Multimodal Learning for the 21st Century Adolescent

Overview

This motivating professional resource will energize your teaching by infusing new ways to reach your 21st century adolescent learners. Thomas Bean's friendly conversational style (with references to surf culture!) adds a level of accessibility and authenticity to the strategies and instructional practices. Besides brimming with information about why creative and collaborative learning across the content areas is important to foster 21st century skills, this book also expands the definition of "text" to encompass ...

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Multimodal Learning for the 21st Century Adolescent

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Overview

This motivating professional resource will energize your teaching by infusing new ways to reach your 21st century adolescent learners. Thomas Bean's friendly conversational style (with references to surf culture!) adds a level of accessibility and authenticity to the strategies and instructional practices. Besides brimming with information about why creative and collaborative learning across the content areas is important to foster 21st century skills, this book also expands the definition of "text" to encompass multimodal elements, including print, visuals, audio, and other dimensions. The idea of literacy is an ever-expanding umbrella—find out how to keep your content covered!

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Product Details

  • ISBN-13: 9781425805173
  • Publisher: Shell Educational Publishing
  • Publication date: 5/15/2010
  • Pages: 136
  • Age range: 11 - 17 Years
  • Product dimensions: 7.30 (w) x 9.50 (h) x 0.30 (d)

Table of Contents

Foreword 7

Acknowledgements 9

Introduction 11

Chapter 1 Multimodality: The Changing Nature of Texts 15

A Classroom Vignette—Technology in Professional and Personal Spaces 15

Familiar Artifacts and New Literacies 16

Riding the Wave of Technological Progress 19

Creativity, Multimodality, and Teaching 21

Multimodality and Semiotics: What's Doodling Got to Do with It? 22

Design and Learning 27

Summary 28

Reflections on 21st Century Learning 29

Chapter 2 Vocabulary Development Using Multimodal Space in the Content Areas 31

A Classroom Vignette—Insider's Language: Problems and Opportunities 31

Types of Vocabulary 32

What Do We Know About Vocabulary Development? 35

Multimodal Ways with Words 39

Freerice 40

VoyCabulary 41

Babel Fish 41

Wordle 41

Vocabulary Websites 43

Music and Vocabulary Development: The ReWrite Strategy 44

Summary 49

Reflections on 21st Century Learning 50

Chapter 3 Comprehension and Critical Reading in Multimodal Content Areas 51

A Classroom Vignette—Who Gets to Have Fun in Multimodal Content Teaching? 51

Multimodal Activities in History Class 53

The Talking Drawings Lesson 54

Reading Comprehension 58

Multimodal Reading Comprehension 59

Critical Reading and Multimodal Reading Comprehension 61

Multimodal Activities in Science Class 62

The Polar Opposites Lesson 64

Summary 70

Reflections on 21st Century Learning 71

Chapter 4 Studying Multimodal Texts: Slowing Down to Think 73

A Classroom Vignette—Using a Smartphone to Read and Think 73

Intertextuality and Studying Multimodal Texts 76

Structured Sites 78

Fair Use Guidelines 79

Using a Structured Site in a Social Studies Class 83

The ISDAT Strategy Lesson 86

Summary 91

Reflections on 21st Century Learning 92

Chapter 5 Evaluating the Production of Students' Multimodal Texts 93

A Classroom Vignette—The Art of Motorcycle Restoration 93

A Brief Reprise 95

Creativity and Design in the Global Knowledge Economy 96

Classroom Conditions That Foster Creativity 98

Design, Aesthetics, and Student Production 100

High School Economics Example 103

Critical Research 108

Summary 110

Reflections on 21st Century Learning 112

Chapter 6 Conclusion 113

A Personal Vignette—An End to Boredom 113

Where We Are and Where We Could Be 114

How Do We Get There? 116

Appendix A Glossary 119

Appendix B References Cited 123

Appendix C Online Resources 131

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