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Phrase I hadn't heard before: grass tops

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Phrase I hadn't heard before: grass tops

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https://www.thecampaignworkshop.com/grassroots-advocacy-vs-grass-tops-advocacy

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How do we connect the public media contribution to the places that we want to be? Which connections hold the greatest promise?

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How do we connect the public media contribution to the places that we want to be? Which connections hold the greatest promise?

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If we were you, we’d make sure to measure_____

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If we were you, we’d make sure to measure_____

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https://barbershopbooks.org
Community engagement means going everywhere

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‏by Alvin Irby April is National Poetry Month, so join us in celebrating the power of poetry to #inspirereaders and transform words into windows of opportunity. Words have and will continue to be one of the most powerful forces in the universe. Those who master them, master the world. Poems give voice to aspirations, successes, [...]

@alvinirby March 2, 2018 As we near the end of Read Across America Week, I want to remind parents, educators, and other adults that sometimes it's ok to read picture books that make children feel uncomfortable. Having taught kindergarten, first grade, and fourth grade in independent, charter, and traditional public schools, I have learned that [...]

By Amy Pelch October 20, 2017 Reading can so often be seen as an individual or personal activity. Yet, when we read a great book all we want to do is tell everyone about it, join book clubs, hear the author read it, or read it with our friends! For children especially, reading together can [...]

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‏by Alvin Irby April is National Poetry Month, so join us in celebrating the power of poetry to #inspirereaders and transform words into windows of opportunity. Words have and will continue to be one of the most powerful forces in the universe. Those who master them, master the world.

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One example of a cool collaborative platform being developed by the Carnegie Mellon CREATE Lab, in collaboration with the NAEYC Affiliate in Pittsburgh and The Children's School. Aims to foster family engagement via a secure, personal communications channel that is easy for kids to use, adaptable by teachers. 

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One example of a cool collaborative platform being developed by the Carnegie Mellon CREATE Lab, in collaboration with the NAEYC Affiliate in Pittsburgh and The Children's School. Aims to foster family engagement via a secure, personal communications channel that is easy for kids to use, adaptable by teachers. 

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The CREATE Lab is collaborating with The Children's School and the Pittsburgh Association for the Education of Young Children (PAEYC) to develop the Message from Me program and bring it to child care centers across the area, enhancing the conversations between children, parents and teachers in those communities.

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Core Question: PAL and community engagement

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Core Question: PAL and community engagement

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Check out how Class Dojo interacts with parents...its about classroom management but the delivery seems to be effective.

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Check out how Class Dojo interacts with parents...its about classroom management but the delivery seems to be effective.

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This Reading Rockets project uses fiction/nonfiction titles to launch exploration of kid-friendly themes. Includes links to places to go in DC to explore--favorite aspect of our users.

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"To add learning to the summer ... I recommend visiting Start with a Book. It's my lifesaver - maybe yours, too. Use it to get ideas for books to read, activities to do, apps to try, and a free texting plan that texts 3-4 literacy tips per week for the summer.

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Maybe adaptive platform can take in information about geography/zipcode/community so that it can bridge to real-world of the learner and offer relevant offline activities.

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Michael Horn gave an excellent talk on personalized learning and how it differs from other terms like competency-based learning and adaptive learning.
http://michaelbhorn.com/2017/01/maple-consortium-launch-michael-horn/

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per Jeanne

link: http://pbskids.org/fetch/games/coaster/

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Exploratorium- Levels of Openness TOPS exercise...

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Exploratorium- Levels of Openness TOPS exercise...

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Allow parents to express themselves in their native language.

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Follow up from Julie Wood's comments. http://composing.org/digitalmedia/efferent-vs-aesthetic-reading/

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Introducing informational text doesn't always reduce engagement

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Introducing informational text doesn't always reduce engagement

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Our colleagues at Motion Math did some research with Jo Boaler about introducing growth mindset in the context of a preschool game, and they found that engagement actually went *up* in the experimental condition that had extra informational text between game rounds:

http://motionmathgames.com/wp-content/uploads/2016/11/Learning-to-Choose-Challenge.pdf

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Path to a new life takes these minority high school graduates back to preschool

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Path to a new life takes these minority high school graduates back to preschool

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An article from the NYTimes about supporting young adults who in turn support young children.

https://www.washingtonpost.com/local/education/path-to-a-new-life-takes-these-minority-high-school-graduates-back-to-preschool/2017/01/29/7bb80460-e24c-11e6-a453-19ec4b3d09ba_story.html?utm_term=.a3eb81805222&wpisrc=nl_dc&wpmm=1

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Challenge: Kids in our target demo are often not strong readers. What's age appropriate

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Challenge: Kids in our target demo are often not strong readers. What's age appropriate

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Includes the ability to find relevant, useful and trustworthy text/sources and those texts/sources that should not be trusted

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Q2: Are there different approaches for engaging  formal versus informal educators?

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Q2: Are there different approaches for engaging  formal versus informal educators?

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Introduce content that begs questions...

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Introduce content that begs questions...

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This site is a curated collection of science phenomena for the NGSS, along with phenomenon based learning resources and help for how to use phenomenon to drive student questions in the classroom centered around 3 dimensional teaching and learning.

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Info text should be both developed and consumed during science when it is...

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Info text should be both developed and consumed during science when it is...

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purposeful/ meaningful
diverse in structure
collaborative

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Informational text should be personal to the learner...Notice the children both talk and write from first person...

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Informational text should be personal to the learner...Notice the children both talk and write from first person...

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Active investigation leads to content-rich science writing.

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example of 1st grade sharing new scientific understanding

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example of 1st grade sharing new scientific understanding

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The DoInk Animation and Drawing app was used to demonstrate the concept of resistance. The animation was then "smashed" into the Book Creator app.

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EdWeek's working definition for "personalized" learning

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EdWeek's working definition for "personalized" learning

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http://www.edweek.org/ew/collections/personalized-learning-special-report-2014/a-working-definition.html

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Q1: How do we engage children and families in a way that supports their exposure to and deepening interest in the content we’ve crafted without being too prescriptive? What is the right balance between structure and agency?

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Q1: How do we engage children and families in a way that supports their exposure to and deepening interest in the content we’ve crafted without being too prescriptive? What is the right balance between structure and agency?

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Q2: How stations and partners might best support PAL content for greatest understanding by children/families/educators of content and PAL affordances?

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Q2: How stations and partners might best support PAL content for greatest understanding by children/families/educators of content and PAL affordances?

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Q3: What other approaches are we aware of as a group that we should understand, or be exploring?

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Q3: What other approaches are we aware of as a group that we should understand, or be exploring?

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Q2: How can PAL support the project’s goal to gets kids to engage in the real world?

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Q2: How can PAL support the project’s goal to gets kids to engage in the real world?

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Q1: What personalized and adaptive learning approaches are represented by the current adaptivity partners?

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Q1: What personalized and adaptive learning approaches are represented by the current adaptivity partners?

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Core Question: What do people think “personalized” means? What about “adaptive”? What have producers (anyone in the room who has made educational content) been doing to date in their work to be personalized and adaptive? What are they doing now?

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Core Question: What do people think “personalized” means? What about “adaptive”? What have producers (anyone in the room who has made educational content) been doing to date in their work to be personalized and adaptive? What are they doing now?

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*Core Question*: What are best practices around integrating science and info text across platforms?

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*Core Question*: What are best practices around integrating science and info text across platforms?

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Q5: How do we present text and science concepts on-screen that will help kids transfer knowledge and use to the real world?

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Q5: How do we present text and science concepts on-screen that will help kids transfer knowledge and use to the real world?

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Q6: We're struggling with how to get kids to pose relevant scientific questions. Beyond modeling questioning, what can our producers do to prompt kids to ask questions? 

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Q6: We're struggling with how to get kids to pose relevant scientific questions. Beyond modeling questioning, what can our producers do to prompt kids to ask questions? 

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Q4: We're struggling with how to get kids to stop and reflect on what they've observed and experimented with in the context of highly engaging game environments. It can seem like an aberration. What is a good way to bring some of that calmer, quieter introspection to an interactive experience? 

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Q4: We're struggling with how to get kids to stop and reflect on what they've observed and experimented with in the context of highly engaging game environments. It can seem like an aberration. What is a good way to bring some of that calmer, quieter introspection to an interactive experience? 

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Q3: How do we encourage kids to produce info text themselves and how would the form vary by different age groups?

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Q3: How do we encourage kids to produce info text themselves and how would the form vary by different age groups?

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Q2: What are the specific representations of informational text that RTL should contemplate?

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Q2: What are the specific representations of informational text that RTL should contemplate?

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Q1: How should informational text be integrated within science or other topics? 

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Q1: How should informational text be integrated within science or other topics? 