Week 1

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Slides from week 1 of EDUC359

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Week 1

  1. 1. EDUC359 Week 1 Dr. Jacobs St. John Fisher College R.C. Wilson, Jr. School of Education
  2. 2. Agenda <ul><li>Sign in </li></ul><ul><li>Introductions: Who am I? Who are you? </li></ul><ul><li>Course purpose and overview </li></ul><ul><li>Defining Literacy </li></ul><ul><li>Your Literacy Story </li></ul><ul><li>Homework </li></ul>
  3. 3. This Week’s Objectives <ul><li>Students will be able to </li></ul><ul><ul><li>Express understanding of the course purpose </li></ul></ul><ul><ul><li>Enumerate the qualities of a successful learning environment </li></ul></ul><ul><ul><li>Articulate an emerging understanding of literacy and it’s role in content area learning </li></ul></ul><ul><ul><li>Articulate an emerging understanding of the role of literacy in their lives </li></ul></ul>
  4. 4. Introductions <ul><li>Who is Dr. Jacobs? </li></ul><ul><li>Who are you? </li></ul><ul><ul><li>Write a brief paragraph of introduction that will be given to a bilingual 9 th or 10 th grade student at Monroe High School. </li></ul></ul><ul><ul><li>Read your letter aloud to the class. </li></ul></ul><ul><ul><li>Responding to writers – </li></ul></ul><ul><ul><ul><li>I like </li></ul></ul></ul><ul><ul><ul><li>I wonder </li></ul></ul></ul><ul><ul><li>Revise your letter. Place final draft in the folder and hand in. </li></ul></ul>
  5. 5. Class expectations <ul><li>What makes a successful learning environment? </li></ul><ul><li>What does effective listening & speaking look like? </li></ul><ul><ul><li>Implicit Assumptions </li></ul></ul><ul><ul><li>Micromessaging/Microagressions </li></ul></ul><ul><li>Making collaboration work </li></ul>
  6. 6. Roles and responsibilities <ul><li>Professor </li></ul><ul><ul><li>Meaningful activities and assignments </li></ul></ul><ul><ul><li>Fair and Equitable </li></ul></ul><ul><ul><li>Timely feedback </li></ul></ul><ul><li>Teacher Candidate </li></ul><ul><ul><li>Open-minded </li></ul></ul><ul><ul><li>Be Prepared, Be On Time, and Participate </li></ul></ul><ul><ul><li>Reflective </li></ul></ul>
  7. 7. Course Design <ul><li>Theory ↔ Practice </li></ul><ul><ul><li>Research based </li></ul></ul><ul><ul><li>Experience based </li></ul></ul><ul><li>Pedagogical Modeling </li></ul><ul><ul><li>Experiencing Methods as Learners </li></ul></ul><ul><ul><li>Explicit Explanations of My Decision Making </li></ul></ul><ul><li>Engagement in Content </li></ul><ul><li>Content Area Connections </li></ul><ul><li>Connections to Students </li></ul><ul><li>Technology Integration </li></ul>
  8. 8. The Syllabus <ul><li>Read it closely between now and your next class. </li></ul><ul><ul><li>Answer the questions in the online survey </li></ul></ul><ul><ul><li>Come to class with questions (if any) </li></ul></ul><ul><li>A brief overview </li></ul><ul><ul><li>Course blog </li></ul></ul><ul><ul><li>Personal blogs </li></ul></ul><ul><ul><li>Course wiki </li></ul></ul>
  9. 9. Course purpose and overview <ul><li>What will we learn in this class? </li></ul><ul><li>I’m a insert your content here teacher. What does this course have to do with me? </li></ul><ul><li>Why does NYS required six hours of literacy coursework for preservice teachers? </li></ul><ul><li>Isn’t it the English teachers’ job to teach literacy? </li></ul><ul><li>Didn’t the kids learn this in elementary school? </li></ul>
  10. 10. Striving Readers Act <ul><li>The Findings: Section 2, Paragraphs 6-14 (page 2) </li></ul><ul><li>Section 3, Paragraphs 4 & 5 (page 5) </li></ul><ul><li>Section 4, Subsection 10 (page 10) </li></ul><ul><li>Paragraph B (page 26) </li></ul><ul><li>Section 11 (page 44) </li></ul>
  11. 11. Literacy and Democracy <ul><li>Literacy can be a tool of liberation or a tool of oppression. </li></ul><ul><ul><li>Since the founding of the U.S., literacy has been a tool for participatory democracy </li></ul></ul><ul><ul><li>But literacy has been a way to exclude groups from participation </li></ul></ul><ul><ul><ul><li>The Alabama Literacy Test </li></ul></ul></ul><ul><ul><ul><li>What is your role? </li></ul></ul></ul>
  12. 12. Defining Literacy <ul><li>Types of definitions </li></ul><ul><li>Create a group definition </li></ul><ul><li>Brainstorm examples of literate behavior </li></ul><ul><ul><li>Can you create generalized literacy rules? </li></ul></ul><ul><li>Read an example </li></ul><ul><ul><li>Use Dictoglos (ESL support) </li></ul></ul><ul><li>Freewrite your idea of literacy </li></ul>
  13. 13. Your Literacy Story <ul><li>Share your freewrite </li></ul><ul><li>I likes & I wonders </li></ul><ul><li>Note possible revisions </li></ul><ul><li>Write a draft and bring in hardcopy next week to share. </li></ul>
  14. 14. Preview Next Week’s Reading <ul><li>Question the Author </li></ul><ul><ul><li>Zemelman & Daniels </li></ul></ul><ul><ul><li>Anstey & Bull </li></ul></ul>
  15. 15. Review of This Week’s Literacy Strategies <ul><li>Writer’s Workshop – Responding to Writers </li></ul><ul><li>Listening & Speaking Skills </li></ul><ul><li>Think Aloud & Highlighting </li></ul><ul><li>Word study – creating definitions </li></ul><ul><li>Dictoglos (ESL support) </li></ul><ul><li>Freewriting </li></ul><ul><li>Making revisions </li></ul><ul><li>Previewing Reading / Question the author </li></ul>
  16. 16. So What’s Due Next Week? <ul><li>Read syllabus and answer questions online </li></ul><ul><li>Read assigned texts </li></ul><ul><ul><li>Split page notetaking (see Fisher, et al.) </li></ul></ul><ul><li>Draft of literacy story </li></ul><ul><li>Personal blog entry </li></ul><ul><li>Class blog (if it’s your turn) </li></ul><ul><li>Go to course wiki for details </li></ul>

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