Welcome to LCRT 5020: Workshop in Literacy &

Language Teaching

I’m glad you are here!

Find a seat & make yourself comfortable.

Begin to complete the “Information” form &

submit it before you leave tonight.

Tonight’s Agenda

Introductions: To each other, to the course, to Canvas

Culture: Getting to know ourselves, each other & our students as

cultural beings

Cultural diversity, motivation & differentiation: Jigsaw &

Reading Notes

Why Culture? Conditions of Learning; Schema

LCRT 5020: Syllabus, Calendar, Class sessions (f2f & online)

Looking ahead to February 2nd ONLINE SESSION

After Class: Individual questions & Canvas support

Getting to know each other

Let’s do a quick “whip around”

introduction so we learn what grade

level(s) you teach and where you work or

have worked (if you are not currently in a

school).

Sherry Taylor, Ph.D.

AREAS of STUDY: Bilingual/Bicultural Elementary Education Applied Linguistics/TESOL (K-12 & adult) Second Language Acquisition/Spanish Linguistics/Teacher Education

AREAS of GRADES PK-12 & UNIVERSITY TEACHING PK-12 Teaching in the areas of Literacy, Language, ESL in: Illinois,

Colorado & Guanajuato & Michoacan, MX Adult ESL/EFL: Colorado, Ohio & Guanajuato, MX Spanish as a foreign language: Ohio State University Teacher Education: Ohio State University, University of Wisconsin-

Madison, CU Denver (since 1996 - )

RESEARCH INTERESTS Teachers’ cognition about culturally responsive teaching Book: Teaching like our students’ lives matter: Culturally Responsive

Pedagogy New: Transitions & literacy challenges of US- born Mexican children

returning to Mexican schools

Getting to know each other,

ourselves & our students

as cultural beings

One way we examine ourselves & get to know each other is through issues of culture.

Use the culture questions on the following slides to reflect on your family’s culture & practices, and to generate discussion.

Select the questions and ideas that resonate with you and those in your group as you consider your upbringing & current culture.

Please make sure that all members in your group have the opportunity to contribute to the discussion. Also, be sure to keep the focus on you and the individuals in your group.

Begin this interaction & exploration by forming a triad.

Getting to know each other, ourselves & our students as cultural beings

FOOD

What is eaten? In what order & how often is food eaten?

What social obligations are there with regard to food giving,

reciprocity, and honoring people?

HISTORY, TRADITIONS & HOLIDAYS

Which events & people are sources of pride for the group?

Which holidays & celebrations are considered appropriate to be

observed in the school context? Which ones are appropriate for

private observance or observance in the home?

Getting to know each other, ourselves & our students as cultural beings

DISCIPLINE

What counts as discipline and what doesn’t?

Which behaviors are considered socially appropriate for boys versus girls at different ages?

Who is considered responsible if a child misbehaves?

RELIGION

What restrictions are there concerning topics discussed in school?

Are dietary restrictions to be observed, including fasting on particular occasions?

What restrictions are associated with death and the dead?

Getting to know each other, ourselves & our students as cultural beings

Next, combine triads to form a group of six.

FAMILY STRUCTURES

What constitutes a family? Who among these or others lives in one residence?

What are the rights & responsibilities of each family member?

What is the hierarchy of authority in the family?

THE LIFE CYCLE

What are the criteria for defining stages or transitions in life?

What “rites of passage” are there? How are these honored & celebrated?

What commemoration, if any, is made of the child’s birth & when? Of a child’s 1st

year birthday?

Getting to know each other, ourselves & our students as cultural beings

ROLES & INTERPERONAL

RELATIONSHIPS

What roles are available to

whom, & how are they

acquired?

How do the roles of girls &

women differ from those of

boys & men?

How do people greet each

other?

TIME & SPACE

How important is

punctuality?

How important is speed in

completing a task?

How important is accuracy in

the completion of a task?

How much space are people

inter-personal interactions?

READ ALOUD What surprised you?

How might this book be applicable to learners in your

classroom?

What questions would you present to your students if you

used this in your teaching?

Ginsberg’s “Cultural diversity, motivation & differentiation”

Get into 3 groups (alter the configuration from previous triad))

All read: p. 218-220 (top of first column)

Group 1 read p. 220-221 (bottom of 1st column)

Group 2 read p. 221-223 (bottom of 2nd column)

Group 3 read p. 223-end

Read, take notes & discuss as a group (5-7 minutes)

Each group member can use the graphic organizer to share

his/her notes later with ‘jigsaw’ reconfiguration

JIGSAW“Cultural diversity, motivation &

differentiation”

Jigsaw so each new group has one representative from groups 1, 2, and 3.

Begin discussion about complete article. Each member will share information from the section you read, adding notes to the graphic organizer.

As a group, generate ideas & create a list of ways to learn about one’s students & motivate them in class (to share out with whole class later).

Plan to spend about 8-10 minutes discussing & generating ideas in your jigsaw group.

Whole class debrief and share.

Quick share-out

Your Reactions

Ideas for learning about one’s students & motivating them in class

BREAK

LCRT 5020: Workshop in Literacy

& Language Teaching

Syllabus

Textbooks and readings

Learning experiences & assignments

Calendar

Class sessions (f2f & online)

Keeping up with the calendar

FACE-TO-FACE CLASSES

Check Course Calendar for assigned readings, due dates (in red), and expectations.

Each time we meet F2F, you are expected to post "Reading Notes" to Canvas by 5pm the day of class.

Be sure that you can access your notes during class . These notes support your in-class discussions & provide evidence of your preparation for class.

ONLINE CLASSES

Log on to CANVAS where you will find specific guidelines and resources to support your interactions.

Along with other activities, you will generally be asked to participate in a "threaded discussion" or a "voice thread."

Guidelines for how to engage in both of these features will be provided on Canvas.

Preparing for 1st major

assignment: Classroom Observation Paper

GETTING STARTED:

Arrange for a 60-90 minute classroom observation of a teacher who is an academic specialist (e.g., content teacher [math, science, social studies, engineering, etc.]; special education; reading intervention; teacher of English as an additional language [ELD or ESL teacher]).

Observe this teacher for

evidence of Cambourne’sconditions for learning;

the literacy instruction models/approaches being used; and

potential links to students’ cultural perspectives as a means for motivating the learners.

Analyze and evaluate your observation notes and write up a critique of the instruction and evidence of student learning.

Five to eight pages, double-spaced typed.

Culture & Conditions of Literacy

Learning & Literacy Teaching

Direct connections to LCRT 5020

course content,

goals,

readings,

learning experiences and assignments

CANVAS VISUALS

CANVAS: Home page

CANVAS: Syllabus Page with Course Calendar Hotlink

CANVAS: Weekly Modules including Orientation Module

Feb. 2, Week 2: ONLINE SESSION

Looking ahead to February 2nd

ONLINE SESSION

Learning about the Learning Environment

REMEMBER: Submit “Info” form before you leave tonight!!

Weaver textbook: Intro, Chapters 1 and 2

Cambourne’s Conditions of Learning (& Brain Research)

Pearson’s Gradual Release of Responsibility

Plan for Cambourne’s Observation

Your Questions!!