What Worked to Support your Learning today?

Student panel.
Practicing RA, pair sharing, student panel.
Student panel. To hear students' voice and perspective.
The student panel was helpful.
I'm not alone. My colleagues have experienced lack of motivation f
rom students.
Group discussions and interactions with another worked to support
my learning today.
Engagement. Interchanges/ Exchanges.

What Worked to Support your Learning

today?

I really loved the student panel and learned a lot from them.
Student panelists.
The student panel.
Excellent presentations. Colleagues. Student panel.
Pairing up and reflecting with a partner throughout the session.
The PowerPoint at the beginning was helpful in introducing this class
and its goals.
A/C, talking with people, mixing things up.
I liked all the resources we are given.
Feedback from student panel. Feedback on golden line.
Student feedback from panel.

Short focused lesson plan ideas.

How can we get more examples of connectivism used in community college.
Many questions about learning activities.
I'm confused about enrolling for academic credit or flex credit. Can we do both? Can an email be sent
out with step by step instructions on both?
It would be helpful to have more info/rubrics early on regarding class assignments/projects.
Where do we go to get homework?
I am interested in underlying theories of our practices.
The hows and whys.
More work with online resources/strategies/tools.
I have more questions for the students. Can we have them back?
What is the duration of each meeting?
What is the team project that we have to complete for FTLA?
How can I use technology with my class?
Will the assignments for next session be posted on the FTLA site daily?
Better prep work with availability of resources needed ahead of time.
Not sure yet, too early to tell.

Introduction to Reading Apprenticeship:

Making the Invisible Visible to our students
FTLA 2015

Do you recognize these students?

Are inexperienced but not
beginning readers
View reading as only a
school-based activity
Lack confidence and are
mentally passive with
reading
Appear to have limited
knowledge of topics in
school texts

Have limited
comprehension when they
do read academic texts
Are not held accountable for
much reading
Expend a lot of energy
covering up what they dont
understand

Michael Wesch
World on fire

Whatever

Thats not what I mean by textbased discussion

WestEds
Strategic Literacy Initiative (SLI)
A professional development and research
organization focusing on improving
academic literacy in diverse populations of
adolescents and post-secondary students
using Reading Apprenticeship, a researchbased instructional framework.
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Reading Apprenticeship
A partnership of expertise between the
teacher and students, drawing on what
content area teachers know and do as skilled
discipline-based readers and on learners
unique and often underestimated strengths

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Dimensions of Reading Apprenticeship

Personal Reading History

When students reflect on and share their
personal reading histories, they have an
opportunity to view themselves and their
classmates more generously, as readers in
progress, with reader identities they can
understand and change
(Schoenbach, Greenleaf and Murphy 79).

Write about some key moments or events in

your development as a reader in your
discipline.
What experiences stand out for you? High points?
Low points?
Were there times when your reading experience or
the materials you were reading made you feel like
an insider? Like an outsider?
What supported your literacy development in this
subject area? What discouraged it?
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Personal Reading History

Share some highlights of your reading history with
a partner. Make sure that each of you has had an
opportunity to read or tell your story uninterrupted
before you respond to what youve heard.
Once both people have had a chance to share,
discuss what youve learned about each other:
what were some commonalities? What were some
surprises?
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Personal Reading History

What did you learn about yourself as a
reader? About your partner?
What supported your reading development?
What discouraged it?
What are some commonalities? Surprises?

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Think Aloud
Helps students to notice and say when they are confused,
and use each other as resources for making meaning
Helps you to practice making your thinking visible, so you
can model effective ways of reading texts in your
discipline for students
Helps to give names to the cognitive strategies that we use
to comprehend text
Helps to notice text structures and how we navigate
various genres to build confidence, range, and stamina

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Debrief Think Aloud

What was the Think-Aloud experience like?
What did you notice you or your partner
doing?
Could you see yourself trying a Think
Aloud with your students and your class
text(s)?
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Debrief Think Aloud

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Talking to the Text

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Debrief Talking to the Text

What was the Talking to the Text
experience like?
How could you incorporate a Talking to the
Text activity within your class?

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