1. Reading & Instructional Strategies Session 3 The method is, in fact the external form of consciousness manifest in acts, which takes on the fundamental property of consciousness – its intentionality. The essence of consciousness is being with the world, and this behavior is permanent and unavoidable. Accordingly, consciousness is in essence a ‘way towards’ something apart from itself, outside itself, which surrounds it and which it apprehends by means of its ideational capacity. Consciousness is thus by definition a method, in the most general sense of the word. Pedagogy of the Oppressed

2. What would Einstein think about standardized testing?

3. ...I worked most of the time in the physical laboratory [at the Polytechnic Institute of Zürich], fascinated by the direct contact with experience … The hitch in this was, of course, the fact that one had to cram all this stuff into one's mind for the examinations, whether one liked it or not. This coercion had such a deterring effect [upon me] that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year. It is…nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wreck and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry, especially if the food, handed out under such coercion, were to be selected accordingly. "Autobiographical Notes," in Albert Einstein: Philosopher-Scientist, Paul Schilpp, ed. (1951), pp. 17-19 © 1951

4. Reading & Instructional Strategies Session 3 The only obligation which I have a right to assume is to do at any time what I think right. Henry David Thoreau Henry David Thoreau Civil Disobedience Civil Disobedience To believe your own thought, to believe that what is true for you in your private heart, is true for all men, - that is genius. Ralph Waldo Emerson Self-Reliance Self-Reliance

5. Beginning Class Items 1.Announcements 2.Book share 3.Article share 4.General thoughts or comments 5.Anyone move or get a job?

6. A math teacher plans to assign a major research project to students in a mixed-ability class. The teacher wishes to implement the project in a way that will build confidence and positive expectations among the class’ lower achieving students. Which of the following approaches is most likely to help the teacher achieve this goal? ------------------------------------------------------------------- A.Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed B.Allow students substantial choice in determining the research topics they wish to pursue and the timelines and procedures they wish to use to complete their projects C.Give students a checklist emphasizing process skills and have them complete the checklist as the project progresses D.Pair lower-achieving students with high-achieving peers, and encourage the student pairs to use flexibility in carrying out their respective project roles

7. An English teacher plans to assign a major research project to students in a mixed-ability class. The teacher wishes to implement the project in a way that will build confidence and positive expectations among the class’ lower achieving students. Which of the following approaches is most likely to help the teacher achieve this goal? ------------------------------------------------------------------- A.Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed B.Allow students substantial choice in determining the research topics they wish to pursue and the timelines and procedures they wish to use to complete their projects C.Give students a checklist emphasizing process skills and have them complete the checklist as the project progresses D.Pair lower-achieving students with high-achieving peers, and encourage the student pairs to use flexibility in carrying out their respective project roles

8. Interview Questions

9. Reading & Instructional Strategies Session 3 “A Skill for Life” Steve Gardiner ( Educational Leadership, Oct 2005) “10 Minutes a Day for Sustained Silent Reading” Steve Gardiner ( Educational Leadership, Oct 2001) Discussion & highlights

10. Reading & Instructional Strategies Session 3 “Strategies for Teen Readers” (appendix) “After Third Grade” (pp. 15-20) Read and discuss

11. Reading & Instructional Strategies Session 3 “Seven Literacy Strategies That Work” (appendix) “Teaching Reading in Math and Science” (appendix) “Science Dos and Don’ts” (appendix)

12. Reading & Instructional Strategies Session 3 “The Reading Process” (pp. 2-5) Discussion & highlights

13. Reading & Instructional Strategies Session 3 Review Cornel Notes

14. Reading & Instructional Strategies Session 3 “Ask Questions Before, During, and After Reading” (pp. 31-34) Discuss

15. Reading & Instructional Strategies Session 3 Alternatives to using writing as punishment Class participation pointsClass participation points Punish With Rewards (Alfie Kohn) Punish With Rewards (Alfie Kohn) Lunch period?Lunch period?

16. Please return from break within 15 minutes