Integrating Reading Apprenticeship & Habits of Mind into CTE Courses

Los Angeles Harbor College Friday, December 6, 2013

Making it Real
What is Reading Apprenticeship? 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.

What is 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

Reading Apprenticeship: Practices & Techniques

Beyond: Evidence/Interpretation Logs Think-Aloud Talking to the Text Gallery Walk Golden Lines

The First Day: Personal Reading History Capturing Your Reading Process Readers Strategy List Gallery Walk

Assessment: Curriculum Embedded Reading Assessment (CERA)

Reading Apprenticeship Classroom Data

Developmental Communications 035: Reading I
Term Success Rate Non-Pass Rate Total Enrolled

Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012

13 (45%) 18 (60%) 16 (64%) 12 (46%) 33 (79%)

16 (55%) 12 (40%) 9 (36%) 14 (54%) 9 (21%)

29 30 25 26 42

Developmental Communications 020: Fundamentals of Reading & Writing

Term Success Rate Non-Pass Rate Total Enrolled

Spring 2010 Fall 2010 Spring 2011 Fall 2011 Spring 2012 25 (64%) 30 (79%) 29 (91%) 16 (53%) 14 (36%) 8 (21%) 3 (10%) 14 (47%)

Not taught 39 38 32 30

Reading Apprenticeship at Harbor College

Flex Workshops: Fall 2012 & Fall 2013 Faculty Inquiry Groups: Spring 2012 Learning Assistance Center Tutor Training: Spring 2013 Monthly Teaching Learning Center (TLC) Workshops

HABITS OF MIND
An acquired predisposition to respond in particular ways. The inclination, capability and commitment to particular behaviors that lead to productive learning outcomes. These habits build up students sense of responsibility as well as encourage them to believe they can be successful in college and in life.

The Sixteen Habits of Mind are:

1. Thinking about thinking (Metacognition) 2. Remain open to continuous learning 3. Thinking flexibility 4. Persisting 5. Finding humor 6. Striving for accuracy 7. Listening with understanding and empathy 8. Gathering data through all the senses 9. Thinking and communicating with clarity and precision 10. Thinking interdependently 11. Creating, imagining, and innovating 12. Responding with wonderment and awe 13. Applying past knowledge to new situations 14. Questioning and posing problems 15. Managing impulsivity 16. Taking responsible risks

Putting into Practice: Personal Reading History (PRH)

Method Silently answer the questions on your PRH. You can go back as far in your life as youd like to recall your reading development. (8 minutes) Pair-Share of Strategies With one partner, take turns sharing your PRH. Each person should speak for two minutes without being interrupted by his/her partner. Switch roles.

Please reread if you finish early.

Putting into Practice: Capturing Your Reading Process

Method Read the text silently as you normally would when you want to understand something. Youll have about 5-7 minutes to read, and well do a short writing piece afterward. Please reread if Post-Reflection What strategies did you use to make sense of the text? What got in the way of your reading? What, if any, comprehension problems did you solve? Which, if any, problems still remain? Pair-Share of Strategies What did I do? Where did I do it? How did that affect my reading and understanding?

RA Reflection
Post to facebook or Canvas: 1. From what you learned about yourself and perhaps your partner, have you been able to make a connection to your students learning abilities? Do you see yourself able to use these routines during the first week of classes? Do you feel there is room for modification of these routines to the needs of your discipline? How?

2. 3.

Putting into Practice: Think-Aloud

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 stamina

Think Aloud
Method Think Aloud with the Key Terms page for two minutes while your partner takes note of your thought processes. Switch roles and continue where you left off.

Pair-Share of Thought Process What 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)? Debrief How did it feel to think aloud? What might be some of the benefits and burdens of engaging students in Thinking Aloud in your own classes?

Break! (9 Minutes)
After the break, come and observe a student case study of Natasha trying to understand and talk about her reading.

Learn to use an Evidence/Interpretation Log.

Putting into Practice: Student Case Study

See how students understand and approach the kinds of challenging reading materials and tasks they encounter in school See the resourcesknowledge, strategies, experiences, habits of mind, interests and motivationsstudents bring to these challenging reading materials and tasks See how well these resources serve them See what kinds of instructional support students will need to meet this challenging reading more successfully and to continue to develop as readers

Student Case Study: Evidence/Interpretation Log

Read Natashas Self Introduction email. Use your Evidence/Interpretation Log to make note of what you notice about her as a learner, her strengths, and challenges she may face. Watch the video of Natasha in action reading her textbook. Continue to take notes on your Evidence/Interpretation Log.

Whole-Group Discussion: 1. What did you notice about Natasha as a and/or a person? 2. What strengths might she be able to bring to the Medical Terminology textbook? 3. What challenges does she face?

After Lunch: Putting into Practice: Habits of Mind Speed Dating Gallery Walk

The Sixteen Habits of Mind are: 1. Thinking about thinking (Metacognition) 2. Remain open to continuous learning 3. Thinking flexibility 4. Persisting 5. Finding humor 6. Striving for accuracy 7. Listening with understanding and empathy 8. Gathering data through all the senses

9. Thinking and communicating with

clarity and precision 10. Thinking interdependently 11. Creating, imagining, and innovating 12. Responding with wonderment and awe 13. Applying past knowledge to new situations 14. Questioning and posing problems 15. Managing impulsivity 16. Taking responsible risks

PUTTING THE HABITS INTO PRACTICE:

ANJANETTE CRUM, English instructor at Harbor College made a short 10 minute presentation for her class dealing with managing impulsivity as it relates to procrastination. This allowed for a definition, conversation, and practical tips to assist with the problem. Using her idea, I talk about thinking about thinking, or metacognition with my face to face and online classes.
____________________________________________________ RESOURCES metacognition resources YOUTUBE VIDEO on metacognition metacognition video

METACOGNITION Academic Self-Regulation includes skills such as:

Valuing learning and its anticipated outcomes 2. Setting performance goals 3. Planning and managing time 4. Holding positive beliefs about one's abilities 5. Attending to and concentrating on instruction 6. Effectively organizing, rehearsing, and encoding information 7. Setting up a productive work environment 8. Using social resources effectively 9. Focusing on positive effects 10. Making useful attributions for success and failure
1.

Academic Self-Regulation Skills (McCombs, 1989; Schunk, 1994; Zimmerman, 1994)

 Just like in Speed dating, this is a short period of time where you can learn insight as you critically discuss and analyze questions. Turn to the person sitting next to you to discuss your answers to the following questions.

 What is the difference between a fixed and a growth mindset? What mindset do you mostly observe in your classroom?

 After a poor performance, I try less, I think Im not good at this, and I consider quitting. Have you ever had this thought? What mindset is this?

 I find lessons and inspiration in the success of other people. What mindset is this? How can we as teachers encourage this mindset in our students?

Gallery Walk
Task: (7 minutes) 1. As a group, read the quote you have been given from Teaching Adults to Read. 2. Discuss with each other the significance of this quote including examples, personal background knowledge, and questions. Write some of these down on your poster board. (7 minutes) 3. Now that you have the article, read around your quote together and come up with any further ideas and/or questions (10 minutes) 4. Tape your poster board responses to the wall.

The Walk:

Spend the next ten minutes silently walking from poster to poster and write down any new thoughts and/or questions for each one. (10 minutes)