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Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & Writing in Texas
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Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & Writing in Texas


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Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their …

Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their integration strategies, combined assessments, and lessons learned through two years of IRW pilots and full-scale implementation of an IRW program.

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  • 1. Dr. Lori HughesDr. Lana MyersLone Star College-MontgomeryLets Come Together:Strategies for IntegratingReading and Writing in TexasMay 9, 2013
  • 2. • Quick Context – LSC-M and IRW• Focus on Motivation• Activities and Assessments toEncourage and MotivatePresentation Agenda
  • 3. Quick ContextLSC-M and IRW
  • 4. The Challenge• Nationwide, Developmental studentsexperience low success, completion, andretention rates• Developmental Education Research Suggests: “Among those who take remedial classes, the moreremedial coursework taken [is associated] with theleast likelihood of educational success” (Russell, 2008,p. 3). “About one-quarter of all students referred to threelevels below college level for both math and readingdrop out between courses” (Bailey, 2009, p. 14).
  • 5. Texas Higher Education Coordinating Board (THECB) charge(granting agency) to Developmental Education DemonstrationProjects (DEDP) grantees ($1.5 million dollar grant):• Combine upper-level reading and writing to accelerate students’progress through the developmental sequence• During the grant cycle, all five DEDP colleges piloted upper-levelIRW courses with identical:• Textbooks• Syllabi• Learning Outcomes• Curricula• Lab SoftwareThe Response
  • 6. Zero full-time faculty were100% dedicated to Developmental English Selected full-time faculty typically taught 1 DE course per semester The remainder of the sections were taught by adjunctsLittle professional development available which focused on Developmental EnglishReading and writing were taught as separate courses with specialized curricula, syllabi, andtextbooks Two levels of reading (ENGL 0304 and ENGL 0305) Two levels of writing (ENGL 0306 and ENGL 0307)A homegrown, faculty developed lab comprised the 1 hour lab component of the courseThere were few opportunities for accelerating the Developmental sequenceDevelopmental EnglishDepartment Prior to CurriculumRedesign
  • 7. Dev. English Classroomsand Class Caps• Dev. English Computer Classrooms - 24 computers each• Class caps• Previously - 24 students• Starting in fall 2012 - 20 students
  • 8. Two new, integrated courses developed:• ENGL 0302: Integrated Reading and Writing I (full-scale in fall 2012)• [Dev. Writing I (0306) + Dev. Reading I (0304)]• ENGL 0309: Advanced Developmental Reading and Writing(piloted spring 2011, fall 2011, and spring 2012; full-scale in fall 2012) [Dev. Writing II (0307) + Dev. Reading II (0305)]• Each course meets four hours per week – 3 lecture; 1 hour lab(An additional hour of classwork per week is required to be completed in the Dev.English Homework Lab – 10% of students’ grade)Development of IntegratedReading and Writing at LSC-M
  • 9. Placement for ENGL 0309 andENGL 0302• Students who place into either upper-level reading or upper-levelwriting are placed in ENGL 0309• Students who DO NOT place into either upper level course areplaced into ENGL 0302
  • 10. Scaling of Integrated Reading and Writing SectionsScaling0510152025303540Spring2011Fall 2011 Spring2012Fall 2012 Spring20130 0 0642 3 338250302 sections0309 sections
  • 11. Focus on Motivation
  • 12. What is motivation?According to Glynn, Aultman, and Owens, “motivation is an internal state thatarouses, directs, and sustains human behavior. It plays a fundamental role in learning.”An individual is more vested in his or her education if he or she is intrinsicallymotivated. What are the strengths of intrinsically motivated students? (Beffa-Negrini, Cohen, and Miller). Show higher conceptual understanding Demonstrate more creativity and creative thinkingHow can instructors intrinsically motivate students? Kostelecky and Hoskinson note that instructors should allow students to decide for themselvesif, and when, they will engage in the learning process. Once they do, their learning takes on a more personal meaning and may become more importantto themFocus on Motivation
  • 13. How does a student’s relationship to his or her instructor impact intrinsic motivation? (Kostelecky& Hoskinson). Students perceptions of positive relationships with parents and teachers contribute to success inacademic settings. In addition, intrapersonal variables such as perceived competence, perceived control, andperceived autonomy support have been shown to affect young adolescents achievement andmotivation. Finally, researchers have also identified systematic links between these interpersonal andintrapersonal variablesWlodkowski advocates the use of five behaviors to guide the motivating instructor: Offer expertise Have empathy Show enthusiasm Demonstrate clarity Furnish a safe learning environment in which students feel respectedFocus on Motivation(Continued)
  • 14. Activities andAssessments toEncourage and Motivate
  • 15. The Stephen KingConnection
  • 16. Transition from In-Class “Homegrown Labs” to Online Labs• In fall 2011, 50% of instructors used MyReadingLab / MyWriting Lab; 50% used “In-House”labs• In spring 2012, comparative data prompted transition to 100% use of online labs (lab paidfor by grant)• In fall 2012, students purchased lab codes for Aplia Lab (Cengage product) with theirCengage textbooksStarting in fall 2012, students are required to complete an extra lab hourin the Developmental English Lab (G 202/203) each week• Students are assigned a lab software as determined by faculty cohortstructure:• Aplia – Cengage ProductOur Labs Motivate
  • 17. Strategy: Show enthusiasm - Showcase a successfulstudent’s work after a major assignmentPositive Reinforcement
  • 18. • Provide detailed feedbackon graded assignments• Brainstorming assignments• Outlines• Drafts• Second drafts• Final versions• After a Final Draft is graded andreturned, require an additional revisionassignment to further underscore anunderstanding of content and grammaredits to improve subsequent essayassignmentsDemonstrate ClarityStrategy: Demonstrate Clarity
  • 19. • Encourage students to have more control over their workPerceived ControlStrategy: Perceived ControlMoment of Learning AssignmentAdapted from Sugie Goen-SalterSource Material
  • 20. • Encourage students to have more control over their workPerceived Control(cont.)Strategy: Perceived Control (Continued)• Student chosen research topics• Student shared scholarly sources(Collaboration provided though a Discussion Forum in Angel)BrainstormingExerciseRespond to “What do Istand for?” by Fun
  • 21. • Encourage students to have more control over their workPerceived Control(cont.)Strategy: Perceived Control (Continued)Associated reading: Two essays of your choice from Waiting for Superman.Your job in this essay is to compare and contrast two different essays that youchoose from Waiting for Superman. Since the main theme of this essay is educationreform, you know the main aspect that these two essays have in common.However, there are many differences that these writers have about their ideas towardeducation reform as well. Choose two essays to write about. Your task is not todescribe what the authors write about, but really focus on the specific ideas theyhave and how they differ. You should show how the two essays are similar, but alsohow they differ.The second aspect of your essay is to reflect on this type of writing in oneparagraph. What did you learn from this assignment? What benefit does comparisonand contrast have on your understanding of the readings? What challenges did youface while writing? What are you most proud of in this assignment?
  • 22. Beverley Turner, Chair of Developmental English, developed amethodology for engaging students’ self strategies for affectiveefficacy.These strategies areincorporated into allIRW courses.New Focus on AffectiveEfficacies
  • 23. Strategy: Perceived Competence (Continued)• Examples of journaling assignments focusing on Affective Efficacies.Affective EfficaciesPerceived CompetenceSelf-Discipline Your second essay is due by Sunday at 11:59 p.m. Discuss thesteps you will take to ensure that the essay is completed andsubmitted on-time. What do you have left to complete? Whenwill you make the time to complete your essay? Will you go toThe Write Place for assistance? If not, who will you ask to beyour second pair of eyes for the essay?Self-Directed Reflect on all of the assignments you have to complete thisweek.Then, write a Misson Statement for yourself as if you were anon-profit organization or corporation. A Mission Statement is aformal written pronouncement of the purpose of a organization.
  • 24. Strategy: Perceived Competence (Continued)• Examples of journaling assignments focusing on Affective Efficacies.Affective Efficacies:Self-KnowledgeSelf-knowledgeWhat are your best subjects? Why do you think they are easy foryou?What subjects are difficult for you? Why do you think they are sochallenging?Self-knowledgeIf you could learn about anything you wanted to, what would youchoose to learn about? Be specific.If people were to come to you for information about something youknow a lot about, what would the topic be?
  • 25. Strategy: Perceived Competence (Continued)• Examples of journaling assignments focusing on Affective Efficacies.Affective Efficacies:Self-DirectedSelf-directed Now that we have reached the middle of the semester mark inENGL 0309, reflect on your experiences in the course thus far.Respond in a brief essay to the following questions.1) What hasbeen your favorite part of the course (discussions, exams, readingjournal, readings)? Why do you like this particular thing best?2)What might you like to see more of as we move into the second halfof our course? 3) What do you think about the text Waiting forSuperman? Would you recommend it to others? why or why not?4)What do you think of the Aplia lab?5) What other comments do youhave regarding the course?
  • 26. Strategy: Show EnthusiasmThemes and novels used in some sections starting in fall 2012• Theme: The Olympic Spirit: Motivational Coaching for Life• Novel: Making the Most of Your Life: Eight Motivational Stories and Essays• Theme: Coping with and transcending Childhood Adversity• Novel: The Glass Castle by Jeanette Wall• Theme: Education and Its Impact• Novel: Waiting for Superman: How We Can Save Americas Failing Public Schools. Editor Karl Weber• Theme: Our Furry Friends, Reading and Writing about Animals• Novels: The Art of Racing in the Rain by Garth Stein and In the Shadow of Man by Jane Goodall• Theme: Finding Your Adventure• Novels: Drive by Daniel Pink and Wild by Cheryl StrayedShow Enthusiasm
  • 27. Activate your schema• What do you know about Jane Goodall, herresearch, her background?• What do you know about the study of animalbehavior?Activate SchemaVideo Clip:
  • 28. Additional Reading /Pre-Reading StrategiesVocabulary Exercise- Identify challenging words in the text- Write down the definition of the word- Write an original sentence with the word
  • 29. Additional Reading /Pre-Reading StrategiesGrammar Exercise- Closely examine one page of text in the work for the use ofcommas.- Then, using the nine comma rules, identify which rule is usedin which sentence.- Then, write original sentences using the comma rule as if youwere adding to the original text of the work. In otherwords, use the author’s tone and voice when writing the newsentences.
  • 30. Read the article “America’s Community Collegeson the Ascent” by Arthur Cohen• Reflect on your decision to attend a community college. What were yourexpectations? What were your concerns?• What is Cohen’s thesis?• What kind of support is used? Do you agree or disagree with his ideas?Why or why not?Read, Reflect, and Write
  • 31. KWL Strategy• Engage students in the KWL strategy concerning a text• Use the “Learned” column for a post readingassessment or large group discussionRead, Reflect, and Write
  • 32. Critical Reviews Summary• As a pre-reading strategy, ask students to read multiplereviews of textbooks, essays, and / or novels or a similar website• Then, have them write a quick summary of the negativeand positive aspects of the reviews.• Discuss the reviews as a large group and then engagein additional pre-reading activities by talking about thework’s title, author, cover art, etc.Read, Reflect, and Write
  • 33. View the Inspiration™ iPad app• Look at the ways that you can be inspired to create using Inspiration’s app(• What do you think of this particular tool for your writing/reading process?• Let’s try it!• Now, reflect on your experience. How can this app help you to organizewhat you read and write? What are the drawbacks?Inspire!
  • 34. Favorite Author• Post a discussion of your favorite author (now or in the past)• What makes him or her such an admired author?• Write five questions you might ask this author if you could meet him or her.• Now, with a partner, exchange interview questions. Each of you take on the“persona” of this author and try to answer at least two of the questionsposed by your peer.Reading/WritingConnection
  • 35. Every activity encourages motivation by: showing enthusiasm in assignment creation clarity in assessment allow freedom in readings and writings as much aspossible for every reading, connect a writing assignment and viceversaThe Bottom Line
  • 36. 1) Journal Prompts for an online IRW class2) Self-Strategies arranged for sequenced learning of Affective Efficacy3) Affective Efficacy Prompts for an Online Class4) Affective Efficacy Prompts for a face-to-face class5) Comparison / Contrast Essay Prompt6) Research Essay PromptIRW Assignments(supporting documents)
  • 37. Glynn, S.M., Aultman, L.P., and Owens, A.M., (2005). Motivation to learn in generaleducation programs. The Journal of General Education, 54(2), pp:150-170.Beffa-Negrini, Patricia A., Nancy L. Cohen, and Brian Miller. "Strategies to MotivateStudents in Online Learning Environments." Journal of Nutrition Education & Behavior34.6 (2002): 334. Academic Search Complete. EBSCO. Web. 19 Sept. 2011.Kostelecky, K. L., & Hoskinson, M. J. (2005). A "novel" approach to motivating students.Education, 125(3), 438-442.Nist-Olejnik, S. & J.P. Holschuh (2013). College success strategies. Boston: Pearson.Wlodkowski, R.J. Characteristics and skills of a motivating instructor. In: Enhancing AdultMotivation to Learn. San Francisco; Jossey-Bass: 1999.Wong, E., Wiest, D., Cusick, L. (2002). Perceptions of autonomy support, parentattachment, competence, and self-worth as predictors of motivational orientation andacademic achievement: An examination of 6th and 9th grade regular education students.Adolescence, 37, (146), 255-266.Works Cited
  • 38. Presenter Contact