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“Working with Basic Skills Students”

“Working with Basic Skills Students”. Ann Foster College of the Redwoods January 10, 2013. Workshop Agenda. 1. Welcome & Introductions 2 . California Community Colleges’ Success Network (3CSN) Overview 3. Habits of Mind: Overview BREAK 1:50-2:00 4. Reading Apprenticeship Demonstration

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“Working with Basic Skills Students”

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  1. “Working with Basic Skills Students” Ann Foster College of the Redwoods January 10, 2013

  2. Workshop Agenda • 1. Welcome & Introductions • 2. California Community Colleges’ Success Network (3CSN) Overview • 3. Habits of Mind: Overview • BREAK 1:50-2:00 • 4. Reading Apprenticeship Demonstration • 5. Questions/Answers

  3. Reflection 1 • Please take a moment to complete Reflection 1.

  4. 3CSN Professional Development Outcomes • Recognize and address gaps, needs, opportunities, and strengths related to teaching and learning in a range of educational settings. • Design, implement, and evaluate effective learning environments for diverse groupsbased on relevant research.

  5. College of the RedwoodsWorkshop Outcomes • Understand 3CSN’s mission and infrastructure, including regional networks and communities of practice. • Understand Reading Apprenticeship framework and Talking to the Text routine and identify one way theRA framework can be utilized in learning environments.

  6. I) 3CSN Overview • Definition • Mission • Professional Development • Question/Answer

  7. What is 3CSN 3CSN is a professional development initiative sponsored by the California Community College Chancellor’s Office as part of the statewide Basic Skills Initiative.

  8. The3CSN MissionDevelop leaders in California community colleges who have the capacity to facilitate networks of faculty, staff, and students for curricular and institutional redesigns in support of increased student access, success, equity and completion.

  9. 3CSN’s Professional DevelopmentEvents and Activities • 7 Regional Networks • San Diego, Orange County, Foothill Inland Empire, LA, Central Valley, N. CA, Far North • Basic Skills Initiative Leadership Institute • BSILI • Learning in Networks Knowledge Sharing • LINKS • Communities of Practice • Acceleration, Habits of Mind, and Reading Apprenticeship

  10. 3CSN Overview • Questions…

  11. Reflection2 Please take a few minutes to complete Reflection 2.

  12. II) Habits of Mind Overview Definition Online Course  Example

  13. What do we mean by habits of mind? • A habit is an acquired predisposition to respond in particular ways. • A combination of having the inclination, capability and commitment to particular behaviors that lead to productive outcomes in a range of learning situations.

  14. Why Teach Habits of Mind? To develop self-directed, self-regulated learners. To help learners be predisposed to behaving intelligently and productively when confronted with problems, dilemmas and uncertainties. • Rather than just provide information; we can teach learners how to use that information.

  15. How & Where do Students Develop these Skills? • Through a cumulative, collective process that takes time and demands integration and synthesis from the learner. • Students don’t learn problem-solving or coherent writing from one course, or only specific courses. • The whole of the college experience, inside and outside the classroom, provides the structure, learning opportunities, and time for reflection.

  16. Online Course Module • Student Self-Knowledge and Self-Assessment • 6-Week Course

  17. 3CSN’s Online Habits of MindCourse ModulesSpring 2013 Register at EventBrite.com • Feb. 3-Student Responsibility and Self-Efficacy • Feb. 3-Student Goal Setting • Mar. 10-Student Time Management • Mar. 10-Student Responsibility and Self-Efficacy

  18. Successful Habits of Mind Programs include: • Faculty ownership and collaboration • Student ownership and collaboration • Administrative support and Board buy-in • Professional development to support • Clear and intentional messages across the campus • Embedded across the curriculum • Infused into student and academic support services • Ongoing assessment

  19. Habits of Mind Example-Entire College • iFalcon at Cerritos College • “Branded” student success behaviors. • Visible presence throughout campus. • Student involvement and promotion. • Technology integration (student portal) and weekly announcements to all students. • Faculty inquiry and curriculum development. • Framework for student services and learning assistance

  20. Reading Apprenticeship The RA Framework An RA routine Demonstration: Talking to the Text  RA routine practice and debrief  Question/Answer

  21. West Ed &Reading Apprenticeship West Ed is a professional development and research organization focusing on improving academic literacy in diverse populations of adolescents and post-secondary students using Reading Apprenticeship, a research-based instructional framework.

  22. Reading Apprenticeship Defined 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

  23. Dimensions of Reading Apprenticeship

  24. In Reading Apprenticeship Classrooms, Teachers • Focus on comprehension and metacognitive conversation • Create a climate of collaboration • Provide appropriate support while emphasizing student independence

  25. RA Routine DemonstrationTalkingto the Text Invites readers to converse with text to explore content as well as individual reading process. Use sentence prompts as conversation guides.

  26. Talking to the Text • Using the prompts on bookmark handout and your own reading strategies, use ‘talk to the text’ as you read the section titled Mindsets and Achievements. • Pair/Share-In groups of two or three, share the notes you wrote on your text. Also, considering discussing strategies, challenges, and insights.

  27. RA helps to develop more powerful readers through: engaging students in more reading– for recreation, subject-area learning, and self-challenge; making the teacher’s discipline-based reading processes visible to the students; making students’ reading processes, motivations, strategies, knowledge, and understanding visible to the teacher and to one another;

  28. RA helps to develop more powerful readers through helping students gain insight into their own reading processes; and helping them develop a repertoire of problem solving strategies for overcoming obstacles and deepening comprehension of texts from various academic disciplines.

  29. Upcoming 3CSN Events • 1/25-All-day RA Workshop at Sac City • 2/1-All-day LINKS VI Event at Shasta College • Habits of Mind Online Modules • April 2013-RA Online Course begins • Spring 2013-Far North Regional Event • (Date and Location to be determined) • 6/2-6/7-BSILI Event at Lake Arrowhead

  30. Resources • 3CSN website • 3CSN’s Reading Apprenticeship website • EventBrite's Homepage

  31. Acknowledgements • This powerpoint represents collaboration among all 3CSN team members. I appreciate their contributions and continued dedication. Deborah Harrington, BradlenVaden, Jan Connal, RozaEkimyan, Donna Cooper, Erik Armstrong, Lisa Brewster, Agnes Jose-Eguaras, Nika Hogan, Katie Hern, Miya Squires, and Crystal Kiekel.

  32. Please Complete Evaluation www.3csn.org

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