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Wested Introduction to Reading Apprenticeship

Wested Introduction to Reading Apprenticeship

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Intro Ra Slides Intro Ra Slides Presentation Transcript

  • Strengthening Post-Secondary Student Literacy through Reading Apprenticeship ® http://www.WestEd.org/ReadingApprenticeship
  • WestEd’s Strategic Literacy Initiative (SLI )
    • A professional development and research organization focusing on improving academic literacy in diverse populations of adolescents and post-secondary students using Reading Apprenticeship, a research-based instructional framework.
  • Reading Apprenticeship
    • A partnership of expertise between the teacher and students, drawing on what content area teachers know and do as skilled discipline-based readers and on learners’ unique and often underestimated strengths
  • Dimensions of Reading Apprenticeship
  • What does a Reading Apprenticeship Classroom Look Like?
    • A focus on comprehension and metacognitive conversation
    • A climate of collaboration
    • An emphasis on student independence
  • Where is Reading Apprenticeship Implemented?
    • RA is making learning visible in. . .
      • 35+ California community colleges and
      • 10 community colleges in Michigan, Arkansas, Mississippi, Pennsylvania, Texas, Washington and Saskatchewan
  • History of Reading Apprenticeship in Community Colleges
    • SPECC Project (Strengthening Pre-Collegiate Education in Community Colleges), Carnegie Foundation for the Advancement of Teaching
    • 2004-2008 Reading Apprenticeship Leadership Institutes
    • 2006 Faculty Inquiry Groups
  • Faculty Inquiry to Improve Teaching and Learning
    • SLI’s Community College Literacy Research Group (CCLRG)
    • Lumina Foundation support for CCLRG 2007-2010
    • 10 community college teachers representing
      • CA, WA, PA, TX, MS
      • English, Science, Developmental Studies, Adult Basic Education, ESL
  • Student Outcomes
    • More reading
    • Increased engagement and confidence as readers
    • Development of a range of strategies to support comprehension
    • Higher levels of interaction between and among teachers and students
    • Increased retention
  • Teacher Outcomes
    • New ways of looking at student thinking and reading difficulties
    • Wider repertoire of resources and tools for addressing student reading difficulty
    • Increased sense of responsibility for addressing reading and literacy in subject area classes
    • Growth in teacher leadership
  • Campus-wide Outcomes
    • Increased student focused interactions with colleagues
    • Campus-wide emphasis on literacy improvement
    • Agreements about a common language and strategic approaches to reading
    • Professional learning communities: inquiry and use of protocols for looking at classroom practices, student work
    • Interactions with other RA practitioners becomes a source of information sharing, learning and support
    • Growth of campus leaders in literacy
  • Outcomes of my own classroom research while introducing RA routines:
    • ESL 21B, Fall 2007/Spring 2008:
    • Increase in reading comprehension scores
    • Increase in the variety of reading strategies that students report using
    • Shift in “classroom culture”
  • Outcomes of my own classroom research while introducing RA routines:
    • ESL 251B, Fall 2008
    • Students work with more challenging texts and
    • Produce more interesting and complex writing.
    • Skills-based writing lessons did not produce better grammar or organization than freer written responses to challenging readings.
  • Teacher training site and complete research reports: http://tinyurl.com/6oshf4