Using newspapers in support of CCSS. PD at CASDA March 2012

1. CASDA 2012
Greg Stapleton &
Paige Jaeger

2. What does this How do you know that
info mean? info is valid?
Why do I have to learn this,
when I can just look it up?
What are you
looking up?
We need to
make
connections.

4. Vacancy of Prior Knowledge

5. Staircase of
Text-based
complexity
answers
Academic
Vocabulary
50% - 50%
Writing from
Literacy is not Research
just ELA Drawing evidence
from the text
EngageNY.org

6. Disconnection is good
Print is novel
Tactile is valuable
Real world connections = relevance
Connection to life= meaningful learning
Opportunities for further investigation =
research & the CCSS
Non-fiction is required

7. http://www.youtube.com/watch?v=aHun58mz3vI

8.  ?
 5 W’s
 Sources…Check’m out
 Credibility, accuracy
 Know your media skills
 Sort your sources
 Write!

9.  Answer – 5 W’s
 Concise – 1st Paragraph
 Nutgraph
 Listing of facts, quotes, from most important
 least important
 Why should you care
 Wrap up
 Interest !

12.  With a partner,
 Examine a newspaper section and try to find a
compelling article that connects with a Common
Core learning standard, or
that connects with classroom content?
 Be ready to report out in a few minutes
 What would your higher level thought question
be for “connecting interest” ? (EQ)

14.  “Excessive connectedness can cause stress,
which results in the release of Cortisol and
adrenaline from the adrenal glands. Initially,
this cocktail enhances memory. ... In small
doses, this can be useful, but habitually using
this kind of attention will put people's ability
to problem solve and interact with others at
risk.”

15. “Average Person spends two seconds on
each website.” *
 We call this Kangarooing
 Super-squirreling
•Marilee Sprunger, Educational Leadership, Sept 2009.
•Small, Gary. iBrain: Surviving the technological alternation of the modern
mind. NY. Harper Collins, 2008.

17. Fogg, B.J., Soohoo, C., Danielson, D.R., Marable, L., Stanford, J. and Tauber, E.R. (2003), “How do
users evaluate the credibility of web sites? A study with over 2,500 participants”,
Proceedings of the 2003 Conference on Designing for User Experiences, San Francisco,
CA, USA, pp. 1-15.
Fogg, B.J., Marshall, J., Laraki, O., Osipovich, A., Varma, C., Fang, N., Paul, J., Rangnekar, A.,
Shon, J., Swani, P. and Treinen, M. (2001), “What makes web sites credible? A report on a
large quantitative study”, Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems, Seattle, Washington, USA, March 31-April 4, pp. 61-8.
Fogg, B.J., Marshal, J., Osipovich, A., Varma, C., Laraki, O., Fang, N., Paul, J., Rangnekar, A.,
Shon, J., Swani, P. and Treinen, M. (2000), “Elements that affect web credibility: early
results from a self-report study”, Proceedings of ACM CHI ’00 Extended Abstracts on
Human Factors in Computing Systems, The Hague, The Netherlands, pp. 287-8.
Deep Web vs. surface Web scores were obtained by using the BrightPlanet technology's selection by source option and then counting total documents and documents
above the quality scoring threshold.
Results and Discussion
This study is the first known quantification and characterization of the deep Web. Very little has been written or known of the deep Web. Estimates of size and
importance have been anecdotal at best and certainly underestimate scale. For example, Intelliseek's "invisible Web" says that, "In our best estimates today, the
valuable content housed within these databases and searchable sources is far bigger than the 800 million plus pages of the 'Visible Web.'" They also estimate total
deep Web sources at about 50,000 or so. [35]
Ken Wiseman, who has written one of the most accessible discussions about the deep Web, intimates that it might be about equal in size to the known Web. He also goes
on to say, "I can safely predict that the invisible portion of the Web will continue to grow exponentially before the tools to uncover the hidden Web are ready for
general use." [36] A mid-1999 survey by About.com's Web search guide concluded the size of the deep Web was "big and getting bigger." [37] A paper at a recent
library science meeting suggested that only "a relatively small fraction of the Web is accessible through search engines."[38]
The deep Web is about 500 times larger than the surface Web, with, on average, about three times higher quality based on our document scoring methods on a per-
document basis. On an absolute basis, total deep Web quality exceeds that of the surface Web by thousands of times.

18. I would have
failed APPR

19. • Kids go home from school and engage in
meaningful, intelligent, authentic
communication and knowledge creation in
Internet environments.
• Kids are highly engaged, creative,
motivated, and connected to meaningful
communities via technology after the
school day ends.
Study involved over 1200 learners, parents, teachers, administrators.

20. National Research Council, Inquiry and the
National Science Education Standards, 2000
•
"The challenge for all us who want to improve education
is to create an educational system that exploits the
natural curiosity of children, so that they maintain
their motivation for learning not only through their
school years but throughout life. We need to convince
teachers and parents of the importance of children's
questions."