winter conference 2012
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Welcome!
Reading Apprenticeship Winter Conference
February 2-3, 2012
Oakland WestEd offices
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Dimensions of Reading Apprenticeship
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Focus Group Conversations
Questions are aimed at the macro level
There are no right or wrong answers or
inappropriate questions
Our purpose is to build relationships, learnfrom one another, and capture some insights
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Focus Group Directions
Take a few moments to look over the What
are we learning about RA handout.
Introduce yourself to everybody else at yourtable: name, college, discipline, and how/
when you got started with RA
Take turns answering Question 1. Wheneverybody has spoken, move on to question
2, etc.
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On a macro or global level, what are your
goals for RA at your institution? What
would you like to see?
What resources do you need to help you
realize these goals?
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Sharing Implementation Routines
To build a safe, collaborative, professional
community of practice
To get appropriate support incorporating
RA in classroom practice
To practice reflecting on and refining our
teaching
To practice a workshop that you might want
to bring back to your FIG
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Nikas sample lesson
I wanted my Accelerated composition
students to be able to read a scholarly
journal article I tried to support their reading by having
them choose one such article with a small
group of peers and work in teams to readand talk to the text and problem solve
independently
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Nikas sample lesson, contd.
I forced them to each print their own copy of the
article to work with and write on.
I noticed that not one single student talked to the
text all the way through the article, and very few
students could utilize the article in an essay.
I wonder what might happen if I worked through a
common scholarly journal article as a class first.
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Notice Wonder
How can we describe students
behaviors during the lessons?
What did you see them do? What
are students communicating
through their behavior about what
is hard for them?
What participation structures and
what kind of support might help
solve the problem or improve the
behaviors and quality of work
they are producing?
At what point in the lesson might
I have students collaborate, and
how?
What kinds of supports are
students saying (through their
work or behavior) they need?
What kinds of changes can you
make in instruction? (modeling,guided practice? Smaller chunks
or easier text?)
Are your current goals realistic?
What change could you make that
might bring about a desiredchange in student behavior and
learning?
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Final Reflection and Share Out
Each group share one significant
understanding about how to support student
learning:Narrow the goal or focus?
Think of next steps to extend the learning?
Consider factors that had an impact onlearning?
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Yay! Boo.
Networking
Cindy
Motivated and
interesting colleagues
Variety and clarity of
activities
Walking the walkstructuring RA style
learning experiences
No enough time to
discuss; too many
interruptions
Moving around toomuch
I have no idea how I am
actually going to do
this!
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How can we support RA across all
disciplines?
I want to see more examples and videos I want to join a group doing some kind of
common assessment
Where can I learn more? Where can I go for support?
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Extending Inquiry through
Professional Reading
Please review the Text-based Seminar
Guidelines
Any comments? Additions? Challenges? Take a few minutes to read Death Knell
for the Lecture and choose 2 Golden
Lines that you definitely want to discuss
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Changing Educational Paradigms
What does this video add to our discussion
in terms of content and process?
How is it different to read this video? What implications do you see, from both
the article and the video, for RA?
What are some tech tools that we can usein service of RA routines?
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Will Brown Honors Chemistry
class videocase
What can this picture of a classroom tell me
about ways to support students in my
content area?
How could this classroom be enriched with
technological tools that are today?
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