textbook circles in developmental reading classrooms and learning communities kathryn klopfleisch,...
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Textbook Circles in Developmental Reading Classrooms and Learning CommunitiesKATHRYN KLOPFLEISCH, INVER HILLS COMMUNITY COLLEGE
CELESTE MAZUR, SAINT PAUL COLLEGE
LISA HANES GOODLANDER, SAINT PAUL COLLEGE
Textbook Circle Success in a Learning Community
Reading & Interpersonal Communication
With Textbook Circle LCOM n=14 Without Textbook Circle/LCOM n=130.00
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100.00
Transfer Course Successful CompletionWith and without Textbook Circle LCOM
Textbook Circle Success in Stand-Alone Read Class
Total Students in Stand Alone Reading Class
25 100%
Improved a grade letter or more on exams in at least one other class
11 44%
No report available, not in another class, evaluated without exams.
9 36%
Failed 3 12%
Dropped or stopped attending class
2 8%
History of Textbook Circles
K-12 Beginnings Originally developed in K-12 as literature circles
(Daniels, 1994) Adapted later for expository text and textbook
reading (Stien & Beed, 2004; Wilfong, 2009)
Community College Application Developmental reading and writing (Levy, 2011)
Textbook Circle Process
1. Instructor introduces and models strategy roles
2. Students form small groups and each choose a role
3. Students read independently, applying the strategy
4. Students re-group to discuss content of text and reflect on roles’ effectiveness
Textbook Circle Strategy Roles
Planner Foundation Builder Notetaker Illustrator Key Terms Investigator
Connector Summarizer Test Predictor
Illustrator – Whole Chapter Notes
Notetaker – Whole Chapter Notes
Scenario 1: Stand-Alone Reading Course
Monday: Introduce a new reading strategy and practice it in class Homework: Try the new strategy at home on “real reading.”
Wednesday: Report to group on the strategy Turn in notes they took related to roles Begin a new cycle of reading–
Facilitate discussions with groups to help them select the most appropriate roles
Assign group members new roles to perform for the following Wednesday
Friday: Evaluate strategy Fill out an evaluation form on the helpfulness of the strategy Journal on their performance in their other classes
Scenario 2: Reading & Interpersonal Communication (SPCH) Learning Community
Follow & support the weekly SPCH reading assignments using textbook circles
Wednesday nights: SPCH class meets with weekly chapter quiz
Thursday nights: READ class meets with weekly quiz reflection, strategy demos and discussion
Try out 5 strategy roles; then apply the most effective for 3 additional chapters
Outcomes
Content mastery
Self-regulation skills
Get to know their personal preferences
Select strategies based on text structure and assignment goals
Find what’s most effective for them
Discussion skills
Regular practice
Talk over content and strategies
Evaluate
Outcomes – Transfer Course Faculty Perspective
Increased participation in class discussions
Increased ability to relate and integrate course concepts across chapters
Increased confidence and preparedness for course activities
Deeper connections of course content to life experiences
Similar experience with the content prior to class--creating a common, solid foundation
More successful course completions than my other SPCH courses
Application for your situation
Learning center Content instructor Reading instructor– stand alone or
learning community
Turn and talk with a neighbor