2010 Massachusetts New Literacies Teams

Deb Labombard, David Bolster, & Charlene Griffin (Team 1)
How can teachers use a variety of technologies to access models, resources and information to plan and implement their instruction in all areas of the curriculum?

Elizabeth Withum & Michael Mayday (Team 2)
What is a pandemic/epidemic and how does culture and geography impact pandemics/epidemics? How do pandemics/epidemics impact culture and geography?

Dave Lennon, Robert DeLossa, & Derek Pizzuto (Team 3)
How do you teach students to safely and effectively evaluate online material that relates to current events that may be highly controversial and have radically different online opinions and constituencies?

Mary Moynah & Kathy Randall (Team 4)
The students will produce a glogster as a cullminating activity to their study of ancient Egypt.

Sue Labonte, Mike Zaikowski, & Kevin Jones (Team 5)
What makes a hero

Joan Fargnoli & Marco Correia (Team 6)
How do we as educators properly assess Summer Reading Assignments through the use of 21st century new literacy tools?

Jennifer St. Michel & Kimberly Deleo (Team 7)
Show me how...to publish on the web!

Joe Patmos & Jeremy Mularella (Team 8)
How are measurement skills valuable?

Joanne Dowling & Jessica Pollard (Team 9)
How does an understanding of heat transfer help in the design of consumer products that reduce the rate of heat transfer?

Kara Hadavi & Mary Tierney (Team 10)
What is the relationship between distance and time on your bus route? What is the average speed? Is this a linear relationship? Why or Why not?

Patty Wheeler, Patty O'Connor, & Laurieann Riley (Team 11)
How to use search engines effectively.

Patricia Weiler & Ruth Miller (Team 12)
Problem Solving

Marian Smith & Jan Barrett-Chow & Thelma Dakubu (Team 13)
Searching the web

Linda Noone & Erica Redner (Team 14)
Writing an Introductory Paragraph

Jane McDonald, Sharyn Tomasso, Kristen Colon, Marlene Correia, & Rebecca Hoey (Team 15)
Online Literature Circles

Allison Burgess & Madge Baker (Team 16)
How can students use technology to demonstrate their knowledge and understanding of the concept of slope as applied in the real world?

Brian Ristau, Courtney Meisberger, & Melissa Sommer (Team 17)
Why did the colonists decide to break away from the mother country?

Kathy Fowler & Lisa Dupere (Team 19)
How do questions deepen your understanding?

Guliz Turgut & Ebonique Burden (Team 21)
Integrate technology tools with lessons to assist ELL students.

Mary Ellen Caesar, Stephanie Grimaldi, & Sarita Belmont (Team 22)
How can we create a meaningful interactive PD experience for teachers that uses new literacies to support their ability to work with students?

Onedia Fox-Roye, Robby Chisholm, Barbara McLaughlin, Diane Mustone-Hauser, Angela Sangeorge, & John Chiaog Keh (Team 23)
How do we utilize online collaborative tools to provide district-wide resources and training for teachers?

Rob Russo & Tom Reid (Team 29)
Can you analyze the values, hidden or obvious, presented in the example of media you studied?

Mary Ann Demello, Michael Oates, & Nancy Schuhwerk (Team 30)
Can administration develop a framework to enable teachers to use ePals and other global connections tools with students to demonstrate an understanding of various aspects of world cultures?

Sandra Sciabarrasi & Marilyn Sweeney & Catherine Stickney (Team 31)
How can teachers use video to empower student voice?

Nicole Grazado & Megan Bilodeau (Team 36)
Teaching Vocabulary with Technology

Dolores Frazier & Santiago Vazquez-Gonzalez (Team 37)
Digital Story Unit

Mary McMackin & Alejandra Baralt (Team 38)
Getting to Know C lassmates and Other People

Ida (Yann-er) Tang & Kristine Dick (Team 39)
How can technology/media enhance and encourage collaboration across the grades/Districts in (this case) a Massachusetts ELA Unit?

Anna Nolin & Suzanne Kenny (Team 40)
How do effective school leaders help teachers to move from traditional information dissemination/instruction to challenge-based instruction that meets the diverse and changing needs of today’s digitally-oriented learner?

Jared Cavagnuolo & Jessica Mallozzi (Team 41)
Where the Mountain Meets the Moon

Josh Farber, Phyllis Green & John Pappas (Team 42)
Media Lit: Propaganda and Advertising in the 21st Century

Tarah Doyle, Lynn Waltermire, & Cheryl Ryan (Team 43)
Women Suffragettes

Sheila Goggin, Amy Gelanis, & Cassidy Conway (Team 44)
Genetics Unit Multimodal Project

Joy Tomodakis, Denise Perry, & Elaine Ritterhaus (Team 45)
What do we want students to know about the evolution of technology?

Brian Callahan & Kaitlyn Begley (Team 46)
South American Geography, Economy, and Culture

Kylie Hirl & Jen Nottingham (Team 47)
The Shape of Identity

April Rivers-Blake, Suzanne Riley, & Elizabeth Cullen (Team 48)
Can students effectively research, develop, and write about a topic in an authentic voice without plagiarizing?

Judith Sheehan & Beth Ann O' Conner (Team 49)
How can students use their own experience with communications and miscommunication to understand similar problems in Romeo and Juliet?

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Examples from 2009 New Literacies Institute
Three examples of completed projects from last year's 2009 New Literacies Institute in North Carolina (just to give you some ideas)...
Each looks quite different but links to content-specific uses of technology guided by effective pedagogical practices and learning standards.
  • Emily and Allison's Instructional Plan: Grades 2-5 (Engineering, Science, Technology, and Math)
    • Inquiry Question: Can you catch the wind?
    • Student Product: Students create a VoiceThread in which they take on the persona of the wind to discuss its traits and capabilities; they also use Trailfire to conduct guided internet inquiry into types of wind energy
  • Jason and Daniel's Genetics and the Holocaust Instructional Page: High School (Biology and U.S. World History)
    • Inquiry Question: How did Nazi interpretations of genetics affect the Holocaust, and how have viewpoints and technology about genetics changed since then? Compare the Nazi's use of eugenics to the North Carolina eugenics policy.
    • Student Product: Students create a video documentary created with a range of tools, depending on the technology abilities of the student (e.g., Primary Access documents, VoiceThread, or Windows Movie Maker)
  • Tonia and Erin's Instructional Plan: Grade 9 (Language Arts - Literature: The Odyssey and the Epic Hero)
    • Inquiry Question: How does Odysseus (as the ancient epic hero) compare to a contemporary fictional hero?
    • Student Product: Students illustrate five similarities and differences between Odysseus and a contemporary fictional hero, using a Voki, and either MovieMaker, Glogster, Wiki Page, or Webspiration.

You might use the Learning Products Rubricexternal image pdf.png LearningProductsRubricFinal.pdf and a list of prompting questions external image pdf.pngPromptingQuestionsFinal.pdf as well as the Inquiry Benchmarks from this year's 2010 Institute to consider the quality of these (and your own) instructional plans and student product examples.