LCRT 5020 Week 2 Cambourne's Conditions, Weaver ch 1-2, Freeman & Freeman, ch a (First Lang Acq)

1. Welcome to LCRT 5020:
Workshop in Literacy &
Language Teaching
I’m glad you are here!
 Start to peruse the professional books on the
side table! Please sign in & get a name tag.
 Also, pick up a form that you will submit tonight
with your top 3 preferences of Choice Book
titles.

2. Tonight’s Agenda
 Overview to Livetext: Michelle Nimer (5-5:30pm)
 Observing the Learning Environment & the Learner:
Cambourne’s Conditions of Learning and Kidwatching
 Overview of APA Guidelines: CU Writing Center (6:30-
7:30pm)
 Before you Leave Tonight: Submit Choice Book Form
 Looking Ahead: February 16th ONLINE Session and
Academic Integrity & APA Quizzes

3. Livetext
https://www.livetext.com/
 Welcome
Michelle Nimer!


4. Cambourne’s Conditions, Brain Research &
Implications for Instruction
Guidelines for Group Discussion:
 As a small group, review the
comparisons made between brain
research & Cambourne’s
conditions noted on the chart.
 Discuss the comparisons & whether
or not you agree or disagree with
them.
 Next, review & discuss the
implications for your own teaching
generated by those in your small
group (see color-coded chart
created on google doc).
SMALL GROUPs:
1. Lindsey, Brandi,
Melanie, Mariesa,
Shannon D.
2. Katie, Kara, Chelsea,
Katrina
3. Michelle A, Michelle V.,
Patrick, Shanna, Julia
4. Christina, Courtney,
Dima, Kaylee

5. UNIT of STUDY TOPIC:
Observing the Learning Environment
Which of Cambourne’s Conditions are in
place in your classroom -or- the
practicum classroom?
Immersion
Demonstration
Engagement
Expectation
Take
the
Survey!
Responsibility
Use/Employment
Approximation
Response

6. Observing the Learning Environment:
Cambourne’s Conditions
Which conditions are in place in
your classroom?
Immersion
Classroom teacher provides opportunities & different
forms of text appropriate to the learner’s world.
Demonstration
Learners explore with all their senses & have
modeled for them language and reading. Learners
model the action, skill or knowledge that is to be
learned.
Engagement
Learners are active participants in their learning.
Talking, discussing, sharing are critical ingredients in
language development. Learners have independent
& shared discussions & writing.
Expectation
Teacher’s belief and expectations in learner’s
abilities are critical to develop the learner’s interest
and aspirations to succeed.
What have you done to organize a
rich environment for learning?
(Owicki & Goodman, p.6)
Responsibility
Teachers model and immerse learners in
their learning by providing choices for
individual differences.
Use/Employment
As learners explore language, they get time
and chance to do so in social & individual
setting.
Approximation
Educators s permit learners to make
approximations in learning new skills,
concepts, and knowledge.
Response
Exchanges between the learner, teacher
and more capable peers help the student to
adapt, modify and extend learning.

7. Observing the Environment:
Reading & Reading Instruction
What definitions of reading & views of reading
are supported by the classroom environment?
 How is reading taught?
 What is viewed to be the traits of a “good reader” in
this classroom?
 What definition of reading grounds the reading
activities & interactions used in the classroom?
(Weaver, 2009, Ch. 1-2)

8. Observing the Environment: Reading
& 1st Language Acquisition
Links between 1st language acquisition theory & reading theory
Which view is supported?
 Is the reading process viewed to be a series of behaviors? If so,
what behaviors?
 Is the reading process viewed to be a natural process (similar
to similar to cognitive development)?
 Is reading viewed as something most children do with
exposure to engaging text because it is essential for
communication?
(Freeman & Freeman, Ch. 1; Weaver, Ch. 1-2)

9. Classroom Observation Paper
 Clarifying the assignment
 Take note of connections and themes across
LCRT 5020 readings (Cambourne, Weaver, Freeman
& Freeman, Owocki & Goodman)

10. Classroom Observation Paper:
Due February 22nd
GETTING STARTED:
Arrange for a 60-90
minute classroom
observation of a teacher
who is an academic
specialist (e.g., content
teacher [math, science,
social studies,
engineering, etc.];
special education;
reading intervention;
teacher of English as an
additional language
[ELD or ESL teacher]).
Observe this teacher for
 evidence of Cambourne’s
conditions for learning;
 the literacy instruction
models/approaches being used;
and
 potential links to students’ cultural
perspectives as a means for
motivating the learners.
 Analyze and evaluate your
observation notes and write up a
critique of the instruction and
evidence of student learning.
 Five to eight pages, double-
spaced typed.

11. OBSERVING THE CLASSROOM
TEACHER
As you observe this teacher, look for
a) evidence of Cambourne’s conditions for learning;
b) the literacy instruction models/approaches being used (FYI:
Weaver ch. 1 and Pearson article will be strong resources).
c) potential links to students’ cultural perspectives as a means
for motivating the learners used (FYI: Weaver ch. 2 will be a
strong resource. Also, Owocki & Goodman, p. 7, “Observing &
documenting children’s knowledge”).

12. OBSERVING THE CLASSROOM
TEACHER
A. Pick one of the following to
observe Cambourne’s
conditions of learning in the
classroom of a teacher who is
an academic specialist
 reading strategy lesson
 writing strategy lesson
 content lesson with reading
and/or writing instruction
embedded
B. While you are observing:
 take good notes of what the
teacher is doing (FYI: Use the
“survey-notecatcher”)
 take good notes of what the
students are doing (FYI:
Owocki & Goodman, p. 6-8
Observing, Anecdotal Notes,
Field Notes).
 make note of materials
being used;
 make note of what else is
going on in the classroom.

13. Conversation & Writing the Paper
C. After observing:
 have a conversation
with the teacher
regarding what you
saw;
 ask the teacher
questions about what
was done and how
decisions were made;
 clarify anything you’re
unsure about (FYI: See
Owocki & Goodman, p. 12,
Using Questions)
D. Writing the paper:
 without revealing anyone’s identity,
describe carefully what you observed,
when it took place, and any
contextual information that will help
the reader;
 discuss briefly the conversation you
had with the teacher and the
information you gained from that
conversation;
 constructively and sensitively discuss
the following:
- what went well and why,
- what didn’t go well and why,
- what influence the existence or non-
existence of Cambourne’s conditions
may have had on the students’
learning (FYI: See Owocki &
Goodman, p. 11-12, Analyzing Data &
Using Questions as basis for analysis)

14. Grading Criteria for Paper
 appropriate classroom venue to observe, explained why chosen;
 description gives enough detail for reader to “get” the picture;
 information from conversation with the teacher is related clearly;
 discussion of the observation is done in a sensitive manner;
 discussion of the observation demonstrates writer’s ability to see the
implications of what a teacher does and the relationship to
Cambourne’s conditions;
 original notes are included (NOT retyped!);
 professional presentation (organized, coherent message & writing
style, correct spelling, APA style used, in-text citations, reference
list).

15. QUESTIONS ABOUT ASSIGNMENT?

16. PERUSE the CHOICE BOOKS
for BOOK GROUP
 First & foremost, reflect on the current direction & need regarding
your own professional development.
 Select a book to be read & discussed with a ‘book group.’
 Complete the “Choice Book” preference form where you will
indicate the area of literacy & language teaching you are most
interested in advancing your professional learning & explain why.
 Number your top 3 title choices using the list of titles.
 If you are interested in reading a title that is not listed below,
include the title on the Choice Book form.
-TONIGHT: Submit the completed form before you leave!

17. Looking ahead to February 16th
ONLINE SESSION
 REMEMBER: Submit Choice Book Form before you leave tonight
 Online Session (Feb. 16):
-Academic Integrity Mini-lesson & take Quiz
-Review APA 6th edition & take Quiz
-Work on the Conditions of Learning Observation Paper (DUE: 2/22)
 Your Questions!!

18. Take a Quick Break
before the
CU Writing Center Presentation
WELCOME:
Scott Thompson
Kelsie McWilliams
(NOTE: APA power point slides aree accessible on Canvas)