|
Design Framework:
Cooperative Learning Groups – Base Group and Content Groups |
|||
|
Equipment needed:
Tables session/ upfront chairs/Computer and Projector |
|||
|
Materials needed: Entry poster, Agenda map, Table
tents for Content Groups / 1st draft of Block Participation Rubric
/ PowerPoint for Review of Tovani points and
questions raised on Friday / Group worksheet #2 for Tovani
book, Log #3 to turn back. |
|||
|
Assumptions about Learners: They are beginning to identify
some of their own reading strategies—as well as some of the roadblocks they
experience when reading difficult text.
They are beginning to get a sense of which reading strategies might be
a match with their content area. |
|||
|
Agenda: Test out the 1st draft of Block Participation
Rubric; In large group review Access Tools; Consider the Content Area
Questions; Break; Spend time in Content Area Groups Charting Appropriate
Strategies; Next Steps… |
|||
|
TEACHING & LEARNING
STANDARDS: Arriving at conclusions;
Generalizing; Raising Questions; Applying Ideas; Forming Generalizations—The
goal is for these entry-level teachers to see the importance of engaging adolescents, helping them
gain a sense of competence, which leads to feelings of confidence, and allows
them to gain new meaning. |
|||
|
Timeline: |
Looks Like… |
Sounds Like… |
Multiple intelligences |
|
|
Explain
plan for the day—Agenda Provide a
visual map with icons of today’s work and purposes behind activity. (continue with the PowerPoint format) |
Thinking
Like a Teacher….Part II Testing Participation
Rubric Review
Access Tools Answer
Questions re: Tovani #1 Break Content
Groups Appropriate Strategies Reporting
Out Next
Steps |
Visual Verbal |
|
|
We’ll
begin with students in their Base Groups ready to examine their composite
Participation Rubric. Copies of the composite—one per group
member—will be in the middle of the tables.
Leslie will call attention to how the rubric was constructed with all
groups input. They will
be asked to “test” out the usability of the rubric by having the original
process observers talk to the group about how they
participated in the first few class sessions.
As a
wrap-up to this session, they will be asked to think about how the rubric
might help them set personal participation goals, as well as give feedback to
others. Show
Participation Paper overview overhead |
Please
take a copy of the Composite Participation Rubric that I compiled from your
work last class session. Read this
over carefully. It is important in
assessment rubrics that all descriptors or elements are observable
behaviors--that it is possible to SEE a person “participating.” Let’s try
out the rubric. In the second class
session you convened in your Base Groups to discuss Lowry’s The Giver. You were given roles to play in your
groups—leader, recorder/reporter, and process observers. Now it is time for the process observers to
“shine.” Take some time—all of you to
remember your participation and how the group operated—in the first
discussion, the discussion of Lois Lowry as person, your efforts to create Giver Principles. Do the behaviors on the Participation
rubric help you talk about individual and group efforts? Given how the group first began its work
together, what goals could you set for yourselves? Does the rubric give you some direction,
some language to identify participation goals? If you
are interested in earning 50 points for Participation, the first one page
paper is due on Friday. Here is an
overview of the 50 points for participation. |
Arriving
at Conclusions Applying
Ideas |
|
|
After
they have discussed their participation process, Leslie will ask them to
consider if they could use the rubric for giving feedback to a partner and to
set personal goals. Is there enough
here? Is something missing? |
Take one
more look at the rubric. Could you
give feedback, guided by the rubric. Are we missing anything? Talk
about this for five minutes and see if you want to add anything. |
Applying
Ideas Interpersonal Verbal Naturalistic |
|
|
Students
will move up to the front for a Review of the critical components involved in
getting teens to read! PowerPoint
presentation – 3 slides |
If you
looked at the Schedule page for this Unit Two you will find this Michigan
Definition of Reading. We are committed
to more than reading instruction. We
are concerned about preparing young people to have confidence in themselves
as literate citizens. We claim to be a
nation that provides an education for every child. However, we have far too many who graduate
from high school unable to read, write, speak in a formal register, listen
effectively for meaning, and represent and interpret information in visual
formats. In fact,
the growing emphasis on standardized tests as a source of selection for
college scholarships, of having an endorsed high school diploma, of a measure
of success for both teachers and schools—we need to recognize that one of the
major reasons middle and high school students are not successful is because
they do not have reading strategies to assist their efforts. We must help them gain a repertoire of
strategies to serve for a lifetime of learning! Let’s
review what you read in Monday’s assignment and the meaning you made of it in
your content groups. What are
the “stumbling blocks” in giving reading assignments? Here are
the seven strategies that research confirms lead to effective reading. Where have you heard these before so far
this semester? Let’s
review the role of Access Tools as presented by Tovani. How many of these are in your repertoire? |
Visual Verbal Intrapesonal Movement Arriving
at Conclusions |
|
|
We will
consider in large group some of the questions raised by content groups during
their first discussion of the Tovani book. |
As a
group of teachers—Let’s answer some of these questions that come out of the
Content groups. **Does moving at a fast pace mean that a students
is “good” at what they are doing? **How do you have enough time to look over a
reading once, let alone twice? **How can we make literacy apply to PE directly? **How effective is highlighting really? **How would you approach a student about poor
reading? **How do we undo bad reading habits? **How can this book relate to scientific teaching? **What are the schools’ expectancies of
math/science teachers to create literate students? **Will we be able to relate to students who can’t
read? **Some strategies may not work for some
students…so do we demand strategies or encourage use? |
Visual Verbal Logical Interpersonal Raising
Questions |
|
|
We will
show video clips of reading strategies used in secondary schools (ASCD tape)
so they can visualize the use of reading strategies that they have been
reading about in the Tovani book. Following the video clips, Scott and Audrey
will lead a kinesthetic response to what the students have seen. Students
will stand up and go to the category that best fits them. Once they are their each group will be
given a few questions to discuss and report out. They will then be given 4 categories were they
will move to the one that best fits them.
Again they will be given questions to discuss and share. |
To get
you kinesthetically moving we are going to do a round-about activity to get
you thinking about how you read and ways you read. I am going to give you 3 different
categories and you go to the category that best fits your personal reading
style. If you like to read with music or the T.V. on go stand by the
chalkboard. If you need pure silence to read go to the west side of the
classroom. If you need to be in a
comfortable relaxing environment when you read go to the east side. Now that you are in your groups briefly
discuss why you like to read in this type of environment and the positives
and negatives that come from doing this.
Do you learn and benefit from this type of environment? What didn’t you like about the other
categories? Before we move on would
each group briefly explain why they like this type of environment and at
least one positive and negative aspect of it?
I am now going to give you 4 more categories to choose from. Again move into the one that best fits you. The 1st category is if you are
the type of reader who most of the time just skims over the material to find
the facts and never really reads please go up by the chalkboard. 2nd if you are a highlighter
person who highlights everything you read please go to the east side. 3rd if you take notes, or create
an outline of what you have read go to the West side. 4th If you are a person who just
does the assigned reading and leaves it at that go to the back of the
room. Know that you have chosen you category
briefly discuss why this category works for you along with advantages and
disadvantages. How would this be good
for your students? Each group share
why you choose this category an advantage of it. |
Visual Verbal Logical |
|
|
BREAK |
|
Movement |
|
|
Students
will convene in new Content Area groups based on their Major areas. They will follow the |
For today
you read Chapters 4, 5, and 6 in the Tovani
book. She led you further into
thinking about some of the strategies that help teen readers. Use the
Reading Circle Worksheet #2 to guide your discussion today. I’d like
you to create some roles that you believe will help each one of you
participate in more realistic ways. Of
course you need an initiator, you will also need a
recorder to give me your session’s report.
You will also need an illustrator.
What else do you need? Someone to clarify language? To observe process. Please name the roles on your worksheet and
each person accepting that role. If
you led last time, give someone else the chance today. Same for recorder. Use the
guiding questions in the worksheet.
However, today your Content Group needs to produce a product. You will need to create a chart of reading
strategies that would be appropriate in your content. Name the strategy and note why it would
work/be helpful. You will
be posting your charts, and reporting out on your conclusions. You will have 30 minutes for this task. |
Move to
tables Verbal Interpersonal Reflective Intrapersonal Making
Generalizations |
|
|
Content
groups will post charts and report out their conclusions. Leslie
will lead them in drawing some connections between the content areas, and the
significant differences. |
Please
post your charts. Each group share the highlights of your discussion and the
conclusions you reached about what would be effective strategies. Now that
we have seen and heard which strategies would be helpful, do we see any
patterns? What observations can we
make about what teachers need to do to promote literacy? |
Drawing Conclusions |
|
|
Next
steps. Clarify the reading for Tovani, chapters 7-9. |
Reading Tovani, Chapters 7-8.
Continue to gather strategies—both for yourself and for your future
students. Can you identify when they
are best utilized? Before, during or
after reading? If you are
doing the Summary of Adolescent Characteristics, you will turn that in on
Friday. The Reading Autobiography
assignment has been delayed until Wednesday after break. Participation
Paper, Part I is due on Friday, as is Log #4. There is no Discussion Board this week. Thank you
for being patient with me. The Given
and Tovani books are new this semester, and the
assignments and workshop activities are new or redesigned so I don’t have a
realistic sense of timing on this Unit 2.
|
Visual Verbal |