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Literacy Best Practices. Differentiating with Media. What do we need to know? . A real literacy gender gap does exist Understanding boys and their interests should influence text selection Literacy programs should include both self-selected and teacher recommended texts

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Presentation Transcript
what do we need to know
What do we need to know?
  • A real literacy gender gap does exist
  • Understanding boys and their interests should influence text selection
  • Literacy programs should include both self-selected and teacher recommended texts
  • Specific strategies like front-loading, drama, inquiry, and small group discussions best support close reading skills

from Learn NC

research says
Research Says . . .
  • Teen females have outperformed teen males on all reading assessments at a relatively constant rate from 1971-1999.
  • Reading scores for males have remained stagnant while other groups have risen, making the gender gap “the most immovable discrepancy in literacy proficiency.”

from Learn NC

the boy code
The Boy Code


Contributing Factors:

Growing absence of positive male role models

Overabundance of hyper-masculine models in the media

Unspoken understanding that boys who follow the code are never homosexual

Fear of being labeled as different

  • Don’t fail
  • Live up to an image of masculinity
  • Hide emotions
  • Don’t be perceived as smart
  • Fight through conflict
  • Do not enjoy reading or writing

From Teaching Boys Who Struggle in School

when the boy code is in effect
When the “Boy Code” is in effect:
  • A boy’s suppression of his emotional self actually makes it harder to remain tough because he is “vulnerable to his emotions under duress.”
  • He has a hard time understanding his own pain or getting help, instead turning inward or acting out with cruelty, both of which generate further shame.
  • This inability to access emotions and feel empathy is hugely important to understanding and interpreting literature.
  • The less he communicates, the more he stunts the language skills necessary to express himself verbally and in writing.

From Teaching Boys Who Struggle in School

how media and digital literacy in the classroom can help
How media and digital literacy in the classroom can help:
  • We can easily differentiate for multiple skill and interest levels by providing for choice
  • We can remix the voices of our students to reflect this vide variety of interests
  • We can provide an alternative to the boy code by allowing for self-directed inquiry
  • We can help all students to reshape their self-images through media “texts” that reflect them as individuals
key concept choice
Key Concept: CHOICE
  • Allow students to make clear and distinct choices about topic study
  • Set clear expectations and guidelines
  • Provide extended time for students to uncover views that are not immediately present
  • Allow students to modify or abandon projects that are not going well
media and choice
Media and Choice

Arm students with skills to seek out and find relevant and useful information:

  • Using keywords
  • Evaluating sources
  • Fostering a healthy skepticism
  • Model and practice metacognition

Encourage deep exploration into “nitty gritty” details:

  • Show students HOW to break down larger ideas
  • Explore multifaceted concepts
  • Connect form and function
  • Modelas a co-learner
formative assessments practice makes perfect
Formative Assessments:Practice Makes Perfect
  • Provide low stakes, low risk assessments
  • Use a wide variety of media tools
  • Address common themes or skills while offering topic choice
  • Model digital communication regularly
  • Encourage “word of mouth” recommendations
  • Student generated media projects allow multiple opportunities for revision
suggested media integration
Suggested Media Integration
  • Video – small chunks, closed-captioned
  • Podcasts / Audio – individual listening, Voicethread
  • Electronic Communication – model texts and monitoring
  • News and Current Events – reading for details
  • Discussion Boards – provocative prompts and modeled responses
  • Flipped Classrooms
  • Crowdsourcing – Skype in the Classroom
  • Social Networks . . .
social networks and crowdsourcing
Social Networks and Crowdsourcing














  • Digital footprints and digital identities
  • Tone and messaging
  • Authentic audiences
  • Using social networks and crowdsourcing to your advantage
  • Encourage co-expertise
student generated media
Student Generated Media
  • Digital Storytelling
    • Narratives
    • Documentaries
    • Poetry and Spoken Word
    • Remixed Media and Mashups
  • Public Service Announcements
  • Websites
  • Blogs
  • Student Journalism
  • Connected Learning
  • Digital Writing Links
  • NWP Digital Is
  • Skype in the Classroom
  • UNC School of Ed WebQuest
  • Center for Digital Storytelling
  • Media Smarts
  • Boys and Digital Literacy Summary Report
  • ASCD text re: The Boy Code