Phase 3 IRA


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Presentation by Brian Housand at IRA Phoenix as part of SEM-R Institute

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  • Phase 3 IRA

    1. 1.
    2. 2. Phase Three: An Exploration of Reading Enrichment
    3. 3. Brian Housand, Ph.D. East Carolina University [email_address]
    4. 4. brianhousand . googlepages .com 1,000 - T Housand
    5. 5. R R R R R R R R R R R R R R R R R R A Pirate Eye Test
    6. 6. C hoices E xplorations nterests I
    7. 7. Components of the SEM-R Framework Increasing degree of student selection Phase 1 - Exposure Phase 2 - Training & Self-Selected Reading Phase 3 - Interest & Choice Components <ul><li>High-interest book hooks for read aloud </li></ul><ul><li>Higher-order thinking probing questions </li></ul><ul><li>Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature </li></ul><ul><li>Training and discussions on Supported Independent Reading </li></ul><ul><li>One-on-one teacher conferences on higher level reading strategy and instruction </li></ul><ul><li>Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. </li></ul><ul><li>Introducing creative thinking </li></ul><ul><li>Exploring the Internet </li></ul><ul><li>Genre studies </li></ul><ul><li>Literary exploration </li></ul><ul><li>Responding to books </li></ul><ul><li>Investigation centers </li></ul><ul><li>Focus on biographies </li></ul><ul><li>Buddy reading </li></ul><ul><li>Books on tape </li></ul><ul><li>Literature circles </li></ul><ul><li>Creative or expository writing </li></ul><ul><li>Type III investigations </li></ul>Type I Activities Type II Activities Type II & Type III Investigations
    8. 8. Phase 1 Phase 3 Phase 2 10 Minutes 30 - 40 Minutes 20 Minutes 20 Minutes 30 Minutes 10 Minutes 5 - 10 Minutes 30 Minutes ???
    9. 9. <ul><li>BI-WEEKLY </li></ul><ul><li>30 minutes </li></ul><ul><li>Twice a Week </li></ul><ul><li>2 Centers per day </li></ul>WEEKLY 60 minutes Multiple Centers OR Focused Investigation Some Options for Phase 3 Implementation DAILY 15 - 20 minutes 1 center per day Small chunks of time
    10. 10. WHAT’S NEXT?
    11. 12. The Illusion of Choice
    12. 13. A Teacher How-to <ul><li>Start small (2-3 choices) </li></ul><ul><li>Organize supportive environment </li></ul><ul><ul><li>Interest Development Centers </li></ul></ul><ul><ul><li>Pre-planned Creativity Activities </li></ul></ul><ul><ul><li>CD Listening/Reading Center </li></ul></ul><ul><li>Set clear performance standards; perceived by students as attainable </li></ul>
    13. 15. <ul><li>Fluency </li></ul><ul><li>Flexibility </li></ul><ul><li>Originality </li></ul><ul><li>Elaboration </li></ul>
    14. 16. <ul><li>We are educating people out of their creativity. </li></ul>Creativity is as important in education as literacy. Sir Ken Robinson
    15. 17. What’s Going On? <ul><li>Phonics </li></ul><ul><li>Fluency </li></ul><ul><li>Guided Reading </li></ul><ul><li>Listening </li></ul><ul><li>Reading </li></ul><ul><li>Interview with book character </li></ul><ul><li>Reading in the content area </li></ul><ul><li>AR </li></ul><ul><li>Non-fiction </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Novel / Genre Study </li></ul><ul><li>Comprehension Checks </li></ul><ul><li>Computers </li></ul><ul><li>Compass Learning </li></ul><ul><li>Library Sharing </li></ul><ul><li>Read alouds </li></ul><ul><li>Shared Reading </li></ul><ul><li>Lit Circles </li></ul><ul><li>Reading Response Notebooks </li></ul><ul><li>TumbleBooks </li></ul><ul><li>Research Projects </li></ul><ul><li>Digital Storytelling </li></ul><ul><li>Podcasting </li></ul><ul><li>Can Do / Must Do </li></ul>
    16. 18.
    17. 19. Learning and Innovation Skills <ul><li>Creativity and Innovation </li></ul><ul><li>Critical Thinking and Problem Solving </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>21 st Century Skills </li></ul><ul><li>Learning and Innovation </li></ul>
    18. 20. Creativity and Innovation <ul><li>21 st Century Skills </li></ul><ul><li>Learning and Innovation </li></ul><ul><li>Demonstrating originality and inventiveness in work </li></ul><ul><li>Developing, implementing and communicating new ideas to others </li></ul><ul><li>Being open and responsive to new and diverse perspectives </li></ul><ul><li>Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs </li></ul>
    19. 21. Creativity Killers <ul><li>Expected Reward </li></ul><ul><li>Expected Evaluation </li></ul><ul><li>Competition </li></ul><ul><li>Surveillance </li></ul><ul><li>Time Limits </li></ul>
    20. 22. A Highly Effective Phase 3 Intervention Includes: <ul><li>Most students start to work without any reminders beyond the initial directions. </li></ul><ul><li>The activity choices offered include open-ended options and complexity to extend the challenge of previous phases. </li></ul>
    21. 23. <ul><li>The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development. </li></ul><ul><li>The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities (e.g., verbal reminders at start of Phase 3, self-regulation strategies posted in classroom); and all students self-regulate their behavior throughout Phase 3. </li></ul>A Highly Effective Phase 3
    22. 24. A Highly Effective Phase 3 <ul><li>Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3. </li></ul><ul><li>The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources. </li></ul>
    23. 25. The basic characteristics of this type of learning environment include: <ul><li>The student and teacher select a topic that may be an off-shoot of the regular curriculum or an independent topic based on the student’s interests. </li></ul><ul><li>The student produces a product and/or service that is intended to have an impact on a particular audience. </li></ul><ul><li>The student uses authentic methods, technological resources and advanced level content to produce his/her product or service. </li></ul>
    24. 26. Critical Thinking and Problem Solving <ul><li>21 st Century Skills </li></ul><ul><li>Learning and Innovation </li></ul><ul><li>Exercising sound reasoning in understanding </li></ul><ul><li>Making complex choices and decisions </li></ul><ul><li>Understanding the interconnections among systems </li></ul><ul><li>Identifying and asking significant questions that clarify various points of view and lead to better solutions </li></ul><ul><li>Framing, analyzing and synthesizing information in order to solve problems and answer questions </li></ul>
    25. 29. Communication and Collaboration <ul><li>21 st Century Skills </li></ul><ul><li>Learning and Innovation </li></ul><ul><li>Articulating thoughts and ideas clearly and effectively through speaking and writing </li></ul><ul><li>Demonstrating ability to work effectively with diverse teams </li></ul><ul><li>Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal </li></ul><ul><li>Assuming shared responsibility for collaborative work </li></ul>
    26. 30. Literacy through the ages
    27. 32. eBooks
    28. 33. The 5 Functions of New Literacies of Online Reading Comprehension <ul><ul><li>IDENTIFYING important questions </li></ul></ul><ul><ul><li>LOCATING information </li></ul></ul><ul><ul><li>ANALYZING information </li></ul></ul><ul><ul><li>SYNTHESIZING information </li></ul></ul><ul><ul><li>COMMUNICATING information </li></ul></ul>( Leu, Zawilinski, Castek, Banerjee, Housand, Liu, & O’Neil, 2006)
    29. 34. Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five Flickr Writing Prompts Google Patents Torrance Creativity Activity New Directions Lit Trips Gimme Five!
    30. 35. Flickr Writing Prompts <ul><li> </li></ul>
    31. 44. Google Patents <ul><li> </li></ul>
    32. 45. Torrance Creativity Activity
    33. 46. New Directions in Creativity
    34. 48. The Many Adventures of Ben Franklin
    35. 52. Learning beyond the classroom.
    36. 55.
    37. 56.
    38. 57. The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot LEARN , UNLEARN AND RELEARN . (Toffler, 1971)
    39. 58. “ For the first time in history, our jobs as educators is to prepare our students for a future that we can not clearly describe.” David Warlick
    40. 59. NETS FOR STUDENTS 2007 <ul><li>Creativity and Innovation </li></ul><ul><li>Communication and Collaboration </li></ul><ul><li>Research and Information Fluency </li></ul><ul><li>Critical Thinking, Problem Solving, and Decision Making </li></ul><ul><li>Digital Citizenship </li></ul><ul><li>Technology Operations and Concepts </li></ul>
    41. 60. NETS FOR TEACHERS 2008 <ul><li>Facilitate and Inspire Student Learning and Creativity </li></ul><ul><li>Design and Develop Digital-Age Learning Experiences and Assessment </li></ul><ul><li>Model Digital-Age Work and Learning </li></ul><ul><li>Promote and Model Digital Citizenship and Responsibility </li></ul><ul><li>Engage in Professional Growth and Leadership </li></ul>
    42. 61. Be prepared to let go.
    43. 62. Change Is Inevitable Choose to GROW Growth Is An Option
    44. 63. t y v m [email_address]