EDIT 5300 Instructional Design and Theory

1. Chapter 6Designs for Literacy Teaching with Technology: Designing Opportunities to LearnPriscilla Norton & Karen M. Wilbur EDIT 5300 Instructional Design and Theory Dr. Ronald J. Anderson, Texas A&M International University

2. Foundations-Literacy Dr. Ronald J. Anderson, Texas A&M International University

3. Denotative Literacy Traditionally, literacy, at the denotative level, is the ability to use letters—possession of the skills inherent in reading and writing print. At this level, the educational goal is to help students learn how to read and write. Dr. Ronald J. Anderson, Texas A&M International University

4. Connotative Literacy Literacy, at the connotative level, is traditionally defined as the ability to read and write to learn—to explore ideas, gather information, reflect on and profit from the debates, histories, wisdom, and theories collected in printed material. Dr. Ronald J. Anderson, Texas A&M International University

5. Literacy Redefined A redefined notion of literacy and literacy instruction is necessary if today’s students are to navigate the “supersymbolic” world created by the electronic technologies. Dr. Ronald J. Anderson, Texas A&M International University

6. Literacy Instruction Design To design literacy instruction, educators should choose relevant contents taken from student interests and the larger social context, identify representative sets of symbolic examples, and provide opportunities for students to interpret and reflect on those examples. Dr. Ronald J. Anderson, Texas A&M International University

7. Symbol Systems Humans have developed and use a variety of symbol systems—numeric, alphabetic, visual, musical, verbal, and gestural. Each of these symbol systems functions as a means for both the conceptualization of ideas about aspects of reality and as a means for conveying what one knows to others. Dr. Ronald J. Anderson, Texas A&M International University

8. Cognitive Strategies Comprehension derives from the complex transactions between information that is received and higher cognitive strategies that mediate to evaluate information. Teaching cognitive strategies leads to significant improvement in comprehension. Dr. Ronald J. Anderson, Texas A&M International University

9. Discourse Discourse is ordered by rules that permit certain statements to be made, impose order upon statements, allow statements to be identified as either true or false, and structure the ways in which maps, models, and classificatory systems are constructed. Dr. Ronald J. Anderson, Texas A&M International University

10. Supporting Literacy • Provide opportunities for students to develop the ability to understand and use a variety of symbolic systems. • Provide opportunities for students to master a series of cognitive strategies for getting meaning from symbolic forms. • Provide opportunities for students to understand and interpret the patterns used by a culture to organize symbols into larger texts-discourse forms. Dr. Ronald J. Anderson, Texas A&M International University

11. Primary Grades Example Let's Design a Museum: Teaching the Change Process  A unit for first graders designed by Sarah Martin and Erin Timothy Foundations LiteracyAs the students learn about the process of change through a variety of methods, there are several areas of literacy that are essential for first graders to focus on while participating in this design.  Symbols: In this design the students will be using a variety of different symbol systems to acquire, use and present knowledge. Understanding number sense and time will be important for students to learn. In the first nine weeks of first grade students are experimenting with how the alphabetic symbols work in reading and writing. There will be several opportunities for students to experience letter symbols in print and in their own writing. Through listening to stories, watching videos and becoming a museum tour guide students will also be exposed to verbal, visual and gestural symbols.           Discourse: Another important focus on literacy occurs through the different forms of discourse in the process of change. Students will learn to use and create displays through encoding and decoding with storybooks, videos, audiotapes, poems, magazines, speakers, and a variety of computer software applications. Students will also be able to demonstrate their understanding of change by creating displays and explaining what knowledge they have gained to others through their museum. They will understand how to create visuals and support their presentation with both text and illustrations.   Cognitive Processes: The final focus on literacy is the supportive activities that have been designed to help the students take in information visually, auditorily, and in print and then analyze what they have learned. Students will draw conclusions about the process of change and how it relates to the different information they have learned in order to make generalizations and create their museum displays. Dr. Ronald J. Anderson, Texas A&M International University

12. Intermediate Grades Example Architects Design the Perfect School: Lessons in Geometry A unit for fifth graders designed by Pam Kantor and Ted Loht Foundations  LiteracySymbols/Symbol Systems: Students will use a variety of symbol systems through the unit. The most familiar form of encoding and decoding with symbols will be used when the students read the sample proposals and their textbooks (decode) and write their proposals (encode).  Students visual literacy will also be enhanced as they learn to "read" and "write" using the following Geometric symbols and concepts: coordinate grid {ordered pairs, latitude and longitude, x and y axis}, lines {line segment, line, ray, intersecting, perpendicular, parallel} angles, {acute, obtuse, right, degrees, measuring, protractors} shapes-{polygon, triangle, quadrilaterals, parallelogram, square, rectangle, rhombus, trapezoid, pentagon, hexagon, octagon, decagon, congruency, symmetry, slide, turn, flip).          Cognitive Processes: Students will be comparing, analyzing, and interpreting data throughout this unit. They will recognize trends and patterns in design and discuss why these patterns exist. In addition, They will be developing and defending their proposals and designs.           Discourse: Students will be using various forms of geometric discourse throughout the unit as way to understand what an architectural consultant needs to know.  These forms include, map reading, scaled drawings, and 3-D model making. In addition, students will examine forms of consulting discourse that goes with being a architect.  This includes proposal writing, social interaction with clients, and oral presentations with visuals.  Dr. Ronald J. Anderson, Texas A&M International University

13. Middle Grades Example Preparing an Accident Report: Newton's Laws A unit seventh graders created by Mike Speidel Foundations  Literacy While science does not directly deal with literacy, it is still a relevant part of just about any subject.              Symbols: Symbols play a large role in science. Often many times a letter will represent a particular numerical value, or even a mathematical formula. There are also symbols that are used doing labs, these symbols will often tell you what particular safety precautions need to be adhered to in order to complete the lab safely. In this unit the students will discover why we need these symbols in science? Where else are symbols used? What makes them work?           Discourse: The students will have to use the Internet, verbal discussions, Objective tests based on their notes. The students will use these forms of discourse to learn about the laws and theories of motion. The learned information will then be used to deconstruct a car crash and determine who was at fault.          Cognitive Process: The students will be involved in analysis of data, drawing conclusions from that data, making generalizations and decision-making. Using the central focus of this unit the students will summarize their information, connecting this information to previous knowledge to create and solve an authentic problem.  Dr. Ronald J. Anderson, Texas A&M International University

14. High School Grades Example Becoming a Graphic Designer: Preparing an Employment Portfolio A unit for high school computer graphics classes by Keith Naquin Foundations  Literacy Symbols: Art, symbols, and logos have played universal roles throughout history. it is vital for students to see how art and use of symbols has been engrained in our cultures. Students need to be aware of the use of symbolic forms used throughout commercial art environment. They need to become informed on the art tools and concepts responsible for creating desired effects. The ability to use art to communicate a message, a mood, or an identifying emblem can have tremendous impact and influence members of society. During this unit students will explore and examine the diverse use of symbols and their application towards communicating a message or a desired visual effect for a specific purpose. Students in this unit will learn to decode and encode PhotoShop tools and functions to create and communicate both fine and commercial art concepts.            Discourse: Another domain of literacy for a commercial graphics unit would be for students to develop a general understanding of art concepts and how they are used in composition, advertising, and the media. By developing spreadsheets, brochure, a portfolio and a library folder of artistic images, logos, trademarks, students will examine a multitude of artistic solutions and problem solving techniques and strategies.            Cognitive Process: Students will learn that there problem solving strategies will increase with confidence of skill repetition, consistent and ongoing portfolio development and innovative use of Photoshop tools. Through the unit activities, students will be able to analyze and interpret artworks by breaking down its composition, use of design elements, and use of symbols in the art environment. Dr. Ronald J. Anderson, Texas A&M International University