Student Meaning Making from Informational TextDavid Cain
You've heard the call, groaned and rolled your eyes at the term, but what does it really mean? It’s not even in the new standards. It is true that we want our students to make significant meaning out of text, both now and in the future, and yet many of us struggle with the challenges of reading to learn. We will look at both research-based strategies as well as spend time in personally reflective thought about the ways in which you and I make meaning, as we seek to build practical approaches that connect students to text--regardless of the subject or grade that we teach.
Student Meaning Making from Informational TextDavid Cain
You've heard the call, groaned and rolled your eyes at the term, but what does it really mean? It’s not even in the new standards. It is true that we want our students to make significant meaning out of text, both now and in the future, and yet many of us struggle with the challenges of reading to learn. We will look at both research-based strategies as well as spend time in personally reflective thought about the ways in which you and I make meaning, as we seek to build practical approaches that connect students to text--regardless of the subject or grade that we teach.
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Co-teaching has not been used extensively as a model for librarian-instructor collaboration. The presenter, the Graduate Librarian at the KSU College of Education, will take you on her journey from an occasional collaboration with instructors to co-teaching a course. The session will include a case study of implementing the co-teaching model and barriers in the faculty – librarian collaboration
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
The presentation for GaCOMO about the graduate studies librarian journey to improve graduate students learning outcomes through collaboration with teaching faculty
Dr Stephen j Hall 2016 Educated in Deep Doctorate Land Stephen j Hall
A personal narrative of the theory and practice of a research Doctorate. Presented at UTIM, Research Colloquium Shah Alam Malaysia Nov 1 2016.
A practical practitioners experience of the "Nuts and Bolts' of Doctoral study.
Digital Divide: Connecting Students to Electronic TextDavid Cain
Recent research has found that students interacting with paper text have greater comprehension than students interacting with electronic text--that is, text on a screen of any of a host of devices. With the movement to paperless classrooms and one-to-one devices, what can teachers do to mitigate this loss? We will explore practical solutions to actively engage students in text and provide resources to teachers that will help them make the most of student technology, not just to match the expectations of paper and pen, but to exceed those limitations in terms of student comprehension, analysis, and production.
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
What does literacy mean in my discipline: Making meaning makersDavid Cain
Secondary teachers often encounter significant challenges as they have students grapple with text. We will explore the distinctions of content literacy and disciplinary literacy, as well as research-based practiced to help students become receptive and productive meaning makers.
From Digital Literacy to Digital FluencyDavid Cain
While our students may appear to be digital natives, they rarely have the capacity to make wise or ethical decisions as they construct their digital identities. As educators, we have a moral imperative to guide our students--even in an ever-changing digital landscape.
Bringing Text to Life in a Digital WorldDavid Cain
Recent research has found that students interacting with paper text have greater comprehension and analytical observations
than students interacting with text on a screen. With the movement to paperless classrooms, digital resources, and one-to-one devices, what can teachers do to mitigate this loss? We will share and explore technological tools and practical solutions
to actively engage students in their own learning, turning digital natives into meaning makers.
I Googled You: Student Tools to Establish a Positive Digital CitizenshipDavid Cain
Employers, colleges, and scholarship organizations are scouring the internet to get a sense of our students--what will they find? As educators we have a moral imperative to educate, initiate, and establish the positive web presence of our students. Primarily for the teachers who are not as tech savvy as they wish they were, you will be ready to begin the process next week and have students develop their positive web citizenship by the end of the month.
Digital Citizenship: Student Tools to Establish a Positive Digital Citizenship
Employers, colleges, and scholarship organizations are scouring the internet to get a sense of our students--what will they find? As educators we have a moral imperative to educate, initiate, and establish the positive web presence of our students. Primarily for the teachers who are not as tech savvy as they wish they were, you will be ready to begin the process next week and have students develop their positive web citizenship by the end of the month.
As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
Grappling With the CCSS: Developing PLC Units of StudyDavid Cain
As teachers clamor for Common Core materials and support, they often overlook their own resourcefulness and prior knowledge. At the same time, they are begging for time and collaboration with their peers to begin to understand the new standards. Through the PLC collaboration process, we will explain how to create a cohesive, rigorous curriculum that is authentic to our students, adaptable to various student groups, and utilizes free technology to capitalize upon the strengths of teachers. This cloud-based curricular repository is comprehensive and adaptable, and functions as the new teacher’s edition, supporting all students in learning.
This presentation, given at sites, provides the philosophical background and the vision of HUSD in the implementation of Common Core State Standards (CCSS), but focusses on the key question of "Why?" and "How?"as a precedent for the "What?" of CCSS.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. CLOSE READING
• It is not cloze reading, or closed reading—it is
thoughtful and careful attention to the text,
moving from the intention to the interpretation
through deliberate process
• Bob Probst—”Read it again, and likely again”
• It is a conversation with the text and author—an
transactional exchange of ideas.
• Close reading is text-dependent—what does
the text say about itself, how does it say it, how
does it connect to other texts, and why is it
significant?
• “Close reading is an instructional routine in
which students critically examine a text,
especially through repeated readings.” Fisher &
Frey
5. CLOSE READING
• A significant body of research links the close reading of complex
text—whether the student is a struggling reader or advanced—to
significant gains in reading proficiency and finds close reading to
be a key component of college and career readiness.
(Partnership for Assessment of Readiness for College and
Careers, 2011, p. 7)
• This is a shift from a Subjective Reader-Response approach to
text—California Department of Education’s position from 1980-
2010—toward a measured New Critical approach.
• Note that this mirrors the shift from teaching to learning, direct
instruction to PBL/inquiry approaches, teacher control to
Gradual Release of Responsibility Model, and more that shift
the process of learning back to the student’s realm.
6. WHAT KIND OF READING DO YOU
PARTICIPATE IN EACH DAY?
7. THE DIFFERENCES IN READING
• Samuel Johnson, 1723-1792, distinguished four types of
reading:
• Hard study—with pen in hand
• Perusal—searching for information
• Curious reading—engrossed in a novel
• Mere reading—browsing and skimming
• Deep reading vs. Hyper reading (Katherine Hayles, How We
Think)
8.
9.
10.
11.
12. CLOSE READING
• According to former International Reading Association
president, Tim Shanahan, close reading in the CCSS era must:
• Utilize short text selections—what can be surface-read by
students in no more than 10 minutes.
• Focus on text meaning
• Minimize background preparation/explanation
• Minimize text apparatus (marginal notes, vocabulary,
ancillary information, etc.)
• Students must do the reading and interpretation, not teachers
• Teacher’s role is to ask text dependent-questions and
encourage student generation of text-dependent questions
• Build stamina—multi-day, multiple-read approach to text
• Practice purposeful rereading, each with a separate purpose
15. Three Reads: Take One
•Frame:
•General overview, broad strokes, but short enough to be read in <10 minutes
•Setting:
•Empty hands, limited distractions
•Eliminate the frontload
•Put aside the overlays (reading structures, prompts, or guidance)
•Silently read by individual students—Independent readers needed
•Action:
•Keep the eyes tracking and don’t pause for more than two heartbeats
•It is about moving through the text—not racing, but not stopping
•Skip strange vocabulary
•Don’t worry about a complicated structure, timeline, or details
•Meaning is directed mostly by typeface, image, and caption
•Cut:
•Be ready to share what you think you found, or a question you still have.
17. Three Reads: Take Two
•Frame:
•Close-up, and ready to fill in the details with smaller chunks of text
•Setting:
•Pencil or pen in hand—avoid the highlighter
•Conversational noise level
•Overlays in hand and on the mind
•Action:
•Contextual vocabulary identification
•Marking structure, timeline, and details—including overlays
•Collaborative sharing and reading of specific portions
•Proposing a hypothesis, generating a deeper qeustion
•Meaning is directed mostly by clarification, collaboration, and rereading
•Cut:
•Share what changed about your original impression
19. Three Reads: Take Three
•Frame:
•Post-editing, cutting room floor, and film festival premiere in
one
•Setting:
•Formal presentation
•Attentive audience
•Action:
•Contextual vocabulary identification
•Defending a broader argument with specific details
•Structured criticism/questioning
•Meaning is transactional—putting some of ourselves and our
knowledge back into the text
•Cut:
•Waiting for the reviews, going meta-, and seeing the world
differently
20. SO WHAT ARE WE DOING?
• Think of the traditional approaches to text:
• Background/pre-reading activities
• Vocabulary
• Grammar activities
• Literary elements
• Outlining
• Silent reading
• Annotation
• Journal responses
• Discussion/dialogue/debate
• Essay composition
• Oral reading
• Etc.
• How do these activities fit with the Three-Reads
approach?
22. ANOTHER PERSPECTIVE
• Think of close reading in the same way that your digital
identity took shape.
• You started by collecting
• First read
• Moved on to curating
• Second read
• And now many of you are creating
• Third read and beyond
23. WHAT WOULD THIS THREE-READ
SYSTEM LOOK LIKE IN YOUR CLASS?
•What would students do
in your class before a
first read? Following?
•What would students do
in your class during a
second read? Following?
•What would students do
in your class during a
third read? Following?
24. KEEP YOUR EYES OPEN
•Remember, we are always learning
•From our students
•Watch and listen
•From ourselves
•Take time to reflect and then try
something new
•From our colleagues and other
experts
•Be willing to try another approach
•When teachers stop being innovative,
failure quickly follows