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BSILI Day 2: Thank you for your feedback!

Yay! Powerful, inspiring examples of innovation (Becky and Crystal) Collaboration and networking Interactive activities The positive honey badger aint no cobra gonna take me down energy in the room Boo. It is challenging to:
Stay sharp from 9am to 10pm Sit for 10 hours Be inside all day in this setting Follow all of the acronyms Decide on one problem to focus on

Internet access still spotty

Inquiry Questions
How do we get stakeholders to work towards change? I need some examples of appreciative inquiry in action. How do we pursue initiatives with no financial support? I still dont have a handle on the concept of Programs of Study

Please sit with one other team


Take turns presenting Non-presenters, please take notes:
What strikes you as particularly important or interesting? What questions do you have?

Think about the different kinds of narrative weve encountered so far:


Making Sparks Fly, Mike Rose Powerful classroom self introductions and skits Data-based discussions (cohort tracker tool) Narratives of curricular innovation and campus change (Becky, Crystal, Priya)

What insights can we uncover about the best ways to argue for curricular innovation and institutional transformation?

Strengthening Students Literacy and Learning through Reading Apprenticeship


or

So you wanna be a honey badger for RA


BSILI June 5, 2012

http://ra.3csn.org 5

Do you recognize these students?


Are inexperienced but not beginning readers View reading as only a schoolbased activity Have limited comprehension when they do read academic texts Are not held accountable for much reading

Lack confidence and are mentally Expend a lot of energy covering passive with reading up what they dont understand Appear to have limited knowledge of topics in school texts

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 researchbased instructional framework.
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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
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Dimensions of Reading Apprenticeship

Think Aloud
Helps 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 stamina

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Think Aloud with Medical Terminology Textbook

Think Aloud in Pairs with Key Terms

Debrief Think Aloud


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)?
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BREAK!
When we come back, well try out a second routine for engaging students in metacognitive conversation about reading process, and we will meet Natasha, a student at Los Medanos College whose Medical Terminology textbook we have been grappling with.

Talking to the Text


This strategy is basically a think aloud on paper. It differs from think aloud in two key ways: the individual reflection on the reading process is written, not spoken the metacognitive conversation is delayed until after the individual reading and reflecting
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Talk to the Text with Introduction

Talk to the Text with Diagram

Debrief Talking to the Text


How did it feel to Talk to the Text? What similarities and differences did you notice about Thinking Aloud and Talking to the Text? What might be some of the benefits and burdens of engaging students in Talking to the Text in your own classes?

What are our goals in looking at case studies of students reading?


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

Meet Natasha

Debrief Natasha
What are some highlights from your small group discussions? What do we see of Natashas strengths as a reader? What supports could build on these strengths and enhance her academic success?

Our Goals with Reading Apprenticeship:


Help students learn to read and think like insiders (experts) in a subject area Overcome our own expert blind spot blending subject-area knowledge with important understandings of how novices acquire the conventions, rituals, and expectations of discourse in that field
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RA helps to develop more powerful readers


Engaging students in more reading for recreation, subject-area learning, and selfchallenge Making the teachers discipline-based reading processes visible to the students; Making students reading processes, motivations, strategies, knowledge, and understanding visible to the teacher and to one another;
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Helping students gain insight into their own reading processes; and Helping them develop a repertoire of problem solving strategies for overcoming obstacles and deepening comprehension of texts from various academic disciplines
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In a Reading Apprenticeship Classroom, one will notice:


The teacher briefly modeling to make his or her thinking visible The students engaging in guided practice of what the teacher has modeled Students talking with one another about their experiences with the reading
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In Reading Apprenticeship Classrooms, Teachers


Focus on comprehension and metacognitive conversation Create a climate of collaboration Provide appropriate support while emphasizing student independence
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Invitation to ongoing inquiry


3CSN is supporting a statewide Community of Practice in Reading Apprenticeship, the Reading Apprenticeship Project Upcoming opportunities:
3-day seminar Summer Leadership training for RA facilitators Six-week online course, September 24November 2 or October 8-November 16
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I welcome your feedback!


Nika Hogan, Pasadena City College
Associate Professor, English Division Community College RA Coordinator, SLI Reading Apprenticeship Project Coordinator, 3CSN mihogan@pasadena.edu

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Get Ready!
After lunch, Jan is going to rock our world by introducing us to the Habits of Mind Community of Practice. Go Jan, go!!!