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New Approaches to Teaching and Learning. Jack Deskins , Arts Coordinator Joey Wiseman , Social Studies Coordinator Robin Anglin , Science Coordinator Edwina Howard-Jack , NBCT , English Language Arts Coordinator. WVDE, Office of Instruction.
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New Approaches to Teaching and Learning Jack Deskins, Arts Coordinator Joey Wiseman, Social Studies Coordinator Robin Anglin, Science Coordinator Edwina Howard-Jack, NBCT, English Language Arts Coordinator WVDE, Office of Instruction
Just because something is traditional is no reason to do it, of course. Piracy, for example, is a tradition that has been carried on for hundreds of years, but that doesn’t mean we should all attack ships and steal their gold. Horseradish by Lemony Snicket
Homework • What worked? • What didn’t work? • What evidence do you have of student engagement? • What would you do differently? • Are the student artifacts you brought representative of the entire class or are they exemplars?
noun, the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools (Gallagher, 2009) Read-i-cide
“You don’t have to burn books to destroy a culture. Just get people to stop reading them.” ~ Ray Bradbury
Reasons for Readicide: A Curriculum Steeped in Multiple-Choice Test Preparation Drives Shallow Teaching and Learning Rather Than Lift Up Struggling Readers, an Emphasis on Multiple-Choice Test Preparation Ensures That Struggling Readers Will Continue to Struggle. Test Preparation Plays a Large Part in Maintaining “Apartheid Schools.”
Reading for Pleasure • Time • Place • Resources • Access • Allocation of Funds • Student Input in Reading Selections • Modeling • Media Center • Personalizing • Conversations About What Students Read • ISE Days • Beyond School Day • Priority • Discourse • Content
It’s Your Turn Evaluate a Text The Grapes of Wrath Excerpt Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967 (1939).
Reader and Task • Briefly describe the reader. • Explain the task associated with the text. • Consider these variables • Student’s motivation • Knowledge • Experiences • Purpose and the complexity of the task assigned and the questions posed.
Placemat Evaluate a Text The Grapes of Wrath Excerpt Steinbeck, John. The Grapes of Wrath. New York: Viking, 1967 (1939).
Text-dependent Questions • How were the terms 180 degrees and 2 o’clock used in the text? • Why did the instrument panel become dark? • What did the author mean by, “Lovell’s heart went timpanic? Has your heart ever gone timpanic? Describe what caused it and how it felt. • How did Pilot Jim Lovell find his way back to the aircraft carrier? • Did the pilot have much experience when the incident occurred? How do you know this?
Recap of Instructional Moves • First move:Teacher does little to introduce So as not to simplify the text or rob students of discovering things for themselves • Second move: Students read to themselves Research shows students reading and re-reading improves their comprehension
Recap of Instructional Moves • Third move:Teacher reads portion of text out loud Research shows that teachers reading out loud improves fluency and builds vocabulary—smoothes out comprehension bumps caused by dysfluency, allowing all to access challenging text • Fourth move: Students paraphrase or translate into own words Research shows asking students to write about what they read strengthens their comprehension of texts
Recap of Instructional Moves • Fifth move:Teacher asks a series of specific, text-dependent questions Text-dependent questions serve as the scaffolding. They sustain focus on the paragraphs, sentences and even words of the text. They ask for evidence to support claims.
Recap of Instructional Moves Sixth move: Students write an independent essay on that is text-based and requires evidence to support claims and connects reading analysis to writing. This is a means of processing and should be used as formative assessment.
