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  1. 1. Principles and Methods of Teaching Postsecondary Reading Northern Illinois University Department of Literacy Education LTRE 719 PBE-1 (for the City Colleges of Chicago) Summer 2011 Instructor: Sonya L. Armstrong Office: Gabel Hall 148 (DeKalb) Physical Mailbox: Gabel Hall 147 Email: Office Phone: 815.753.8486 Virtual Office Hours: To be determined Class Meetings: F2F on 6/24, 6/28, 7/22, and 8/5 at Truman CollegeCourse Description: Emphasis on research, theoretical foundations, and philosophical models relevant to postsecondary reading instruction methods.Relationship to Conceptual Framework: This course ascribes to a conceptual framework for all courses offered by the College of Education and other programs at NIU that prepare professional educators. During the semester, you should be aware of what we do in this course that may reflect components of the following statement: NIU Conceptual Framework: The NIU community of learners builds on knowledge, practice, and reflection to produce exemplary educators. The community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Applications of these strengths emerge through the collaborative efforts of a diverse community which supports lifelong learning.Course Texts: Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University Press. Stahl, N.A. & Boylan, H. (2003). Teaching developmental reading: Historical, theoretical, and practical background readings. Boston: Bedford/St. Martins. **Additional articles/chapters posted on Blackboard (Bb)**
  2. 2. 2Course Objectives: Throughout this course, we will work toward accomplishing the following objectives:  Define and explain the significance of terms and concepts related to the psychology and pedagogy of postsecondary reading, including the following: college reading, developmental reading, remedial reading, content-area reading, reading-learning strategies, metacognition, whole language, basic skills, transactional theory, and schema theory.  Cite the major historical studies, events, and scholars of the college reading and learning-strategies movement and also relate these significant contributions to recent program and curricular design, current theory, and modern trends in research.  Demonstrate an understanding and apply pertinent findings of research on the following: o The issues and problems involved in developing the reading and learning strategies of the diverse population of students enrolled in institutions of postsecondary education. o The teaching methods and published materials applicable to developing the reading and learning strategies of students enrolled in institutions of postsecondary education. o The programmatic models, pedagogical principles, and psychological theories underlying postsecondary reading and learning strategies courses and services across the nation.  Recognize and envision postsecondary reading and learning strategies courses that are formulated upon a foundation of quality pedagogical, psychological, and sociological research.  Discuss connections between theory and practice, and reflect on whether and how particular approaches to teaching postsecondary developmental reading are supported by theory and research.  Consider possibilities for becoming more active as professionals in the field of postsecondary developmental reading.Subject Matter Content: 1. The definition of and concept behind postsecondary reading instruction for a diverse population. 2. The history of postsecondary reading instruction. 3. Models and organization of college reading programs: learning-assistance centers, basic reading/basic writing programs, traditional college reading programs, and pre-first year developmental studies programs. 4. Reading instruction for college students: research on instruction at the college level, methods of instruction, pedagogical models, approaches to teaching reading, and materials for instruction. 5. Research and methodology for metacognitive aspects of learning and related strategies of study (e.g. note-taking, underlining, outlining, mapping, and textbook-study systems). 6. Technology and its use in college reading and study-strategies courses. 7. Training college reading specialists (IRA standards).ArmstrongLTRE 719Summer 2011
  3. 3. 3Attendance and Participation: Regular attendance, advance preparation, and active engagement are essential for the success of this class. As this is a doctoral-level seminar, each class participant is expected to attend every face-to-face (F2F) class session and participate in large and small-group discussions and activities both online and in class.Course Grading: The total number of points available for this course is 500. The following grades are applicable to this course: Points Grade earned 450-500 A 400-449 B 350-399 C 300-349 D 250-299 FCollege of Education Graduate-Level Grading Standards: A. Outstanding achievement. A represents a professional judgment that the performance was truly superior. B. Fully satisfactory achievement. B represents a professional judgment that the performance thoroughly satisfied the criteria established for awarding graduate credit. It will usually be the modal (most frequent) grade awarded in a graduate level course. C. Marginal achievement. C represents a professional judgment that the minimally satisfied the criteria for awarding graduate credit. D & F. Unsatisfactory achievement. D and F represent professional judgments that the performance was insufficient to satisfy the criteria for awarding graduate credit.Course Assignments: This course involves four formal learning performances/assessments, all of which are based on weekly readings from the relevant bodies of literature, as well as our discussions related to those readings: (1) Discussions (Bb and SST) 40% (200 points total) (2) Thought Papers (2 @ 50 pts. each) 20% (100 points total) (3) Model of Reading 20% (100 points total) (4) Culminating Project 20% (100 points total) Each of these learning performances/assessments is briefly described below. Full assignment details, including rubrics, are posted on Blackboard under ASSIGNMENTS.ArmstrongLTRE 719Summer 2011
  4. 4. 4(1) Discussions: (a) Blackboard (Bb) Discussions: Each week, all class participants will be responsible for providing two levels of response to our electronic class conversation on Blackboard. First, please provide a substantial original response (OR) to the week’s open forum on the Discussion Board. These ORs can take many forms, including agree/disagree reactions, questions for discussion, connections to other texts, connections to current classroom issues, or analyses of specific quotations/sections from the readings. The goal of these ORs is to prompt the class to make connections with and reflect on the course readings. In addition, please also respond thoughtfully to at least two colleagues ORs (these are secondary responses or SRs). The SRs should advance the conversation initiated in the OR (by answering questions, offering a different viewpoint, critiquing or responding to analyses, etc.). The purpose of both levels of response is to offer opportunity for idea exchange and critical reflection. DUE DATES: Each week, please post ORs by 11:59 p.m. on Thursday and SRs 11:59 p.m. on Sunday (see Course Schedule for specific dates). CRITERIA FOR EVALUATION: On-time, thoughtful, relevant, well- developed, and well-supported ORs will earn up to 12 points each, and each of the two required SRs will earn up to 4 points each (up to 20 points per week total). (b) Self-Selected Text Summary: Each class participant will be responsible for introducing the class to a self-selected text related to our discussions on postsecondary literacy. This includes three pieces: • Prepare and post your formal written summary of the text. • Post an electronic copy of the text (or a link to the text). • Purposefully integrate a brief introduction/description of the text, including its connections to our course readings, into a Discussion Board posting (either OR or SR). DUE DATES: Due throughout the semester based on individual preference and relevance to Discussion Board topics. CRITERIA FOR EVALUATION: Well-prepared, organized, focused, and well-connected SST summaries and posts will earn up to 40 points.(2) Thought Papers: Each participant in the class will write two brief thought papers (threepages minimum) this semester. These papers should raise a single, narrow, focused question orissue based on the weeks readings and discussions. Thought papers (TPs) should be primarilytext-based, theoretical analyses (unlike Bb discussions, which are intended as more informalopportunities for discovery and reflection). DUE DATES: Due throughout the semester based on individual preference, but TP #1 is due during the first half of the course (no later than Sunday, July 10), and TP #2 is due during the second half (no later than Sunday, July 31). CRITERIA FOR EVALUATION: On-time, text-based, appropriately formatted and documented, reflective theoretical analyses will earn up to 50 points each.(3) Model of Reading: Over the course of the semester, each class participant will develop amodel of reading appropriate for discussion in a developmental reading or study strategiescourse. The chosen model should enable students to gain a better understanding of the readingArmstrongLTRE 719Summer 2011
  5. 5. 5process (especially what reading is and is not). Class participants will present their student-models in class, making sure to explicate links between the theories and models and classroompractice. In addition, participants will write up this model in a paper targeted to professionalaudiences. DUE DATE: Class presentations will be scheduled for F2F #4; papers are due by Thursday, August 4. CRITERIA FOR EVALUATION: Clear, well-organized, focused presentations/papers that offer thoughtful and well-considered models of reading will earn up to 100 points.(4) Culminating Project: At the end of the semester, each class participant will write a proposalto present at a professional conference. Topics should be appropriate to specific organizations(additionally, the proposal should be written to a specific call for proposals), and should directlyrelate to the courses emphasis on evidence-based instructional strategies. Class participants areencouraged, but not required, to submit the proposal to an organization for consideration. DUE DATES: The proposal, including official proposal form, abstract, references, and presentation description, is due no later than 11:59 on Saturday, August 6. CRITERIA FOR EVALUATION: A detailed rubric is posted on Blackboard. Appropriate, professional, interesting, and well-supported proposals areworth up to 100 points.Late Submissions: Assignments are flexibly scheduled based on individual preference, but are purposefully scheduled to be submitted by specific days/times (ORs and SRs) or prior to particular weeks. In cases where a submission is submitted beyond these timelines, the following policy will apply: one calendar day late will result in a one letter-grade reduction; two days late will result in two letter-grades reduction; after that, submissions will not be accepted. Extension requests will be considered in advance only.Academic Integrity: Academic integrity is expected of all students. The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or assignment written, in whole or part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy from books, magazines, Internet, or other sources without identifying and acknowledging those sources or if they paraphrase ideas from such sources without acknowledging them. If academic misconduct is suspected, the faculty member will follow the “Faculty Guide to Academic Misconduct” issued by the University Judicial Office. All students are to demonstrate the professionalism associated with and expected of NIU teacher educators. Such dispositions may be defined as the values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as theArmstrongLTRE 719Summer 2011
  6. 6. 6 educator’s own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. Failure to demonstrate such positive dispositions may lead to a Student Performance Review meeting. Any student, whether graduate or undergraduate, who demonstrates negative dispositions is a candidate for a Student Performance Review. The outcome of a Student Performance Review could require various remedial actions or even removal from the degree program.Accommodations: NIU abides by Section 504 of the Rehabilitation Act of 1973 which mandates reasonable accommodations be provided for qualified students with disabilities. If you have a disability and may require some type of instructional and/or examination accommodation, please contact me early in the semester, so that I can provide or facilitate in providing accommodations you may need. If you have not already done so, you will need to register with the Center for Access-Ability Resources (CAAR), the designated office on campus to provide services and administer exams with accommodations for students with disabilities. The CAAR office is located on the 4th floor of the University Health Services (815.753.1303). I look forward to talking with you soon to learn how I may be helpful in enhancing your academic success in this course.ArmstrongLTRE 719Summer 2011
  7. 7. 7 Course Schedule:Week Topics/ Questions To Be Read For This Due This Week Week F2F on June 24 June 20-June 26Week 2: Online June 17-June 19Week 1: Introductions and  Stahl & Boylan (S&B)  OR (posted by Sunday, Metaphors (2003), Introduction 6/19, at 11:59 p.m.) Whats this course all about? Theory Matters  Weaver (2002)  OR (posted by Thursday,  Rosenblatt (1994) 6/23, at 11:59 p.m.) What is reading? How does  SRs (posted by Sunday, it work?  Bain (2004) (read at your 6/26, at 11:59 p.m.) own pace, but prior to What does it mean to teach F2F #4) reading? Week 3: History Matters  S&B (2003), ch. 1 (Wyatt  OR (posted by Thursday, and Wood) 6/30, at 11:59 p.m.) What is the relevant  Stahl & King (2009)  SRs (posted by Sunday, historical background of 7/3, at 11:59 p.m.)June 27- July 3 postsecondary  Bain (2004) (read at your developmental reading? own pace, but prior to F2F #4) F2F on June 28 What are the major paradigms to be aware of? Armstrong LTRE 719 Summer 2011
  8. 8. 8Week Topics/ Questions To Be Read For This Due This Week Week Week 5: Online July 4-July 10Week 4: Context Matters  Boylan (2001)  OR (posted by Thursday,  S&B (2003), ch. 5 and ch. 7/7, at 11:59 p.m.) What is postsecondary 6 (choose 1 selection)  SRs (posted by Sunday, developmental reading?  S&B (2003), ch. 4 7/10, at 11:59 p.m.) (Mealey) Who are students enrolled in **Last day to submit TP #1 postsecondary is Sunday, July 10** developmental courses?  Bain (2004) (read at your own pace, but prior to F2F #4) Conceptualizations Matter  Schraw & Bruning (1996)  OR (posted by Thursday,  Simpson & Nist (2002) 7/14, at 11:59 p.m.) What implicit beliefs do  Nist & Holschuh (2012)  SRs (posted by Sunday, students hold about 7/17, at 11:59 p.m.) July 11- July 17 reading?  Bain (2004) (read at your own pace, but prior to How do their implicit beliefs F2F #4) Week 7: F2F on July 22 July 18-July 24Week 6: Online affect their learning? Evidence-Based Practice  Simpson, Stahl, &  OR (posted by Thursday, Matters (Reading-Writing Francis (2012) 7/21, at 11:59 p.m.) Connection)  S&B (2003), ch. 3  SRs (posted by Sunday, (Casazza) 7/24, at 11:59 p.m.) What are best practices for  S&B (2003), ch. 8 (El- postsecondary Hindi) developmental reading and learning-strategies courses?  Bain (2004) (read at your own pace, but prior to F2F #4) Evidence-Based Practice  S&B (2003), ch. 7  OR (posted by Thursday, Matters (Study Strategies) (Simpson) 7/28, at 11:59 p.m.)  Nist & Simpson (2000)  SRs (posted by Sunday, What are best practices for 7/31, at 11:59 p.m.)July 25-July 31 postsecondary  Bain (2004) (read at your developmental reading and own pace, but prior to **Last day to submit TP #2 learning-strategies courses? F2F #4) is Sunday, July 31** Online **MoR papers due Thursday, August 4** Armstrong LTRE 719 Summer 2011
  9. 9. 9Week Topics/ Questions To Be Read For This Due This Week Week Week 8: Professional Development  Bain (2004)  OR (posted by Thursday, Matters 8/4, at 11:59 p.m.)  SRs (posted by Sunday, What evidence-based 8/7, at 11:59 p.m.)August 1-August 7 teaching methods and strategies have we **Final proposals due no developed throughout this later than Saturday, 8/6, at F2F on August 5 semester? 11:59 p.m.** How can this valuable information be shared with others in the field? Armstrong LTRE 719 Summer 2011