Presentation on theme: "The Community College of Baltimore County"— Presentation transcript:
1 The Community College of Baltimore County ACLT 052: Integrating Reading, Writing, and Thinking for Student SuccessThe Community College of Baltimore County
2 Presenters Professor Sharon Hayes, Reading Faculty and Coordinator Professor Ryan Donnelly, English FacultyDr. Jeanine Williams, Reading Faculty and Coordinator of Reading Acceleration Initiatives
3 Workshop Overview Introduction to ACLT 052 Skill-embedded Curriculum Thinking-focused PedagogyGrowth-centered AssessmentGroup Activity and Gallery WalkDiscussion and Questions
4 Got Questions? Well, we have answers! As questions arise, please make note of them on your index card.We will answer 2-3 pertinent questions after each segment.We have allotted plenty of time for discussion and questions at the end of the workshop.
6 Developmental Reading and English at CCBC Reading 051 –5 hours (36-60)Reading 052—4 hours (61-78)English 051—4 hours (up to 57)English 052—3 hours (58-89)Reading 052/English 101 Learning Community—8 hoursEnglish 052/101 Accelerated Course—6 hours
7 Why Rethink Developmental Reading? Successful accelerated courses in developmental English and mathPersistence issues—compounded by multi-level sequenceProblems with placement testingAffective issues and changing student populationLack of skill transfer from developmental reading to credit coursesThe Completion AgendaChanges in federal aid guidelines
8 What is ACLT 052?5-credit integrated Reading and English course focused on critical thinkingStudents with the following placements are eligible to enroll in ACLT 052:ENGL 051 and RDNG 051 ENGL 051 and RDNG 052ENGL 052 and RDNG 051 ENGL 052 and RDNG 052Successful students move directly to credit courses with developmental reading and English pre-requisitesA schedule design for optional periods of time/objectives.
10 Benefits of ACLT 052 Authentic college-level experience Multiple low-risk opportunities for students to discuss, think, and writeIncreases students' familiarity with academic culture by attending to the affective domainEliminates exit points and shortens pipeline for studentsLowers cost of developmental coursework for studentsCapitalizes on the heterogeneous class environment and eliminates the mental classifications of 051 and 052Introductory notes.
12 Guiding Principles: Curriculum Not based on the outcomes for the existing coursesCollege-level tasks with an emphasis on English 101 and other 100-level credit coursesStudents “practice college” instead of working on pre-college skillsWhole, complex reading instead of paragraphsAddress affective issues through course assignments and activitiesNot a literature course
13 Embedded Course Reading, Writing and Thinking Skills Academic literacy and academic discourseThe reading-writing processOrganizational patterns and rhetorical modesCritical reading, writing, and thinkingReader responseUsing source materialsWriting and evaluating argumentsGrammar, punctuation, spelling, and usageAudience awarenessEssay organization and development
14 Unit Plan Theme Reading Writing Readings Essay Education and Acquiring KnowledgeProcessMain Idea andSupportingDetailsTHIEVESMetacognitionTalk-to-the-TextThesisSupportPrewritingDraftingRevisingCARDEditingSuperman and MeThe BankingConcept ofEducationfrom The Narrativeof the Life ofFrederickDouglasI Just Wanna BeAverageLearning to readEducational AutobiographyAcquiring Knowledge
15 Other Units THEME READINGS ESSAYS Cultural Differences Myth of the Latin WomanNight WalkerVeiled IntentionsFish CheeksAssimilation:Reality or Fantasy(synthesis)Social IssuesThe Ghetto Made Me Do ItSeeking the Roots of ViolenceIs Torture Ever Justified?Death and JusticeI-Search(research)Media and TechnologyThe Future of the WebSociety is Dead: We HaveRetreated Into the iWorldIs Google Making Us Stupid?The Information Revolution Will Not Be a PanaceaSociety, Technology, and Our Future(argument)
16 Materials Central Text: No Impact Man, Colin Beavan Supplemental readings:Newspaper and magazine articles.Scholarly journal articlesPeer writingVideos: food production system, “Story of Stuff,” happiness, etc.
17 Major Assignments 4 Essays (including a research project) Weekly discussion board posts1 Educational autobiography1 Presentation1 Final Portfolio
18 Unit Format Themes and Texts Reading/Writing Skills Mini-Lessons Pre-reading/Pre-writing ActivitiesIndependent Reading w/ Guide QuestionsIn-class, Post-reading ActivitiesUnit Exam (In-class Writing Assignment)Essay
19 Everyday is different—“No Autopilot” Typical ClassQuiz on homeworkSmall group comprehension-based activityQuick-write on theme-related critical thinking questionMini lesson on a timely reading/writing skillExam preparation— “Speed Dating”Essay planning and draftingPeer editingInstructor-student conferencingEveryday is different—“No Autopilot”
20 “We Don’t Need No Education”: The Politics of Schooling Essential Questions—provide the larger context for critical thinking and discussionEmbedded Skills—introduce students to the “academic state of mind” and basics of academic reading and writingAffective Issues—address lack of “student posture”, provide space to interrogate previous educational experiences, and provide an opportunity to create a new “narrative”College-level Texts—examine various educational narratives as a springboard for self-examinationExam and Essay—focus on “big ideas” and critical thinking
21 Embedding SkillsBrief, but explicit discussion of academic habits of mind to set the stageStudents move to immediate practice of college-level tasks via class work and homework assignmentsFocusing on the big ideas of the reading selection students practice:Activating prior knowledgeAnnotation and note-takingFinding main ideasQuestioning the text and hypothesizingInferences and conclusionsBasic writing/ paragraph structureSupporting Assertions
23 Guiding Principles: Pedagogy Turn our assumptions on their head or “before they can do this, they have to do this.” Start with the real academic tasks right away—not baby stepsUse a thematic approachUse active learning techniquesUse triage to deal with student areas that need support rather than lowering the entire curriculum to sub-skills—“just in time remediation”Have a “growth mindset” towards students and their progressHelp grow student sense of responsibility
24 The SyllabusScavenger HuntScenariosWhat happens if you and your friend “share” the answers to a homework assignment?Your friend, Mario, asks to see your homework. He tells you that his mother was sick and he had to take her to the hospital and couldn’t do it. He promises that he’ll only ask to copy this one time if you would just help him out now. How do you respond to his request?
25 The Integration Reading Integrated Discussion of fast food and obesity Read “Weight of Blame”Identify the main idea and supporting detailsIntervention:Use of quotation marks?Who is the author? Publication? Audience?Revise main idea and supporting detailsEntry 1: Free write: “fast food and obesity”DiscussionEntry 2: If you were the editor of Restaurants and Institutions, what point would you make about eating out and obesity?Read “Weight of Blame”Entry 3: What was the author’s point and why do you think that?Discussion (agreement or discrepancy between entries 2 and 3)Small group/pairs: analyze the major point in ¶6.Entry 4: Analyze ¶7 or ¶8.Entry 5: What is your “take away” from this reading experience?
26 Comparison of Results Reading Integrated Main idea practice Supporting details practiceRead carefullyNo future transference or evenmemory of the interventiondiscussion (purpose, audience,etc.)Main idea practiceSupporting details practiceRead carefully+ Author’s purpose andaudience+ Critical thinking+ Accountability for learning+ Transference of concepts(purpose, audience, etc. ) tofuture discussions
27 Critical Thought Questions The “So What?” FactorGuide QuestionsCritical Thought QuestionsHow did Douglas’ mistress change? What role did bread play in Douglas’ reading instruction?How did the understanding of the term abolition change Douglas?Why did Douglas begin to envy his fellow slaves?How did Douglas learn to write?Why would slave owners want to ensure that their slaves were kept illiterate?Why would the ability to read and write become so important to Douglas?Why did Douglas “[come] to feel that learning to read had become a curse rather than a blessing”?Who might have been the audience for Douglass’ work?What similarities exist between Douglas’ experience and that of Malcolm X or Sherman Alexie?
28 The Art of Revision Given a “before” and “after” model Large group discussionGiven a “before” and “after” modelIn groups, evaluate which is better and whyShare results with classVideo:Discussion of the videoIn groups, identify areas in first drafts could be rewritten for more effectiveness.
29 The Challenge of Critical Thought How can you relate this group to this class?
31 Guiding Principles: Assessment Holistic approach to assessing student work—look at content as well as grammarProgressive approach to grading: tolerance for less than perfect work early in the semesterProvide a lot of “low-risk” opportunities to talk, think, and write before graded, higher-stakes assignmentsEmbrace 3 Goals:Independently read and understand complex academic textsCritically respond to the ideas and information in those textsWrite essays integrating ideas and information from those texts
33 Pre-Reading Free-write Watch video Class discussion Goal: Tap into existing knowledgeFree-writeWatch videoClass discussionKey concepts and terms
34 Pre-Reading Example: Prep for a reading on importance of biodiversity Free-write and discussionWhat is a food web? Why is it important to understand?During discussion:How do food webs work?What is extinction and why is it a problem?What would happen if a disease killed all the spiders in the world?
35 Pre-ReadingLecture:Reinforce concept of systems and how they function.Reinforce “relationships” of organisms to each other.Introduce “biodiversity” as a term.
36 Reading Goal: Guide students to facilitate comprehension. Annotations Guiding questionsDual-entry journalsWritten responses
37 Reading Article: “Will we soon be extinct?” by Josh Clark. Annotations Guiding Questions:Why is nitrogen important to humans?How do worms keep up us alive?What will happen if species continue to die?How much biodiversity is in your neighborhood? Count as many different kinds of life as you can (think about large animals like humans, about small ones like insects, and about bacteria, mold, and fungus as well.)
38 Post-Reading Goal: Assess comprehension and engage with concepts. QuizzesResponse papersDiscussionGroup activityFurther research
39 Post-Reading Short Quiz: Discussion: Follow-up: How do many advances in technology depend on nature?Discussion:Why is biodiversity important?What places might have high and low levels of biodiversity?Follow-up:How bio-diverse is our campus?
40 Post-Reading Essay Problem: How can we increase biodiversity on the community, national, and international level?Make a case for biodiversityOffer solutions for species extinctionIndividual actionCollective action
41 Discussion/Essay Prompts IntegratedDirectly address contentPrompt sophisticated writingCritical ThinkingStudents should cognitively engage with content(e.g. craft an argument)
42 Discussion/Essay Prompts Article: “Sex Selection Should be Regulated,” by Hattie Kaufman. Dr. Steinburg and Dr. Caplan disagree on this issue. Explain each of their ideas, and then write an argument in which you take a side on the issue of if we should have government regulation of this issue.
43 Discussion/Essay Prompts Article: “Will we soon be extinct?” by Josh Clark.How can we increase biodiversity on the community, national, and international level?Make a case for biodiversity, citing Clark’s article.Offer solutions for species extinction.Remember to think about individual action as well as collective action.
44 Responding to Writing Emergent skills Engaging with content Focus on heavily…Focus some on…Emergent skillsEngaging with contentGauging comprehensionSentence complexityAcademic toneMajor grammar issuese.g. sentence boundaries, subject-verb.
45 Responding to WritingIncorporating quotes.Engaging with those statements.Drawing inferences.“Thousands of dollars”?How do you think Walton feels about the “low-benefit model”?Should you introduce the paragraph material first?Tone.Walmart founder Sam Walton once said, "I pay low wages. I can take advantage of that. We're going to be successful, but the basis is a very low-wage, low-benefit model of employment." So what does that tell you? Well I can tell you, what I think of that statement. I think that, If Wal-Mart wants to continue making thousands of dollars per year, than Walmart should not only worry about how much money Walmart can make, but how successful Walmart employees could be, what they can learn, and employees can make more money by working full time schedules, if that’s what the employee prefers.
46 Responding to Writing The Grammar Question Triage / Just-in-time Most urgent needs firstAssess group needsOne-on-one or brief lecturesAlways practice grammar in context