ftla ra day 2

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Student panel. Practicing RA, pair sharing, student panel. Student panel. To hear students' voice and perspective. The student panel was helpful. I'm not alone. My colleagues have experienced lack of motivation f rom students. Group discussions and interactions with another worked to support my learning today. Engagement. Interchanges/ Exchanges. What Worked to Support your Learning today?

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Student panel.Practicing RA, pair sharing, student panel. Student panel. To hear students' voice and perspective.The student panel was helpful. I'm not alone. My colleagues have experienced lack of motivation from students.Group discussions and interactions with another worked to support my learning today.Engagement.Interchanges/ Exchanges.What Worked to Support your Learning today?I really loved the student panel and learned a lot from them.Student panelists.The student panel.Excellent presentations. Colleagues. Student panel.Pairing up and reflecting with a partner throughout the session.The PowerPoint at the beginning was helpful in introducing this class and its goals.A/C, talking with people, mixing things up.I liked all the resources we are given.Feedback from student panel. Feedback on golden line.Student feedback from panel.What Worked to Support your Learning today?Short focused lesson plan ideas.How can we get more examples of connectivism used in community college.Many questions about learning activities.I'm confused about enrolling for academic credit or flex credit. Can we do both? Can an email be sent out with step by step instructions on both? It would be helpful to have more info/rubrics early on regarding class assignments/projects.Where do we go to get homework? I am interested in underlying theories of our practices.The hows and whys. More work with online resources/strategies/tools.I have more questions for the students. Can we have them back?What is the duration of each meeting? What is the team project that we have to complete for FTLA? How can I use technology with my class?Will the assignments for next session be posted on the FTLA site daily?Better prep work with availability of resources needed ahead of time.Not sure yet, too early to tell.4 Introduction to Reading Apprenticeship: Making the Invisible Visible to our studentsFTLA 2015Do you recognize these students?Are inexperienced but not beginning readers View reading as only a school-based activity Lack confidence and are mentally passive with reading Appear to have limited knowledge of topics in school texts Have limited comprehension when they do read academic texts Are not held accountable for much reading Expend a lot of energy covering up what they dont understand Michael Wesch World on fireWhateverThats not what I mean by text-based discussion9 WestEds Strategic Literacy Initiative (SLI) A professional development and research organization focusing on improving academic literacy in diverse populations of adolescents and post-secondary students using Reading Apprenticeship, a research-based instructional framework. 10 Reading Apprenticeship A partnership of expertise between the teacher and students, drawing on what content area teachers know and do as skilled discipline-based readers and on learners unique and often underestimated strengths Dimensions of Reading Apprenticeship Personal Reading History When students reflect on and share their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as readers in progress, with reader identities they can understand and change (Schoenbach, Greenleaf and Murphy 79). Write about some key moments or events in your development as a reader in your discipline.What experiences stand out for you?High points? Low points? Were there times when your reading experience or the materials you were reading made you feel like an insider?Like an outsider? What supported your literacy development in this subject area?What discouraged it? 13 Personal Reading HistoryShare some highlights of your reading history witha partner.Make sure that each of you has had an opportunity to read or tell your story uninterrupted before you respond to what youve heard. Once both people have had a chance to share, discuss what youve learned about each other:what were some commonalities?What were some surprises? 14 Personal Reading History What did you learn about yourself as a reader?About your partner? What supported your reading development? What discouraged it? What are some commonalities?Surprises? 15 Think AloudHelps students to notice and say when they are confused, and use each other as resources for making meaning Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students Helps to give names to the cognitive strategies that we use to comprehend text Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina16 Debrief Think AloudWhat was the Think-Aloud experience like? What did you notice you or your partner doing? Could you see yourself trying a Think Aloud with your students and your class text(s)? 17 Debrief Think Aloud18 Talking to the Text19 Debrief Talking to the TextWhat was the Talking to the Text experience like? How could you incorporate a Talking to the Text activity within your class? 21