Agenda for Monday, Sept. 14 Reader’s Theatre: “Did I Miss Anything?” by Tom Wayman (Poetry 180) Save the Last Word for Me: 13 Principles of Best Practice Learning Discussion of 20 questions Inside/Outside Circles: MS Vignette 4 Scaffolding, ZPD, and Vygotsky The Gradual Release of Responsibility Mini-lesson with reading-writing connection

Reader’s Theatre: “Did I Miss Anything?” by Tom Wayman (Poetry 180)

Save the Last Word for Me: 13 Principles of Best Practice Learning

Discussion of 20 questions

Inside/Outside Circles: MS Vignette 4

Scaffolding, ZPD, and Vygotsky

The Gradual Release of Responsibility

Mini-lesson with reading-writing connection

Discuss 13 Principles of Best Practice Learning: Save the Last Word for Me When the group is ready, a volunteer identifies the principle that s/he found to be most significant and reads it out loud to the group. The first person says nothing else about the text at this point. The other participants each have 1 minute to respond to the idea in the text. The first participant then has 2 minutes to state why s/he chose that principle and to respond to his/her colleagues based on what s/he heard. The same pattern is followed until all members of the group have had a chance to have “the last word.”

When the group is ready, a volunteer identifies the principle that s/he found to be most significant and reads it out loud to the group. The first person says nothing else about the text at this point.

The other participants each have 1 minute to respond to the idea in the text.

The first participant then has 2 minutes to state why s/he chose that principle and to respond to his/her colleagues based on what s/he heard.

The same pattern is followed until all members of the group have had a chance to have “the last word.”

Save the Last Word for Me Select a sentence or short passage from the text that you would like to discuss in your group. To start a new round, introduce your selection. Let everyone else respond to the selection first. Then you have “the last word.” Take turns until everyone has had the chance to introduce a sentence/passage from the essay for discussion.

Select a sentence or short passage from the text that you would like to discuss in your group.

To start a new round, introduce your selection.

Let everyone else respond to the selection first. Then you have “the last word.”

Take turns until everyone has had the chance to introduce a sentence/passage from the essay for discussion.

Jeff Wilhelm Lev Vygotsky podcast on Scholastic Defines teaching as “assisting people to more competent performances in real problem-solving, meaning-making situations” “ I’m convinced that our job is less about teaching books than it is about teaching processes with which to approach and make meaning with the world’s texts.”

Lev Vygotsky podcast on Scholastic

Defines teaching as “assisting people to more competent performances in real problem-solving, meaning-making situations”

“ I’m convinced that our job is less about teaching books than it is about teaching processes with which to approach and make meaning with the world’s texts.”

Teacher Expertise: a blessing and a curse Teacher is the best reader in the room, Vygotsky’s “more knowledgable other” “ Reading is so second nature to us, it’s an invisible art” ~Cris Tovani Need to demystify the reading process Bring the inside out; make the invisible visible; make the implicit explicit

Teacher is the best reader in the room, Vygotsky’s “more knowledgable other”

“ Reading is so second nature to us, it’s an invisible art” ~Cris Tovani

Need to demystify the reading process

Bring the inside out; make the invisible visible; make the implicit explicit

Scaffolding, ZPD, and Vygotsky Scaffolding: Students need assistance from an adult (or “more knowledgeable other”) in order to work at the edge of their current capability. Zone of Proximal Development: “tasks that a learner can complete with appropriate help, but would be unable to complete unaided.” Lev Vygotsky: “What a child can do in cooperation today, he can do alone tomorrow.”

Scaffolding: Students need assistance from an adult (or “more knowledgeable other”) in order to work at the edge of their current capability.

Zone of Proximal Development: “tasks that a learner can complete with appropriate help, but would be unable to complete unaided.”

Lev Vygotsky: “What a child can do in cooperation today, he can do alone tomorrow.”

Instructional Scaffolding “ teacher support of a learner through dialog, questioning, conversation, and nonverbal modeling, in which the learner attempts literacy tasks that could not be done without that assistance” ~ Building Reading Proficiency at the Secondary Level

“ teacher support of a learner through dialog, questioning, conversation, and nonverbal modeling, in which the learner attempts literacy tasks that could not be done without that assistance”

~ Building Reading Proficiency at the Secondary Level

Components of Effective Scaffolding Ownership: Providing students with a sense of purposefulness. Appropriateness: Selecting tasks that build upon students’ existing abilities and that will stretch students intellectually. Structure: Making the structure of the task clear and guiding students so that it can be applied in other contexts. Collaboration: Promoting collaboration among and between students and teach so meaning can be constructed and shared collaboratively. Internalization: Transferring control to the students as they gain competence and can apply the strategies independently. (Olson, p. 40)

Ownership: Providing students with a sense of purposefulness.

Appropriateness: Selecting tasks that build upon students’ existing abilities and that will stretch students intellectually.

Structure: Making the structure of the task clear and guiding students so that it can be applied in other contexts.

Collaboration: Promoting collaboration among and between students and teach so meaning can be constructed and shared collaboratively.

Internalization: Transferring control to the students as they gain competence and can apply the strategies independently. (Olson, p. 40)

Scaffolding Includes Offering explanations Inviting student participation Verifying and clarifying student understandings Modeling desired behaviors Inviting students to contribute clues for reasoning through issue or problem Addressing emotional aspects of learning Making learning benefits explicit ~ Building Reading Proficiency at the Secondary Level

Offering explanations

Inviting student participation

Verifying and clarifying student understandings

Modeling desired behaviors

Inviting students to contribute clues for reasoning through issue or problem

Addressing emotional aspects of learning

Making learning benefits explicit

The Gradual Release of Responsibility David Pearson’s Model Demonstration Guided practice Independent practice Application Jeff Wilhelm’s Model I do, you watch. I do, you help. You do (together) , I help. You do (independently) , I watch. From the student’s point of view: SHOW ME  HELP ME  LET ME

David Pearson’s Model

Demonstration

Guided practice

Independent practice

Application

Jeff Wilhelm’s Model

I do, you watch.

I do, you help.

You do (together) , I help.

You do (independently) , I watch.