connecting circles (2)
TRANSCRIPT
Connecting Circles
Consider your own adolescent development
Find the decade when you were in high school and take a quick look at the cultural phenomenon that
shaped you.
Map out the significant events and influences from your group members:
Music, Significant events, TV, Movies, Fashion, Books, Technology, Political landscape, Ethnic influences, Family influences, Friend influences, Environment
1. What were your experiences in high school? How did teachers respond?, school rules, school clubs and activities? Did you like or resent school? Did you attend? Were you a leader, a follower, what-ever?
2. Who was at-risk in your high school? Were they visible or invisible?
Group share:
Pick 5 significant cultural influences in your decade and share this to the larger group.
Then explain what you discovered with the two questions asked.
What do you want to see & hear in your students?
Quick Write• Write what you want to see & hear (in observable behaviors)
Pass to the left
Read, Respond,
Add
Read, Respond,
Read. respond
Write
Look through your entries
• Pick the main key words that describe what you want to see in kids.
• Then look on the circle of learning and where do you think these qualities live. Pick a quadrant.
The Circle of Courage
Literacy Strategies We Experienced Yesterday:
BEFORE1. Begin with a question or a problem that is
relevant to the learner2. Tap into prior knowledge & significant experiences3. Share with each other and build shared
knowledge4. Track the thinking and discussion
DURING
• Conceptually map & track thinking:Key words, images, questions
• Reference back to key question if needed, use questions to direct and keep conversation purposeful
• Converse and discuss
During
• Respond with the learner’s ideasOrally (Pair/Share)Written product (Quick write journal)
• Scaffold the writing experience and motivate the writer and connect to reading
• Model, Think aloud, express what is happening• Refine, focus on key words, vocabulary,
conceptual understanding
After?
• Ready to produce benchmarks for observing and assessing growth in our students?
• Wait…• Do we really understand…
What is literacy?
Predict what would your colleagues would say?What would you want to add?
COMPARE to the responses of these teachers.
School literacy?
REAL WORLD LITERACY?
Is there a mismatch
• School based literacy tasks?
• Real life literacy tasks?
Think about
• The communities your students live within.
• What are the everyday literacy demands our students face?
• How do you bridge gap between the classroom and the world where our kids must survive? Or thrive?
All that I am- The search for self
What does the learner bring?
• Tap into prior knowledge• Show how it is relevant• Move from visual text to print text and
continually support
What is Literacy?
• Dynamic• Life long process• Reflects and is shaped by our culture and
identity
Learning Experiences
• Take an inquiry stance: Wonder with your students
• Move from visual text, sensory experience gradually to print text--- reinforce constantly and weave
• Teach in theme units• Chunk information, conceptually, skill based• Think about the phases of learning B/D/A
Social and Cultural Influences onAdolescent Literacy Development
Literacy Skills in Context
Motivations&
Expectancies
Out-of-SchoolEngagements Transfer Across
Contexts
Assessments
Observation
Surveys
InterviewsDiary studies
Observation
Observation
Textual Analyses
Interviews
Interviews
Assessments
ObservationInterviews
Portfolios
What matters?
• Community or context to learn• Activating Prior knowledge• Meaningful learning experiences• Focus on strengths and attend to needs• Use authentic assessment (Portfolio)• Consider benchmarks