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Brock Dubbels
Brock Dubbels

Presentation on Rhythm & Flow. A prototype video game for becoming the music star you are. It currently uses garage band and your imagination.

EducaçãoDiversão e humor
1 de 47
Rhythm & Flow Performance Reading with Garage Band Brock Dubbels Minneapolis Public Schools The University of Minnesota Center for Cognitive Sciences
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Alignment ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],roles image beliefs language writing public perception producing performing making the band
Design Deliver content Motivate & Engage Apply & Reflect Content Frame Student Learning Play
Play? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Invoking play
Towards top sight
Amazing ,[object Object],[object Object],[object Object]
Built like a game
Non-traditional Narrative for Assessment
Decision Trees ,[object Object],[object Object],[object Object],[object Object],[object Object]
Why are they important? ,[object Object],[object Object]
How about Chutes and ladders? Describe the game play mechanics
What are the elements of this game? What makes the play emergent? Is it non-linear? Games as a metaphor for instructional design
Discussion ,[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Clapping Academy
You’re the jury ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Pre-reading Instructional Framework Post During Relate to prior knowledge Establish Purpose Clear up misconceptions Pre-teach vocabulary Guidance Interaction Monitoring Review Synthesis Assessment Link to DR-TA Link to Three-level guides
Characteristics of readers +1 Level of fluenc Y ability to comprehend in dialogic method /create a model High comp High fluency Low comp High fluency Low comp Low fluency High comp Low fluency
Psycholinguistics & Comprehension ,[object Object],[object Object]
Elements of comprehension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Building comprehension process Basic reading skills Decoding Reading Comprehension Comprehension Skills Age/ time
How do we build a comprehension model? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Fluency ,[object Object],[object Object]
Middle fluency ,[object Object],[object Object],[object Object]
Reading in schools ,[object Object],[object Object]
Part of the problem ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Adolescents who struggle to read in subject area classrooms are positioned as unmotivated, and lacking in requisite skills and strategies needed to succeed in their content classrooms. They could benefit from instruction that is developmentally, culturally, and linguistically responsive to their needs. Yet. . . ,[object Object],[object Object],[object Object]
Reading, Agency, and Confidence ,[object Object],[object Object]
The Digital Divide ,[object Object],[object Object],[object Object],[object Object]
Literacy? ,[object Object],( Salomon , 1982, p. 7).
Literacy to Multiple Literacies ,[object Object]
Engagement is Key ,[object Object],[object Object]
Aspects of Agency ,[object Object],[object Object],[object Object],[object Object]
Key habits of good readers: traditional ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Elements of Student 2.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teacher Expectations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rhythm & Flow ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Making the grades ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MAKING THE BAND ,[object Object]
Skee Lo -- I Wish What some of the kids did. Popular music
Leveraging other literacies ,[object Object],[object Object]
How about movement?
Discussion ,[object Object],[object Object]

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Prof Prax 2007