hike, she didn't. Because Abigail was too tired to go hike, she didn't.Because she was too tired to go hiking, she didn't. Because Abigail was too tired to go hiking, she didn't.Because she was too tired to hike, she didn't. Because Abigail was too tired to hike, she didn't.Because she was tired, she didn't want to. Because Abigail was tired, she didn't want to.Because she was too tired to, she didn't want to. Because Abigail was too tired to, she didn't want to.Because she was too tired to go, she didn't want to. Because Abigail was too tired to go, she didn't want to.Because she was too tired to go hike, she didn't want to. Because Abigail was too tired to go hike, she didn't want to.Because she was too tired to go hiking, she didn't want to. Because Abigail was too tired to go hiking, she didn't want to.Because she was too tired to hike, she didn't want to. Because Abigail was too tired to hike, she didn't want to.Because she was tired, she didn't want to go. Because Abigail was tired, she didn't want to go.Because she was too tired to, she didn't want to go. Because Abigail was too tired to, she didn't want to go.Because she was too tired to hike, she didn't want to go. Because Abigail was too tired to hike, she didn't want to go.Because she was too tired to go hike, she didn't want to go. Because Abigail was too tired to go hike, she didn't want to go.Because she was too tired to go hiking, she didn't want to go. Because Abigail was too tired to go hiking, she didn't want to go.Because she was too tired to hike, she didn't want to go. Because Abigail was too tired to hike, she didn't want to go.Because she was tired, she didn't want to go hike. Because Abigail was tired, she didn't want to go hike.Because she was too tired to, she didn't want to go hike. Because Abigail was too tired to, she didn't want to go hike.Because she was too tired to go, she didn't want to go hike. Because Abigail was too tired to go, she didn't want to go hike.Because she was too tired to go hike, she didn't want to go hike. Because Abigail was too tired to go hike, she didn't want to go hike.Because she was too tired to go hiking, she didn't want to go hike. Because Abigail was too tired to go hiking, she didn't want to go hike.Because she was too tired to hike, she didn't want to go hike. Because Abigail was too tired to hike, she didn't want to go hike.Because she was tired, she didn't want to go hiking. Because Abigail was tired, she didn't want to go hiking.Because she was too tired to, she didn't want to go hiking. Because Abigail was too tired to, she didn't want to go hiking.Because she was too tired to go, she didn't want to go hiking. Because Abigail was too tired to go, she didn't want to go hiking.Because she was too tired to go hike, she didn't want to go hiking. Because Abigail was too tired to go hike, she didn't want to go hiking.Because she was too tired to go hiking, she didn't want to go hiking. Because Abigail was too tired to go hiking, she didn't want to go hiking.Because she was too tired to hike, she didn't want to go hiking. Because Abigail was too tired to hike, she didn't want to go hiking.Because she was tired, she didn't want to hike. Because Abigail was tired, she didn't want to hike.Because she was too tired to, she didn't want to hike. Because Abigail was too tired to, she didn't want to hike.Because she was too tired to go, she didn't want to hike. Because Abigail was too tired to go, she didn't want to hike.Because she was too tired to go hike, she didn't want to hike. Because Abigail was too tired to go hike, she didn't want to hike.Because she was too tired to go hiking, she didn't want to hike. Because Abigail was too tired to go hiking, she didn't want to hike.Because she was too tired to hike, she didn't want to hike. Because Abigail was too tired to hike, she didn't want to hike.

Page 23: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

And even more correct answersBecause she was tired, Abigail didn't. Because Abigail was tired, Abigail didn't.Because she was too tired to, Abigail didn't. Because Abigail was too tired to, Abigail didn't.Because she was too tired to go, Abigail didn't. Because Abigail was too tired to go, Abigail didn't.Because she was too tired to go hike, Abigail didn't. Because Abigail was too tired to go hike, Abigail didn't.Because she was too tired to go hiking, Abigail didn't. Because Abigail was too tired to go hiking, Abigail didn't.Because she was too tired to hike, Abigail didn't. Because Abigail was too tired to hike, Abigail didn't.Because she was tired, Abigail didn't want to. Because Abigail was tired, Abigail didn't want to.Because she was too tired to, Abigail didn't want to. Because Abigail was too tired to, Abigail didn't want to.Because she was too tired to go, Abigail didn't want to. Because Abigail was too tired to go, Abigail didn't want to.Because she was too tired to go hike, Abigail didn't want to. Because Abigail was too tired to go hike, Abigail didn't want to.Because she was too tired to go hiking, Abigail didn't want to. Because Abigail was too tired to go hiking, Abigail didn't want to.Because she was too tired to hike, Abigail didn't want to. Because Abigail was too tired to hike, Abigail didn't want to.Because she was tired, Abigail didn't want to go. Because Abigail was tired, Abigail didn't want to go.Because she was too tired to, Abigail didn't want to go. Because Abigail was too tired to, Abigail didn't want to go.Because she was too tired to hike, Abigail didn't want to go. Because Abigail was too tired to hike, Abigail didn't want to go.Because she was too tired to go hike, Abigail didn't want to go. Because Abigail was too tired to go hike, Abigail didn't want to go.Because she was too tired to go hiking, Abigail didn't want to go. Because Abigail was too tired to go hiking, Abigail didn't want to go.Because she was too tired to hike, Abigail didn't want to go. Because Abigail was too tired to hike, Abigail didn't want to go.Because she was tired, Abigail didn't want to go hike. Because Abigail was tired, Abigail didn't want to go hike.Because she was too tired to, Abigail didn't want to go hike. Because Abigail was too tired to, Abigail didn't want to go hike.Because she was too tired to go, Abigail didn't want to go hike. Because Abigail was too tired to go, Abigail didn't want to go hike.Because she was too tired to go hike, Abigail didn't want to go hike. Because Abigail was too tired to go hike, Abigail didn't want to go hike.Because she was too tired to go hiking, Abigail didn't want to go hike. Because Abigail was too tired to go hiking, Abigail didn't want to go hkBecause she was too tired to hike, Abigail didn't want to go hike. Because Abigail was too tired to hike, Abigail didn't want to go hike.Because she was tired, Abigail didn't want to go hiking. Because Abigail was tired, Abigail didn't want to go hiking.Because she was too tired to, Abigail didn't want to go hiking. Because Abigail was too tired to, Abigail didn't want to go hiking.Because she was too tired to go, Abigail didn't want to go hiking. Because Abigail was too tired to go, Abigail didn't want to go hiking.Because she was too tired to go hike, Abigail didn't want to go hiking. Because Abigail was too tired to go hike, Abigail didn't want to go hikBecause she was too tired to go hiking, Abigail didn't want to go hiking. Because Abigail was too tired to go hiking, Abigail didn't want to go hBecause she was too tired to hike, Abigail didn't want to go hiking. Because Abigail was too tired to hike, Abigail didn't want to go hiking.Because she was tired, Abigail didn't want to hike. Because Abigail was tired, Abigail didn't want to hike.Because she was too tired to, Abigail didn't want to hike. Because Abigail was too tired to, Abigail didn't want to hike.Because she was too tired to go, Abigail didn't want to hike. Because Abigail was too tired to go, Abigail didn't want to hike.Because she was too tired to go hike, Abigail didn't want to hike. Because Abigail was too tired to go hike, Abigail didn't want to hike.Because she was too tired to go hiking, Abigail didn't want to hike. Because Abigail was too tired to go hiking, Abigail didn't want to hike.Because she was too tired to hike, Abigail didn't want to hike. Because Abigail was too tired to hike, Abigail didn't want to hike.

Page 24: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Example Paragraph Composition G4

Exercise: Imagine that you went to the beach with your family yesterday. Write a descriptive paragraph about your experience.

Student:I went to beach with my family yesterday.I went to the beach with my family yesterday.At the beach we made sandcastles.We went swimming in the ocean.We read books at the beach.I had a fun time at the beach.

Page 25: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Example Paragraph Composition G3

Exercise: Write an opinion paragraph about how you feel about reading.

Student:Dinosaurs dinosaurs dinosaurs.Pictures pictures pictures books bus.Books books books.

Page 26: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Example Paragraph Composition G6

Exercise: Should junk food be sold in schools? Write a persuasive paragraph about this issue.

Student:Junk food is great for your health and it is so good that I eat it every day. Junk food is also a good way to get the fat and sugar that you need. Snacks of just sugar should be eaten every day. Unhealthy food is not nutritious but it is more sweet and tasty. I like to eat just fat.

Page 27: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Development Initiatives at Stanford CSLI

● Enhanced evaluation of meaning for one-sentence

compositions in context

● Expansion of editing exercises to provide practice in correcting existing errors

● Automatic evaluation of student-composed paragraphs for structure, coherence, style

Page 28: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed bydigital education developed by

ONGOING DEVELOPMENT

Page 29: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Most ELA products on the market are tied to traditional ways of teaching English:

● Older curricula into digital form

● Grammar rules rather than practical usage

● Exam-style questions for reading comprehension

● No emphasis on self-directed strategies

Review of ELA Online Products

Page 30: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Self-Assessment

Let it work;For 'tis the sport to have the engineerHoist with his own petard: and 't shall go hardBut I will delve one yard below their mines,And blow them at the moon: O, 'tis most sweet,When in one line two crafts directly meet.This man shall set me packing:I'll lug the guts into the neighbour room.

Page 31: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Choose your strategy

petard noun pe·tard \pə-ˈtär(d)\

1: a case containing an explosive to break down a door or gate or breach a wall

2: a firework that explodes with a loud report

Hoist, probably the past participle of the old verb to hoise, or perhaps an instance of the omission of the participial termination; petard, a war engine filled with explosive materials.

Page 32: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Building a model

Page 33: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Composition

Page 34: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Self-Assessment in Persuasive Writing

Page 35: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Digital Evaluation of Writing

Page 36: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

Reflection and Revision

Page 37: Digital education developed by Digital Curriculum English Language Arts Dan Flickinger, Jane Jacobson, and Garth Kimbrell.

digital education developed by

digital education developed by

● Writing skills can be strengthened through automation

● Classroom and online instruction can be complementary

● New content & methods may lead to better writing style

● Adaptive learning enables progress toward standards

Conclusions


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