Lit circles
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Literature circles involve small temporary student groups that choose their own books to read. Each group reads a different book and meets regularly to discuss what they've read. Students take notes to guide their reading and discussions. Discussion topics are student-driven and aim to be open conversations. The teacher acts as a facilitator, not an instructor. When books are finished, students share with the class and then new groups form around new reading choices.
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An Intervention Study
This study aimed to apply a book club intervention to increase reading motivation for an English language learning (ELL) student named Eddie. Data was collected before, during, and after the intervention through reading attitude surveys, observation logs of book club sessions, and student reflections. The results showed that Eddie's reading motivation and comprehension decreased over the course of the book club rather than increasing as hypothesized. Future research should consider selecting books more appropriate for the student's level, allowing enough time to fully read the book during sessions, and strategically grouping students.
An Intervention Study 1209322060805842 8
This study aimed to apply a book club intervention to increase reading motivation for an English language learning (ELL) student named Eddie. Data was collected before, during, and after the intervention through reading attitude surveys, observation logs of book club sessions, and student reflections. The results showed decreases in Eddie's reading motivation over time, as well as low comprehension, preparation, and enthusiasm in the book club. The intervention was ultimately ineffective for Eddie and may have lowered his reading motivation. Future research should consider selecting books more appropriate for the student's level, allowing enough time to finish books, and strategizing the book club group dynamics.
Classroom Libraries
Classroom libraries help students attain reading achievement by providing opportunities to read interesting books and introducing students to different genres and authors. This promotes increased reading frequency and more diverse reading experiences. Classroom libraries also allow for social interaction as students discuss books, which enhances comprehension. When planning a classroom library, teachers should include fiction and non-fiction at various reading levels to meet student needs, and different genres and formats. The library should be organized in a user-friendly way to help students select books and updated each year.
Literature Circles Workshop
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
Magazines and books_in_the_classroom
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures from magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
Magazines and books_in_the_classroom
The document discusses using magazines and books in the ESL classroom. It describes how magazines provide authentic materials that can inspire a variety of motivating activities to develop students' language skills. Pictures in magazines can stimulate discussions and introduce topics like colors, clothing, and transportation. Books are also discussed as being crucial for education and providing knowledge. Different approaches for teaching literature, such as cultural and language models, are described. The document provides tips for selecting materials and adapting texts and activities to suit different student levels.
Marj Kirkland: Literature Circles
Marj Kirkland's presentation at the Literature Circles workshop -- Hands On Literacy conference, Nov. 15, 2008, in Singapore
Literature circles
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Verona 1.reading in the content areas
This document provides an overview of content literacy and learning centers as instructional tools for teaching content areas. It begins by defining content literacy as using reading and writing to acquire new content in a given discipline. It then discusses the impact of schema on content literacy and examines various learning centers focused on vocabulary, reading strategies, visuals and differentiating texts. Examples of learning centers include concept sorts, word detectives and inquiry charts. The document concludes by encouraging teachers to create their own content-specific learning centers and provides resources for additional information.
Using authentic literature
The document discusses using authentic literature in the classroom. It defines authentic literature as real books found in bookstores and libraries, rather than textbooks. The presenter believes authentic literature motivates students and adds variety, is easy to read, and can incorporate multicultural perspectives. Methods for incorporating authentic literature include individual reading, shared reading, and using books for modeling writing. Websites are provided that list recommended books for various subjects.
Challenging Middle School Readers with the SEM-R
The document discusses implementing the SEM-R framework to engage middle school readers. It provides an overview of the three phases of the SEM-R, with a focus on Phase 1. Phase 1 involves exposing students to a wide range of high-interest books through book hooks, questioning, and exploring connections. Strategies are employed to increase the complexity of reading material based on student needs. The document also addresses finding appropriate books, organizing a classroom library, planning book hooks, identifying student reading levels, helping students select books, and embedding strategy instruction in individual conferences with students.
Literate Environment
The document discusses creating a literate environment for students. It emphasizes getting to know students through assessments, selecting texts that interest students and are at their reading level, and using interactive, critical, and response perspectives in literacy instruction. For instruction, the interactive perspective teaches reading strategies while the critical and response perspectives encourage students to discuss, interpret, and evaluate texts. The goal is to produce students who can effectively read, discuss, and think critically about what they read. Non-cognitive and cognitive assessments help teachers understand students' interests, skills, and needs.
Dual Credit: Skills That Transfer
Dual credit students are taught important research skills through library instruction sessions. These skills include distinguishing scholarly from popular sources, using the library catalog and databases to find relevant information, and knowing how to get research help. A sample instruction session is outlined that incorporates active learning exercises to help students practice these skills. Research shows that library instruction can help dual credit students produce higher-quality work and may improve student retention rates at the college level.
Classroom research
Classroom research is a systematic approach to answering questions about teaching and learning. It can involve various types of data collection to analyze needs, improve instruction, and better understand students. The document argues that designing course syllabi and developing reflective teaching practices through classroom research helps teachers improve learning environments and student understanding while also making classrooms more engaging for language acquisition and social interaction. Conducting classroom research through daily questioning and note-taking on what works with different student groups is important for addressing problems teachers face.
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Visual narrative
The document discusses a study that explored teaching pragmatics to 9-year-old Japanese EFL students through dialogic intervention using visual narratives. Three students received three lessons over six weeks using three English picture books, focusing on levels of politeness, requests, and sociopragmatically appropriate behaviors. Assessment included formality judgment tasks, discourse completion tasks, and student-generated visual tasks. Video data showed that repeated visual assistance from the teacher and peers led to enhanced pragmatic awareness, though limited English exposure made it difficult for students to produce new expressions or match language to context appropriately during instruction.
Beyond instrumentation
This manuscript describes a two-phase process to redesign a university graduate college's program evaluation measures and methods. In phase one, the team conducted a needs analysis through literature review, focus groups, and interviews. Based on stakeholder feedback, they redesigned the evaluation instruments and conducted alpha testing. In phase two, they revised the instruments based on alpha testing data and conducted beta testing with over 2,000 students. The final redesigned evaluation system replaces a paper exit questionnaire with multi-event, online assessments aligned with organizational goals and reporting needs. It provides longitudinal data to support program improvement at the graduate college and department levels.
Teaching and emotions
This chapter introduces the key questions addressed in the book regarding the role of emotions in educational change, teaching, teacher education, and leadership. It notes that while teacher emotions have increasingly become an important topic, there are relatively few books focused specifically on emotions in education. The book aims to contribute new understandings on how emotions affect teachers' work and lives, the implications for managing educational change and school improvement, and how teacher education can address emotions. It does so through original chapters from international scholars responding to five questions on the central themes and impact of teacher emotions.
Fluency and games
This study examined the use of communication strategies by ESL learners during a game-based activity and the influence of teacher and student beliefs on strategy use and fluency development. Video recordings were analyzed of students playing a spot-the-difference game in pairs to identify their strategy use. Interviews with teachers and students explored their beliefs about effective strategies. The results revealed hesitation was a commonly used and approved strategy and that teacher beliefs influenced student strategy use and fluency levels.
Classroom management1
This document discusses various aspects of effective classroom management. It defines classroom management as establishing discipline, being prepared, motivating students, and providing a safe learning environment. Good classroom management varies between teachers based on their style, personality, and student population. It is important for teacher satisfaction and helping students cooperate. Principles include minimizing disruptions while teaching self-management. Techniques involve focusing attention, moving around, and engaging students. Transition time between activities should be minimized to maximize engagement. Awareness of what is happening, known as "withitness," is also important. Rules and communicating clear expectations help establish control. Understanding behavior functions can inform appropriate responses to misbehavior.
Writing scientific papers
1. A scientific paper is a published report describing original research results that must adhere to specific formatting and publication guidelines.
2. To be considered a valid primary publication, a paper must be the first disclosure of research, provide sufficient experimental details, be essentially permanent, and be accessible to the scientific community.
3. Most scientific papers follow the IMRAD structure of Introduction, Methods, Results, and Discussion, though some fields use variations and exceptions exist. The goal is to communicate research findings in a clear, uniform manner.
Effectivelessonplanning
This document provides guidance on effective lesson planning for teachers. It discusses the importance of planning, identifying goals and standards, assessing students, and incorporating best practices. An effective lesson plan includes objectives, materials, introduction, presentation, practice, evaluation, and closure. Detailed plans are important for guiding instruction and supporting substitute teachers.
Evaluating internet sources
The document discusses how to evaluate information sources for reliability. It introduces CARRDS, a tool for evaluating credibility, accuracy, reliability, relevance, date, source, and scope/purpose of information. Questions are provided for each element of CARRDS to help determine if a source is trustworthy enough to be used. The document also discusses how to use domain suffixes to gauge the validity and potential bias of a source. Sources like .edu and .gov are generally reliable while .com may have built-in bias and .org could be biased towards the organization.
E assessment
This document discusses moving beyond multiple-choice questions in interactive e-assessment. It begins with an introduction to assessment types and a simple assessment model. It then provides examples of interactive e-assessment tools and techniques, such as diagnostic quizzes, Java applets, simulations, virtual worlds, and role-plays. Finally, it speculates on future types of assessment that may involve more immersive and authentic environments, and measure higher-order skills like problem-solving.
Problem based and_inquiry_based21_1_
The document discusses inquiry-based learning (IBL) and problem-based learning (PBL). IBL requires students to go beyond memorization and apply solutions to problems. It shifts students from passive learning to active engagement through investigating real phenomena. PBL uses cognitive conflict or puzzlement as the stimulus for learning. Both approaches emphasize self-directed learning through investigating authentic, meaningful problems with guidance from teachers.
Reflective writingforinterns 001
Reflective writing involves thoughtful analysis of teaching experiences to improve future practice. It requires teachers to examine how experiences inform their practice, not just describe actions. Reflective thinking allows consideration of how similar situations may be approached differently. Reflection overlaps with analysis by asking why certain outcomes occurred, and involves self-assessment of past lessons to guide future instruction. When reflecting, teachers should focus on interpreting student performance to enhance teaching, and ask what was and was not known about students and their learning.
Pp on imagination final
This document discusses the importance of imagination in curriculum and teaching. It argues that human learning is an imaginative activity, yet most high school curricula are lacking in imaginative material and focus too heavily on standardized tests. This document proposes incorporating more imagination into daily teaching activities and using creative assessment techniques that evaluate students based on their abilities rather than test scores alone. It suggests understanding how teenagers think and feel before designing curricula or assessments. Finally, it provides some examples of imagination activities that could be included, such as student-generated learning units, daydreaming, oral traditions, and drama.
2014 meta analysis in reading
This document is a dissertation proposal submitted by Takayuki Nakanishi to Temple University's Graduate Board in partial fulfillment of the requirements for a Doctor of Education degree. The purpose of the proposed study is to conduct a meta-analysis of existing research on extensive reading to investigate the overall effectiveness of extensive reading and whether factors like learners' ages and length of the extensive reading program impact outcomes. The meta-analysis will analyze data from group comparison studies that included control groups and pre-post studies that only included experimental groups. The proposed dissertation will contribute to understanding the trends shown in past extensive reading research and guiding future research directions.
Methods of research
This document provides an overview of different research methods used in education research, including both quantitative and qualitative approaches. It discusses basic, applied, evaluation, and action research. It also covers descriptive research, correlational research, causal-comparative research, experimental research, and ethical considerations related to research methods and instruments. Key points include different types of sampling, challenges to sampling, considerations for research instruments, and threats to internal and external validity for experimental designs.
R proposal 1
This document provides guidance on writing a research proposal. It discusses what constitutes research and outlines the typical structure and components of a research proposal, including an introduction with the problem statement and objectives, a literature review, research questions or hypotheses, research design and methodology, data collection and analysis plans, and a timeline. It also covers defining the population and sampling, developing and validating instruments, and formatting references. The goal is to present the key elements in a research proposal to systematically plan and design a research study.
R proposal 8
This document provides guidance on writing a research paper, including the importance of publication for scientific progress. It discusses various aspects of writing a paper such as choosing a publication type, structuring the paper, selecting results to include, writing the title, determining authorship, and drafting the abstract. Key recommendations include identifying the paper's aim early, waiting until results are finalized before writing, and communicating the work in a clear manner to ensure it is read and understood.
R proposal 9
The document provides guidance on developing a competitive CAREER proposal for submission to the National Science Foundation (NSF). It discusses key elements of a successful CAREER proposal including developing a strategic research plan, choosing an appropriate research topic, finding the right program at NSF, and writing an effective summary. The workshop emphasizes that the CAREER award is for career development, not solely research, and proposals must clearly articulate research and education objectives and approaches. It also provides dos and don'ts for proposal writing and highlights important questions for potential applicants.
R m 7777
This document discusses qualitative research methods, specifically participant observation. It provides an overview of qualitative research approaches, contrasting them with quantitative methods. The core activities of qualitative research are then examined, including literature reviews, the researcher's role, participant selection, data collection settings, analysis, and data saturation. Common qualitative methods like ethnography, grounded theory, and phenomenology are also summarized. The document concludes by focusing on participant observation as a key data collection technique in qualitative research.
R m 101
This document provides an overview of research methodology and the scientific method. It discusses the key steps in the scientific method including making observations, developing questions and hypotheses, conducting experiments to collect data, analyzing the data, and drawing conclusions. The document also provides examples to illustrate concepts like the difference between accuracy and reliability in measurement. The overall goal is to help students develop an understanding of fundamental research methodology principles.
R m 99
Important : To all EFL special Dip and MA and PHD SS. To be read and discussed next Monday
Regards : Dr. Magdy
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Lit circles
- 2. Defining Literature Circles 1. Students choose their own reading materials
- 3. Defining Literature Circles 2. Small temporary groups are formed, based upon book choice
- 4. Defining Literature Circles 3. Different groups read different books
- 5. Defining Literature Circles 4. Groups meet on a regular, predictable schedule to discuss their reading
- 6. Defining Literature Circles 5. Kids use written or drawn notes to guide both their reading and discussion
- 7. Defining Literature Circles 6. Discussion topics come from the students
- 8. Defining Literature Circles 7. Group meetings aim to be open, natural conversations about books, so personal connections, digressions, and open-ended questions are welcome
- 9. Defining Literature Circles 8. In newly-forming groups, students may play a rotating assortment of task roles
- 10. Defining Literature Circles 9. The teacher serves as a facilitator, not a group member or instructor
- 11. Defining Literature Circles 10. Evaluation is by teacher observation and student self- evaluation
- 12. Defining Literature Circles 11. A spirit of playfulness and fun pervades the room
- 13. Defining Literature Circles 12. When books are finished, readers share with their classmates, and then new groups form around new reading choices
- 14. Recommended Booklist for Literature Circles in Early Childhood Education Bos, Bev. (1978). Don’t Move the Muffin Tins: A Hands-Off Guide to Art for the Young Child. Del Mar Ray, FL: Burton Gallery. Carlson, Frances. (2006). Essential Touch: Meeting the Needs of Young Children. Washington, DC: National Association for the Education of Young Children. Cazden, Courtney. (2001). Classroom Discourse: The Language of Teaching & Learning (2nd ed.). Portsmouth, NH: Heinemann. Clark, Ron. (2004) The Essential 55: An Award-winning Educator’s Rules for Discovering the Successful Student in Every Child. NY: Hyperion. Codell, Esme Raji. (1999). Educating Esme: Diary of a Teacher’s First Year. Chapel Hill, NC: Algonquin. Daniels, Harvey. (2002). Literature Circles: Voice and Choice in the Student- Centered Classroom Portland, ME: Stenhouse. Derman-Sparks (1989). Anti-Bias Curriculum: Tools for Empowering Young Children. Washington, DC: National Association for Education of Young Children.
- 15. Recommended Booklist for Literature Circles in Early Childhood Education (continued) Diffily, Deborah. (2003). Teachers and Families Working Together. Upper Saddle River, NJ: Allyn & Bacon. Harms, Thelma; Clifford, Richard M; & Cryer, Debby. (1998). Early Childhood Environment Rating Scale. NY: Teachers College Press. Helm, J.H., & Katz, L. (2001). Young Investigators: The Project Approach in the Early Years. NY: Teacher’s College Press. Kostelnik, M.J., Soderman, A.K., & Whiren, A.P. (2004). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education 3rd edition. Upper Saddle River, NJ: Prentice Hall. Mooney, C.G. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, & Vygotsky. St Paul: Red Leaf Press. Lillard, Angeline. (2005). Montessori: The Science Behind the Genius. NY: Oxford University Press. Wong, Harry. (1991). The First Days of School. San Francisco: Harry Wong Publications.