Literacy with ICT Across the Curriculum Scavenger Hunt - DOC

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Literacy with ICT Across the Curriculum Scavenger Hunt - DOC Powered By Docstoc
					Scavenger Hunt:
Literacy with ICT Across the Curriculum
The purpose of this scavenger hunt is to help teachers become familiar with the contents and
structure of the website for Literacy with ICT and to develop their understanding of Literacy with
ICT Across the Curriculum.

Literacy with ICT website:

Part 1: Overview – What is Literacy with ICT?
Click on the Overview tab and use the sub-links (Purpose, Development, Policy, and Teams) to
answer the following questions:

    1. Read the definition of Literacy with ICT. Fill in the diagram below to show the
       components of Literacy with ICT.

    2. Describe how ICT literacy and literacy with ICT are different from one another?

    3. Literacy with ICT is a continuum not a curriculum. To demonstrate the differences
       between a curriculum and a continuum sort the following characteristics by writing them
       inside the appropriate continuum or curriculum boxes below. [descriptors, outcomes,
       developmental, end of year expectations, cross curricular, subject specific]

                    Continuum                                      Curriculum            Page 1 of 7
4. Why is it more appropriate to develop a developmental continuum instead of a
   curriculum for Literacy with ICT?

5. Describe/draw the four relationships between ICT and curriculum: supplementary,
   complementary, integrated, and infused. Where on this continuum of infusion would you
   place your school or classroom?

6. What are the three student competencies for Literacy with ICT that teachers will report
   to parents?

7. Who are the team members of the Literacy with ICT implementation team in your school

                                                                                  Page 2 of 7
Part 2: Show Me – The Continuum
Click on the Show Me tab and use the links (Continuum, Student Friendly, Emerging, Developing,
Transitioning, Expanding, and Supporting Skills) to answer the following questions:

   8. Take a look at the Continuum. As you read down the left side, what are the four big
      ideas found in the affective domain of the continuum?

   9. What process is described by the five big ideas in the cognitive domain of the

   10. How is the above process described in English Language Arts, Mathematics, Science and
       Social Studies? (Hint: See page 12 of the Literacy with ICT Handbook, found in the
       Resources area of the website.)

                   English Language
  Subject Area                           Mathematics           Science          Social Studies

 Process Name

   11. As you read across the top of the continuum how does student thinking develop across
       the three columns/stages? (Hint: See the “Thinking Diagram” on page 15 of Handbook.)

   12. What do the four snapshots (emerging, developing, transitioning and expanding)
       represent? (HINT: Click again on the Show Me tab and read the introduction.)

                                                                                       Page 3 of 7
13. Look at the diagram below and circle which snapshot(s) fit with the grade(s) you teach.

14. Look at your snapshot(s) online, can you find your students behavior described
    somewhere on the continuum already?

15. Click on the Supporting Skills sub-link and look at the table. What is the relationship
    between the supporting skills and the descriptors found on the continuum?

16. Click on the Student Friendly sub-link and look this version of the continuum. How could
    you as a teacher use the student friendly version of the continuum in your classroom?

                                                                                      Page 4 of 7
Part 3: Tell Me – Some of Theory Behind the Continuum
Click on the Tell Me tab and use the Supporting Principles link to answer the following questions:

    17. What are the seven supporting principles for the implementation of Literacy with ICT
        across the curriculum?

    18. Pick one of the supporting principles and explain how it supports/encourages/is reflected
        in the Literacy with ICT continuum?

Part 4: Let Me Try – What Does This Look Like in My Classroom?
Click on the Let Me Try tab and use links (Assessment, Learning Experiences, Professional
Learning for Teachers) to answer the following questions:

    19. Take a look at the sample learning experiences that fit the subject(s) and grade level(s)
        you teach. As you read through these learning experiences, notice that some of the
        strategies have descriptor numbers embedded into the text. Check out the samples,
        links, and BLMs, on the right-hand side of the screen, that accompany the learning
        experiences. How could you adapt some of these strategies for your classroom?

    20. Which of your own successful strategies already match the descriptors on the
        continuum? Can you think of how you might tweak something you are doing already in
        your classroom so that it could give your students the opportunity to demonstrate
        descriptors from the continuum?

                                                                                        Page 5 of 7
21. Look at the Professional Learning for Teachers topics. Open and scan some that interest
    you. Note which ones you would like to return to at a later date for more in-depth self-
    directed learning.

22. Click on the Assessment sub-link. Complete the following diagram with the three
    components of assessment of Literacy with ICT.

23. How can students be involved in assessing their own literacy with ICT?

                                                                                   Page 6 of 7
24. Read the information found on the Assessment sub-link page. Read the characteristics on
   the diagram below. Label each box with the appropriate word [Assessment FOR/AS
   Learning, Evaluation, or Reporting] that the diagram represents.

     Ongoing observations, conversations, and
     evidence that informs instruction by providing
     information about student learning.

   Interpreting assessment          Interpreting assessment
   information using                information using
   professional judgment.           professional judgment.

         Informing parents about their child’s
         competency in literacy with ICT.

                                                                                 Page 7 of 7