Secondary literacy teachers have differing views on independent reading in the classroom. While they generally define independent reading as student-selected reading done independently, some teachers see it as an activity best done outside of class time. Teachers also report mixed results, with some students genuinely engaging in independent reading while others try to fake participation. Overall, the study found teachers would benefit from more support and training around implementing independent reading strategies effectively.
Free, Online Scale of Student AutonomyBen Mitchell
This Scale is a free online self-assessment questionnaire to evaluate a student’s sense of educational autonomy -- intellectual independence and self-directedness. With more than 650 responses, grades 7-12, we developed statistical norms and percentiles, as well as three statistically correlated sub-categories. This workshop examines the paradigm of student autonomy, reviews the research and examines practices to encourage student autonomy. We all know the magic when our students become empowered, independent learners. Here is a tool with which to assess autonomy.
Differentiation in teaching and learning through the use of technologyHróbjartur Árnason
Plenum presentation at FLUID Generalforsamling 28th Mai 2015 at UC Sjælland, Slagelse, Denmark.
Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
Free, Online Scale of Student AutonomyBen Mitchell
This Scale is a free online self-assessment questionnaire to evaluate a student’s sense of educational autonomy -- intellectual independence and self-directedness. With more than 650 responses, grades 7-12, we developed statistical norms and percentiles, as well as three statistically correlated sub-categories. This workshop examines the paradigm of student autonomy, reviews the research and examines practices to encourage student autonomy. We all know the magic when our students become empowered, independent learners. Here is a tool with which to assess autonomy.
Differentiation in teaching and learning through the use of technologyHróbjartur Árnason
Plenum presentation at FLUID Generalforsamling 28th Mai 2015 at UC Sjælland, Slagelse, Denmark.
Hróbjartur Árnason, University of Iceland: http://namfullordinna.is
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers.
Speaker:
Marjorie Hall & Sherry Steeley
Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers.
Speaker:
Marjorie Hall & Sherry Steeley
Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
278 PART 2 COMPONENTS OF LITERACY DEVELOPMENTRunning Records. Te.docxgilbertkpeters11344
278 PART 2 COMPONENTS OF LITERACY DEVELOPMENT
Running Records. Teachers use running records (Clay, 2005) to examine children’s
oral reading behaviors, analyze their comprehension, and determine their
reading levels. Although they’re most commonly used with young children, running
records can also be used with older students. Children read a book, and
afterward they orally retell what they remember of it.
Think-Alouds. Teachers assess students’ ability to apply comprehension strategies
by having them think aloud and share their thinking as they read a passage
(Wilhelm, 2001). Students usually think aloud orally, but they can also write their
thoughts on small self-stick notes that they place beside sections of text, write
entries in reading logs, and do quickwrites.
Teachers also use other assessment tools, including tests, to evaluate students’
comprehension; the Assessment Tools feature on page 278 presents more information
about comprehension tests. No matter whether teachers are using informal assessments
or tests to examine students’ comprehension, they need to consider whether
they’re assessing literal, inferential, critical, or evaluative thinking. The emphasis in
both assessment and instruction should be on higher level comprehension.
Motivation
Motivation is intrinsic, the innate curiosity that makes us want to figure
things out. It involves feeling self-confident, believing you’ll succeed, and viewing the
activity as pleasurable (Guthrie & Wigfield, 2000). It’s based on the engagement theory
that you read about in the first chapter. Motivation is social, too: People want to
socialize, share ideas, and participate in group activities. Motivation is more than one
characteristic, however; it’s a network of interacting factors (Alderman, 1999). Often
students’ motivation to become better readers and writers diminishes as they reach the
middle grades, and struggling students demonstrate significantly less enthusiasm for
reading and writing than other students do.
Many factors contribute to students’ engagement or involvement in reading and
writing. Some focus on teachers’ role—what they believe and do—and others focus
on students (Pressley, Dolezal, Raphael, Mohan, Roehrig, & Bogner, 2003; Unrau,
2004). Figure 8–6 summarizes the factors affecting students’ engagement in literacy
activities and what teachers can do to nurture students’ interest.
Teachers’ Role
Everything teachers do affects their students’ interest and engagement with literacy,
but four of the most important factors are teachers’ attitude, the community teachers
create, the instructional approaches they use, and their reward systems:
Attitude. It seems obvious that when teachers show that they care about their
students and exhibit excitement and enthusiasm for learning, students are more
likely to become engaged. Effective teachers also stimulate students’ curiosity and
encourage them to explore ideas. They emphasize intrinsic over extrinsic motivation
because they underst.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. THE ROLE OF
STUDENTS:
HOW SECONDARY
LITERACY TEACHERS
VIEW INDEPENDENT
READING
Matthew
Ulyesses
Blankenship,
M.Ed.
University of
South Florida
2. IMPETUS FOR RESEARCH
Personal connection: Reading teacher for five years
focused on struggling adolescent reading.
Previous research: The National Reading Panel derailed
research on independent reading for many years
because of its exclusion based on research
methodology expectations.
Current Practice: As an administrator, students reject
reading because of the increased focus on
standardized testing.
3. OBJECTIVES OF STUDY
Survey Secondary Teachers
about Independent Reading
What do they know?
Where did they learn the construct
of independent reading?
How do they implement
independent reading (if they do)?
What considerations do they have
when implementing independent
reading?
What results do they find in the
classroom from independent
reading?
4. THEORETICAL PERSPECTIVE
Situated Learning / Constructivist view (Lave, 1991;
Lave, 1998; and Wenger, 1998)
Learning occurs through interaction with others and the
environment.
Teachers and students build a community of practice where
learning occurs between and among members of the
community
Learning is social and discussion should be encouraged.
5. RELEVANT LITERATURE
Independent reading is the self or scaffold selection of
reading materials both in and out of the classroom that
students read on their own(Morgan & Wagner, 2013 )
Independent reading is declining in the secondary
classroom (Lapp & Fisher, 2009)
Students desire more time and choice of materials
within the classroom for independent reading (Ivey &
Broaddus, 2000; Zipper, Sisson & Said, 2002; Trudel, 2002;
Kasten & Wilfong, 2005).
Students call for a social aspect tied to independent
reading similar to book clubs (Ivey & Broaddus, 2000;
Zipper, Sisson & Said, 2002; Trudel, 2002; Kasten &
Wilfong, 2005).
6. RESEARCH METHODS
Phenomenological Approach as
teachers implement (or do not
implement) the shared phenomenon
of independent reading (Creswell,
2013).
Guiding Question : “In what ways do
high school reading and English
teachers incorporate (or not
incorporate) independent reading in
the classroom?”
Each teacher was interviewed based
on his or her experiences in the
classroom.
Semi structured interview questions
were created by the primary
investigator and refined through a
pilot study and mentor support.
7. SAMPLE QUESTIONS
How do you define education?
How do you define reading?
In what ways can a secondary teacher teach literacy
or reading skills?
How did you learn about independent reading
strategies?
In what ways do you incorporate independent reading
strategies in your classroom?
What effects from independent reading do you see in
the classroom?
What influences your decision to incorporate
independent reading into the classroom?
8. PARTICIPANTS
Seven teachers with a
teaching span between
eight and 36 years.
All were certified to teach by
the state agency in either
English or Reading
(endorsed).
Three of the seven had
degrees in education .
Four of the seven had
degrees in English or English
Education.
Six of the seven taught
English or Reading courses
more than five years.
9. DATA ANALYSIS
Following Glaser’s (1965) constant comparative
approach of repeated readings.
Steps:
Interview
Transcribe
Each transcript read individually looking for emergent themes.
Transcripts than read across looking for emergent themes.
Data entered into word analysis program (www.wordle.net) to
create word count and word cloud to substantiate themes.
Similar and binary codes were created and each transcript
was read a final time coding for these ideas.
10. RESULTS
Five Different Themes Emerged
Act of Education
Difference between reading and
literacy: it is about understanding
Defining independent reading –
student choice
Location of independent reading
Effects of independent reading
11. ACT OF EDUCATION
Teachers differed on their view of education including
how active students are during the process.
“Education is the procurement of knowledge, gathering
knowledge to better yourself.”
“Education is the process … to learn the necessary skills”
“Students serve as deposits during education.”
12. DIFFERENCE BETWEEN READING
AND LITERACY
Participants’ understanding of reading and literacy
focused on developing understanding versus fluency.
“Reading is decoding words written on a page.”
“Literacy to me means you understand what you are reading
and can apply it to your everyday life and explain it to
others.”
13. DEFINING INDEPENDENT READING
The hallmark of our participants’
understanding of independent
reading focused on student
choice.
“Students reading on their own from a
text they choose.”
“Read from our class library or bring
personal reading to class.”
14. LOCATION OF INDEPENDENT
READING
Teachers disagreed on the idea of where independent
reading occurs.
“In my class, independent reading…”
“at their own pace inside or outside of school, that is
independent reading.”
15. EFFECTS OF INDEPENDENT
READING
Teachers focused on “catching”
students faking reading.
“Students try to fool me into
thinking they are reading when
they are not.”
“Students still refuse to read and
will fake it by holding up a book
without actually reading.”
“The time is wasted and students
are not focused.”
16. IMPLICATIONS
Teachers
Administrators
Policy Makers
Build knowledge of
independent reading.
Support independent
reading in the
classroom.
Support independent
reading through the
guiding documents,
allowing for the
strategy.
Collaborate with others
to improve
independent reading
implementation.
Provide monetary
resources to teachers
to bolster classroom
libraries.
Develop models for
individual growth
instead of focusing on
standardized testing.
17. CONCLUSION
Independent reading is an important strategy for
secondary educators.
Continued research is necessary (and growing strong)
to study independent reading.
The strategy needs additional support for
implementation to make it successful.
18. CONTACT INFORMATION
Matthew Ulyesses Blankenship
University of South Florida, Tampa
mublanke@usf.edu
Presentation available for
review on Slide Share.