NTCTELA  engagement session with Teri Lesesne and Donalyn Miller
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NTCTELA engagement session with Teri Lesesne and Donalyn Miller



Breakout session from NTCTELA June 13, 2014

Breakout session from NTCTELA June 13, 2014



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NTCTELA  engagement session with Teri Lesesne and Donalyn Miller NTCTELA engagement session with Teri Lesesne and Donalyn Miller Presentation Transcript

  • E=MC2 Engagement Equals Meeting Conditions, Too! Teri Lesesne Donalyn Miller
  • www.slideshare.net/professornana @professornana www. http://professornana.livejournal.com
  • www.slideshare.net/donalynm @donalynbooks www.bookwhisperer.com View slide
  • A Manifesto… Heinemann, 2015 View slide
  • Engagement
  • What engagement is NOT What engagement IS How can we tell?
  • Cambourne’s Conditions for Learning (1995)
  • Immersion
  • Learners need to be immersed in text of all kinds.
  • Learners’ interests are sparked by what they see and hear so that they want to learn the new skill.
  • Some Factors to Consider Genre Form Format Length
  • Genres Historical Fiction Realistic Fiction Traditional Literature Science Fiction and Fantasy
  • Forms and Formats Picture books Graphic novels Poetry Short stories Drama
  • IMMERSION: TAKE 1 Pairs, ladders, thematic units, read-alikes
  • IMMERSION TAKE 2 Laddering GNs
  • IMMERSION TAKE 3 Textless Set
  • Demonstrations
  • Learners are shown numerous models and given a lot of direct instruction (demonstration) Learners have plenty of opportunity to practice new skills and strategies and try to improve proficiency (demonstration/immersion)
  • Learners need to receive many demonstrations of how texts are constructed and used.
  • Expectations
  • Learners believe that they can achieve competence (expectation)
  • Expectations of those to whom learners are bonded are powerful coercers of learners' behaviors. "We achieve what we expect to achieve; we fail if we expect to fail; we are more likely to engage with demonstrations of those whom we regard as significant and who hold high expectations for us.
  • Rigor vs. Complexity Rigor Complexity
  • Complex Texts But accessible
  • Just Right Books that are also complex
  • Employment
  • Learners need many opportunities to engage in print.
  • Learners need time and opportunity to use, employ, and practice their developing control in functional, realistic, and non-artificial ways.
  • Responsibility
  • Learners are able to make decisions about how much they will attempt (responsibility)
  • Learners need to make their own decisions about when, how, and what "bits" to learn in any learning task. Learners who lose the ability to make decisions are disempowered.
  • How do students learn responsibility? Choice Narrow choices and set some limits Genres Award winners Forms and formats
  • Provide Guidance Booktalks Read Alouds Displays Peer Suggestions
  • Allowing students to choose their own texts fosters engagement and increases reading motivation and interest. --Gambrell, Coding, & Palmer (1996); Worthy & McKool (1996); Guthrie & Wigfield (2000)
  • Differentiation (Tomlinson, 2000) Content Process Product Learning Environment
  • Some “Choice” Selections IRA Choices Lists
  • Approximations
  • Learners are safe from criticism when they take risks (approximation)
  • Learners must be free to approximate the desired model—"mistakes" are essential for learning to occur.
  • Audiobooks Reading with our ears promotes fluency, prosody. It levels the field so that striving readers can access text, too.
  • Response
  • Learners receive feedback in a timely manner (response)
  • Learners must receive feedback from exchanges with more knowledgeable others. Response must be relevant, appropriate, timely, readily available, and non-threatening, with no strings attached.
  • Response Not just one type Interpretive Personal Critical Evaluative
  • Personal/Emotive WHAT IS YOUR “GUT” TELLING YOU?
  • Interpretive If I were the main character…
  • Critical Analyze and dissect
  • Evaluative Is it GOOD or BAD?
  • Books that Engage