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I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...Austin Hall
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
I created this slideshow to accompany my presentation on reading comprehension at Notre Dame AmeriCorp's Mid-Year Conference. Lots of tips for metacognition, activators, and summarizers. Based on the book by Ellin Oliver Keene and Susan Zimmermann.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...Austin Hall
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
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For more information, visit-www.vavaclasses.com
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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.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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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.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Level"
1. The Book Love Elective:
Reading for Pleasure at
the High School Level
Austin Hall
English Teacher
Dowling Catholic High School
West Des Moines, IA
ahall@dowlingcatholic.org
@teachguybrarian (Twitter)
www.teacherguybrarian.com
2. The Beginning
MA:TESS program at the
University of Northern Iowa
• IWP Level 1 – Summer 2011
• Penny Kittle
• Book Love – Read in 2013
• The Book Love Foundation
Grant & professional literature
on reading instruction
• 2016 Book Love Foundation
Grant recipient
3.
4. Creating the Elective
• 2014-15
• Continued to build classroom library
• Proposed idea for the senior elective Reading for Pleasure
• Approved by administration
• Began developing curriculum and read widely
• 2015-16
• Taught 6 sections (3 per semester)
• Rebranded class as Strategic Reading
• 2016-17
• Taught 10 sections (5 per semester) in 2nd year of course
• 200+ students enrolled
• 2017-18
• Teaching 8 sections (4 per semester)
5. Course Overview
• Semester-long course
• 3 classes per week (M = 45 min., T/W & TH/F = 90 min.)
• 5 major pillars of the class
• Time
• Choice
• Response (Oral and Written)
• Community
• Predictable Rituals
• Assessments
• Absolutely ZERO reading checks, quizzes, tests, etc.
• Final Exam consists of a Semester Project and Formal
Written Reflection
6. First Few Class Periods
• Setting the Tone
• This is NOT a “fluff” class
• Building Independence
• The uncharted territory of choice
• Establishing Routines
• Routine is key
8. Setting High Expectations
• STRETCH GOAL of 15 books read in the semester
• In addition to this number, students are to challenge
themselves by reading books across the following genres:
Realistic Fiction
Historical Fiction
Fantasy
Science Fiction
Biography/Autobiography/Memoir
Nonfiction
Poetry
Classics
Graphic Novels
• This is a modification of the of the 40-book requirement
Donalyn Miller introduced in The Book Whisperer
13. Classroom Library “Locations” vs. Genre
• Students learn to
differentiate genres
(corresponds
directly to nine
genres they are
trying to read
throughout the
semester
• In this short, 20-30
minute activity,
students are
exposed to 36
different books they
may want to read
23. Mini-lessons
• Understand Reading Preferences and Create a
Reading Identity
• Who am I as a reader?
• Consider Author’s Craft and Develop Close
Reading Skills
• What are the moves that the authors I read are making?
• Expand Reading Horizons
• How might I challenge myself as a reader?
24. Understanding Reading Preferences and
Creating a Reading Identity
• The Reading Zone
• Making Time for Reading
• Abandoning Books
• Rereading Books
• Psycholinguistic Reading
Theory
27. The Semester Project
• Final Exam Grade
• ~2/3 Presentation
• ~1/3 Final Reflection
• Presentation
• Propose topic and have time to work throughout semester
• 5-8 minutes long, last 1 ½ weeks of class
• Focus on 3+ books read, with connected element (topic, theme,
author, genre, etc.)
• Analysis of reading growth – beginning vs. end of semester
• Final Reflection
• 10 writing prompts (including listening to audio file of 1st
conference)
• Comprehensive self-evaluation for students
• Responses provide invaluable data for the teacher
• Utilizes 3 Strands of the ELA Class
• Reading
• Writing
• Public Speaking/Presenting
31. Assessments
• No reading checks, quizzes, tests, etc.
• Reliance on discussion
• Small/large group
• Online resources: Google Classroom, Google docs, Padlet,
Todaysmeet, etc.
• Conferences and weekly reading
• I talk with every student for 3-5 min. every 2-3 weeks,
depending on size of class
• Written responses
• Informal – response/reflection entries in notebook
• Formal – Letter-Essay, Book Reviews, etc.
• Emphasis on goal-setting and reflection
• Projects
• Reading Ladder
• Book Talks
36. What Else Takes Place?
• Articles, Blog Posts, TED
Talks, etc. on Reading
• Guest Book Talks from
Faculty/Staff
• Author Correspondence
• Reading – LOTS of Reading