MODULE OVERVIEW

MODULE 1

Overview

Module 1, What is Reading, explores many aspects of reading. In this module, teacher candidates try to define reading and what is most important for literacy learning. Users learn about high school students’ reading strengths and needs. The material is presented via videotaped classroom discussions with added content support via interactive online animation, resources and assignments. After teacher-candidates watch Lamont and Grace describe their concerns about teaching content when some of their students have difficulty reading, they are presented with in-depth information about reading, the importance of reading and how to be an effective reader.

Objectives

In this module, teacher candidates will:

• Begin to think critically about the reading process
• Define reading
• Notice instructor naturally using technology
• Understand the role of prior knowledge in reading
• Recognize the behaviors and skills of effective readers
• Become familiar with the difficulties experienced by ineffective readers
• Use a survey to garner information about readers

Assignment

The assignment asks teacher-candidates to explore issues and perspectives related to reading by conducting research and interviewing students.

MODULE 2

Overview

Module 2, Technology for Learning, depicts different ways that teachers can use technology effectively in the classroom. The material is presented as teacher-candidates watch Lamont engage in an online chat with teachers and experts using technology. Video depicts classroom examples and overviews for the content.

Objectives

In this module, teacher-candidates will:

• Explore ways to naturally integrate technology in the classroom
• Observe a variety of ways to use PowerPoint for instruction
• Investigate effective uses of technology for communication
• Examine specific forms of student-directed project-based learning
• Consider the potential of technology for learning
• Assess their own proficiency with technology and make a plan for learning more

Assignment

This assignment asks teacher-candidates to extend your learning by identifying a goal, making a plan, and taking action in order to learn more about technology for learning.

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MODULE 3

Overview

Module 3, Assessments, explores teaching to standards and using assessment to drive instruction. The teacher-candidates will also explore a multi-year culminating assessment such as a senior project. The material is presented through a roundtable discussion that includes Kara Tabor, a local high school principal and a language department chair. Video also depicts classroom examples, student presentations and overviews for the content.

Objectives

In this module, teacher candidates will:

• Think critically about how assessment informs instruction
• Understand the importance of teaching to standards and using common assessments
• Become familiar with assessment across content areas
• Observe informal assessment; conferences and reading inventories
• Examine a multi-year culminating assessment such as Senior Project
• Use technology as a tool for assessing student learning and for providing feedback to students and their parents.
• Become familiar with how to record and report student standing and individual learning.

Assignment

The assignment asks teacher-candidates to explore issues and perspectives related to reading by conducting research and interviewing students.

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MODULE 4

Overview

Module 4, Fluency, shows different strategies that teachers can use in the classroom to increase student’s fluency in reading. With increased fluency in reading, readers can shift their focus to the meaning of what they are reading.

Objectives

In this module, teacher candidates will:

• Recognize the relationship between fluency and reading comprehension
• Explore ways to build reading fluency for students
• Learn how to help students break down multi-syllabic words
• Observe a strategy for quick word recognition
• Watch as students analyze questions to increase their reading comprehension
• Collect, display and analyze data using technology

Assignment

The assignment asks teacher-candidates to explore research about repeated readings and consider various strategies they may use with students to support fluency development. After conducting an Internet search and researching strategies, teacher-candidates share their findings in a reflective paper.

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MODULE 5

Overview

Module 5, Vocabulary and Word Study, demonstrates different ways that teachers can teach literacy in many different subject areas so that students can be successful in all classes.

Objectives

In this module, teacher candidates will:

• Observe a lesson that uses simple graphic organizers to teach complex vocabulary
• Explore the use of games to engage students in learning vocabulary
• Discover the importance of creating cumulative collections of vocabulary for student writing
• Investigate the efficacy of using student word experts
• Experiment with a jeopardy template to teach vocabulary

Assignment

This assignment asks teacher-candidates to use technology to create a game or strategy to be used with students to introduce, develop or review vocabulary. The Objectives will be to 1) Develop student vocabulary through use of vocabulary strategies; 2) Integrate technology into planning and/or instruction and 3) Reflect on the success of the strategy.

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MODULE 6

Overview

Module 6, Literacy Across Content Areas, explains the importance of using consistent schoolwide literacy strategies in all content areas. It presents the different strategies teachers can use across curricular areas as Victor, a student, gives Grace a tour of his school.

Objectives

In this module, teacher candidates will:

• Explore the importance of schoolwide collaboration
• Examine common strategies across content areas
• Investigate reflective writing in math, shared reading in history, concept mapping in science and reciprocal teaching in English
• Create a concept map using Inspiration™ software

Assignment

This assignment asks teacher-candidates to consider which writing to learn strategies will work well in their classroom, use technology in a writing to learn lesson, and post their ideas to share with the TILE community.

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MODULE 7

Overview

Module 7, Writing to Learn, explores different writing activities and techniques that can be taught to help students process information and organize their thoughts better.

Objectives

In this module, teacher candidates will:

• Consider the importance of using writing-to-learn activities
• Discover one way to teach summary writing
• Watch a lesson using reflective writing
• Observe two different approaches to using dialectical journals
• Explore the use of electronic writing portfolios

Assignment

This assignment asks teacher-candidates to consider which writing to learn strategies will work well in their classroom, use technology in a writing to learn lesson, and post their ideas to share with the TILE community.

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MODULE 8

Overview

Module 8, Internet Literacy, depicts different ways to teach students to use critical thinking to evaluate web sites and search engines and enhance learning. The material is presented as teacher-candidates watch classroom discussions and Web presentations and participate in interactivities.

Objectives

In this module, teacher-candidates will:

• Describe the issues important to the understanding of Internet literacy
• Explore the historical context of the Internet
• Identify elements of good web sites
• Learn about search engines
• Identify URL suffixes and their meanings
• Use criteria to evaluate web sites
• Compare and contrast two web sites

Assignment

The assignment asks teacher-candidates to complete a Web search and evaluate the sites they find. Students complete evaluation checklists for two Web sites, create a chart and write a reflection on their findings.

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MODULE 9

Overview

Module 9, Creating Web Pages for Learning, explores use of Web pages to promote student learning. Users investigate WebQuests as a means to use the Internet to enhance learning and promote critical thinking and examine how teacher-created Web pages can help with class management and organization and is a great way to integrate technology into classroom.

Objectives

In this module, teacher candidates will:

• Explore WebQuests as a means to use the Internet for learningUse a WebQuest to learn more about WebQuestsUnderstand how to create meaningful WebQuests that promote critical thinkingConsider possible uses of teacher-created Web pages for learning
• Experiment with Web page design

Assignment

The assignment takes teacher-candidates through the steps of creating an Internet-based instructional activity for their students using two interactive Web sites: Filamentality and WebQuest. Teacher-candidates are guided through picking a topic, searching the Web, gathering good Internet sites, and turning Web resources into learning activities. Over the course of a semester (or time determined by the professor), they create and post a Web-based learning page on the Internet.

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MODULE 10

Overview

Module 10, English Language Learners, depicts different ways that teachers can differentiate instruction to ensure equal access for all English learners. The module explains what it is like to be an English Language Learner, and offers some ways to help these students develop their literacy skills. While the module is directed at ELL students, the techniques described and demonstrated – differentiation, scaffolding, shared reading, graphic organizers, reading jigsaws and sentence structure – are appropriate for all students.

Objectives

In this module, teacher candidates will:

• Listen to myths and realities about English language learners
• Learn how to scaffold instruction throughout a unit of study
• Explore the purposes for heterogeneous and homogeneous groups
• Examine a cooperative reading strategy called Jigsaw Folktales that helps students with sequencing
• Observe a kinesthetic activity for practicing sentence structure and punctuation
• Discover the importance of an engaging, safe environment for English Language Learning
• Match appropriate technology to instructional and learner needs

Assignment

The assignment asks teacher-candidates to reflect on strategies that provide support for ELLs and consider how they will implement them in their classrooms. Users complete a double column journal to record their ideas and reflect upon them.

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MODULE 11

Overview

Module 11, Speaking to Learn, explores different ways teachers can develop oral communication skills in their students. The module presents models and activities that get students speaking to each other about content in accountable ways, so that they become problem solvers and develop deeper understandings that go beyond learning content. Module 11 explores student-centered, student-led, self-directed programs and the use of technology for presentation and collaboration.

Objectives

In this module, teacher candidates will:

• Discover the role of student voice in their classroom.
• Explore models of instruction that are student-led.
• Examine organizational systems for student learning that support inquiry and collaboration.
• Learn about projects that develop the student as speaker, problem solver, and authority.
• Examine technology as a tool for student presentation and collaboration.

Assignment

The assignment asks teacher-candidates to research and share information on strategies for developing speaking to learn skills in their students. Teacher-candidates conduct research and present their findings and conclusions to their class. They are also required to use technology to enhance their presentation.

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MODULE 12

Overview

Module 12, Engaging the Reader, depicts different ways teachers can motivate their students to enjoy reading and to read without being required to. The module shows strategies and ways to use technology and other resources to engage students, to get them involved and excited about reading, and to strengthen their literacy skills.

Objectives

In this module, teacher candidates will:

• Observe a successful Sustained Silent Reading program
• Search book lists for engaging texts
• Explore the benefits of Cross-age tutoring
• See a model of Reading Workshop
• Understand the advantages of using music and images to engage students with text
• Investigate building reader communities through student Web pages

Assignment

This assignment asks teacher-candidates to choose a strategy from the module and implement it in their classroom.

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