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NTCTELA  engagement session with Teri Lesesne and Donalyn Miller
 

NTCTELA engagement session with Teri Lesesne and Donalyn Miller

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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
    • A Manifesto… Heinemann, 2015
    • 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
    • IMMERSION TAKE 4 Genre
    • 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
    • Choices CHILDREN’S AND YA CHOICES
    • 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