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TTT#313 Play Youth Voices with Erick Gordon, Jeremy Hyler, Jennifer Woollven, Len Schiff, Valerie Burton, Fred Haas 9.05.12

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  • Length: 64:59 minutes (44.62 MB)
  • Format: MP3 Stereo 44kHz 96Kbps (CBR)

On this episode of TTT http://www.teachersteachingteachers.org/feed/podcast/ , we talk about a new endeavor at Youth Voices http://youthvoices.net/play where students are invited "to become a social media power user through commenting on other players’ posts, responding to literary and informational texts, doing long-term research projects, composing, revising, and publishing with text and media, and becoming a self-directed learner."

We're looking for teachers of English, history and social studies, arts and media, and science to come play with the Common Core Standards on Youth Voices.

Our guests on this episode are:

Erick Gordon's profile photo Erick Gordon Jeremy Hyler's profile photo Jeremy Hyler Chris Sloan's profile photo Chris Sloan Jennifer Woollven's profile photo Jennifer Woollven

Len Schiff's profile photo Len Schiff Valerie Burton's profile photo Valerie Burton monika hardy's profile photo monika hardyFred Haas's profile photo Fred Haas

Click Read More to see the many details of this new game, available at Youth Voices http://youthvoices.net/play

There are four sections of badges on this page representing four disciplines. Each badge is linked to a Challenge with associated Tasks.


Each section has three different levels of badges.

  • Level 1 = Skill Badge - awarded by a peer after completion of a Challenge - Badge is attached to a discussion post in each Challenge.
  • Level 2 = Community Badge - Must be applied for upon completion of a Challenge. Requires a link to evidence, work submitted, includes a rubric, and 3 peer reviewers. The student must average at least 8 points from the three reviewers in the 4 habits listed below.
  • Capstone = Community Badge - Must be applied for upon completion of a Challege. Requires a link to evidence, work submitted, includes a rubric and 1 peer reviewer. The student must earn at least 8 points in the 4 habits listed below.

Rubrics (measured on a scale of 1-4) use these 4 habits of mind and experience, adapted from the Framework for Success in Postsecondary Writing (pdf):

  • Openness and Flexibility - The player considers new ways of being and thinking in the world and adapts to situations, expectations, or demands.
  • Curiosity and Creativity -The player desires to know more about the world and uses novel approaches for generating, investigating, and representing ideas.
  • Metacognition and Persistence - The player reflects on his/her own thinking and sustains interest in and attention to short- and long-term projects.
  • Responsibility - The player takes ownership of his/her actions and understands the consequences of those actions for himself/herself and others.

Each discipline has the same 5 literacies, competencies, habits, or sets of skills that the students become more preficient in on each level. These are aligned with the Common Core Standards:

  • Citing Evidence in Conversations
  • Independent Reading
  • Text-Dependent Research
  • Formulating Arguments in Areas of Interest
  • Self-Directed Learning

English Language Arts

Level 1

Level 2

Capstone

Citing Evidence
in Conversations

Engage in authentic conversations using valid reasoning and relevant and sufficient evidence.

Independent Reading

Read and comprehend complex literary and informational texts independently and proficiently.

Text-Dependent Research

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Formulating Arguments
in Areas of Interest

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

Self-Directed Learning

Describe what you are noticing, dreaming of, connecting to, and doing as you reach toward your personal goals.

History / Social Studies

Level 1

Level 2

Capstone

Citing Evidence
in Conversations

Engage in authentic conversations using valid reasoning and relevant and sufficient evidence.

Independent Reading

Read and comprehend complex literary and informational texts independently and proficiently.

Text-Dependent Research

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Formulating Arguments
in Areas of Interest

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

Self-Directed Learning

Describe what you are noticing, dreaming of, connecting to, and doing as you reach toward your personal goals.

Arts and Media

Level 1

Level 2

Capstone

Citing Evidence
in Conversations

Engage in authentic conversations using valid reasoning and relevant and sufficient evidence.

Independent Reading

Read and comprehend complex literary and informational texts independently and proficiently.

Text-Dependent Research

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Formulating Arguments
in Areas of Interest

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

Self-Directed Learning

Describe what you are noticing, dreaming of, connecting to, and doing as you reach toward your personal goals.

Science

Level 1

Level 2

Capstone

Citing Evidence
in Conversations

Engage in authentic conversations using valid reasoning and relevant and sufficient evidence.

Independent Reading

Read and comprehend complex literary and informational texts independently and proficiently.

Text-Dependent Research

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Formulating Arguments
in Areas of Interest

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

Self-Directed Learning

Describe what you are noticing, dreaming of, connecting to, and doing as you reach toward your personal goals.