Sunday, June 26, 2011

Annual Report on Maine Literacy and Technology Pilot - Committee - Part 1

Sunday, June 26, 2011

Annual Report on Maine Literacy and Technology Pilot - Committee - Part 1

This year, 2010-2011, our committee consisted of Jake Bogar, Science Teacher, Mount Blue High School; Alison Prescott, first grade teacher at Winthrop Elementary School; Hatti De Raps, Alternative Education Teacher, Mount Blue High School; and Bill Giasson, 3rd grade Teacher, Winthrop Elementary School.

To many of you, this may sound like an odd combination - given the grade levels and content areas.  However, one of the essential elements we discovered last year through our EDU 593 class, was the existent of common characteristics in the collaborative process - spanning grade levels and contents.

We began EDU 593 -  Guided Inquiry in the 21st Century Classroom: Technology and Literacy - in the Spring of 2010. 
The course built on the literacy knowledge and skills developed in EDU 590 and EDU 591, Advanced Strategies and Applied Research forContent Literacy Mentors, Part 1 and 2.  Current research identifies core literacy strategies as universal cognitive strategies used for problem solving in today’s world.  Specifically this course will help teachers develop and transition this knowledge within the context of guided inquiry and technology and will provide a focus on the 21st century standards (AASL, 2009):
·      Inquire, think critically and gain knowledge,
·      Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge,
·      Share knowledge and participate ethically and productively as members of our democratic society
·      Pursue personal and aesthetic growth
We had 14 participants from grades 1-12 - from varying content areas.  Schools represented were: Rumford Elementary, Winthrop Elementary, and Mt. Blue High School. 

Guided inquiry of and in itself demands collaboration - between the expert other and the novice (Vygotzky).  However, within the context of technology and what we now know about the importance of social interaction, we soon identified students' and teachers' ability to - "share knowledge and participate ethically and productively as members of our democratic society" - as the top priority as well as the area where many teachers need the most assistance; staff development and practice.

We began with the rubric found in Carol Kuthlthau's text, Guided Inquiry; Learning in the 21st 
 Century (one primary text for the course).

 While many were novices to the Learning How to Learn and Information Literacy, teachers quickly got a handle on these two categories - the foundations had been established in EDU 590 and 591.  However, the areas that gave us all cause to re-think and re-look, were clustered under Social Skills.  Examining collaboration through the lens of technology, we decided to start by defining those areas we needed to encompass.  Following are our notes - brainstorming.

Using Guided Inquiry to foster collaboration in the classroom with technology in order to provide a framework for students to understand information through a globally aware and culturally literate lens.


  1. Research & Gather information
  2. Empathy / Frame of reference
  3. Making connections (Gardner)
  4. Cause and effect
  5. Cultural Awareness
  6. Understanding the role of Technology
  7. Participant Responsibilities
  8. Effective communication

Collaboration Rubric:

  1. Contribute
    1. Research & Gather Information
    2. Share Information
    3. Be Punctual
  2. Take Responsibility
    1. Fulfill Team Role's Duties
    2. Participate in Science Conference
    3. Share Equally
  3. Value Others' Viewpoints
    1. Listen to Other Teammates
    2. Cooperate with Teammates
    3. Make Fair Decisions

Cultural Literacy Rubric:

  1. Awareness of culture
  2. Awareness of history and its impact
  3. Perspective taking - history
  4. Stereotyping and bias
  5. Tolerance
  6. Language proficiency

Globalization Rubric:

  1. Awareness of technology’s impact on interconnections between nations/ individuals, global economy
  2. Understanding of the interconnected-ness of the global economy
  3. Understanding of the impact of global economy on political decision-making
  4. Understanding the impact of decisions made by national, international organizations on societies, environment, economies
  5. Understanding of the impact of culture on political relationships
  6. Understanding of the impact of ideology, culture on decisions related to technology and access
  7. Participation in the global society


Guided Inquiry - definition here
Collaborative Reasoning - not consensus,...

Can we create core common language and a core language --> Use in the rubric

“Collaborative reasoning discussions are intended to create a forum for children to listen to one another think out loud as they learn to engage in reasoned argumentation.”
Look at Costa’s work

Part 2 is coming up!

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