ACLT 052: Integrating Reading, Writing, and Thinking for Student Success THE COMMUNITY COLLEGE OF BALTIMORE COUNTY.
Download ReportTranscript ACLT 052: Integrating Reading, Writing, and Thinking for Student Success THE COMMUNITY COLLEGE OF BALTIMORE COUNTY.
Slide 1
ACLT 052:
Integrating Reading, Writing, and
Thinking for Student Success
THE COMMUNITY COLLEGE OF BALTIMORE COUNTY
Slide 2
Presenters
Professor Sharon Hayes, Reading Faculty and
Coordinator
Professor Ryan Donnelly, English Faculty
Dr. Jeanine Williams, Reading Faculty and
Coordinator of Reading Acceleration Initiatives
Slide 3
Workshop Overview
Introduction to ACLT 052
Skill-embedded Curriculum
Thinking-focused Pedagogy
Growth-centered Assessment
Group Activity and Gallery Walk
Discussion and Questions
Slide 4
Got Questions?
Well, we have answers!
As questions arise, please make note of them on your
index card.
We will answer 2-3 pertinent questions after each
segment.
We have allotted plenty of time for discussion and
questions at the end of the workshop.
Slide 5
Introduction to ACLT 052
Slide 6
Developmental Reading and English at CCBC
Reading 051 –5 hours
(36-60)
Reading 052—4 hours
(61-78)
English 051—4 hours
(up to 57)
English 052—3 hours
(58-89)
Reading 052/English 101 Learning Community—8 hours
English 052/101 Accelerated Course—6 hours
Slide 7
Why Rethink Developmental Reading?
Successful accelerated courses in developmental
English and math
Persistence issues—compounded by multi-level
sequence
Problems with placement testing
Affective issues and changing student population
Lack of skill transfer from developmental reading to
credit courses
The Completion Agenda
Changes in federal aid guidelines
Slide 8
What is ACLT 052?
5-credit integrated Reading and English course focused
on critical thinking
Students with the following placements are eligible to
enroll in ACLT 052:
ENGL 051 and RDNG 051 ENGL 051 and RDNG 052
ENGL 052 and RDNG 051 ENGL 052 and RDNG 052
Successful students move directly to credit courses with
developmental reading and English pre-requisites
Slide 9
ACLT 052 Student Placements
Spring 2012
68 students
23 (34%)
35 (51%)
4 (6%)
5 (7%)
1 (2%)
R051/E051
R051/E052
R052/E051
R052/E052
R051/E101
Fall 2012
177 students
32 (19%)
119 (70%)
5 (3%)
11 (6%)
1 (.5%)
1 (.5%)
2 (1%)
R051/E051
R051/E052
R052/E051
R052/E052
R051/E101
R052/E101
CEED/E051
Slide 10
Benefits of ACLT 052
Authentic college-level experience
Multiple low-risk opportunities for students to discuss, think,
and write
Increases students' familiarity with academic culture by
attending to the affective domain
Eliminates exit points and shortens pipeline for students
Lowers cost of developmental coursework for students
Capitalizes on the heterogeneous class environment and
eliminates the mental classifications of 051 and 052
Slide 11
Skill-Embedded Curriculum
Slide 12
Guiding Principles: Curriculum
Not based on the outcomes for the existing courses
College-level tasks with an emphasis on English 101 and other 100-
level credit courses
Students “practice college” instead of working on pre-college skills
Whole, complex reading instead of paragraphs
Address affective issues through course assignments and activities
Not a literature course
Slide 13
Embedded Course Reading, Writing and
Thinking Skills
Academic literacy and academic discourse
The reading-writing process
Organizational patterns and rhetorical modes
Critical reading, writing, and thinking
Reader response
Using source materials
Writing and evaluating arguments
Grammar, punctuation, spelling, and usage
Audience awareness
Essay organization and development
Slide 14
Unit Plan
Theme
Education
and
Acquiring
Reading
Process
Main Idea and
Supporting
Details
Knowledge THIEVES
Metacognition
Talk-to-theText
Writing
Readings
Essay
Process
Thesis
Support
Prewriting
Drafting
Revising
CARD
Editing
Superman and Me
The Banking
Concept of
Education
from The
Narrative
of the Life of
Frederick
Douglas
I Just Wanna Be
Average
Learning to read
Educational
Autobiography
Acquiring
Knowledge
Slide 15
Other Units
THEME
READINGS
ESSAYS
Cultural Differences
Myth of the Latin Woman
Night Walker
Veiled Intentions
Fish Cheeks
Assimilation:
Reality or
Fantasy
(synthesis)
Social Issues
The Ghetto Made Me Do It
Seeking the Roots of Violence
Is Torture Ever Justified?
Death and Justice
I-Search
(research)
Media and
Technology
The Future of the Web
Society is Dead: We Have
Retreated Into the iWorld
Is Google Making Us Stupid?
The Information Revolution Will Not
Be a Panacea
Society,
Technology, and
Our Future
(argument)
Slide 16
Materials
Central Text: No Impact Man, Colin Beavan
Supplemental readings:
Newspaper and magazine articles.
Scholarly journal articles
Peer writing
Videos: food production system, “Story of Stuff,”
happiness, etc.
Slide 17
Major Assignments
4 Essays (including a research project)
Weekly discussion board posts
1 Educational autobiography
1 Presentation
1 Final Portfolio
Slide 18
Unit Format
Themes and Texts
Reading/Writing Skills Mini-Lessons
Pre-reading/Pre-writing Activities
Independent Reading w/ Guide Questions
In-class, Post-reading Activities
Unit Exam (In-class Writing Assignment)
Essay
Slide 19
Typical Class
Quiz on homework
Small group comprehension-based activity
Quick-write on theme-related critical thinking question
Mini lesson on a timely reading/writing skill
Exam preparation— “Speed Dating”
Essay planning and drafting
Peer editing
Instructor-student conferencing
Everyday is different—“No Autopilot”
Slide 20
“We Don’t Need No Education”:
The Politics of Schooling
Essential Questions—provide the larger context for critical
thinking and discussion
Embedded Skills—introduce students to the “academic state of
mind” and basics of academic reading and writing
Affective Issues—address lack of “student posture”, provide
space to interrogate previous educational experiences, and
provide an opportunity to create a new “narrative”
College-level Texts—examine various educational narratives as
a springboard for self-examination
Exam and Essay—focus on “big ideas” and critical thinking
Slide 21
Embedding Skills
Brief, but explicit discussion of academic habits of mind to set
the stage
Students move to immediate practice of college-level tasks via
class work and homework assignments
Focusing on the big ideas of the reading selection students
practice:
•
•
•
•
•
•
•
Activating prior knowledge
Annotation and note-taking
Finding main ideas
Questioning the text and hypothesizing
Inferences and conclusions
Basic writing/ paragraph structure
Supporting Assertions
Slide 22
Thinking-Focused Pedagogy
Slide 23
Guiding Principles: Pedagogy
Turn our assumptions on their head or “before they can do this, they
have to do this.” Start with the real academic tasks right away—not baby
steps
Use a thematic approach
Use active learning techniques
Use triage to deal with student areas that need support rather than
lowering the entire curriculum to sub-skills—“just in time remediation”
Have a “growth mindset” towards students and their progress
Help grow student sense of responsibility
Slide 24
The Syllabus
Scavenger Hunt
What happens if you and
your friend “share” the
answers to a homework
assignment?
Scenarios
Your friend, Mario, asks
to see your homework.
He tells you that his
mother was sick and he
had to take her to the
hospital and couldn’t do
it. He promises that he’ll
only ask to copy this one
time if you would just
help him out now. How
do you respond to his
request?
Slide 25
The Integration
Integrated
Reading
Discussion of fast food and obesity
Read “Weight of Blame”
Identify the main idea and supporting
details
Intervention:
Use of quotation marks?
Who is the author? Publication?
Audience?
Revise main idea and supporting details
Entry 1: Free write: “fast food and
obesity”
Discussion
Entry 2: If you were the editor of
Restaurants and Institutions, what point
would you make about eating out and
obesity?
Discussion
Read “Weight of Blame”
Entry 3: What was the author’s point and
why do you think that?
Discussion (agreement or discrepancy
between entries 2 and 3)
Small group/pairs: analyze the major
point in ¶6.
Entry 4: Analyze ¶7 or ¶8.
Entry 5: What is your “take away” from
this reading experience?
Slide 26
Comparison of Results
Reading
Main idea practice
Supporting details practice
Read carefully
Integrated
Main idea practice
Supporting details practice
Read carefully
+ Author’s purpose and
audience
+ Critical thinking
+ Accountability for learning
- No future transference or even
memory of the intervention
discussion (purpose, audience,
etc.)
+ Transference of concepts
(purpose, audience, etc. ) to
future discussions
Slide 27
The “So What?” Factor
Critical Thought
Questions
Guide Questions
How did Douglas’ mistress change?
Why would slave owners want to ensure
that their slaves were kept illiterate?
What role did bread play in Douglas’
reading instruction?
Why would the ability to read and write
become so important to Douglas?
How did the understanding of the term
abolition change Douglas?
Why did Douglas “[come] to feel that
learning to read had become a curse
rather than a blessing”?
Why did Douglas begin to envy his fellow
slaves?
Who might have been the audience for
Douglass’ work?
How did Douglas learn to write?
What similarities exist between Douglas’
experience and that of Malcolm X or
Sherman Alexie?
Slide 28
The Art of Revision
Large group discussion
Given a “before” and
“after” model
In groups, evaluate
which is better and why
Share results with class
Video:
http://www.youtube.com/watch?v=Hzgzim5m7oU
Discussion of the video
In groups, identify
areas in first drafts
could be rewritten for
more effectiveness.
Slide 29
The Challenge of Critical Thought
http://www.youtube.com/watch?v=PSMCKNkKyFA
How can you relate this group to this class?
Slide 30
Growth-Centered Assessment
Slide 31
Guiding Principles: Assessment
Holistic approach to assessing student work—look at content as well as
grammar
Progressive approach to grading: tolerance for less than perfect work
early in the semester
Provide a lot of “low-risk” opportunities to talk, think, and write before
graded, higher-stakes assignments
Embrace 3 Goals:
Independently read and understand complex academic texts
Critically respond to the ideas and information in those texts
Write essays integrating ideas and information from those texts
Slide 32
Assessment Structure
Three stages
1.
2.
3.
Pre-reading
Reading
Post-reading
Slide 33
Pre-Reading
Goal: Tap into existing knowledge
Free-write
Watch
video
Class discussion
Key concepts and terms
Slide 34
Pre-Reading
Example: Prep for a reading on importance of
biodiversity
Free-write and discussion
What is a food web? Why is it important to
understand?
During discussion:
How do food webs work?
What is extinction and why is it a problem?
What would happen if a disease killed all the spiders
in the world?
Slide 35
Pre-Reading
Lecture:
Reinforce
concept of systems and how they
function.
Reinforce “relationships” of organisms to each
other.
Introduce “biodiversity” as a term.
Slide 36
Reading
Goal: Guide students to facilitate
comprehension.
Annotations
Guiding
questions
Dual-entry journals
Written responses
Slide 37
Reading
Article: “Will we soon be extinct?” by Josh Clark.
Annotations
Guiding Questions:
Why is nitrogen important to humans?
How do worms keep up us alive?
What will happen if species continue to die?
How much biodiversity is in your neighborhood? Count
as many different kinds of life as you can (think about
large animals like humans, about small ones like
insects, and about bacteria, mold, and fungus as well.)
Slide 38
Post-Reading
Goal: Assess comprehension and engage
with concepts.
Quizzes
Response
papers
Discussion
Group activity
Further research
Slide 39
Post-Reading
Short Quiz:
How do many advances in technology depend on nature?
Discussion:
Why is biodiversity important?
What places might have high and low levels of biodiversity?
Follow-up:
How bio-diverse is our campus?
Slide 40
Post-Reading
Essay Problem:
How
can we increase biodiversity on the
community, national, and international level?
Make a case for biodiversity
Offer solutions for species extinction
Individual action
Collective action
Slide 41
Discussion/Essay Prompts
Integrated
Directly
address content
Prompt sophisticated writing
Critical Thinking
Students
should cognitively engage with content
(e.g. craft an argument)
Slide 42
Discussion/Essay Prompts
Article: “Sex Selection Should be Regulated,”
by Hattie Kaufman.
Dr. Steinburg and Dr. Caplan disagree on this
issue. Explain each of their ideas, and then write
an argument in which you take a side on the issue
of if we should have government regulation of
this issue.
Slide 43
Discussion/Essay Prompts
Article: “Will we soon be extinct?” by Josh Clark.
How
can we increase biodiversity on the
community, national, and international level?
Make a case for biodiversity, citing Clark’s
article.
Offer solutions for species extinction.
Remember to think about individual action as
well as collective action.
Slide 44
Responding to Writing
Focus on heavily…
Focus some on…
Emergent skills
Sentence complexity
Engaging with content
Academic tone
Gauging
Major grammar issues
e.g. sentence boundaries,
subject-verb.
comprehension
Slide 45
Responding to Writing
Walmart founder Sam Walton once
•
• Incorporating quotes.
• Engaging with those
statements.
• Drawing inferences.
“Thousands of
dollars”?
• How do you think
Walton feels about the
“low-benefit model”?
• Should you introduce
the paragraph material
first?
• Tone.
•
said, "I pay low wages. I can take
advantage of that. We're going to be
successful, but the basis is a very lowwage, low-benefit model of
employment." So what does that tell
you? Well I can tell you, what I think of
that statement. I think that, If WalMart wants to continue making
thousands of dollars per year, than
Walmart should not only worry about
how much money Walmart can make,
but how successful Walmart employees
could be, what they can learn, and
employees can make more money by
working full time schedules, if that’s
what the employee prefers.
Slide 46
Responding to Writing
The Grammar Question
Triage / Just-in-time
Most urgent needs first
Assess group needs
One-on-one or brief lectures
Always practice grammar in context
Slide 47
Group Activity and Gallery
Walk
Slide 48
Workshop
Directions:
1.
2.
3.
4.
Develop a lesson plan.
Remember integration, embedding, & critical
thinking.
Use the following organizational model:
Pre-reading
Reading
Post-reading
Create group poster
Slide 49
Discussion and Questions
Slide 50
ACLT 052 Final Grades
Spring 2012
27 (40%)
S
33 (48%) U
1 (2%)
I
5 (7%)
FX
2 (3%)
W
Fall 2012
101 (57%) S
45 (25%)
U
1 (1%)
I
23 (14%) FX
7 (3%)
W
Slide 51
Pass Rates by Placements
Spring 2012
49%
R051/E052
35%
R051/E051
40%
R052/E052
60%
50%
82%
60%
Fall 2012
R051/E052
R051/E051
R052/E052
R052/E051
Slide 52
Fall 2012 to Spring 2013 Retention Rates
Total Cohort
72%
Passing Students
83%
African Americans
72%
Slide 53
Contact Information
Dr. Jeanine L. Williams
Coordinator of Reading Acceleration Initiatives
[email protected]
443-840-3031
Prof. Sharon Hayes
[email protected]
Prof. Ryan Donnelly
[email protected]
ACLT 052:
Integrating Reading, Writing, and
Thinking for Student Success
THE COMMUNITY COLLEGE OF BALTIMORE COUNTY
Slide 2
Presenters
Professor Sharon Hayes, Reading Faculty and
Coordinator
Professor Ryan Donnelly, English Faculty
Dr. Jeanine Williams, Reading Faculty and
Coordinator of Reading Acceleration Initiatives
Slide 3
Workshop Overview
Introduction to ACLT 052
Skill-embedded Curriculum
Thinking-focused Pedagogy
Growth-centered Assessment
Group Activity and Gallery Walk
Discussion and Questions
Slide 4
Got Questions?
Well, we have answers!
As questions arise, please make note of them on your
index card.
We will answer 2-3 pertinent questions after each
segment.
We have allotted plenty of time for discussion and
questions at the end of the workshop.
Slide 5
Introduction to ACLT 052
Slide 6
Developmental Reading and English at CCBC
Reading 051 –5 hours
(36-60)
Reading 052—4 hours
(61-78)
English 051—4 hours
(up to 57)
English 052—3 hours
(58-89)
Reading 052/English 101 Learning Community—8 hours
English 052/101 Accelerated Course—6 hours
Slide 7
Why Rethink Developmental Reading?
Successful accelerated courses in developmental
English and math
Persistence issues—compounded by multi-level
sequence
Problems with placement testing
Affective issues and changing student population
Lack of skill transfer from developmental reading to
credit courses
The Completion Agenda
Changes in federal aid guidelines
Slide 8
What is ACLT 052?
5-credit integrated Reading and English course focused
on critical thinking
Students with the following placements are eligible to
enroll in ACLT 052:
ENGL 051 and RDNG 051 ENGL 051 and RDNG 052
ENGL 052 and RDNG 051 ENGL 052 and RDNG 052
Successful students move directly to credit courses with
developmental reading and English pre-requisites
Slide 9
ACLT 052 Student Placements
Spring 2012
68 students
23 (34%)
35 (51%)
4 (6%)
5 (7%)
1 (2%)
R051/E051
R051/E052
R052/E051
R052/E052
R051/E101
Fall 2012
177 students
32 (19%)
119 (70%)
5 (3%)
11 (6%)
1 (.5%)
1 (.5%)
2 (1%)
R051/E051
R051/E052
R052/E051
R052/E052
R051/E101
R052/E101
CEED/E051
Slide 10
Benefits of ACLT 052
Authentic college-level experience
Multiple low-risk opportunities for students to discuss, think,
and write
Increases students' familiarity with academic culture by
attending to the affective domain
Eliminates exit points and shortens pipeline for students
Lowers cost of developmental coursework for students
Capitalizes on the heterogeneous class environment and
eliminates the mental classifications of 051 and 052
Slide 11
Skill-Embedded Curriculum
Slide 12
Guiding Principles: Curriculum
Not based on the outcomes for the existing courses
College-level tasks with an emphasis on English 101 and other 100-
level credit courses
Students “practice college” instead of working on pre-college skills
Whole, complex reading instead of paragraphs
Address affective issues through course assignments and activities
Not a literature course
Slide 13
Embedded Course Reading, Writing and
Thinking Skills
Academic literacy and academic discourse
The reading-writing process
Organizational patterns and rhetorical modes
Critical reading, writing, and thinking
Reader response
Using source materials
Writing and evaluating arguments
Grammar, punctuation, spelling, and usage
Audience awareness
Essay organization and development
Slide 14
Unit Plan
Theme
Education
and
Acquiring
Reading
Process
Main Idea and
Supporting
Details
Knowledge THIEVES
Metacognition
Talk-to-theText
Writing
Readings
Essay
Process
Thesis
Support
Prewriting
Drafting
Revising
CARD
Editing
Superman and Me
The Banking
Concept of
Education
from The
Narrative
of the Life of
Frederick
Douglas
I Just Wanna Be
Average
Learning to read
Educational
Autobiography
Acquiring
Knowledge
Slide 15
Other Units
THEME
READINGS
ESSAYS
Cultural Differences
Myth of the Latin Woman
Night Walker
Veiled Intentions
Fish Cheeks
Assimilation:
Reality or
Fantasy
(synthesis)
Social Issues
The Ghetto Made Me Do It
Seeking the Roots of Violence
Is Torture Ever Justified?
Death and Justice
I-Search
(research)
Media and
Technology
The Future of the Web
Society is Dead: We Have
Retreated Into the iWorld
Is Google Making Us Stupid?
The Information Revolution Will Not
Be a Panacea
Society,
Technology, and
Our Future
(argument)
Slide 16
Materials
Central Text: No Impact Man, Colin Beavan
Supplemental readings:
Newspaper and magazine articles.
Scholarly journal articles
Peer writing
Videos: food production system, “Story of Stuff,”
happiness, etc.
Slide 17
Major Assignments
4 Essays (including a research project)
Weekly discussion board posts
1 Educational autobiography
1 Presentation
1 Final Portfolio
Slide 18
Unit Format
Themes and Texts
Reading/Writing Skills Mini-Lessons
Pre-reading/Pre-writing Activities
Independent Reading w/ Guide Questions
In-class, Post-reading Activities
Unit Exam (In-class Writing Assignment)
Essay
Slide 19
Typical Class
Quiz on homework
Small group comprehension-based activity
Quick-write on theme-related critical thinking question
Mini lesson on a timely reading/writing skill
Exam preparation— “Speed Dating”
Essay planning and drafting
Peer editing
Instructor-student conferencing
Everyday is different—“No Autopilot”
Slide 20
“We Don’t Need No Education”:
The Politics of Schooling
Essential Questions—provide the larger context for critical
thinking and discussion
Embedded Skills—introduce students to the “academic state of
mind” and basics of academic reading and writing
Affective Issues—address lack of “student posture”, provide
space to interrogate previous educational experiences, and
provide an opportunity to create a new “narrative”
College-level Texts—examine various educational narratives as
a springboard for self-examination
Exam and Essay—focus on “big ideas” and critical thinking
Slide 21
Embedding Skills
Brief, but explicit discussion of academic habits of mind to set
the stage
Students move to immediate practice of college-level tasks via
class work and homework assignments
Focusing on the big ideas of the reading selection students
practice:
•
•
•
•
•
•
•
Activating prior knowledge
Annotation and note-taking
Finding main ideas
Questioning the text and hypothesizing
Inferences and conclusions
Basic writing/ paragraph structure
Supporting Assertions
Slide 22
Thinking-Focused Pedagogy
Slide 23
Guiding Principles: Pedagogy
Turn our assumptions on their head or “before they can do this, they
have to do this.” Start with the real academic tasks right away—not baby
steps
Use a thematic approach
Use active learning techniques
Use triage to deal with student areas that need support rather than
lowering the entire curriculum to sub-skills—“just in time remediation”
Have a “growth mindset” towards students and their progress
Help grow student sense of responsibility
Slide 24
The Syllabus
Scavenger Hunt
What happens if you and
your friend “share” the
answers to a homework
assignment?
Scenarios
Your friend, Mario, asks
to see your homework.
He tells you that his
mother was sick and he
had to take her to the
hospital and couldn’t do
it. He promises that he’ll
only ask to copy this one
time if you would just
help him out now. How
do you respond to his
request?
Slide 25
The Integration
Integrated
Reading
Discussion of fast food and obesity
Read “Weight of Blame”
Identify the main idea and supporting
details
Intervention:
Use of quotation marks?
Who is the author? Publication?
Audience?
Revise main idea and supporting details
Entry 1: Free write: “fast food and
obesity”
Discussion
Entry 2: If you were the editor of
Restaurants and Institutions, what point
would you make about eating out and
obesity?
Discussion
Read “Weight of Blame”
Entry 3: What was the author’s point and
why do you think that?
Discussion (agreement or discrepancy
between entries 2 and 3)
Small group/pairs: analyze the major
point in ¶6.
Entry 4: Analyze ¶7 or ¶8.
Entry 5: What is your “take away” from
this reading experience?
Slide 26
Comparison of Results
Reading
Main idea practice
Supporting details practice
Read carefully
Integrated
Main idea practice
Supporting details practice
Read carefully
+ Author’s purpose and
audience
+ Critical thinking
+ Accountability for learning
- No future transference or even
memory of the intervention
discussion (purpose, audience,
etc.)
+ Transference of concepts
(purpose, audience, etc. ) to
future discussions
Slide 27
The “So What?” Factor
Critical Thought
Questions
Guide Questions
How did Douglas’ mistress change?
Why would slave owners want to ensure
that their slaves were kept illiterate?
What role did bread play in Douglas’
reading instruction?
Why would the ability to read and write
become so important to Douglas?
How did the understanding of the term
abolition change Douglas?
Why did Douglas “[come] to feel that
learning to read had become a curse
rather than a blessing”?
Why did Douglas begin to envy his fellow
slaves?
Who might have been the audience for
Douglass’ work?
How did Douglas learn to write?
What similarities exist between Douglas’
experience and that of Malcolm X or
Sherman Alexie?
Slide 28
The Art of Revision
Large group discussion
Given a “before” and
“after” model
In groups, evaluate
which is better and why
Share results with class
Video:
http://www.youtube.com/watch?v=Hzgzim5m7oU
Discussion of the video
In groups, identify
areas in first drafts
could be rewritten for
more effectiveness.
Slide 29
The Challenge of Critical Thought
http://www.youtube.com/watch?v=PSMCKNkKyFA
How can you relate this group to this class?
Slide 30
Growth-Centered Assessment
Slide 31
Guiding Principles: Assessment
Holistic approach to assessing student work—look at content as well as
grammar
Progressive approach to grading: tolerance for less than perfect work
early in the semester
Provide a lot of “low-risk” opportunities to talk, think, and write before
graded, higher-stakes assignments
Embrace 3 Goals:
Independently read and understand complex academic texts
Critically respond to the ideas and information in those texts
Write essays integrating ideas and information from those texts
Slide 32
Assessment Structure
Three stages
1.
2.
3.
Pre-reading
Reading
Post-reading
Slide 33
Pre-Reading
Goal: Tap into existing knowledge
Free-write
Watch
video
Class discussion
Key concepts and terms
Slide 34
Pre-Reading
Example: Prep for a reading on importance of
biodiversity
Free-write and discussion
What is a food web? Why is it important to
understand?
During discussion:
How do food webs work?
What is extinction and why is it a problem?
What would happen if a disease killed all the spiders
in the world?
Slide 35
Pre-Reading
Lecture:
Reinforce
concept of systems and how they
function.
Reinforce “relationships” of organisms to each
other.
Introduce “biodiversity” as a term.
Slide 36
Reading
Goal: Guide students to facilitate
comprehension.
Annotations
Guiding
questions
Dual-entry journals
Written responses
Slide 37
Reading
Article: “Will we soon be extinct?” by Josh Clark.
Annotations
Guiding Questions:
Why is nitrogen important to humans?
How do worms keep up us alive?
What will happen if species continue to die?
How much biodiversity is in your neighborhood? Count
as many different kinds of life as you can (think about
large animals like humans, about small ones like
insects, and about bacteria, mold, and fungus as well.)
Slide 38
Post-Reading
Goal: Assess comprehension and engage
with concepts.
Quizzes
Response
papers
Discussion
Group activity
Further research
Slide 39
Post-Reading
Short Quiz:
How do many advances in technology depend on nature?
Discussion:
Why is biodiversity important?
What places might have high and low levels of biodiversity?
Follow-up:
How bio-diverse is our campus?
Slide 40
Post-Reading
Essay Problem:
How
can we increase biodiversity on the
community, national, and international level?
Make a case for biodiversity
Offer solutions for species extinction
Individual action
Collective action
Slide 41
Discussion/Essay Prompts
Integrated
Directly
address content
Prompt sophisticated writing
Critical Thinking
Students
should cognitively engage with content
(e.g. craft an argument)
Slide 42
Discussion/Essay Prompts
Article: “Sex Selection Should be Regulated,”
by Hattie Kaufman.
Dr. Steinburg and Dr. Caplan disagree on this
issue. Explain each of their ideas, and then write
an argument in which you take a side on the issue
of if we should have government regulation of
this issue.
Slide 43
Discussion/Essay Prompts
Article: “Will we soon be extinct?” by Josh Clark.
How
can we increase biodiversity on the
community, national, and international level?
Make a case for biodiversity, citing Clark’s
article.
Offer solutions for species extinction.
Remember to think about individual action as
well as collective action.
Slide 44
Responding to Writing
Focus on heavily…
Focus some on…
Emergent skills
Sentence complexity
Engaging with content
Academic tone
Gauging
Major grammar issues
e.g. sentence boundaries,
subject-verb.
comprehension
Slide 45
Responding to Writing
Walmart founder Sam Walton once
•
• Incorporating quotes.
• Engaging with those
statements.
• Drawing inferences.
“Thousands of
dollars”?
• How do you think
Walton feels about the
“low-benefit model”?
• Should you introduce
the paragraph material
first?
• Tone.
•
said, "I pay low wages. I can take
advantage of that. We're going to be
successful, but the basis is a very lowwage, low-benefit model of
employment." So what does that tell
you? Well I can tell you, what I think of
that statement. I think that, If WalMart wants to continue making
thousands of dollars per year, than
Walmart should not only worry about
how much money Walmart can make,
but how successful Walmart employees
could be, what they can learn, and
employees can make more money by
working full time schedules, if that’s
what the employee prefers.
Slide 46
Responding to Writing
The Grammar Question
Triage / Just-in-time
Most urgent needs first
Assess group needs
One-on-one or brief lectures
Always practice grammar in context
Slide 47
Group Activity and Gallery
Walk
Slide 48
Workshop
Directions:
1.
2.
3.
4.
Develop a lesson plan.
Remember integration, embedding, & critical
thinking.
Use the following organizational model:
Pre-reading
Reading
Post-reading
Create group poster
Slide 49
Discussion and Questions
Slide 50
ACLT 052 Final Grades
Spring 2012
27 (40%)
S
33 (48%) U
1 (2%)
I
5 (7%)
FX
2 (3%)
W
Fall 2012
101 (57%) S
45 (25%)
U
1 (1%)
I
23 (14%) FX
7 (3%)
W
Slide 51
Pass Rates by Placements
Spring 2012
49%
R051/E052
35%
R051/E051
40%
R052/E052
60%
50%
82%
60%
Fall 2012
R051/E052
R051/E051
R052/E052
R052/E051
Slide 52
Fall 2012 to Spring 2013 Retention Rates
Total Cohort
72%
Passing Students
83%
African Americans
72%
Slide 53
Contact Information
Dr. Jeanine L. Williams
Coordinator of Reading Acceleration Initiatives
[email protected]
443-840-3031
Prof. Sharon Hayes
[email protected]
Prof. Ryan Donnelly
[email protected]