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Vertical Articulation Across the Campus Using Current Events

,
Pennsylvania Convention Center, 124

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Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
This is presentation 1 of 2, scroll down to see more details.

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Presenters

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Oceanside Schools
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Vice President of Education
The Juice LLC
Brendan Kells is an award winning educator who spent 14 years in the classroom as a high school social studies teacher in Cambridge, Massachusetts, before transitioning to his current role as Vice President of Education for The Juice. In both roles, Brendan has devoted himself tirelessly to helping students become more sophisticated consumers of information.
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Educator
The Juice
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Oceanside Schools

Session description

Learn from educators, district leadership and students from Oceanside School District in New York about their initiative to utilize current events to foster vertical articulation in their 5-12 social studies classes. Goals for the program: build media literacy and digital citizenship in their students, and skills that transcend content.

Purpose & objective

Participants will gain the tools and knowledge needed to develop, build and implement a vertical articulation in their school or district after attending our session.

Participants will learn instructional ideas centered around media literacy and digital leadership. In addition, they will learn new ways to use currents to support digital citizenship and media literacy in students.

Hands on application of instruction strategies to help students gain proficiency in the knowledge constructo and global collaborator ISTE standards.

Participants will experience how The Juice, a daily non-biased current events solution supported the program and teacher/student success.

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Outline

25% of the presentation will be peer-to-peer interaction

Session Outline
Welcome and Introductions- 2
Overview of Oceanside School District- 2
Exploring the challenges and priorities in Oceanside -5
Building the team 5
Defining the goals, building the roadmap, finding the tools 5
Teacher PD and training - 5
Teacher and student experience and feedback 10
What worked, what didn't, and where to improve 10
Peer-to-Peer Q& A - 15

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Supporting research

Appleton, J., Christenson, S., & Reschly, A. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper and Row Publishers.

Byrd, Christy M. “Does Culturally Relevant Teaching Work? An Examination From Student Perspectives.” SAGE Open, July 2016, doi:10.1177/2158244016660744.

Caswell, L. J., & Duke, N. K. (1998). Non-narratives as a catalyst for literacy development. Language Arts, 75, pp. 108-117.

Coleman, D. & Pimentel, S. (2011). Publisher’s criteria for the Common Core State Standards in English Language Art and Literacy, Grades 3-12.

Curtis, M. E., & Longo, A. M. (2001). Teaching vocabulary to adolescents to improve comprehension. Reading Online. Retrieved December 12, 2005, from https://eric.ed.gov/?id=EJ667647


Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637.

Gambrell, L.B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50, 14-25.

Gettinger, M., Ball, C., Thomas, A., & Grimes, J. (2007). Best practices in school psychology. National School Boards Association.

Goodwin, B. (2010). Research says: Choice is a matter of degree. Educational Leadership, 68(1), 80–81.

Guthrie J.T., Wigfield A., You W. (2012) Instructional Contexts for Engagement and Achievement in Reading. In: Christenson S., Reschly A., Wylie C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_29

Hanover Research (2014), The Impact of Formative Assessment and Learning Intentions on Student Achievement.

Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In Psychosocial skills and school systems in the 21st century(pp. 241-278). Springer, Cham.

Juwah, C., Macfarlane-Dick D., Matthew, B., Nicol, D. Ross, D. & Smith, D. (2004). Enhancing Student Learning Through Effective Formative Feedback. The Higher Education Academy Generic Centre.

Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries: Results from PISA 2000. Paris, France: Organization for Economic Co-operation and Development (OECD).

National Center for Education Statistics. (2019). Nation’s report card. National Assessment of Educational Progress.

Rosenshine, B. & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49(7), 26-33.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Virginia: ASCD.

Tomlinson, C.A. (2004). Fulfilling the promise of the differentiated classroom: Tools and strategies for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development

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Session specifications

Topic:
Communication & collaboration
Grade level:
6-12
Skill level:
Beginner
Audience:
Coaches, Curriculum/district specialists, Principals/head teachers
Attendee devices:
Devices useful
Attendee device specification:
Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials:
none needed
Subject area:
Language arts, Social studies
ISTE Standards:
For Education Leaders:
Equity and Citizenship Advocate
  • Ensure all students have access to the technology and connectivity necessary to participate in authentic and engaging learning opportunities.
For Educators:
Collaborator
  • Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
For Students:
Knowledge Constructor
  • Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
Disclosure:
The submitter of this session has been supported by a company whose product is being included in the session
Related exhibitors:
The Juice Learning