Hafsa Majeed Making My Learning Visible

Making my learning visible

Hafsa Majeed

START

This presentation is dedicated to all the young minds I will be working with in the future. I hope the learning I experienced from this course may assist in helping you develop into the best version of you that you can be!

From Your Future Teacher, Ms. Majeed

This report presentation is structured with weekly sections. I chose to use this type of technology to create the assignment as I just discovered Genially through the Developing literacy class and I would like to explore it more. I learn and reflect best by doing my own research, so each week after viewing the weekly module, I would note down titles of different sections and then I did my own research on those subjects through online articles, posts, and YouTube videos. This is how I chose to show and make my learning visible. Each week starts off with a 'Film of the Week' as a quick brain refresh before starting the weekly learning and reflection.

WEEK 1

WEEK 2

WEEK 3

index

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8

WEEK 9

WEEK 10

WEEK 11

WEEK 12

INTRODUCTION TO DEVELOPING LITERACY

WEEK ONE

Film of the Week: The Box by ESMA

My Thoughts

The Fun Theory

Like everyone else, I love doing fun things too. I'm an avid gamer and I also love going outside and having adventures and exploring. I am always looking for way to have fun in life but a lot of the times (because of the nature of life) it isn't possible. This is also why I chose to work in the daycare I work at right now. They emphasize fun and a play-based learning approach and urge educators and assistants to play alongside the kids to make things more fun and engaging for both the children and themselves. It makes me happy that for me, going to work is more of a fun thing in life rather than something I feel forced to do.

• The big idea was that by making something more enjoyable, human behaviour could be influenced. (Lasher, 2021).
• According to the fun theory, novelty adds interest and making something enjoyable helps it feel good. Doing something fun becomes naturally gratifying and we enjoy doing it when it is both novel and enjoyable. Additionally, the effects can last a long time since when you enjoy yourself, you not only feel amazing while doing it, but you also want to do it again. (Wickes, 2018).

My Literacy Story

a screen reader when doing readings for school because of my dyslexia because it is otherwise very difficult for me to read long articles or scholarly journals). This made me gear back to reading manga and comic books. To this day, everytime at lunch I take out my iPad and open up the VIZ app to catch up on all the manga series I'm reading. My favourite manga are Demon Slayer, Jujutsu Kaisen, Solo Leveling, and Naruto. I am currently collecting the physical Solo Leveling series and it is the beginning of my journey of creating my very own home library (I'm also planning on collecting my childhood favourites).

I have always been a fan of reading in some way or another. As a child, my favourite books to read were Dr Seuss, Robert Munsch, and Mo Willem books (aka the Pigeon and Elephant & Piggie series). When I got a bit older, I transitioned to Japanese Manga (CocoMimi was my favourite) and Geronimo/Thea Stilton books (these ones fueled my love of adventure). Then in middle school/high school, my favourite series became Harry Potter. But I discovered then that I had mild dyslexia which made it hard to read and enjoy novels since there was so much small text all at once with no pictures (I actually have to use

My Literacy Object

Lorem ipsum dolor sit amet consectetur adipiscing elit

The literacy object I shared with the class is one of my volumes of Solo Leveling (which is my current reading obsession). The reason I love this series so much right now is because it's a combination of multiple things that I'm into. The series is a webtoon which is South Korean based and it is full colour with lots of illustrations. It combines full-colour immersion with my enjoyment of reading manga (which is in black and white).

check it out

BACKWARDS DESIGN & DOCUMENTATION

WEEK TWO

Film of the Week: Coin Oporated by Two Ghost Films

Backwards Design

Benefits

American educator Ralph W. Tyler, who worked in the field of assessment and evaluation, is credited with creating the idea of backward design in 1949. When discussing the creation of courses based on learning objectives, he suggested the idea. The criteria for developing content, such as student-facing materials, instructional strategies, and assessments, was based on these learning objectives. (Richards, 2013; Tyler, 1949).

• It makes it simpler for the instructor to choose what content to present and what is not as vital. It also encourages the instructor to consciously consider how they will ensure that the course goals and learning objectives are fulfilled.

• When a teacher outlines the course's goals and objectives, the students are aware of what is required of them (students really appreciate this).

(Hall, 2018).

• Less time is spent on course planning and teachers spend more time instructing students.
• There are no unneeded interruptions to the learning process.

(StrongMind, 2019).

Steps of Backward Design

Identify Acceptable Evidence

Plan Learning Experiances

Identify Desiered Outcome

During the planning phase, the instructors will develop the teaching materials, such as exercises, assessments, activities, and lesson plans.

Determine the skills that students should have at the end of the course. Typically, these are the program's predetermined learning objectives and outcomes.

Select the tests or other activities that will be used to determine if the students have understood the learning outcomes or objectives.

(Schneider, 2017)

my backwards design example (in week 2 discussion)

Documentation Apps

Pedagogical Documentation

Pedagogical documentation is a technique for gathering information that will be used to analyze and enhance the learning that is occurring in your classroom. Teachers can gather all the information required to keep a record of the activities they conducted, get to know each student, and monitor their progress by using pictures, videos, voice recordings, and notes. (Lynch, 2021). Documentation Ideas: note taking, photography, audio recordings, video recordings, using documentation apps, etc. (Martirena, 2021).

ClassDojo

Storypark

Seesaw

click the image to be taken to the app homepage

Artsonia

Google Classroom

Early Literacy & communication

WEEK THREE

Film of the Week: Scrambled by Polder Animation

Strategies

Early Literacy

• daily phonemic awareness
• mindfully choosing what children read

(Hanifen, 2022)

• run your finger under each word
• focus on vocabulary
• point out the punctuation
• read with voice inflections
• hunt for letters
• search for sight words
• check for comprehension
• read it again and again

(Loveless, n.d.)

Teaching young children to read is not the definition of early literacy. Instead, it involves assisting children in acquiring the abilities necessary to succeed as readers. Early literacy exercises help children develop their vocabulary, self-expression, and comprehension skills. When kids begin reading, these abilities help them understand printed words (Lexington Public Library, n.d.). Five pre-reading activities have been identified by children's librarians: playing (which teaches children how to express themselves), singing (which helps children hear how words can be broken down), reading (which is one of the best ways to help children get ready to read on their own), talking (which is one of the best ways to develop language and pre-reading skills), and writing (help children learn letter names and sounds).

Multiple Literacy

The phrase multiple literacies (also known as new literacies or multi-literacies) acknowledges the fact that there are numerous ways to convey and receive information and that students must be fluent in each one. Resources for Developing Multiple Literacies

• Google Suite
• Microsoft Suite
• various technological products (smartphones, computers, laptops, tablets, cameras)
• social media and news apps (Instagram, Facebook, Twitter

(Bales, 2019)

types of literacy

Visual

Textual

Digital

Technological

Visual literacy is the ability to comprehend and assess information offered through visual media, such as photos, photographs, symbols, and films.

Textual literacy is the capacity to comprehend written material, such as books and documents, and to effectively communicate in writing.

Digital literacy is the capacity for a person to find, assess, and analyze data from digital sources including websites, smartphones, and video games.

Technological literacy is the ability to use a range of technologies (such as social media, online video sites, and text messages) appropriately, responsibly, and ethically.

(Bales, 2019)

How to teach multiple literacy

Diversify

Activities

Access

Social Media

Participate in activities to advance visual literacy. Ask students to list a word that describes each image, a song that comes to mind when they think of each image, and what the images all have in common. Invite the students to compare their responses after that.

Give students a range of ways to engage with content, such as print, audio, and electronic books.

Make sure students have access to a variety of digital media for information creation and collection. In order to explore topics of interest, students may choose to read blogs, visit websites, or view videos on YouTube or other streaming services.

Consider creating a Facebook group or a Twitter account for your class if your students are 13 years old or older. Use it to communicate with them and serve as an example of how to use social media in a responsible, ethical, and safe manner.

(Bales, 2019)

multiple literacies discussion (in week 3 discussion)

The Importance of Good Communication Skills

How to help children develop communication skills:

• communicate/talk to children
• read to children
• let children interact and play with family and friends
• create opportunities for children to talk in front of an audience of at least 3 people to build confidence (like presentations at school or dramatization)
• encourage open-mindedness and respect
• include body language as a way to communicate

(CFI Team, 2022; Kumon, 2021)

Strong communication abilities are beneficial in all areas of life, including work, relationships, and everything in between. Poor communication abilities, on the other hand, frequently result in misunderstandings and frustration. (CFI Team, 2022). We start communicating the instant we are born, alerting our mothers with our first cry that we have arrived. It's incredibly crucial to foster a child's communication abilities as they grow so they can easily express themselves effectively and confidently in all aspects of their lives, including professional and personal. (Kumon, 2021).

universal design for learning

WEEK FOUR

Film of the Week: Dust Buddies by Ringling College

Universal Design for Learning

Embracing the four beliefs of UDL

1. All students can reach the high expectations set.
2. Success obstacles are caused by the system, not by the students. We must be adaptable by giving learners several options for achieving their objectives.
3. Because learner variability is common, a one-size-fits-all strategy is ineffective (multiple means of engagement, representation, action, and expression).
4. Continual self-reflection leads to lifelong, expert learners.

Universal Design for Learning (UDL) directs educators in creating learning experiences that adapt to the requirements of all students. It aids teachers in making the transition from a one-size-fits-all strategy to one that takes into account learner variety. UDL recognizes that we should set clear student objectives and employ adaptable strategies to achieve those objectives. Lessons become more equitable and engaging as a result. UDL is fundamentally a mindset, or set of beliefs, that directs educators in all that they do. It all comes down to having faith in students, their potential, and the value of the learning process.

(Schwartz, 2022)

Inclusive Education

Benefits

Inclusive education is when children of all abilities have the right to be fully included in a typical classroom and not pushed aside because of their different development or talents. Special needs children are provided with an Individual Education Plan (IEP) that is customized to meet their specific learning objectives in an inclusive classroom. The criteria of the children's IEPs can then be met from within the classroom with the help of teachers, parents, and other professionals.

• Adheres to the UDL framework. These evidenced-based recommendations were developed to tailor instruction to how people learn best.
• Offers opportunity for multisensory learning. All young children learn best when they are actively engaged with the materials. Instead of printing worksheets or requiring all students to remain seated throughout sessions, design activities that give kids a more hands-on experience while engaging as many senses as you can.
• Provides modifications for games, crafts, and lessons so that children of all abilities can actively take part.
• Creates many learning opportunities to teach the same concept so that kids who learn in various ways can take in new information.

(Brooks, 2021)

make teaching more culturally responsive

Create a Student- Centered Classroom

Rethink Your Classroom Library

Take Time to Self-Reflect

Invite your students to bring books that reflect their cultures in addition to those chosen by the teacher so they can share them with their peers. This gives students the chance to teach their peers about themselves and to take pride in their unique cultures.

Know your students. Each school year, teachers are provided access to the cumulative folders of their students. Have you gone through everything there? Rethink your lessons. It's critical to understand that social justice and diversity are valued on far deeper levels than how our classrooms look.

How do we respond to people from various backgrounds? What fundamental precepts do we hold? How can these ideas improve who we are as people and teachers? In what ways do these ideas limit us? How do we respond when people hold views that are different from our own?

(Lo, 2022)

make teaching more culturally responsive

Advance Your Skills Continuously

Reflect Consistently

Engage Student's Families

You can spend a few moments at the end of each lesson or unit to consider what is and is not working: Do you wish you had accomplished something else? Do you have any resources you might have used to make the lessons stronger? What available local resources could be used in the lessons?

Keep up with the latest findings in pedagogical research, classroom technology, intervention techniques, and other topics. It is highly recommended for teachers to join any professional groups that pique their interest.

Engagement of the family goes beyond obtaining their signatures, requesting their assistance in the classroom, or requiring them to attend school meetings. When looking for materials to improve our lessons, we should think about asking for help of the students' families.

(Lo, 2022)

culturally responsive storyboard (in week 4 discussion)

Continuum of Skills

WEEK FIVE

Film of the Week: Mile to Fly by Stream Star Studio

Support

Emergent Literacy

• read aloud
• let your child take charge
• take your time and slow things down
• keep the conversation going
• let the child write

Emergent literacy is the stage during which children learn the crucial skills that lead to writing and reading. Components:

• an interest and enjoyment in print
• print awareness: how to handle a book, reading from left to right. Your child recognizes pictures and some symbols, signs, or words.
• an interest in telling and listening to stories. They attend to, repeat, and use some rhymes, phrases, or refrains from stories or songs.
• an understanding that words are made up of letters, recognizing letters when they see them.
• the child comprehends meaning from pictures and stories.

(Homer, n.d.)

How to Develop Foundations of Early Reading

Print Awareness Realizing that print has significance is an important element of learning to read. Print is used for a variety of applications and can be found both inside and outside the home and classroom What you can do:

• read things aloud in daily life when your child is watching
• label your child's item with the item name or the name of your child and see if they recognize the words/their name on the label

Print Motivation For academic success, motivation is crucial. The motivation to read is boosted the more the child enjoys reading. Later on, when a student is having trouble learning something new, they will still be motivated to push through. What you can do:

• let your child watch you read
• read things aloud in daily life when your child is watching
• pick out books at the library to read together

(Lei, 2016)

How to Develop Foundations of Early Reading

Letter Knowledge Many children have learnt their ABCs by the age of five, and may be able to write, hear, and match upper and lower case. This is a big accomplishment that is essential for academic success. What you can do:

• play games involving the alphabet (there are so many game ideas online)
• use online programs like Starfall or LingoKids to introduce your child to the alphabet in a fun and engaging way

Phonological Awareness When a child is taught to recognize sounds in words as small bits of a whole, they will later learn to disassemble words and reassemble them in new ways, utilizing the sounds as building blocks. What you can do:

• learn and practice some simple rhyme and action songs together
• storytime at home or at library events
• introduce syllables, rhyme, and beginning, middle and ending sounds

(Lei, 2016)

How to Develop Foundations of Early Reading

Narrative Skills Storytelling improves thinking and understanding abilities. There are many ways to connect with a narrative that aids in developing cognitive skills. A child's cause-and-effect, prediction, sequencing, recalling information, contextualizing, envisioning, and evaluating skills can all be improved. What you can do:

• ask open-ended questions while reading together
• talk about what happened during the day

Vocabulary Understanding how words aid in reading is critical. Increasing vocabulary will help with reading in the long term because it will be easier to read if the word is understood. What you can do:

• read with your child
• use a children's picture dictionary books
• play online vocabulary games together
• print out or buy vocabulary cards and stick them on corresponding items around the home

(Lei, 2016)

game one

Guess That Word

• lay out images of items in front of your child (familiar items work best)
• talk in very slow motion and sound out each of the letters in the word of the image (see if your child can say the word before you finish sounding it out)
• this game works on blending phonemes and encourages children to pay attention to individual sounds

Lorem ipsum dolor sit amet consectetur

(Homer, n.d.)

game two

Mystery Bag

• put any amount of plastic/paper/wooden letters in a bag/box (3 letters for beginners, add more as the child gets better)
• ask the child to pull out one letter at a time and sound the letter out
• when all the letters have been pulled out, ask the child to make a word(s) with the letters and sound it out

Lorem ipsum dolor sit amet consectetur

(Homer, n.d.)

game three

I-Spy with Sounds

• instead of saying the letter, use the letter sound instead (I spy with my little eye something that starts with the /d/ sound)
• wait for your child to shout out something they see that begins with that sound
• this game helps children focus and identify the initial letter sound in words

Lorem ipsum dolor sit amet consectetur

(Homer, n.d.)

game four

Rhyme Matching

• print out picture of common items that rhyme (cat/hat)
• ask your child to match the pictures with their rhyming pair
• you can help your child by breaking down the rhymes or explaining to them that rhymes are words that sound the same at the end
• you can also brainstorm rhyming words together

Lorem ipsum dolor sit amet consectetur

(Homer, n.d.)

phonetic awareness sharing (in week 5 discussion)

Continuum of Skills (Cont.)

WEEK SIX

Film of the Week: One Small Step by TAIKO Studios

check it out

The Right to Read

The OHRC (Ontario Human Rights Commission) released an inquiry report called the Right to Read which discusses human rights issues affecting students with reading disabilities. It's quite a long report but it covers important topics such as terminology, consequences of not teaching children to read, legal obligations, graduation rates, multilingual learners, First Nations, Metis, and Inuit experiences, curriculum and instruction, the science of reading, early screening, reading interventions, accommodation, professional assessments, etc. I've skimmed over and read some of the sections and it looks like an amazing read and something that would be super helpful for me in the future when I have my own classroom and children. It seems like one of the best resources that teachers and parents can use while tackling literacy with children.

Effective Early Reading Instruction Includes...

• building on student's prior knowledge, culture, and language experiances
• offering students choice
• increasing their motivation to read

• developing student's word reading competence
• approaching with the intent to systematically teach foundational reading skills within a purposeful and meaningful context
• using evidence-based resources
• recognizing that students have various learning needs
• adapting as students progress

(Government of Ontario, 2022)

Ways to build reading fluency

Print out Reading Packages

Pair the Students Up

Create a Tracker Folder

Students that read at roughly the same level should be paired up. Consider sociability as well as distractibility. If one student is impulsive or sensitive, pair them with a classmate who is calm and steady.

Find passages that fall midway between the informative and frustrating reading levels of the student. This type of reading passage is frequently available in the accompanying materials for your school's grade-level reading program.

Data trackers for fluency scores can be stapled into a manila folder for each student (you can find free templates online or you can always create your own).

(Cassella, 2021)

Ways to build reading fluency

Let The Students Practice

Let Students Set Their Own Goals

Model Fluency Tracking

Make the goals clear; allow them to be personal rather than public; and establish a time frame for completion. Achieving a specific degree of fluency or accuracy could be appropriate goals.

After providing the students the names of their partners, go over the behavior norms (voice level, where to sit, how to obtain help) and let them experiment with their fluency trackers. Bring your students together to address questions and iron out any issues after they've experienced paired reading and fluency tracking.

To demonstrate fluency tracking, assemble the class in a circle and then have you and a student perform a timed fluency reading. Set a timer and instruct the child to begin reading. Stop the timer after a minute, count the words, inform the child the score, and record the results on a fluency tracker.

(Cassella, 2021)

Book ideas to help strengthen fluency (posted in week 6 discussion board)

click book cover for more info

literacy activity/center (in week 6 discussion)

What is Invented Spelling?

Various Types of assessment

WEEK SEVEN

Film of the Week: The Wishgranter by Wishgranter Team

Why Assessment in Early Literacy?

1. Identify skills that need review: Assessment informs teachers about the skills students have and have not mastered.
2. Monitor student progress: A teacher can determine which students require extra practice and which students are ready to go.
3. Guide teacher instruction: A regular assessment allows a teacher to make informed decisions about what instruction is best for each student.
4. Demonstrate effectiveness of instruction:Assessment data allows teachers to determine whether or not all students have mastered the material.

(The Access Center, 2019)

The Incredible Power of Yet by ClassDojo

How to Make Learning Visible in The Classroom

• Make use of prior knowledge to improve learning (can help slide a student into the learning instead of creating a barrier).
• Integrate vocabulary strategies (learning words needs more than exposure to the word).
• Put reading comprehension into context (use a mix of activities and materials).
• Concept mapping (and graphic organizers scaffold students to be able to organize their information and thinking).
• Discussion and questioning (create a place to foster deep learning).

• Metacognitive strategies (help your students learn this skill by teaching students to ask the right questions).
• Reading across documents (students read several different documents and then synthesize information).
• Problem-solving techniques (share conflicting information instead of issuing a problem and inviting students to solve it).
• Extended writing Assigning writing activities that extend learning can be a rewarding way to move students into transfer learning).

(Gorelik, 2021)

Definitions

Summative assessment: to assess student learning at the end of a unit of instruction by comparing it to some standard or benchmark (Eberly Center, n.d.). Pedagogical documentation: observing for example children’s play, projects, discussions, and ideas via taking photos, making notes, writing down explanations as well as saving artwork, taking videos, voice recordings, and purposely using all the documents (Kindiedays, 2020).

Assessment: the systematic collection and use of empirical data to assess knowledge, skills, attitudes, and beliefs (Knowly, 2020). Evaluation: focuses on grades and may reflect elements of the classroom other than course content and competence level (Knowly, 2020). Diagnostic assessment: a pre-assessment that allows the teacher to determine how much information a student has on a subject (Formplus, 2021). Formative assessment: to evaluate student learning and provide continual feedback that educators and students can use to improve (Eberly Center, n.d.).

remeditation in literacy development

WEEK EIGHT

Film of the Week: Paperman by Walt Disney Studios

Reading Remeditation

in phonological processing and other foundational skills. Many educated people struggle with reading. Reading difficulties are most likely caused by the ineffective use of proficient phonologic processors. Teachers who work with struggling readers must recognize that effective remediation directly teaches and develops critical abilities that will propel the student to proficiency. They must ensure that the student understands that reading remediation is not about teaching simple words and concepts, but rather about developing required skills to enable the learner to reach a proficient level.

Reading print is a complex process that necessitates looking at man-made, arbitrary black letters and words and matching that written code with our spoken language. To read fluently, one must utilize the brain's inherent system for sound processing. These phonologic or sound processing pathways are required for proficient reading. If other techniques are used, reading will continue to be difficult and time-consuming. The majority of reading problems have nothing to do with intelligence or skill, but rather with faulty processing. Teachers should assist children in understanding that reading problems are frequently caused by deficiencies

(Lee et al., 2012)

The Science of Reading (TedX Talk)

Reading Intervention Strategies

1. Children should read as much as possible.
2. Educators should read out loud to model good reading.
3. Let children choose what they read.
4. Use nonfiction books along with fiction books.
5. Children should read books from independent, instructional, and frustration reading levels.
6. Make sure every child feels successful.
7. Break reading into smaller chunks.
8. Offer rewards for effort and completion.
9. Keep a consistent reading routine/schedule.
10. Use reading/literacy games.
11. Offer direct, explicit instruction.

(Hildebrand, 2019)

literacy activity/center (in week 6 discussion)

Reading Wars and digital literacy

WEEK NINE

Film of the Week: Crunch by Gof Animation

Questions Posed by The Reading Wars

What about memorizing sight words? The amount of sight words is a major concern. When phonics is pitted against word memorization, phonics triumphs. However, word memorizing techniques that simultaneously teach phonics do well too. What about reading comprehension? Many children require formal reading instruction in order to decode letter symbols and read fluently; nevertheless, reading comprehension can be fostered throughout the school day, not just in English or literacy classes, but also in science, math, art, and other subjects.

Is phonics really better? Dozens of research suggest that students who receive explicit phonics education outperform students who do not receive phonics education on reading assessments. However, the difference isn't significant. What's wrong with balanced literacy? Advocates argue that it is preferable to dedicate teaching time to the ideas and narratives in the books rather than forcing children to memorize the sounds the letters produce. A solid phonics program is sometimes missing from balanced literacy programs.

(Barshay, 2020)

OHRC Right to Read

Strategies to Implement Balanced Literacy

1. Read alouds (interactive, engaging, develops comprehension).
2. Shared reading (leads to better fluency).
3. Reading mini lesson (develops clarity).
4. Independent reading (students can practice things taught in the mini-lessons).
5. Conferring (individual student-teacher meetings based on formal and informal data).
6. Small group work (can include guided reading and strategy instruction).
7. Assessment (either formative or summative or a combination of both).

(Lynch, 2018))

OHRC Right to Read opinion (in week 9 discussion)

Technology use in the early years

WEEK TEN

Film of the Week: Hair Love by Sony Pictures Animation

Covid-19 and Tech in Education

How Much is Too Much Screen Time?

Too much screen time can be linked to: Obesity, little sleep, behavioral issues, poor academic achievement, violence, and insufficient time for play How to reduce screen time: Avoid watching TV in the background, keep devices out of the bedroom, and avoid eating in front of a screen. How to make screen time engaging: Plan what your child watches, watch alongside them, record/download programs to watch later, and promote active screen time (like video games that encourage physical activity).

(Christensen, 2021).

How Young is Too Young?

The American Academy of Pediatrics (AAP) recommends that infants 18 months and younger be kept away from technology, especially video conferencing. And, once children are 18 to 24 months old, the Academy recommends monitoring their tablet usage to ensure they are only watching high-quality, educational material. What parents and educators can do to create meaningful screen time: Create a media use strategy for your family or classroom, co-view media together, or substitute screen time with something more meaningful.

(Zanker, 2022).

Technology in Education by TedX

Technology Integration and Early Literacy

Smartphone & tablet apps: Tracing applications teach youngsters aged three to six how to trace letters properly and allow them to practice. Online games: As youngsters gain confidence in their reading and writing abilities, they can practice with free online word games. Ebooks and audiobooks: Ebooks are a convenient way for children to practice their reading abilities. Many libraries have boosted their ebook collections since the outbreak began.

(Star Bright Books, 2021).

Week 10 Tech Sharing Discussion: Lingokids

About the App

• features over a thousand games and other resources such as video lessons, audiobooks, and songs
• program is ad-free, teacher-approved, and kid-friendly (perfect for ages 2-8)

• can play offline and on mobile devices
• progress tracker to show parents and to keep as data for teachers
• helps develop skills such as communication, creativity, critical thinking, and collaboration
• comes with both free and paid plans
• contains a vast library of vocabulary words

www.lingokids.com

Week 10 Tech Sharing Discussion: Khan Academy Kids

About the App

• Focuses on the whole child (early literacy, reading, writing, language, math, creativity, social-emotional skills)
• has featured characters that guide children through the activities
• features interactive activities, books, animated videos, games, and creative lessons
• 100% free (no subscriptions or ads)
• has an adaptive learning path and an independent learning path for different types of learners
• available on mobile devices

www.learn.khanacademy.org/khan-academy-kids/

The Pandemic of 2020 (in week 10 discussion)

play in literacy development

WEEK ELEVEN

Film of the Week: Ian by Fundacion Ian

Play in Literacy Development with Drama Centers

Participation Allow the youngster to assist you in gathering materials for and setting up the dramatic center. Create Writing Opportunities This includes designing menus, labels, and signs. Additionally, attempt to discover phrases that are specific to that situation (like food or utensil names). Join in on the Fun Instead of redirecting or instructing the youngster, let the child lead the way in the game.

Dramatic Centers Establish a dramatic center based on the interests of a child. The theme might be a grocery store, a restaurant, a doctor's office, or something else. Provide Background Knowledge on Interest This can be provided by reading a book about that interest, showing pictures to the child, going to that real-life setting as a 'field trip' (such as going to the grocery store), and also talking to the child about that interest, their prior knowledge about it, and what they like about that particular interest.

(Han, n.d.)

The Power of Play (a TedX Talk)

Risky Play: What Is It?

Any thrilling or stimulating play that entails some danger of injury is considered risky play. Risky play aids in the development of resilience, executive functioning skills, self-confidence, and risk-assessment abilities in children. Factors of risky play:

• Height and elevation
• Speed and momentum
• Use of risky or adult tools
• Interaction with natural elements
• Play with a chance of getting lost
• Rough-and-tumble play

(Boston University, 2020).

Benefits of Risky Play

Develops risk assessment skills: Children can learn how to assess risks and their consequences through dangerous play. Fosters emotional regulation: Children can learn to deal with them without reacting or lashing out. Boosts self-esteem: Taking chances and demonstrating that they can handle them enhances a child's self-esteem and allows the child to better comprehend what he or she is capable of doing in uncertain situations. Teaches taking initiative: The ideal type of risky play is one that the child initiates, whether it's deciding to climb higher, swing higher, or simply approach a risky location.

(Grant, 2019).

Benefits of Risky Play

Develops problem-solving & creativity skills: Risky play frequently places children in situations where they must analyze the situation quickly and decide under pressure. Develops physical development: Physical activities are an important component of childhood because they help children develop strength and endurance as well as a feeling of their physical capabilities and potential. Teaches how to deal with failure: Learning how to deal maturely with mistakes/failures is a vital component of any child's development. Fosters social skills: Risky play in public can help a child's interactions with his or her peers.

(Grant, 2019).

Instead of Saying "Be careful!"

Help foster awareness & problem-solve by saying:

• Notice how... (talk about the environment).
• What's your plan... (to do this thing)?
• Do you see... (point out environmental factors).
• What can you use... (to achieve a particular goal)?
• Try moving... (an object or body part).
• Where will you... (do an action)?
• Try using your... (body part).
• How will you... (do an action)?
• Do you feel... (an effect of the environment)?
• Who will... (be with you or do something)?
• Are you feeling... (an emotion)?

(Boston University, 2020).

Developing Inquiry Based Learning

The importance of critical literacy

WEEK TWELVE

Film of the Week: Bao by Pixar Animation

Teaching Digital Literacy

What is Digital Literacy?

• Emphasize the importance of critical thinking.
• Use social media for learning and collaboration.
• Provide guidance on how to avoid plagiarism.
• Teach students how to manage their online identity.
• Help students manage digital distractions.
• Provide authentic context for practice.
• Guide students out of their comfort zones.

Giving students more freedom of choice and encouraging them to use technology in novel and creative ways is one of the most effective strategies to help them hit the ground running when they enter the profession.

The American Library Association (ALA) defines digital literacy as the capacity to use information and communication technology to discover, analyze, create, and communicate information, which requires both cognitive and technical skills. Why is it important to be digitally literate these days? Due to the pandemic's impact, students and parents are learning how to navigate new systems and accomplish tasks. Computers and other devices are utilized to complete assignments by students who are hybrid or still attend school face to face on a daily basis.

(Stenger, 2018; Fenner-McAdoo, 2019)

Critical Literacy

False News and Misinformation

Reflection Activity (in week 12 discussion)

References

Bales, K. (2019, July 3). Multiple Literacies: Definition, Types, and Classroom Strategies. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323 Barshay, J. (2020, March 30). Four things you need to know about the new reading wars. The Hechinger Report. https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/ Boston University. (2020). Supporting Young Children’s Risky Play. Boston University. https://www.bu.edu/childrens-center/files/2020/07/Risky-Play.pdf Brooks, A. (2021, April 12). What Is Inclusive Education? An Introduction for Early Childhood Educators. Rasmussen University. https://www.rasmussen.edu/degrees/education/blog/what-is-inclusive-education/ Cassella, S. (2021, June 7). A 3-Step Strategy to Build Students’ Reading Fluency. Edutopia. https://www.edutopia.org/article/3-step-strategy-build-students-reading-fluency CFI Team. (2022, November 24). Communication Skills. Corporate Finance Institute. https://corporatefinanceinstitute.com/resources/management/communication/ Christensen, J. (2021, May 28). Children and screen time: How much is too much? Mayo Clinic Health System. https://www.mayoclinichealthsystem.org/hometown-health/speaking-of-health/children-and-screen-time

Eberly Center. (n.d.). What is the difference between formative and summative assessment? Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html Fenner-McAdoo, E. (2019, October 1). What is Digital Literacy and How to Use it in the Classroom. Graduate Programs for Educators. https://www.graduateprogram.org/2019/10/what-is-digital-literacy-and-how-to-use-it-in-the-classroom/ Formplus. (2021, July 27). Diagnostic Assessment in Education: Purpose, Strategies, Examples. Formplus. https://www.formpl.us/blog/diagnostic-assessment Gorelik, K. (2017, November 14). 9 Ways to Make Learning Visible in the Classroom. We Are Teachers. https://www.weareteachers.com/make-learning-visible/ Government of Ontario. (2022). Effective Early Reading Instruction: A teacher's guide. Government of Ontario. https://assets-us-01.kc-usercontent.com/fbd574c4-da36-0066-a0c5-849ffb2de96e/6827ed32-baf6-48a1-afe8-6e53f8c5eda8/EN%20Effective%20 Early%20Reading-19-04-2022-AODA.pdf Grant, A. (2019, July 30). 8 Science-backed Benefits of Risky Play. Playground Professionals. https://playgroundprofessionals.com/play/8-science-backed-benefits-risky-play

References

Kindiedays. (2020). What on Earth is Pedagogical Documentation? Early Learning Matters. https://lbproduction.s3.amazonaws.com/5bfbf0b9e035167ab4eca780/extras/pedagogicaldocumentationguide24102021.pdf Knowly. (2020, July 22). Assessment vs Evaluation: what's the difference? EasyLMS. https://www.onlineassessmenttool.com/knowledge-center/online-assessment-center/assessment-vs-evaluation/item10642 Kumon. (2021, October). The Importance of Children Developing Good Communication Skills. Kumon UK. https://www.kumon.co.uk/blog/the-importance-of-children-developing-good-communication-skills/#:~:text=These%20skills%20will%20make%20them,interpret %20non%2Dverbal%20communication%20cues. Lasher, D. (2021, November 2). The Fun Theory: A Lesson in Creative Thinking. Big Ideas for Little Scholars. https://bigideas4littlescholars.com/the-fun-theory-a-lesson-in-creativethinking/#:~:text=They%20called%20it%20the%20FUN,and%20contests %20across%20the%20globe. Lee, G., Gable, R., & Klassen, V. K. (2012). Effective Reading Remediation Instructional Strategies for Struggling Early Readers. Social and Behavioral Sciences 46, pg. 822 – 827 https://doi.org/10.1016/j.sbspro.2012.05.206 Lei, J. (2016, September 23). Developing a Foundation of Early Literacy. Little Mountain Learning Academy. https://www.lmacademics.com/blog/developing-foundation-early-literacy/#:~:text=The%20relationship%20between%20early%20literacy,%2C%20vocabulary%2C%20and%20narrative%20skills.

Hall, M. (2018, July 30). Using Backward Design for Course Planning. The Innovative Instructor. https://ii.library.jhu.edu/tag/backward-design/#:~:text=Backward%20Design%20helps%20instructors%20determine,is%20more%20efficient%20as%20well Han, M. (n.d.). The Power of Pretend Play in Language & Literacy Learning. The Genius of Play. https://thegeniusofplay.org/genius/expert-advice/articles/the-power-of-pretend-play-in-language-and-literacy-learning.aspx?WebsiteKey=f24671dc-3a61-4dfa-854c-b2d74801f627#.Y4pn-nbMKUk Hanifan, L. (2022, February 17). Early Literacy Strategies That Work. Edutopia. https://www.edutopia.org/article/early-literacy-strategies-work Hildebrand, K. (2019, December 9). 11 Reading Intervention Strategies That Work. Katelyn's Learning Studio. https://katelynslearningstudio.com/2019/12/reading-intervention-strategies.html Homer. (n.d.). Emergent Literacy: What It Is And Why It’s Important. HOMER Blog. https://www.learnwithhomer.com/homer-blog/3946/emergent-literacy/ Homer. (n.d.). Phonemic Awareness Activities For A Strong Reading Foundation. HOMER Blog. https://www.learnwithhomer.com/homer-blog/3728/phonemic-awareness-activities/

References

Schwartz, S. (2022, February 4). 4 Principles of a Universal Design for Learning Approach. Edutopia. https://www.edutopia.org/article/4-principles-universal-design-learning-approach Star Bright Books. (2021, March 31). Developing Child Literacy Through Technology. Star Bright Books Blog. https://starbrightbooks.com/blog/developing-child-literacy-through-technology/ Stenger, M. (2018, October 22). 7 Ways to Teach Digital Literacy. InformED. https://www.opencolleges.edu.au/informed/edtech-integration/7-ways-teach-digital-literacy/ The Access Center. (2019, September 26). Early Reading Assessment: A Guiding Tool for Instruction. Reading Rockets. https://www.readingrockets.org/article/early-reading-assessment-guiding-tool-instruction Tyler, Ralph W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press. Wickes, S. (2018, November 25). Fun Theory and the Extraordinary Power of Fun. The Family Adventure Project. https://www.familyadventureproject.org/fun-theory/ Zanker, E. (2022, February). Toddlers and Tech: How Young Is Too Young? Sharecare. https://www.sharecare.com/child-development/toddlers-tech-too-young#:~:text=The%20American%20Academy%20of%20Pediatrics,that's%20high%20quality%20and%20educational.

Lexington Public Library. (n.d.). What Is Early Literacy? Lexington Public Library. https://www.lexpublib.org/what-early-literacy Lo, L. (2022, October 6). 6 Ways to Make Teaching More Culturally Responsive. Edutopia. https://www.edutopia.org/article/6-ways-make-teaching-more-culturally-responsive Loveless, B. (n.d.). Strategies for Improving Early Childhood Literacy. Education Corner. https://www.educationcorner.com/early-childhood-literacy-strategies.html Lynch, E. (2018, July 13). Components of Balanced Literacy and Strategies for the Classroom. Sadlier School. https://www.sadlier.com/school/ela-blog/overview-of-balanced-literacy-components-strategies Lynch, M. (2021, February 15). Pedagogical Documentation: A Tool for Teachers. The Edvocate. https://www.theedadvocate.org/pedagogical-documentation-a-tool-for-teachers/ Martirena, C. C. (2021, February 5). How Teachers Can Use Pedagogical Documentation for Reflection and Planning. Edutopia. https://www.edutopia.org/article/how-teachers-can-use-pedagogical-documentation-reflection-and-planning/ Richards, Jack C. (April 2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. Regional Language Center Journal, vol. 44, no. 1, pp. 5–33. Schneider, J. (2017, September 16). Backward Design. Learning Theories. https://learning-theories.com/backward-design.html

About the Author

Hafsa Majeed is a 23-year-old Canadian future ECE. She previously completed a degree for Graphic Design as she as been doing arts her whole life. Unfortunately, in the last semester of her design program, the Covid-19 pandemic hit and after failing to find a job within a year, she decided to do a complete career change and go into early childhood education. She is currently working as a daycare supply assistant and enjoys working with kindergarteners the most. She hopes to one day become a kindergarten teacher. In her free time, Hafsa like to read manga, game on her extensive computer setup, shop, and go outside on advantures to various cities and places either with friends or by herself.

THANK you for viewing