new approaches to teaching and learning
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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. - PowerPoint PPT PresentationTRANSCRIPT
New Approaches to Teaching and LearningJack Deskins, Arts CoordinatorJoey Wiseman, Social Studies CoordinatorRobin Anglin, Science CoordinatorEdwina 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
1998* 2002 2003 2005 2007 2009 2011208
210
212
214
216
218
220
222
NAEP Reading Grade 4Overall Average Scale Score
Embargoed until NCES release
41998* 2002 2003 2005 2007 2009 2011
250
252
254
256
258
260
262
264
266
NAEP Reading Grade 8Overall Average Scale Score
Embargoed until NCES release
Homework
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?
Culture of Literacy
• 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:1. A Curriculum Steeped in Multiple-Choice
Test Preparation Drives Shallow Teaching and Learning
2. 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
Text Complexity
Grade Level: Lexile Range:
K-1 N/A
2-3 450-790
4-5 770-980
6-8 955-1155
9-10 1080-1305
11-CCR 1215-1355
Distribution of Text
0
10
20
30
40
50
60
70
80
Grade 4 Grade 8 Grade 12
LiteraryInformational
It’s Your Turn
Evaluate a Text
The Grapes of WrathExcerptSteinbeck, John. The Grapes of Wrath.New York: Viking, 1967 (1939).
Placemat
Quantitative
Quantitative
Qualitative
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.
Resources
Resources
It’s Your Turn
Evaluate a Text
The Grapes of WrathExcerptSteinbeck, John. The Grapes of Wrath.New York: Viking, 1967 (1939).
Placemat
What did the authors say?
Typical Lesson Model
Close reading Vocabulary in
context
Writing in response to the text
Grammar in context
Short inquiry-based projects building background knowledgeListening and Speaking in context
Reading
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?
Text-dependent Questions
Writing Prompts
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.
Your Turn
Close reading Vocabulary in context
Writing in response to the text
Grammar in context
Short inquiry-based projects building background knowledgeListening and Speaking in context
Homework