Intro Ra Slides
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Transcript of Intro Ra Slides
1
Strengthening Post-SecondaryStudent Literacy
through Reading Apprenticeship®
http://www.WestEd.org/ReadingApprenticeship
2
WestEd’sStrategic Literacy Initiative (SLI)
• 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.
3
Reading Apprenticeship
• 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
4
Dimensions of Reading Apprenticeship
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What does a Reading Apprenticeship Classroom Look Like?
• A focus on comprehension and
metacognitive conversation
• A climate of collaboration
• An emphasis on student independence
6
Where is Reading Apprenticeship Implemented?
• RA is making learning visible in. . .
– 35+ California community colleges and
– 10 community colleges in Michigan, Arkansas, Mississippi, Pennsylvania, Texas, Washington and Saskatchewan
7
History of Reading Apprenticeship in Community Colleges
• SPECC Project (Strengthening Pre-Collegiate Education in Community Colleges), Carnegie Foundation for the Advancement of Teaching
• 2004-2008 Reading Apprenticeship Leadership Institutes
• 2006 Faculty Inquiry Groups
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Faculty Inquiry to Improve Teaching and Learning
• SLI’s Community College Literacy Research Group (CCLRG)
• Lumina Foundation support for CCLRG 2007-2010
• 10 community college teachers representing– CA, WA, PA, TX, MS– English, Science, Developmental Studies, Adult
Basic Education, ESL
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Student Outcomes
• More reading• Increased engagement and
confidence as readers• Development of a range of strategies to
support comprehension• Higher levels of interaction between and
among teachers and students• Increased retention
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Teacher Outcomes
• New ways of looking at student thinking and reading difficulties
• Wider repertoire of resources and tools for addressing student reading difficulty
• Increased sense of responsibility for addressing reading and literacy in subject area classes
• Growth in teacher leadership
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Campus-wide Outcomes
• Increased student focused interactions with colleagues
• Campus-wide emphasis on literacy improvement
• Agreements about a common language and strategic approaches to reading
• Professional learning communities: inquiry and use of protocols for looking at classroom practices, student work
• Interactions with other RA practitioners becomes a source of information sharing, learning and support
• Growth of campus leaders in literacy
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Outcomes of my own classroom research while introducing RA routines:
ESL 21B, Fall 2007/Spring 2008:
•Increase in reading comprehension scores
•Increase in the variety of reading strategies that students report using
•Shift in “classroom culture”
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Outcomes of my own classroom research while introducing RA routines:
ESL 251B, Fall 2008
•Students work with more challenging texts and
•Produce more interesting and complex writing.
•Skills-based writing lessons did not produce better grammar or organization than freer written
responses to challenging readings.
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Teacher training site and complete research reports:
http://tinyurl.com/6oshf4