Adult Educator Spring Institute ELA Workshop

Thom Suddreth, thomsuddreth@gmail.com
Adult Educator Spring Institute ELA Workshop Spring 2019 | Tifton | Statesboro | Warner Robins | Acworth Thom Suddreth,

Building On what we know Educational Assessments
Instructional Methodologies Student Achievement

Workshop Objectives Understand the connection between student assessments and the Georgia Adult Education Curriculum Framework Identify instructional skills instructors can leverage when supporting reader comprehension and helping students understand informational text Understand how cognitive biases and logical fallacies can influence student perception, thinking, and understanding Identify opportunities to transfer workshop topics to the classroom

Educational Assessments
GED Testing Services TABE 11&12 GED Testing Services Assessment Guide for Educators Highlights PDLs Some sort of an activity using the Assessment Guide for Educators GED Ready – how many have seen this TABE 11&12 TABE Blueprint Walkthrough Some sort of activity using the Blueprint Standards-Based Instruction CCRS ELPS Employability Skills Framework GA AE Curriculum Framework Reading Writing Language

GED Testing Services Website

GED Testing Services – Teaching Resources
Educator Handbook (Handout)

GED Testing Services – Educator Handbook
Tests Overview 4 Subject Tests 4 Scored GED Ready Practice Tests Definitions for the 4 Test Scores Testing Strategies Student Preparation - Test-day Tools Instructional Suggestions

Educator Handbook – RLA Test, p. 3
How many minutes are provided for the Reasoning Through Language Arts (RLA) Test?

How many minutes are provided for the Reasoning Through Language Arts (RLA) Test? 150 minutes (including a 10-minute break) What does this mean for student preparation? What does this mean for student preparation? The test is timed. Provide students with timed activities so they become better more familiar with the pressure of working under a timed deadline. Even if you have 5 students in your class working at 5 different levels in 5 different work books, remind them to set a timer so they can begin to gauge how fast or how long it takes them to read and answer questions. A timed test creates much more stress than an open ended test where a student can take as much time as they want.

How much time is provided for the extended response writing component?

How much time is provided for the extended response writing component? 45 minutes What does this mean for student preparation? What does this mean for student preparation? Students need to practice reading multiple texts examples, outlining what will be written, and practice writing their answer. Students need to know to use all the time provided. They can draw a graphic organizer and fill it in, take notes on the white erase board, re-read the text passages and continue to revise their written response until the time it up. GED Testing Services has analyzed written responses that could have scored more points, what some would consider as “failing” because it’s one score for the entire RLA test and not separate scores for the written component and the test questions, and found out the majority did not even half the time was used. Unused time allotted for the written component cannot be “banked” or used for the other part of the test.

What is the percentage of: ____ informational text ____ literary text

What is the percentage of: ____ informational text ____ literary text 75% informational text 25% literary text What does this mean for student preparation? What does this mean for student preparation? The updated 2014 GED Tests included many changes, but the shift to using mainly informational texts instead of providing test-takers with literary texts was a big shift. Students will encounter much more information text on the test compared to literary text passages, therefore, be sure they are exposed to this same scenario in your classrooms. Help manage the expectations for your students by providing them various informational text sources to work with, or at least more than literary texts examples. Depending on new or old your classroom resources are, your students may have plenty of examples and question scenarios to work through. If not, then you need to bring in those resources, or at the least work with your instructional leaders to help supplement what you have available in order to correctly prepare your students not just for testing, but for the real- world.

What is the text range (number of words) students should expect to encounter on the test?

What is the text range (number of words) students should expect to encounter on the test? 400 to 900 words ? ? ? What does this look like? What does this look like?

Lorem Ipsum – 400 Words 400 Words, 4 Paragraphs
Regular 12 pt font, double spaced lines Reduce the title size and the text would be just a page and a half. Most likely at least three good size paragraphs, maybe four.

Lorem Ipsum – 900 Words 900 Words, 10 Paragraphs Longer text passage.
But, when students are provided “two” shorter text passages on the test, could the passages combined equal as much reading as this? Yes.

Is it really pain, suffering, and sorrow?
What is Lorem Ipsum? Is it really pain, suffering, and sorrow? What is Lorem Ipsum? Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum. Where does it come from? Contrary to popular belief, Lorem Ipsum is not simply random text. It has roots in a piece of classical Latin literature from 45 BC, making it over 2000 years old. Richard McClintock, a Latin professor at Hampden-Sydney College in Virginia, looked up one of the more obscure Latin words, consectetur, from a Lorem Ipsum passage, and going through the cites of the word in classical literature, discovered the undoubtable source. Lorem Ipsum comes from sections and of "de Finibus Bonorum et Malorum" (The Extremes of Good and Evil) by Cicero, written in 45 BC. This book is a treatise on the theory of ethics, very popular during the Renaissance. The first line of Lorem Ipsum, "Lorem ipsum dolor sit amet..", comes from a line in section The standard chunk of Lorem Ipsum used since the 1500s is reproduced below for those interested. Sections and from "de Finibus Bonorum et Malorum" by Cicero are also reproduced in their exact original form, accompanied by English versions from the 1914 translation by H. Rackham. Why do we use it? It is a long established fact that a reader will be distracted by the readable content of a page when looking at its layout. The point of using Lorem Ipsum is that it has a more-or-less normal distribution of letters, as opposed to using 'Content here, content here', making it look like readable English. Many desktop publishing packages and web page editors now use Lorem Ipsum as their default model text, and a search for 'lorem ipsum' will uncover many web sites still in their infancy. Various versions have evolved over the years, sometimes by accident, sometimes on purpose (injected humour and the like).

What is the text range (number of words) students should expect to encounter on the test? 400 to 900 words What does this mean for student preparation? What does this mean for student preparation? Look at your classroom resources. Do they provide this type of exposure and practice opportunities for your students?

Will the test measure a student’s ability to read closely? Write clearly? Edit and understand written English?

Will the test measure a student’s ability to read closely? Write clearly? Edit and understand written English? Yes, to all. What does this mean for student preparation? What does this mean for student preparation? Students must be taught CLOSE reading skills and have time to practice with your feedback. Do you classroom resources provide them this opportunity? Who provides feedback to students in your program on their writing exercises, assignments, and practices? Some one needs to do this.

Will the test measure a student’s ability to understand, interpret, and answer questions based on what’s provided in the text?

Will the test measure a student’s ability to understand, interpret, and answer questions based on what’s provided in the text? Yes. Absolutely. Fact based answers a must. No opinions, please. What does this mean for student preparation? What does this mean for student preparation? While students need to know their thoughts, feelings, and opinions count, when it comes to providing a text-based response, only the details provided in the text or sample text excerpts need to be used. This is the case whether the student agrees, or disagrees, with the text. This is not the time for students to provide their point-of-view and discuss whether of not they agree or disagree as if they are writing an editorial or opinion piece like what can be found in newspapers, blogs, facebook entries).

Is reading an important skills for the other tests? How about the Science and the Social Studies Test?

Is reading an important skills for the other tests? How about the Science and the Social Studies Test? Yes! Absolutely. Science Test: 30% Social Studies Test: 33% What does this mean for student preparation? What does this mean for student preparation? A variety of science and social studies topics need to be provided to your students.

How about the other parts of the Science and the Social Studies Tests?

How about the other parts of the Science and the Social Studies Tests? Yes! Absolutely! Science Concepts: 40% + Mathematical Reasoning In Science: 30% Social Studies Concepts: 33% + Mathematical Reasoning In Social Studies: 33% ? ? ? How about math? That’s just all numbers, correct? What does this mean for student preparation? Reading is relevant throughout the science and social studies tests. Vocabulary Skills are a must as well.

How about math? That’s just all numbers, correct? No! Word problems a plenty. Specific directions. CLOSE Reading Skills are a must! How about math? That’s just all numbers, correct? What does this mean for student preparation? Reading is relevant throughout the science and social studies tests. Vocabulary Skills are a must as well.

If you are not familiar with the tests structure, be sure to “closely” read what GED has provided. For example: The majority (50%) of reading in the Social Studies Test – Civics and Government The majority (40% each) of reading in the Science Test – Life Science and Physical Science Selecting reading passages in these areas will even goes further in helping your students.

GED Ready practice tests are corelated to the actual GED Tests  145 needed to pass GED Ready Scores < 133 (not likely to pass) (too close to call) 145+ (likely to pass) Who in here works with students to take the GED practice tests and helps the students interpret their scores?

GED Ready – Performance Learning Descriptors
Below Passing (<145 score) Pass/High School Equivalency ( ) GED® College Ready ( ) GED® College Ready + Credit ( ) PLDs Handout What a student should be able to demonstrate if scoring in a particular range.

HII: High Impact indicators (Handout) High Impact Indicators are items that essentially are building blocks, or you can consider them to be vitally important components that students must not only be exposed, but have a high degree of familiarity to a mastery level of knowledge in order to be able to tackle advanced reading, calculations, and problem solving. The HIIs may or may not actually appear on a test, due to the fact they are normally the know-how and knowledge that are embedded into the greater knowledge needed to solve or answer advanced problems and questions. HIIs generally, but not always, are subject matter and content items that are taught to intermediate level students and as such become essential focus points that students need to know before advancing within their adult education programs.

GED Testing Services – High Impact Indicators
RLA, P. 2 R.8.3: Evaluate the relevance and sufficiency of evidence offered in support of a claim. Locate R.8.3 What words appears to reap in each bullet?  evidence Let’s look at one other document you may have seen or be familiar, and that’s the Assessment Guide for Educators. While there is one for each subject test, we’ll look at the one for RLA and I want you to find the same knowledge indicator – R.8.3 in it.

Assessment Guide for Educators (Bottom of Page) (Handout)

GED Testing Services – RLA Assessment Guide
RLA, Assessment Targets, P. 7 Find R.8.3 at the bottom of page 7, but here it’s with many other supporting items that GED refers to as “Assessment Targets.” Remember R.8.3 , because we’ll come back to it in a moment.

Appendix D Glossary of Key Terms for the RLA Test 58 terms Many have “not to be interchanged (confused with…) While there is much in this guide, and for those who teach reading and writing at any levels it would be highly advantageous for one to be familiar with anything provided in this guide if it relates to any topics you now you oversee that are are taught to students, one part especially worth mentioning falls in the last section. Flip the book over. It’s the glossary of terms. But, not just nay glossary, this if the Glossary of Key Terms for the RLA Test. This book was updated from when it was published back in 2013 and it appears this back sections was expanded. 58 terms Many have “not to be interchanged (confused with…) as part of o word or phrase’s definition. This is important, because GED is highlighting areas where students commonly make mistakes because of not understand or knowing the differences between what’s being asked in an assessment item. For example, look at the very back and find the word “topic”

For example, look at the very back and find the word “topic” These are examples of such important words and phrases that students really need to exposed to and familiar when going to take the test. Is every word going to be on the test, probably not as there is always a variety of different mix of questions from which the test pulls. But, these words to do have meaning and one can easily see how a student may get confused and miss something if they are not familiar.

TABE 11&12

TABE 11&12 – Launching April 1, 2019
Content Alignment TABE 11&12 is aligned to OCATE's CCRS GED Assessment Targets are aligned to the CCRS Georgia's Adult Education Curriculum Framework includes the CCRS Reminders CCRS = College- and Career-Readiness Standards OCATE = Office of Career, Technical, and Adult Education (U.S. Government, Federal Department of Education)

TABE 11&12 Standards Content Alignment Activity
Georgia's Adult Education Curriculum Framework includes the CCRS (Handout Booklet) (Handout Packets)

Remember?

TABE 11&12 Reading Blueprint
(Level M, Back Page)

TABE 11&12 Curriculum Guide
(p. 32, Bottom Left Column)

Georgia's Adult Education Curriculum Framework

Georgia's Adult Education Curriculum Framework – Content Areas
How Does One "Read" the Standards? The standards have a unique numbering system to provide adult educators with more ease in which to navigate the standards and cross reference with national assessments, such as the TABE 11&12 and the GED Tests. Content areas within ELA/Literacy correspondence to the following: Reading (R) Writing (W) Speaking and Listening (S) Language (L)

Georgia's Adult Education Curriculum Framework - Levels
Educational Functioning Levels (EFLs) are incorporated as well. There are six EFLs for ABE/ASE. Level 1 = Beginning Adult Basic Education Literacy Level 2 = Beginning Adult Basic Education Level 3 = Low Intermediate Adult Basic Education Level 4 = High Intermediate Adult Basic Education Level 5 = Low Adult Secondary Education Level 6 = High Adult Secondary Education

Georgia's Adult Education Curriculum Framework – Benchmarks
Benchmarks – describe expected performance at the exit points for each Educational Functioning Level in the standards Each benchmark has a unique identifier that includes: A letter to indicate the content area. A number (the first number in the benchmark) to indicate the educational functioning level. Another number (the second number in the benchmark) to indicate the benchmark number.

Georgia's Adult Education Curriculum Framework – Example

Remember?

Helping Students Increase Reading Comprehension and Understanding When Using Informational Text
Lin everything to a standard! Complex Text - ?

What’s the Name of a Book You’ve Recently Read?
Opening group discussion…

What Genre of Books Do You Enjoy Reading?

What Genre of Books Do You Find Difficult to Read?

? ? Fiction Nonfiction Nonfiction Fiction Required Required Enjoyment
With a Purpose With a Purpose When it comes to selecting a story or a book to read, the selections will fall between: Fiction, and Nonfiction. And I think we can agree there are lots of factors and circumstances that help to guide our choices.

Instructional Methodologies and Classroom Activities:
Helping Student Increase Their Understanding and Comprehension

All The Reading, Writing, and Language Standards
Areas of Focus All The Reading, Writing, and Language Standards

All The Reading, Writing, and Language Standards
Areas of Focus All The Reading, Writing, and Language Standards ~ NO ~ Practice Workbook- Reading Informational Text (McGraw Hill Education)

Areas of Focus Recognizing Differences Between Fiction & Nonfiction
Determining the Main Idea Citing Supporting Details Summarizing Ideas Analyze Important Details Recognizing Text Structures These are just some key, important areas that are covered or should be covered in Reading and Writing Classes with students. The NRS Levels range from intermediate to advanced content. While we'll have some common definitions and instructional basics for these various areas, and I'll do that just to make sure we all are on the same page since there is a range of teaching experience in the room as well as content knowledge, the main goal is to progress past the introductions and get into the hands-on activities and discussions I have prepared for you.

Fiction = Story Elements
Nonfiction = Text Features

What Makes a Good Fiction Story...
Really Good? For those of you who enjoy reading fiction, what makes a good fiction store, so good? You’re unable to put the book down?

Fiction – Story Elements
(handout available at end of workshop)

What Helps Make Nonfiction…
Enjoyable to Read, or Useful for Reference?

Nonfiction – Text Features Activity
First Activity (words and pictures to match) will be a bit easier for your students than the Second Activity (words only to match) that's done. (handout available at end of workshop)

Activity Debriefs Regardless of Setting Leveled Class
Small Group Instruction Paired Instruction Individually Directed (online, workbook, activity/assessment)

Activity Debrief May some students find the secondary matching activity harder than the first version? Why? Which text features are important for your students to know? Why?

Types of Nonfiction

What Are Some Different Types of Nonfiction?

Different Types of Nonfiction

Informational Text So, what’s up with Informational Text? Why is there such a recent increased emphasis on it? This is due to: WIOA (Workforce Investment and Opportunity Act) “new law – became effective October 18, 2016, President Barack Obama signed WIOA Bill into law on July 22, 2014” GED Testing Services – “new test, effective 2014” TABE 11&12  launched last year. 11&12 is the latest version number, but most people will say TABE 11&12, or just “the TABE test” Now the TABE tests, the GED tests, and Georgia’s Adult Education Curriculum Framework are all aligned and focus on the same student learning objectives and much of that includes a student’s interaction with informational text. There is also this shift in some classes within a program beginning to incorporate contextualized lessons and even lessons that support certain career pathways that are prevalent in a community. Those also incorporate the usage of informational text.

What Is Informational Text?
Informational text is a subset of the larger category of nonfiction, with the primary purpose to inform the reader about the natural or social worlds. Different from fiction, and even other forms of nonfiction, informational text does not rely on characters to present information, . Authors of informational text use a variety of text structures to assist the reader in finding information quickly and efficiently. Unlike narratives that tell a story across time in a linear fashion, informational text is often (though not always) in a non-linear fashion. It is popular with skillful and non-skillful readers as it is usually topical and readers can locate a text on nearly any topic of interest. Some informational text examples include: cause-and-effect books, “all about…” books, question-and-answer books, and most types of reference texts.

Text Structure

Structure of the Text One strategy that has dramatically helps students is learning about text structures. While the picture may look like it refers to a fictional story, maybe a crime drama or some mystery detective novel, it can take on many more meanings. I’ll provide a refresher of the 5 most common text structures.

Five Main Types of Text Structure Students Need To Be Familiar
Problem and Solution Description Compare and Contrast Sequence Cause and Effect (handout)

Text Structure – "You Teach" Activity
One team per text structure Using the booklet as a resource: Identify the text structure's main purpose Identify some of the more common, key words students may encounter with the assigned text structure Provide an example that students may encounter in everyday, real-life of the text structure (does not have to be text-based)

Team 1

Team 2

Team 3

Team 4

Team 5

Five Types of Text Structure – Activity
(handout available at end of workshop)

Activity Debrief Is it important for students to be aware of different text structures? Why?

Skill: Analyzing Relationships Within Text A Focus On Cause and Effect

Skill: Analyze Relationships Within Text Cause and Effect Summary
Shows the relationships between an author’s ideas Every event has a cause and effect An effect is what happens and a cause is why it happened Often there is more than one cause or more than one effect. To determine the cause and effect, it is important to remember to ask WHAT is happening and WHY it happens. Cause and effect chains This is a situation in which each effect causes another effect. In these cases, an event is both a cause and an effect One common text structure that shows the relationships between an author’s ideas is cause-an-effect When students are reading a text, you can encourage them to think about cause-and-effect structure in this way: Something happened because of something else happening. In other words, as action or event happened to cause another action or event. Example: When you press the power button on a remote control (AN ACTION), the television turns on (AN EVENT). Pressing the power button is the CAUSE. The television turning on is the EFFECT. Sometimes there are more than one potential causes for effect. For example, the causes for a car not starting could be that it is out of gas, the battery is dead, or something in the engine is broken. There are multiple possible causes (the WHY) of a single effect (the WHAT). In many cases, a writer first explains the causes of an event, and then describes the effect or what happened as a result. However in some cases an author might describe the effects first. To determine the cause and effect, it is important to remember to ask WHAT is happening and WHY it happens. Sometimes an event can be both a cause and effect. Think about how a cause makes an event happen. For example, you stay up late to watch a movie. This causes you to wake up late and forget to bring your lunch to work. Because you do not have your lunch, you have to buy lunch. Because you have bought lunch, you do not have money to pay back your co-worker today. Each effect causes another effect. This is called CHAIN OF CAUSES AND EFFECTS. An event is both a cause and an effect: Example: CAUSE: Woke up late EFFECT: Forgot lunch CAUSE: Forgot lunch EFFECT: Bought lunch CAUSE: Bought lunch EFFECT: Cannot pay back coworker

Analyzing Cause and Effect
Remember, To Determine the Cause or Effect: Read the passage and look for the parts that describe the identified cause or the identified effects. Look for details about the specific causes or effects included in the question. Analyze the sentences before and after to gather what the cause or effects of an incident are. Explicitly teach students! Explain to students as you read causes and effects can be signaled by certain words. As you read, watch for words or phrases such as cause, effect, because, therefore, as a result, since, and for this reason. These words can help you identify cause-and-effect relationships. (Reading Informational Text, pp )

Cause and Effect Real Life Connections
The Tallest Mountain Chain

Cause and Effect Real Life Connections for the Classroom
Have students write a paragraph about a problem that occurred at a business or organization they know about Encourage students explain the causes and effects of the problem Students should use signal words, such as because, since and for this reason, to show connections between events or ideas They should end the paragraph by suggesting how to prevent the problem from happening again Show and move on…

Skill: Analyzing Relationships Within Text A Focus On Compare and Contrast

Skill: Analyze Relationships Within Text Compare and Contrast Summary
Compare: identify two or more things alike Contrast: identify two or more things are different Information texts sometimes feature similarities and differences between certain topics, people or events.

Compare and Contrast Real Life Connections Activity
Select three topics from the list that you wouldn't mind learning more about:

Compare and Contrast Real Life Connections Activity
As a team, look over article skimming the pros and cons that are provided. Decide on the strongest pro and con provided Decide on the weakest pro and con provided Summarize the rationale for how each item was selected for each list

Activity Debrief What is an example of how people "vote" or express their "agreement or disagreement" for something? What activity, instruction, or coaching do you provide your students on the topic of compare and contrast?

Compare and Contrast Real Life Connections for the Classroom
Think of something you want to purchase. Find two different providers of that product or service. Create a chart that compares and contrasts each company’s offerings. Look at variables such as features, price, customer reviews, and availability. Make a decision. Show and move on

Skill: Summarize Ideas and Analyze Important Details
A summary restates the most important information from the text selection. It includes the main idea and supporting details. Remember that a main idea is what a text or part of a text is MOSTLY about. Details are the facts, opinions, examples, and information that support, or tell more about, the main idea. Summaries often begin with a summary statement. A one- or two- sentence overview of what the passage is about

Summarizing and Analyzing
Look for Lists Bullet points Sequences and numbered steps Informational writers use these to draw attention to important information Who What When Where Why The first step in developing a summary statement is asking the 5 W questions (who, what, when, where, and why) A key tip is to also look for lists in informational texts. Bullet points, sequences, numbered steps, etc. are ways that informational writers draw the reader’s attention to items they think are important. EXPLICITLY TEACH STUDENTS THESE (Reading Informational Text, pp. 4-7 )

Is Summarizing a Workplace Skill?
Writing summaries is a required task for many jobs! Helping students understand that this skills is critical to the workplace will help increase relevancy! Using informational texts that are workplace related will also help! Procedures, memos, policies, etc.

Summarizing and Analyzing Real Life Connections for the Classroom
Have students write a summary. It could be of important events or decisions made a recent day at work or school. It could address key points of something they learned or a career plan they have. Make sure it includes a main idea and only major details. Show and move on

Online Sources for Accessing and Providing More Informational Text to Your Students

Informational Text Resources
Newsela TweenTribune Wonderopolis Google News Archive Dogo CommonLit

From Surviving to Thriving
Student Success and Achievment

Cognitive Biases and Logical Fallacies:
Can They Impact Student Learning?

Definitions Bias Cognitive Bias
Disproportionate weight in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair. A systematic error in thinking that affects the decisions and judgments that people make Sometimes leads to perceptual distortion, inaccurate judgment, illogical interpretation, or what is broadly called irrationality Often a result of your brain's attempt to simplify information processing Fallacy A fallacy is the use of invalid or otherwise faulty reasoning, or "wrong moves" in the construction of an argument. A cognitive bias is a repeating or basic misstep in thinking, assessing, recollecting, or other cognitive processes. People create their own "subjective social reality" from their own perceptions, their view of the world may dictate their behavior. Thus, cognitive biases may sometimes lead to perceptual distortion, inaccurate judgment, illogical interpretation, or what is broadly called irrationality. A cognitive bias is a systematic error in thinking that affects the decisions and judgments that people make. Some of these biases are related to memory. The way you remember an event may be biased for a number of reasons and that in turn can lead to biased thinking and decision-making. Other cognitive biases might be related to problems with attention. Since attention is a limited resource, people have to be selective about what they pay attention to in the world around them. Because of this, subtle biases can creep in and influence the way you see and think about the world. How Do Cognitive Biases Work? A cognitive bias is a type of error in thinking that occurs when people are processing and interpreting information in the world around them. Cognitive biases are often a result of your brain's attempt to simplify information processing. They are rules of thumb that help you make sense of the world and reach decisions with relative speed. If you had to think about every possible option when making a decision, it would probably take a lot of time to make even the simplest choice. Because of the sheer complexity of the world around you and the amount of information in the environment, it is necessary sometimes to rely on some mental shortcuts that allow you to act quickly. Cognitive biases can be caused by a number of different things, but it is these mental shortcuts, known as heuristics, that often play a major contributing role. While they can often be surprisingly accurate, they can also lead to errors in thinking. Social pressures, individual motivations, emotions, and limits on the mind's ability to process information can also contribute to these biases. These biases are not necessarily all bad, however. Psychologists believe that many of these biases serve an adaptive purpose and thus may lead to success in the appropriate situation. Cognitive biases may allow speedier choices when speed is more valuable than precision. They allow us to reach decisions quickly. This can be vital if we are facing a dangerous or threatening situation. If you are walking down a dark alley and spot a dark shadow that seems to be following you, a cognitive bias might lead you to assume that it is a mugger and that you need to exit the alley as quickly as possible. The dark shadow may have simply been caused by a flag waving in the breeze, but relying on mental shortcuts can often get you out of the way of danger in situations where decisions need to be made quickly.

Thinking Biases & Logical Fallacies Activity

Thinking Biases – Video Recap
Almost 200 cognitive biases rule our everyday thinking. Is there anything that is not a bias? Biases do not obstruct a healthy or positive life.

Putting Thought Into Action Activity

Table Discussion Topics
How can bias impact teachers in the classroom? Topic 2 How can we minimize bias in the classroom?

Success Happens, So Do Failures
There are no secrets to success. It is the result of preparation, hard work, and learning from failure ~ Colin Powell Think like a queen. A queen is not afraid to fail. Failure is another steppingstone to greatness. ~ Oprah Winfrey Success is not final, failure is not fatal: it is the courage to continue that counts. ~ Winston Churchill

Parting Points Text structure can help students navigate informational text easier Focus on building critical skills with informational text Use high quality informational texts Plan to help students overcome cognitive biases in your lessons Self-reflect on how personal cognitive biases may influence your instruction 3:45-4:00

Adult Educator Spring Institute ELA Workshop

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