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IDLTSCC: Bringing it All Together

published by NancyPISD

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Improving Digital Literacy Through Student-Created Content: Bringing It All Together
The goal
By May 2017, make available to students & teachers a website repository of at least 125 pieces of student-created content that address digital literacy skills.
Vital Behaviors
Committed teachers & librarians  will make it a priority for their students to create digital content Conditions in the classrooms of those teachers will promote student creativity & innovation Teachers & students will follow guidelines for submitting content
Personal
Motivation
A recognition that students do not possess the critically needed skills of digital literacy, and a desire to help them improve
Positive peer pressure to participate in the program from other educators who are committed to the initiative
Social
Motivation
Structural
Motivation
Lessons written in to the curriculum and a digital badge program encouraging teacher participation
Personal
Voluntary participation by  educators who are themselves digitally literate
Connections among the participating teachers to ensure camaraderie & collegiality through program participation
Social
Structural
Simple, clear  submission process; quick turnaround in seeing student work posted
Ability
Ability
Ability
The Wildly Important Goal
Improve Digital Literacy through the development of a website repository of student-created content
Act on the Lead measures
Teachers create conditions for content creation; 125 pieces of content= five teachers submit five pieces of content five times per year
Keep a compelling Scoreboard
A thermometer-type scoreboard that shows how quickly the district as a whole is reaching the goal of 125 pieces of content by May 2017
Create a Cadence of Accountability
Weekly meetings via Google Hangout to check in with the participating teachers to celebrate successes and  determine future content needs
Crucial Conversations
Start with the heart
Skill
Crucial Questions
Principle
Focus on what I want; refuse Fool's Choices
What do I want? What do I not want? How then should I behave?
Learn to look
Make it safe
Master my stories
STATE my path
Explore others' paths
Move to action
Look for points when conversations become crucial; be aware of safety problems; monitor my own Style Under Stress
Am I or others resorting to Silence or Violence?
CRIB: Commit to Seek Mutual Purpose; Recognize the Purpose Behind the Strategy; Invent a Mutual Purpose; Brainstorm New Strategies
Is safety at risk? Have I established Mutual Purpose? Am I maintaining mutual respect?
Separate fact from story; Watch for Three Clever Stories (victim, villain, helpless); Tell the rest of the story
What am I pretending not to know about my role in the problem? Why might others be behaving the way they are? What should I do now to move forward?
Share my facts; Tell my story; Ask for others’ paths; Talk tentatively; Encourage testing
Am I really open to others’ views? Am I talking about the real issue? Am I confidently expressing my own views?
Ask,Mirror, Paraphrase, and Prime; Agree, Build, Compare
Am I actively exploring others’ views? Am I avoiding unnecessary disagreement?
Decide how you’ll decide; Document decisions and follow up
How will we make decisions? Who will do what by when? How will we follow up?
Grenny, J., Patterson, K., Maxfield, D, McMillan, R., & Switzler, A. (2013). Influencer. New York: McGraw-Hill. McChesney, C., Covey, S., & Huling, J. (2012). The 4 Disciplines of Execution. New York: Simon & Schuster. Patterson, K,, Grenny, J., McMillan, R., & Switzler, A. (2011). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.