1.  Using Clouded Bookmarking Tools to Promote Differentiation and Scaffolding of Online Reading & Research Skills Kathryn Field University of Connecticut Giftedness, Creativity, and Talent Development PhD Candidate Former High School Social Studies Teacher

2. Learning Objectives: Research & Argumentation Skills Image Credit: http://www.r-e-m.co.uk/logo/?comp=twp&html=thinking_skills.htmlhttp://www.r-e-m.co.uk/logo/?comp=twp&html=thinking_skills.html

3. National Standards in Support of Research & Argumentation Skills  CCSS ( http://www.corestandards.org/ELA-Literacy/) http://www.corestandards.org/ELA-Literacy/  CCSS.ELA-LITERACY.WHST.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. CCSS.ELA-LITERACY.WHST.9-10.2.B  CCSS.ELA-LITERACY.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-LITERACY.WHST.9-10.6  CCSS.ELA-LITERACY.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.WHST.9-10.9  NAGC ( http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12) http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12  1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities addressing their unique characteristics and needs.  3.4. Instructional Strategies. Students with gifts and talents become independent investigators.  Partnership for 21 st Century Skills ( http://www.p21.org/about-us/p21-framework) http://www.p21.org/about-us/p21-framework  2. Learning and Innovation Skills: Learning and innovation skills increasingly are beingrecognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.  3. Information, Media and Technology Skills: Today we live in a technology and media-suffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology.

4. What is diigo?  Social Bookmarking Tool:  Knowledge sharing community  Personal and Collaborative Research Tool  Save, tag, highlight, and leave notes on webpages  Sharing options= Outliners & Groups  www.diigo.com www.diigo.com

5. How does diigo work? Explore more at: https://www.diigo.com/user/katyfield

6. Best Practices of Differentiation  What: content, process, product  How: ability, interest, learning preference  Why: 1) scaffolding to meet students where they are, 2) engage motivation Improved motivation Competence: Feeling capable Autonomy: Feeling control over choices Relatedness: Feeling validated and connected For more information, see: Deci & Ryan 1985, 2000; Tomlinson, 2001; Wood, Bruner, & Ross, 1976; Wormeli, 2006

7. Activity for Teaching Research & Argumentation: Debate  Whole Class Debate (each team has its own diigo group)  Each student individually:  finds 1-2 online articles  highlights 1 piece of evidence from each article  leaves a note on each highlight to paraphrase the evidence and explain how it links back to his/her side of the debate  Each student completes a debate prep role (see next slide)  Each student gives an individual debate speech  Each student writes a response to the debate Image credit: https://jwilliames.files.wordpress.com/2011/11/ope n-vs-closed-source-managed-services-debate.jpg

8. Harnessing Diigo to Differentiate Debate Prep Roles  Challenging  Defensive Coordinator  Connection Maker  Moderate  Offensive Coordinator  Follow Up Researcher  Simple  Reviewer  Clarifier Image Credit: https://www.flickr.com/photos/lumaxart/2137737248https://www.flickr.com/photos/lumaxart/2137737248

9. Teacher Presence in Diigo Groups to Support Learning  Modeling: demonstrate one of each type of debate prep comment on an article in each team’s group (suggest sentence stems to prompt thinking)  Feedback: reply to student notes to validate student thinking (competence and relatedness), offer constructive hints (competence), and facilitate collaboration above and beyond the connection maker (relatedness) Image Credit: https://www.flickr.com/photos/wfryer/7840532694https://www.flickr.com/photos/wfryer/7840532694

10. Diigo Checklist  Create a free (teacher) account  Install the free diigo web browser button (extension) on your computer (get IT to help you with school computers)  Set up class debate team groups  Teach students how to:  Create an account  Log in/out of web browser button  Install web browser button on home computer  Annotate and save web pages to groups  View and access shared content through diigo homepage

11. Explore More  http://blog.diigo.com/ http://blog.diigo.com/  http://help.diigo.com/ http://help.diigo.com/  https://vimeo.com/6747389 https://vimeo.com/6747389  Find this presentation and more of my work at:  https://learning2teachthroughteaching2learn.wordpress.com/ https://learning2teachthroughteaching2learn.wordpress.com/

12. References Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), pp. 68-78. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2 nd ed.). Alexandria, VA: ASCD. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, pp. 89-100. Wormeli, R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse.