Many theories have pinpointed advantages and disadvantages surrounding the use of technology as a means of instruction.  Among the theorists is Alfred Bork who wrote a series titled interactive learning; a revision was written 20 years after the oroginal. Through the study of his writings, I have gained knowledge as to how computer usage may impact my pedagogical approach and delivery of instruction. In this reflection I will discuss the theory and indicate how my use of the computer intersects with Bork’s principals and how they have affected my use of computers in the classroom. 
Alfred Bork predicted that by the year 2000 the interactive use of computers would be the major way of learning at all levels, and in almost all subject areas (Bork, 1980).  In his article, he contends that the “new student” (older, poorer, and blacker) and the pressure for reduced cost of education will combine with the rise of computers as an inexpensive and effective teaching device, to bring about tremendous changes in our instructional institutions.  He points out that there are eleven modes in which computers can be used; each having its own unique advantages.   They are: 

• Interactive learning – students are participants in the learning process rather than spectators. 
  

 

• Individualization – a student who does not learn with a particular approach can be presented with alternate learning materials.  The learning experience for each student can be unique, tailored to the needs, desires, and moods of each student. 
  

 

• Experience – the computer can create worlds which are not available in convenient forms for the students to play with and explore the possibilities. 
  

 

• Intellectual tool – programming can often lead to new and powerful ways of approaching a subject matter. 
  

 

• Student control of pacing – Not all students learn in the same way or at the same speed.  The computer allows students to learn or receive remediation at a speed in which they can handle; this support can lead to mastery and assists slower students to catch up to the mainstream. 
  

 

• Time and sequence control – related to the student’s ability to be able to control movement through the material is the ability to control the sequence of flow of material within a learning sequence and to control timing of presentation. 
  

 

• Student control over content – the computer can provide a great variety of interactive learning experiences, and can provide management capabilities, and a variety of choices. 
  

 

• Testing as a learning mode – allows all students to learn the same high degree of achievement regardless of the time period – similar to mastery learning. 
  

 

• Management – the computer can maintain class records, feedback can be provided to both teachers and students as to what is happening, what problems are developing, and which students need aid. 
  

 

• Communication – computers provide the use of e-mail which can increase the communication between teacher and student. 
  

 

• Personal factors – the computer has no prejudices; some students may prefer to deal with the learning material in an impersonal way, rather than to come into the faculty member’s office. 
  

 
Although Bork’s prediction has not become a reality for every district in America, his modes of computer usage have molded my perceptions of integrating technology into my classroom.  For the past several months I have been using the online Learning Management System “Moodle”. Moodle is the most famous software application (Learning Management Systems, LMS) to administer and deliver online teaching and support face-to-face teaching with online education.  It is designed for users who do not have server or coding skills, and it is a flexible software that easily adapts to most different educational situations. Moreover, it is open-source, that is, completely free. Hence, it can be adopted by a whole school, but also by a single teacher for just one course. 
I have learned to incorporate gaming within my Moodle course to attract interest and encourage engagement.  I have experimented and become familiar with different LMS and web applications such as “Quizlet”, “Word wall”, “Powtoon”, “Animaker”, “Renderforest”, “Moovly”, “Canva”, and “Teams”, to name a few.    
I am pleased to have had the opportunity to look at my teaching style; to analyze it and to experiment with it.  It is not often that one critically self-evaluates, especially in a field such as education.  It is difficult to study the conditions and situations in the classroom when you are part of that environment.  One needs to step back away from it and look at it from the outside. It has been a pleasure to work and study kids at the high school level; students for the most part behaved as young adults and had respect for authority.  I don’t believe I would have had the successes with experimentation if I were in a large urban school district.  The difference between teaching here at CABOCES and teaching in a large urban district is enormous, like night and day.  I am not saying that this endeavor did not have its frustrations and challenges, but I must wonder if doing this with 150 chaotic students, in five different classrooms, at various times of the day would have deterred me from continuing such an endeavor.   
Fortunately, within the last few months I was able to obtain good sources, collect data, and develop a good sense of what happened.  I guess what I am trying to say is that even though I have only scratched the surface, I have come to the conclusion, that technology is an excellent instructional resource.  Let me not fail to mention that I have also been able to  differentiate instruction, so that students who are learning disabled or who do not grasp content as quickly as others, can use the computer for learning and remediation – drill and practice, so that they can keep up with curriculum demands and their peers. 
 I am not the same teacher I was before experimenting with technology.  I have a developed a new passion for teaching.  I was somewhat bored with the old traditional ways and now I am excited and reenergized.  I have many new tools in my bag of tricks.   

By: Ed Cruz, CA BOCES Learning Resources

“Exploration”, “STEM literacy advancement”, “Love of Nature”, “Exploration”, “Inclusivity/Diversity/Equity” …
These are some of the values that are associated with a newly offered resources called JASON Learning. JASON Learning provides curriculum and learning experiences in STEM for K-12 learners through formal or informal education environments.
Connected with STEM professionals, students are challenged in real-world situations.
Each experience features print and digital materials, hands-on activities, videos, and online games for students. Lesson plans and implementation tips are provided for guidance.
Live, interactive events held throughout the year connect students with STEM role models, including renowned scientists and other experts pursuing STEM careers.
Interested in learning more about this great JASON Learning resource? We are offering two professional development opportunities. One for elementary, with a focus on PK-5, and one for MS/HS, with a focus on 6-12.
Feel free to join us:
November 28th, 2023- Elementary
March 14th, 2024- MS/HS
 
This is just one of the many resources that the Environmental Science program at CA BOCES has to offer! For more information on these programs, please feel free to visit CABOCES Environmental Science or contact Lance Feuchter at (716) 376-8379 or [email protected].
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By: Lance Feuchter, CA BOCES Learning Resources

​Trauma, illness, and grief are issues that affect many students in schools. In response to this, Trauma, Illness, and Grief (TIG) is a comprehensive program that trains networks of school-based professionals to meet the holistic needs of students and equip them with evidence-based crisis response skills. The TIG program offers a structured approach to dealing with these issues in a way that it is supportive and effective.
 
The TIG workshop being piloted by 5 school districts in the CABOCES region is designed to provide school-based professionals with the necessary skills and tools to support students who have experienced trauma, illness, or grief. The 5-day workshop will provide participants with the knowledge and resources to identify signs of trauma, illness, and grief in students and to respond appropriately. This includes providing students with emotional support and connecting them with appropriate resources.
 
These workshops being offered provide a deep understanding of the challenges that students face when dealing with trauma, illness, and grief. Educator professionals are trained and prepared to transform educational practice, inform district policy and procedure, as well as to implement effective crisis plans. Within a region, TIG Teams are linked to one another for support as well as with the other resources of the Consortium.
 
During these 5 days of organized training, educator professionals will be introduced to 7 modules which include the following topics:
Grief and Loss
Trauma
Chronic and Acute Illness
Suicide Assessment and Intervention
Threat Assessment Management
TIG Implementation and Crisis Response Network
Critical Incident Stress Management (CISM)-Group Crisis Response Skills Course. 

By: Kelli Forster, CA BOCES Community Schools

Whenever I introduce students to a new computer programming language, I always have them make a square. When I taught 4th grade students at Franklinville how to program with Pyonkee, I taught them how to make a square with a repeat (loop) and without a repeat. The code with the repeat was more efficient and easier to write. Fewer coding blocks were involved. I asked students to create shapes with equal side lengths all the way up to a 12-sided figure. Students had to use trial and error to find out what the “turn degrees” (angle) is for each shape. Students picked this up quickly and able to program their avatar to draw multiple shapes. 
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Next, I had students close Pyonkee and open Blockly. On the interactive digital board, I showed the class how to make a square with a repeat. They then created the code on their own iPads. One-at-a-time, we paired the Dash robot, using Bluetooth, with 4 student iPads and split student into groups. I then asked students to apply what they learned using Pyonkee to have your robot draw a hexagon, octagon, and nonagon. Students were able to easily transfer what they learned on Pyonkee to Blockly and the Dash robot. (The Dash robot can be checked out of the Learning Resources library if your school does not have these robots.) ​

Students learned a lot more than just coding and computer programming. Since students were in groups, because we only had four robots and about 14 4th graders in class, they had to work together. This is not always an easy thing to do for anybody. Not only did they learn to work together, but they also shared, took turns and communicated ideas to each other very animatedly.  
 
Computers are in every career and every “walk of life.” The ubiquity of computing devices is starting to cause people to question their use. Regardless of your thinking on the subject, computing devices are here to stay. It would be great if students understood how computing devices worked. Not only could it help a student have skills that might make them more attractive to employers, but coding also changes the way we think and look at the world. Every student should have this opportunity. 

By: Rick Weinburg, CA BOCES Model Schools​

As the world continues to evolve, technology is playing a more significant role in education. Even here is Western NY, online courses have become an increasingly popular option for high school students looking to prepare for college. These courses provide a number of benefits for students who choose to participate in them, and they can be a great way to enhance their college preparation. These benefits include flexibility, money savings, wider range of course offerings, development of important life skills, and a more interactive learning experience.

High school students who take online courses have the advantage of being able to access the course material from anywhere, at any time. This flexibility allows students to balance their schoolwork, extracurricular activities, and personal life. In addition, students can work on their coursework at their own pace, giving them the opportunity to spend more time on challenging topics and move more quickly through easier topics. In this manner, students can customize their education to meet their individual needs and strengths, which can lead to better overall performance and satisfaction in their education.

Online courses can also help students save money. College tuition rates have soared over the years, and the cost of textbooks and other supplies can add up quickly. By taking online courses, students can save money on these materials. In addition, many online courses offer students the opportunity to earn college credit while they are still in high school, which can help them save money on tuition costs in the long run.

Online courses also provide students with access to a wider range of course offerings. Especially true for smaller school districts such as many in the CABOCES region, many high school students often have limited options for classes they can take as a result of limited resources available to support them. With online courses, students can access a much larger pool of classes. This can allow students to explore new subjects and broaden their understanding of the world around them.

Online courses also provide students with an opportunity to develop important life skills. With online courses, students must be more self-motivated and organized, and they must learn to manage their time effectively. Theses skills are critical for success in college and beyond, and can be developed through online courses. Moreover, online courses help students develop their communication skills as they must be able to communicate effectively with other students and their teachers. This in turn can help students develop the skills necessary to be able to successfully collaborate with others.

Finally, online courses can provide students with a more interactive learning experience. Many online courses utilize various multimedia materials such as videos, audio recordings, and other interactive simulations. These materials can provide students with a deeper understanding of the material and help students remember what they learned. In addition, these courses can enhance students critical thinking and problem-solving skills through their opportunities to participate in online discussions and forums.

Knowing that online courses can be a valuable tool for students looking to enhance their college preparation and life skills, CABOCES Distance Learning is here to help. With a wide-range of course offerings available through online platforms such as Edmentum, Apex, Imagine Learning, and eDynamic, there is an opportunity for everyone. From credit recovery, core, and elective offerings to college connections with college credit opportunities, we can help you find what your students need. We can even help you find video-conferencing opportunities within the region.

For more information, please visit our Distance Learning page at https://caboces.org/education/instructional-support-services/learning-resources/ or reach out to Justin Shumaker at [email protected].

By: Justin Shumaker, CA BOCES Learning Resources

In the Bolivar-Richburg Central School district, a group of bright and curious third-grade students were afforded a unique and immersive learning experience. With the invaluable guidance of local police department officers, the students were introduced to the basics of crime scene investigation. This involved hands-on training that equipped them with essential skills to investigate a challenging case where their principal, Mrs. Duke, had gone missing.
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Throughout the investigation, the students were presented with various obstacles that put their critical thinking, problem-solving, and physical abilities to the test. They were tasked with making inferences, assessing the reasonableness of their answers, honing their writing skills, reading fluency, mastering multiplication fluency, finding the area of a rectangle, and collaborating effectively with their peers.

This immersive experience provided them with invaluable skills that they will carry with them for years to come.
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By: Sarah Cartmill, CA BOCES Professional Development

The online option for Driver Education will soon be coming to an end. As of July 1, 2023, NYS is removing it as an option for our young drivers. The past couple of years with Covid allowances have given many students access to all of the safety information from an online course offered through CABOCES.

The online course was set up to provide all of the course information through instruction and was in combination with the Driving Log sheet and Parental Signature sheet to satisfy NYS requirements to earn the Driver Education Certificate. The online option has allowed many students who would not have been able to attend in person to be exposed to the safety and maneuvering of the roadways by our young drivers.

Due to NYS no longer allowing the online option, CABOCES will no longer have it available to our students.  I do plan to reach out and share my concerns for the limited in person availability. I am still looking forward to the in-person Driver Education that will be offered in districts throughout the Summer, I hope that each and every student that has the desire to take the course has the opportunity to do so.

If anybody has any questions as these changes are being made, please feel free to contact any of us at Distance Learning.
 
Clay Nolan: [email protected]
Justin Shumaker: [email protected]
Lisa Scott: [email protected]
Ed Cruz: [email protected]
Cathy Dunkelman: [email protected]

​By: Lisa Scott, CA BOCES Learning Resources

Whenever I help a school librarian determine what books should be culled from a collection, the biography selection usually takes a large hit. When a book is written after a person passes away (Daniel Boone, George Washington Carver, Ronald Reagan, etc.), the content is still relevant.  Popular books featuring teen idols, celebrities and athletes encourage students to check out a book to learn more but the shelf life for these books is limited because idols and celebrities change in appearance and careers, and athletes get traded and eventually retire. Now that webpages and social media can easily be accessed to find the latest news, biography sections have become reduced in size. When a teacher’s objective is to have students learn about an individual’s achievements and contributions to society, WorldBook offers a great alternative to print books and the Internet.
 
Free to all CA BOCES component school districts, WorldBook is easily accessed through the school library website or resources.caboces.org.  Using the generic username and password for the school (check with your school librarian or [email protected] if you don’t know it), students can search biographies by Nationality/Ethnicity, Area of Work/Interest, Gender, or Time Period.  For students with IEPs, text size may be increased and voice choices for reading the article aloud are options. Build vocabulary skills by double-clicking any word to have it defined.  For ELLs, the text may be translated too. Students will find the interface easy to use and images may be printed for projects. 
 
Teachers wishing to introduce students to research will appreciate WorldBooks’s How To Do Research guide which includes an introduction to research skills, planning research, conducting research, evaluating resources, organizing data, and presenting a project.  Citations for articles are provided for WorldBook articles but a citation builder is included to help students cite work from other resources. If you are looking for articles that connect to curriculum standards, the tab is easy to locate.  With this being the month of March, type in St. Patrick to learn about his writings and popular legends associated with him.

​By: Cece Fuoco, CA BOCES Learning Resources

During the afternoon of Friday, February 3rd the participants of the CABOCES Technology Coordinator and Integrator Forum & Technology Solutions paid a visit down to the Olean JCC campus to view their new eSports spaces.  The group was led through JCC’s new program by three of the main people responsible for eSports there at the Olean campus:   

• Johnathan Kowal, JCC’s Athletics Coordinator and Athletics/Recruiter for Cattaraugus County Campus.   
  
• Kassandra Wegner, JCC’s Reference Librarian/ Professor and Esports Club Advisor 
  
• George Sisson, JCC’s Director of Athletics and Recreation 
  

Johnathan and Kassandra showed the district tech representatives JCC’s first open space for students to sit and play on a few machines in the College Center.  President Paula Snyder also stopped by to thank us and our hosts at JCC for the time today.  Participants were given an overview of how they got started with eSports what this facility is used for and some time to explore. ​

Jonathan is openly trying to recruit new eSport athletes for this upcoming 2023-2024 school year.  JCC is also open to working with area high schools and their eSports program.  Some of the opportunities that they can offer to high school students are games such as League of Legends, Overwatch, Valorant, Rocket League, and Super Smash Brother Ultimate.  
Chris Swanson is the Head Coach for Esports, JCC’s first season playing Overwatch 2 started Friday February 17th and runs through March 31st.  If you have students interested in more information about JCC’s eSports program, feel free to reach out to Johnathan Kowal [email protected].edu or call 716.376.7535.  If you have an eSports team and would like to see about connecting with another CABOCES area team, please reach out to Karen Insley at [email protected]. 

By: Mark Carls, CA BOCES Professional Development

The Science of Reading says that reading comprehension (RC) is the product of decoding (D) and language comprehension (LC), or RC = D x LC. Learning to read for understanding requires sounding out and recognizing words—decoding—but it also requires making meaning of the words and sentences we hear—encoding, and language comprehension.

In agreement with Science of Reading research, there are five main components that are fundamental to reading: phonics, phonemic awareness, vocabulary, fluency, and comprehension.  The Science of Reading research has shown that a child's brain needs to first know the different sounds in spoken language and then be able to connect these sounds to written letters and then blend the sounds to make words (decoding).

​The Science of Reading is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages.
 
By: Tessa Levitt, CA BOCES Professional Development

NYSED recently released Frequently Asked Questions Related to Investigations for the Elementary- and Intermediate-level Science Tests (nysed.gov). Feel free to read through this document at your convenience.

As we learn more from NYSED, experience these Investigations, and encounter new questions, feedback, and ideas from local teachers and administrators, our understanding may shift slightly, causing tweaks* to our recommendations. I assure you that our recommendations come from the most professional judgement and serious considerations - and seem to be very much in congruence with NYSED's objectives.

The remainder of this article will be notes on the NYSED FAQs based on questions I’ve received, conversations I’ve had with both teachers and school leaders, and based on specifics for the C-A region. Links are provided to CA BOCES-made documents*. Upcoming workshops, directly related to the Required Investigations are listed at the end.
 
*CA BOCES Grade Level Alignment
The Elementary Investigation, "Cloud in a Bottle", is aligned with Grade 3 standards. However, it may be found that this Investigation will be too complex, and the reading level too high, for Grade 3 students. Within the Grade 5 Advancing STEM kit, "Models of the Earth", students do an activity exploring cloud formation, as they model how Earth's spheres interact (hydrosphere, geosphere, and atmosphere). Following this unit would be a great opportunity to administer the "Cloud in a Bottle" Investigation to Grade 5 students, instead of in Grade 3.
 
*Record-keeping
In addition to the CA BOCES Record-Keeping document, it is important to keep the Student Answer Packets and Rubric for each Investigation for each student. Although none of these items will be sent to NYSED (they will all be kept within the school building), these documents would be a good formative assessment artifact for any teacher that will be working with that student as they progress towards their summative NYS Science Assessment. These documents should all be sent with a student that may transfer out of the school district as evidence of completion, but also to assist any future teachers and districts in identifying student proficiency and/or remediation needs. These documents may be kept electronically.

Districts may put all of the Student Answer Packets into one booklet to follow the student for 3 years. It would be wise to also add the Record sheet at the front or back of this booklet. By next fall, CA BOCES print shop should have a form that streamlines the ordering process for these booklets.
 
Purpose of the Investigations
The purpose of the NYS Required Science Investigations is to provide another mode of formative assessment in science. In the past teachers have not had a built-in opportunity to identify areas of weakness in science until the NYS summative assessments (such as the Grade 4 or Grade 8 Science Assessments). The Required Investigations now give teachers an opportunity to determine if their students are meeting some of the NYS Science Learning Standards that are not as easy to assess on a written exam. Differently than the old standards, the new science standards ask students to use the skills that scientists use. A skills-based activity is the best way to assess this, as opposed to a written exam. Even so, the logistics of standardizing such a task are complicated across a very diverse state, and so the culminating, summative assessment for science is still a written exam, that will include questions that lean into assessing the students' understanding of such science skills. In addition to providing teachers with vital information to student growth in science, the Required Investigations also provide us with an opportunity to better prepare our students for the summative assessment:  We know that 15% of the NYS Grade 5 and Grade 8 Science Exams will be related to these Investigations. Within our locus of control is the knowledge to prepare our students for a portion of that exam. 

NYSED continues to recommend that these Investigations are administered as a classroom activity by their teacher as the students are learning the related content. The Required Investigations are not a test, but a set of activities to assure student hands-on experience in science and allow formative assessment of science skills at multiple grade levels. Please make sure that students (and teachers and you!) do not take on undue angst over these activities!  They should be fun as students get to be active in their learning and figuring out their own understanding of our natural world.
 
Modifying NYSED Investigations Documents
A common question from local teachers has been about modifying student documents:  Modifications can definitely be made to benefit the student as long as the integrity of the question is not lost. If modifications are to be made to the Student Directions or Student Answer Packets, teachers may do this prior to printing these materials for students. Some examples of modifying the documents:

• Cutting up the procedural steps and putting them on a ring of index cards
• Reformatting a table in the Student Answer Packet so it is clearer to your students where they write their answer or what that space should include (See data table in Cloud in a Bottle, Observations box)
• Placing numbers in a table space to indicate how many answers they need to put in the box (See data table in Light it Up)
• Rewording a question (I don’t think #7 in Answer Packet 2 of Cloud in a Bottle fits the intended objective of the Investigation and would reword it to meet the rubric dimension)

 
Scaffolding and Accommodations for Students
Another common question is how much scaffolding, assistance, and support can be provided during these Investigations:  Teacher assistance is encouraged, welcomed, and totally allowed. If it is something that a teacher would normally do as they taught a typical science lesson, they are welcome to do so during the Investigations. Teachers must keep in mind that although it may appear the vocabulary used in these Investigations is above their students, the wording comes from the NYS Science Learning Standards and could appear on the Grade 5 Science Assessment. Teachers can define or replace words in the student documents but will want to make sure their students are learning those words for the long-term. Other assistance that has been mentioned and is allowed, as long as the students are still authentically doing the science themselves, and fulfilling the objectives of the Investigation (teachers should regularly refer to the Rubric to decide this):

• Reading the questions or steps aloud
• Checking off steps for a student as they go through so they don't lose their place
• Writing the definition of a tough word on the board (remember students may see this word on the Grade 5 Assessment)
• Modeling how to do certain parts of the experiment (but then also having the students do it)
• Re-doing a part of the activity if something goes haywire

 
Accelerated Middle School Students
NYSED notes that all middle school students, including accelerated science students, are expected to complete all four Intermediate Required Investigations. This note reinforces the importance that Intermediate students should be exposed to all of the Grades 6-8 NYS Science Learning Standards at some point during their middle school years. Districts have often struggled with how to provide the opportunity for students to accelerate in science.
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Please contact me ([email protected] or 716-376-8285) if you would like to discuss the best way for your district to do this. As food for thought, my professional opinion would be to wait until the students are in 9th or 10th grade to double-up on their Regents science courses. If these are students that plan to take AP science courses in the future, two Regents courses will be good training to prepare them for that workload, and they will still have the full foundation of the middle school science program to support them.
 
Resources and Time for Science
Finally, NYSED fully supports more resources being put towards science instruction. These Investigations must be allotted appropriate time for the students to fully engage in the science skills being assessed, in addition to science instruction beyond these Investigations to support good science learning. Supplies and equipment, including some consumable materials, are also necessary to complete these Investigations. Thank you for investing in the initial construction of CA BOCES kits for this purpose. A notification will be sent as soon as the kits are complete. If teachers want to administer an Investigation before this time, please use the attached "Teachers Materials Lists" to identify items you may need to borrow before our kits are released. 
 
News about HS Science Assessments from NYSED

• For science, the new learning standards are not as strongly aligned to the prior standards as other subjects. As a result, there will be an overlap period of the old and new NYS Science Regents Exams for two years. See the NYSED New Regents Implementation Schedule.
• The new Earth Science Regents Exam will not include a Performance Component (Part D) as it has in the past, and the current Regents Living Environment mandated labs will become obsolete. For all Science Regents courses, NYSED is working on developing a system of formative assessments, such as the Required Investigations for Grades 3-5 and 6-8.

Free Summer STEM Opportunities for Students

Appalachian STEM Academy at Oak Ridge is a residential, hands-on learning experience for 7th-9th grade students, as well as high school teachers in STEM-related fields. In an indoor/outdoor research environment, students will engage in creative problem solving as they design models and conduct short-term research projects alongside internationally recognized scientists. The application deadline is February 10th.  

​From the optional participation in field tests in 2016 to the implementation of Grades 5 and 8 required tests via CBT in the Spring of 2024, CA BOCES has been on the forefront of information gathering and dissemination regarding NYSED’s push toward 21st Century teaching, learning, and assessment. There have been a few bumps in the road, such as technical issues, fiscal resources, and COVID, but we’ve learned to navigate those obstacles and are ready to help our districts survive and thrive.
 
One of the tools we have been continuing to use and support as we work with teachers and students on building capacity for the CBT is Castle Learning. To be sure, Castle Learning has been around a LONG time! I hesitate to say it, but the year was 1990. It was the vision of two New York State teachers and a computer programmer who wanted to leverage technology to help students prepare for end-of-year testing. And here we are, 30-some years later using the same tool.
 
Castle Learning has adapted and grown over the years into a quality resource for both students and teachers, especially as we move in the direction of using technology for testing. I have some tips and tricks that will help teachers better utilize this resource. Having teachers go into the program with no guidance can be frustrating, to say the least. However, even Castle Learning “vets” can use these pointers as well.
 
Need to find questions on a particular standard that students struggle with? Use Keyword Search. Go in, click on the “standard” tab, and type in the standard.

Want to find old state tests or regents questions? Use Public Assignments.
 
Need to work on math facts or skills? Use Math Skills
 
How do you find passages from the NYS Sampler tests? Use Castle Reading Sets
 
If you need additional help, training, or just have a question, please reach out. Let’s make sure our students are prepared to conquer CBT!
 
By: Alexandra Freer, CA BOCES Learning Resources

Have you ever walked out of a meeting or away from a lesson and thought that the conversation that was had could have been better or more focused? A colleague and I attended a Technology of Participation (ToP) Facilitation workshop in September that guided us to do just that! We walked away with the steps to help people reflect together on just about any subject.  We were taught the use of a structure known as O.R.I.D (Objective, Reflective, Interpretive, Decisional) In this conversation structure, the facilitator has crafted questions that lead the participants to answer difficult questions or participate in conversations while also generating a decision for next steps or a future direction. The focused conversation starts by answering objective questions to get the facts and information about the goal of a meeting/lesson subject. Then they reflect on their personal reactions or the emotions felt during the meeting/lesson. Participants then interpret the significance, meaning, values, or implications that the meeting/lesson has impacted. Lastly, the participants resolve the goal of the meeting/lesson by determining a decision that will lead them to next steps, an action that can be taken, or a future direction. The O.R.I.D. conversation method can be used with any group that would like to focus their conversation on having a resolution or developing ideas to better their participants’ knowledge of meeting/lesson topics, including students.

Teachers at Cuba-Rushford Elementary School, participated in a training to lead difficult conversations with students. The teachers worked together to help each other create a structure for clear dialogue and reflection for their students in the classroom. Using the O.R.I.D. method teachers are encouraging all students to have a voice in a non-confrontational way. This leads to belonging in their classrooms and school.
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If you feel like Focused Conversations may help administrators, teachers, and/or students in your district and would like further information, please contact me at [email protected].

By: Janelle Freer, CA BOCES Professional Development

Welcome to 2023, a brand-new year that grants us the opportunity to prioritize student engagement, learning, collaborating and exploration through technology. In this era, our students are practically being born with tablets, iPads, videos, games, and apps at their fingertips. Teaching students how to properly utilize technology can enhance learning and strengthen core skills like reading, writing, math, science, and more. 

​Before the winter break, I was able to work with students at Hinsdale Central School to strengthen these skills using technology. The first graders had been learning all about the “Gingerbread Man”, an elusive sugar creation that runs away to protect himself from being eaten. I utilized Breakoutedu.com, an awesome resource that is offered through CABOCES, to adapt a physical breakout box activity to help the first graders to “catch the Gingerbread Man”. 

​What is a breakout box? It is literally a metal box with a variety of different locks that need to be solved to be opened; there is a lock with a three-digit code, one with a four-digit code, one with letters to spell a word or phrase, a directional lock, and the final lock- a key. Students receive different “clues” of varying levels (you can choose how difficult you want it to be), and they solve the clues to find the correct code to open the lock. The students usually have a certain amount of time, and a limited number of hints, to solve all the clues and “breakout”, meaning that they have successfully completed the activity.
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The Breakout EDU website offers a variety of different breakout style lessons for all age ranges. There are some that require a physical breakout box, which can be borrowed from the CABOCES Learning Resources Center. There are others that are completely digital, so you do not need to have the physical box and locks. Either way, this resource supplies you with a list of exactly what you will need to do to set up the lesson, and it will provide any materials that you may need to print out or organize.

​The “Gingerbread Man” breakout activity required a physical box. We used four different locks and the students had to complete a series of activities to find the “codes” or the keys to the locks, so they could help to find the gingerbread man. Some of the activities required math skills (reading a graph), and others required reading skills (coloring the words that included long vowel sounds, short vowel sounds, etc.). To do the activity as a full class, I adapted the PowerPoint that Breakout EDU provides, and the students were able to follow along on the classroom Promethean board as we completed the “clues” to find the Gingerbread man.

The students were so thrilled to have received these “messages” from the Gingerbread man, and they were so proud of themselves every time they figured out a clue, shouting, “We did it!” When being asked if they thought we could figure out the next clue, a choral, “Yeah!” rang throughout the room. 

When we finally figured out the last clue and found the remaining key to open the box, you could feel the suspense in the air. In both first-grade classrooms, we were successfully able to open the box to discover where the gingerbread man had been hiding! He was sneaky enough to get himself out, but he left a note and a candy cane treat for each student, telling them that they had done a great job following his clues. The students’ excited exclamations, with a few hugs peppered in, demonstrated just how proud of themselves they were to solve the clues and find the “Gingerbread Man”.
 
Is this something that could be achieved without the use of technology? I am sure there are ways, but I am grateful for the Breakout EDU resource because it made the planning and executing of this lesson so much easier.
 
If you are interested in learning more about Breakout EDU, or if you are interested in bringing in other types of technology into your classroom, including fun review games like Gimkit, interactive presentations like Nearpod, or coding technology like Puzzlets or Pyonkee, please contact me at [email protected] so we can make an appointment. I would love to help!

By: Brooke Neamon, CA BOCES Model Schools

Our host was Alex Freer, Digital Resources & Technology Coordinator. Not only did Alex provide meaningful, relevant digital-resource professional development, she was an amazing tour guide. Regional MS and HS ELA teachers enjoyed touring the Learning Resources Warehouse.  
The supplies, the kits, the tools, and the books: everyone could have explored for hours. Alex also encouraged teachers to reach out with creative ideas for kits to support curriculum and instruction development as well as engage students. 
Another highlight was the LR Professional Library; there are so many great books to support teachers’ professional growth, including texts that teachers can borrow as they pursue their advanced degrees. 
In addition to the hands-on experience, Alex provided an in-depth, ELA teacher-focused tour of all the digital resources that are available. I know firsthand that teachers always want more time to explore because there are so many great resources that connect to NYS Learning Standards. The presentation included time. Teachers explored and planned, connecting digital resources to content. They were amazed by all that’s available and grateful for the gift of time AND for Rachelle Evans, Digital Resources Support Specialist, who made sure everyone had accounts and could access all the tools. 
Jenna Tost and I would like to encourage teachers to visit CA BOCES Learning Resources, St. Bonaventure Campus Annex: they’ll likely be surprised and definitely amazed by all that’s there to support them as well as their students. ​

By: Anne Mitchell, CA BOCES Professional Development

​On October 20th and October 24th, Gerald Daly visited us at CABOCES to teach us the Wellspring Resilience Technique.
 
The Wellspring Resilience Technique (WRT) is an innovative method for increasing long-term resilience (defined as the ability to bounce back from setbacks) for teachers and social workers who are working in high stress environments.
 
The heart of the WRT learning is to focus on: a) Helping participants to develop an appetite for resilience in their lives; b) Helping participants to identify the specific habits that they are prepared to commit to and incorporate into their day-to-day lives.
 
Gerald Daly has been a personal resilience facilitator for international humanitarian staff from 2012. At our workshop we met social workers, principals, counselors, and CABOCES staff developers coming together to learn and support each other through this resilience workshop. Each participant left the 2-day workshop with a “buddy” in which phone numbers were exchanged and 21-day check-ins were scheduled with each other. Everyone left feeling empowered and supported during this resilience training. Conversations have continued about another workshop soon to check-in with the current participants as well as inviting new educators looking to build their resilience during these more difficult times. 

By: Kelli Spink, CA BOCES Professional Development

I learned the hard way that Pyonkee was too hard for first and second graders. So, the next time I was in on December 7th, I asked Shawne to push out LightBot Hour, which is an app for students who are emerging readers and is one of the free “hour of code” apps. This was much more successful. First and second graders could work on their own and at their own pace. The teacher and I had to help with some basic reading, but the “learning game” was played independently. Eventually, what seems to happen in every classroom is a student saying, “I am on lesson 2-1.” Then another student says, "I am on lesson 1-7”. I always state to students in plain language that learning is not a race, and that we all learn at different rates of speed.  ​

With the older students, third and fourth graders, we used Pyonkee successfully. Students experienced right angles (90 degrees was not familiar to students). Students programmed the iPad to draw a square and then learned to modify their code to draw a square using a repeat. Repeats are possible in all coding languages, so for third and fourth graders to learn this concept is important when moving forward with technology. Students were given the learning adventure of creating a hexagon, an octagon, a heptagon, a decagon, and a dodecagon (12 equal sides). Students were not given the “turn degrees” to these shapes and had to use trial and error to figure them out. As they did this, I said, “You are being computer scientist because using trial and error is what scientists use all the time.” I saw some students doing math on post-it-notes to try to figure out the angles.  
Students and teachers had fun and learned a lot. Currently, we are building skills to help with math. After these foundational skills, I will be teaching students and teachers how to make their own video games. Don’t tell anyone, but there may be more math involved! If you are interested in having me come to your school or classroom to do some coding, or other ed tech things, please email me at [email protected]. 

By: Rick Weinburg, CA BOCES Model Schools​

Many people think that clouds form due to the process of the water cycle phase, evaporation. It is true that without evaporation, clouds would not exist. Evaporation is the process of liquid water turning into gaseous water, or water vapor. Without evaporation as a part of the water cycle, water would only cycle from liquid to solid, and would never make it off the ground.

Liquid water is relatively “sticky”, the molecules when water is in a liquid state are attracted to each other creating a lattice of water molecules. Think about how water can “stick” to the sides of a glass, your mirror during a shower, or itself when you’ve poured a glass of it too high, and it domes up above the edge of the glass (try it!).
When liquid water molecules have enough energy, some of them break away from the liquid water lattice. A single water molecule is less dense than our typical air molecules (nitrogen and oxygen) so it rises up through the air. That’s usually where water vapor hangs out, amid our air molecules. But we don’t see it.
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Water molecules floating around alone are far too small to see. Even so, a common misconception exists that evaporation, liquid water becoming water vapor, creates clouds. But we can see clouds!  And we can see liquid water. So at some point, the water vapor must turn back to liquid water, otherwise known as the process of condensation.
Remember that it takes water molecules with energy to break away to form water vapor, so the opposite needs to happen to water vapor molecules to slow down enough to allow their natural attraction to take hold. The temperatures further from the surface of Earth are colder due to less pressure (“thinner” air), so as water vapor rises in the air, it cools, or the molecules lose energy and slow down. In addition to sticking to each other, water molecules tend to need a surface to form onto. Our atmosphere is full of microscopic dust which provides a perfect surface for microscopic water molecules to cling to as they lose energy. The lattice formed between the clinging water and dust is our cloud!
So in a typical graphic that appears in many student textbooks, we can see the cause and effect that creates this cycle of cloud formation:

In a recent workshop, fifth grade teachers from Franklinville, Randolph Academy, West Valley, and Genesee Valley practiced an activity they do with their students in the Models of the Earth Advancing STEM Kit. 

This activity helps students understand the conditions needed for a cloud to form. There are different scenarios represented by four combinations of water and air: (1) cold water/cold air; (2) cold water/warm air; (3) warm water/cold air; and (4) warm water/warm air. You can see in the picture that water droplets have formed on the top of one of the cups enclosing the land. What do you think is the combination that created this “cloud”?  This activity goes along great with one of the third grade NYS Required Science Investigations: Cloud in a Bottle.

Another great activity to do with kids or by yourself is Cloud BINGO. This fun activity can help develop keen observation skills and practice prediction. Record the date and time when you see a type of cloud and record the weather going on at the time you see this cloud. You can make this a competition if you set a time frame, say three weeks, and whoever has seen the most clouds, wins! 

Follow-up questions to a few weeks of cloud observations might be: What type of weather would you expect with thin, wispy clouds?  What type of weather would you expect with thick, fluffy clouds?  What type of weather would you expect with dark clouds? What did you find were the most common types of clouds?  The least common?  Are there any clouds that indicate bad weather or good weather is on the way?  Are there any clouds that signify a storm is now over? Did you discover any other types of patterns?

By: Kelli Grabowski, CA BOCES Learning Resources

​Did you know that our CABOCES communities of students have hundreds of elective course opportunities?? Electives that provide life skills, career descriptions, solidify interests, and build knowledge in areas of interest. Although there are many courses available, each year the providers that partner through CABOCES continue to build and supply new courses. Keep reading to check out a few of the new courses available through our partnered provider eDynamic.

​Heart valves, cars, cartoons, and buildings may not seem to have much in common, but they all share one spectacular attribute: all originated as a 3D model. 3D modeling has changed the way the world makes things, and in this course, you’ll learn the basics to begin creating in 3D! You’ll learn how different 3D models are built and how to practice using a variety of modeling methods. By the end of the course, you’ll walk away with a portfolio of your ingenious modeling ideas. 3D modeling is an essential part of the modern world and soon, you’ll be able to contribute yourself!

​Many buildings that are rendered in the real world first are constructed in a digital 3D world that depicts the aesthetics, environment, and conditions of what will come to be. In this course, you will be introduced to the tools and techniques needed to create works of 3D art. You will bring your objects to life with color, textures, lighting, and shadow all while simulating the movement of world around. Are you ready to bring beautiful objects to life in a 3D world? Let’s get started today!

​Have you ever watched a cartoon or played a video game where the animation of characters captivated you so much you wanted to create your own? If so, it’s time to immerse yourself in the world of animation. Meet the industry players such as directors, animators, and 3D modelers. Develop your story by exploring design, the 12 principles of animation, creating a storyboard, and leveraging the tools of the trade. Let’s bring your story to life with animation!
It’s time to start animating like the pros! In this hands-on course, you’ll immediately start exploring the software Blender, your gateway to 3D modeling, computer animation, and postproduction procedures used in the film industry. Discover 3D modeling and animation of characters. Explore the basics of human anatomy and form to apply rigging, joints, and texture. Examine rendering and lighting effects and how to apply sound. And discover careers so you can start using your new skills right away.

​It takes the mind of a detective to uncover the cause of disease, and this is where your investigative brain and desire to heal people comes in! In this course, you’ll build foundational knowledge needed to understand disease in all forms along with signs, symptoms, and prevention. You’ll learn how medical professionals arrive at the right diagnosis that leads to proper treatment and a successful outcome. You’ll also sharpen your sleuthing skills learning how to collect and work with data, develop, and test hypotheses, and design a study, and you’ll even research potential STEM careers! Grab your detective hat and get ready to explore the tiny world of pathogens.                       

These courses are just a few of the many that are available. The courses available consist of a vast variety of contents and interest areas. Please allow us to provide you with any information, answer any questions or search for a specific type of course. Contact any of us in Distance Learning, we look forward to assisting through the process.
Here are the links to look through some of the available courses:
https://edynamiclearning.com/courses/?order=asc&orderby=title
https://www.edmentum.com/course-catalog/libraries?state=196&field_library_target_id=

https://il-cms.imaginelearning.com/media/pdf/769048125-Courselist-National-2201.pdf
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​By: Lisa Scott, CA BOCES Learning Resources

School libraries, like public libraries, provide a collection of up-to-date resources that inform and entertain. Many school libraries are benefitting from renewed spaces that welcome students by providing seating that is relaxing and grouped for conversing, while offering individual spaces for pondering and completing homework.  
The American Library Association (2022) defines libraries as a “venue for exploring questions that arise out of individual curiosity and personal interest”.  Ask any reader why books are engaging and the answer will be related to that individual’s ability to find a connection with the characters or content (Allyn, 2015).  I remember when a 10th grader, who didn’t read much, came to the library just to get out of study-hall.  After talking about his interests, of which one was fishing, he happily left with a non-fiction book on trout fishing with high-quality photographs of tips and tricks.  The library and its collection should be a place where all students, faculty and staff are welcomed and affirmed, thus supporting mental and emotional health.
In studying college students’ psychological distress, Levine et al. (2022) found that “recreational reading was associated with reduced psychological distress” and “seemed to buffer against the frustration of one’s basic psychological needs which led to improved mental health”.  Another study found that recreational reading can “support readers to deal with the daily emotional challenges they experience affecting their psychological well-being” (Yulia et al., 2021).  And it doesn’t take much time! Taking just 6 minutes a day to read can “reduce stress levels by up to 60% by reducing your heartbeat and muscle tension and changing your state of mind” and can be more effective than listening to music (“Making Reading”, 2022). 
School recognizing the relationship between stress and mental health are making efforts to create stress-free and welcoming environments via the school library (“Relationship Between”, 2022).  Below are some pictures of several districts who have changed up their libraries with color, comfortable seating, new flooring, and new shelving. ​

By: Cece Fuoco, CA BOCES Learning Resources

​Allyn, P. (2015, March-April). For the love of reading: five methods to instill a lifetime of good habits. Reading Today, 32(5), 26+
American Library Association. (2022, June 27). Definition of a library. Retrieved November 28, 2022, from https://libguides.ala.org/library-definition.
Make reading a habit for better mental & emotional health. (2022, October 6). Business World, NA
Relationship between stress and emotional self-efficacy. (2022, August 10). Business World, NA.
S. L. Levine, S. Cherrier, A. C. Holding & R. Koestner. (2022). For the love of reading: Recreational reading reduces psychological distress in college students and autonomous motivation is the key, Journal of American College Health, 70:1, 158-164.
Yulia, A., Joshi, R. M., & Husin, N. A. (2021). Assessing the effects of books on psychological wellbeing in Malaysia. Learning Disabilities: A Contemporary Journal, 19(1), 87+.

​I’m fresh off the heels of attending this conference in Green Bay, Wisconsin, and have so many ideas floating around in my brain. Even though it is a relatively small conference, the information presented was so applicable to our schools and communities. I’m going to share just a brief window into my learning in hopes that it will trigger interest and, perhaps, an urge to learning more about the NREA (National Rural Education Association) and this conference in particular. 

​To be sure, some of the ideas floated are some that we are working on here at CA BOCES and in our communities. One is the concept of Place-Based Learning. Place-based learning engages students in their community, including their physical environment, local culture, history, or people. With place-based learning, students get to see the results of their work in their community. They build communication and inquiry skills, learn how to interact with any environment, and gain a better understanding of themselves, as well as their place in the world. Our Student Programs CoSer delves into this when they work with Exploratory Enrichment and Arts in Education. We also work with the Dream It, Do It program, connecting STEM and career opportunities in our region. But in many workshops we offer on our registration system, I can see that connection as well.
 
Another high-profile topic during the conference centered around teachers in rural districts. What are some strategies we can use to address rural teacher workforce challenges? What are the assets and challenges that exist in small communities and how would a rural responsive teacher education program better prepare teachers? How can school districts cultivate rural teacher resilience to prevent burnout?
 
These issues and more were the hot topics at this conference. All 50 states were represented, and the focus was squarely on rural schools and how services can be shared. And this focus warmed my BOCES heart! So many schools struggle to give teachers and students the tools and services needed to support learning and growth.
 
Our CA BOCES schools are not perfect. Each has its own challenges and battles. But just know that our Professional Development Team and our Learning Resources Team is here as an educational partner to equip and provide instruction and resources to mitigate that need.
 
This conference was educational in many ways. However, it only bolstered my belief that your CA BOCES is an Essential Partner!
 
 
By: Alexandra Freer, CA BOCES Learning Resources

​Math teachers across the region have been exploring Visible Learning for Mathematics: What Works Best to Optimize Student Learning written by John Hattie, Douglas Fisher, and Nancy Frey. This year’s K-5 Math CLC has focused on the benefits of using effect size research to identify best practices for optimizing student achievement in the classroom. Identifying the right approach at the right time can help design more intentional classroom experiences that hit the surface, deep, and transfer phases of learning.  

We began this learning journey in June with Joseph Assof, a high school and community college mathematics teacher and the math department chair at Health Sciences High and Middle College in San Diego, CA. He is a member of the San Diego County Math Leaders Task Force, whose mission is to support every student in meeting the rigorous expectations of the Common Core. Joseph co-authored Teaching Mathematics in the Visible Learning Classroom, High School, Teaching Mathematics in the Visible Learning Classroom, Grades 6-8, and The Teacher Clarity Playbook, and his classroom is featured in a number of Visible Learning for Mathematics, Grades K-12 videos. 

As we continued our learning journey into October 2022, we focused on chapters 1 and 2 from the Visible Learning for Mathematics: What Works Best to Optimize Student Learning text. This allowed participants to explore the role of clear learning intentions and success criteria as well as the kinds of rich mathematical tasks and mathematical discourse central to each phase of learning. Participants had an opportunity to practice writing learning intentions directly aligned to NYS Next Generation Math Learning Standards.

As we continue our K-5 Math Collaborative Learning Community (CLC) this year we will be shifting our focus from surface level learning to deep learning in December. We will focus on students making generalizations and connections between mathematical ideas and concepts. Participants will walk through different approaches and participate in exercises that promote deeper learning. In March, we will focus on transfer learning where we will discuss formative assessment, feedback, interventions, and how to support students in becoming observers and owners of their own learning.

It’s not too late to join us this year! Our next meetings are scheduled for Thursday, December 8th and Thursday, March 2nd. This is a great opportunity for teachers in the C-A region to learn, discuss and collaborate!
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By: Jillian Putnam, CA BOCES Professional Development 

New Teacher Academy is a CABOCES workshop and seminars to support and assist teachers who are either new to the profession or new to a district to become familiar with many of the various aspects of the profession.  CA BOCES welcomed new teachers from around the region to the 2022-2023 New Teacher Academy.  This year over thirty teachers will be participating in one of two different cohorts with sessions held throughout the year in both the Olean CTE center and the Belmont CTE center.  The first session for the Catt. county cohort was held on September 21st, 2022 with eighteen teachers in attendance, and the Allegany county cohort was held September 22nd, 2022 with over twenty teachers in attendance. 

​The day was filled with meaningful activities to help teachers build a better understanding of what it means to be a new teacher, as well as helpful resources and ways to make connections with fellow colleagues.  Collaboration, engagement, reflection on teaching standards, and exposure to various strategies and protocols to implement right away in the classroom were the focus of this first day.

There will be multiple more opportunities for these educators to not only continue to develop their teaching skill in the profession, but also to become aware of the various resources and support that CABOCES can provide to them and their districts.  The next sessions will be held November 1st and 8th, and will focus on classroom management, lesson development & planning, and digital resources offered through CABOCES Learning Resources program.  

​By: Rob Griffith, CA BOCES Professional Development

On August 24, 2022, PreK and Kindergarten teachers came together across the region to participate in a workshop centered around CRSE, Play-Based Learning using the Media Kits, and Family Engagement/Involvement.
 
During this workshop, teachers began to understand the work around the Culturally Responsive Sustaining Education Framework in which a cultural view of learning and human development in which multiple expressions of diversity (e.g. race, social class, gender, language, sexual orientation, nationality, religion, ability, etc.) are recognized and regarded as assets for teaching and learning. Teachers shared the many ways they already acknowledge culture in their classrooms and began exploring new ideas and ways to build on that culture in their classroom and with other stakeholders in their districts. 
 
Teachers also had the opportunity to explore the vast number of Media Kits that are available from CABOCES including SEL Kits, Fairy Tales, Dinosaurs, block building, Legos, community helpers, etc. Collaborative time between teachers and school districts allowed for sharing of ideas, lesson planning conversations, theme and holiday schedules, classroom management tips, and academic success strategies.
 
Finally, teachers participated in engaging discussions about family involvement and engagement in student education and learning.  Participants shared goals for the upcoming school year which will be revisited when we meet again on November 8, 2022.

By: Kelli Spink, CA BOCES Professional Development

The International Federation of Library Associations (IFLA) recently released its 2021 Trend Report which highlights the future of the library field as it relates to political, economic, social, cultural and technological trends. One trend is the Impatient User. 

Schools are utilizing ClassLink and other SSOs so students can avoid multiple log-ins. This convenience supports quick and easy access to a variety of tools, however, does not easily transfer when searching for reliable information.  If students cannot quickly locate what they need, it’s expected they will try a new search in which fast results typically provide less reliable sources and information. . Another trend is data domination through artificial intelligence.

Artificial intelligence shapes what a user sees when they access services through a wi-fi connected device.  Advertisements are targeted based on user interests and search history and creates a limited perspective.  School librarians are poised to help fellow educators and students navigate these two trends with resources offered through Project Look Sharp.

Ithaca College’s Project Look Sharp offers free lessons on how to decode media messages. Media includes journal and news articles, news programs, and advertisements. Helpful charts guide students through questions that not only help analyze media that has been created, but also when students (and educators) are creating media for sharing.  These charts can be accessed at  https://www.projectlooksharp.org and can be used effectively when helping students navigate bullying and building resiliency.

Some categories for inquiry and reflection include:

• Authorship & Purposes

-     Who made this and for what purpose?
-     What do they want me to do, think or feel?
-     Who is the target audience?

• Economics
  • Who paid for this?
  • Who might be making money from this and how?
• Content
  • What are the messages about?
  • What values, ideas and biases are overt or implied?
  • What is left out that might be important to know?
  • Whose voices are included and whose are left out?
  • How does this compare to other messages on this topic?
• Effects
  • How does this make me feel and why?
  • What impact might this have on others or on society?
  • Who might this message benefit? Who might it harm? 

​Helping students navigate the barrage of information requires more than basic information literacy skills.  If you wish to know more about Project Look Sharp, please contact me at [email protected].

By: Cece Fuoco, CA BOCES Learning Resources