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Now Analyze This!: Using Media to Teach [Text-Dependent] Analysis

Explore and create
Pre-registration required

Explore and create : BYOD


Tuesday, June 25, 1:15–2:15 pm
Location: Room 117

Dr. Laura McCusker   Kasey Smith  
Analysis, the key component of analytical writing and text-dependent analysis, can be taught in any medium. Using media to introduce and practice analysis builds stamina for students to access increasingly complex texts. Learn about ready-to-use digital media and activities to teach analysis and facilitate instructional planning.

Audience: Coaches, Teachers
Skill level: Intermediate
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Focus: Digital age teaching & learning
Topic: Instructional design and delivery
Grade level: PK-12
Subject area: Language arts, Career and technical education
ISTE Standards: For Students:
Knowledge Constructor
  • Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
For Educators:
Designer
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Proposal summary

Purpose & objective

Text-Dependent Analysis (TDA) is a college and career ready task aligned to ELA standards that expects students to write in response to text. Specifically, the task entails “drawing evidence from literary or informational texts to support analysis, reflection, and research.” After the wide adoption of Common Core State Standards its instructional shifts, TDA represents a new construct which requires teachers to instruct students in a different manner than what they have done in the past. The Thompson model for TDA, out of the Center for Assessment, will be introduced here as an framework for analysis. Various instructional strategies utilizing digital media will be offered to participants, along with ready-to-use resources. Research shows that when students engage in explicit instruction and practice of analysis, they improve in the TDA task, and - more importantly - are positioned on the pathway to college and career readiness.

Outline

Participants will participate in an opening teamed Gimkit formative assessment on knowledge of text-dependent analysis (10 minutes), with prizes for the winning team. The presenters will debrief on the Gimkit, while answering questions as they are posted in Backchannel Chat by showing slides of infographics and images to represent big ideas (10 minutes). The presenters will introduce the ISTE Standards for Students and Educators represented in this work, and highlight each as they interactively demonstrate instructional strategies for teaching analysis in a variety of media formats. One example will be experienced for each medium offered: artwork, poetry, video, advertisements, newspaper, and comics, with the participants responding as students through turn-and-talk, digital poll, backchannel chat, and small group discussion (30 minutes). Additional strategies and resources for content in each category will be mentioned and provided on a physical infographic handout (5 minutes). Participants will share their takeaways and areas of continued exploration in an exit Mentimeter (5 minutes).

Supporting research

Hall, E., Thompson, J., & Simaska, D. (2015). Text dependent analysis essay: Exploring a new construct. Nciea.org. Retrieved from https://www.nciea.org/sites/default/files/inline-files/Text%20Dependent%20Analysis%2
0Report%20%28Final%209.26.15%29_0.pdf
The Aspen Institute. (2012). Implementing the PA core standards: A primer on “close reading of text.” lms.pdesas.org. Close Reading. Retrieved from http://lms.pdesas.org/content/courses/General_PD/TDA/media/docs/m1s2a1_Primer_on_Close_Reading.pdf
Thompson, J. & Lyons, S. (2017). Text dependent analysis: 2015-2016 research report. Nciea.org. Retrieved from
https://www.nciea.org/sites/default/files/inline-files/Text Dependent%20Analysis%20Report_8.24.17_Final_0.pdf
Thompson, J. (2018). Text dependent analysis: The need for a shift in instruction and curriculum. Nciea.org. Retrieved 11 March 2018 from https://www.education.pa.gov/Documents/Teachers-Administrators/Curriculum/ELA/TDA-The%20Need%20for%20a%20Shift%20in%20Instruction%20and%20Curriculum.pdf.

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Presenters

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Dr. Laura McCusker, Lincoln Intermediate Unit 12

Dr. McCusker’s background is in K-12 literacy as a teacher and reading specialist prior to joining the Lincoln Intermediate Unit 12 as a staff developer and now administrator in the curriculum and instruction division.

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Kasey Smith, Lincoln Intermediate Unit 12
ISTE Certified

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