NAVIGATING CHANGE: A SHIFT TO INTEGRATED READING AND WRITING

Renee Dimino Judi Salsburg Taylor Dr. David Caverly

WHAT DO YOU KNOW ABOUT IRW?

HOW MANY HERE ARE USING IRW CURRENTLY?

HOW MANY PLAN TO IMPLEMENT IRW?

Why IRW at Monroe Community College?

• Push to redesign all developmental education curriculum

• Mandate reading—a decade-long effort

• Desire to accelerate through developmental education

• IRW is not mandated in New York State, but seemed a good fit for our institution

Monroe Community College

Rochester, NY

• Population 210,358 (2013)

• 5th poorest city in the nation

• Highest murder rates in NY, 4th in U.S.

• Failing city school district (43% graduated in 2014)

• City redefining a once thriving manufacturing sector

Monroe Community College

• Multi Campus Institution

• Total number of students (34,593 Fall, 2013)

• Percentage of students who enroll in a TRS course 33%

Instructional Design of Developmental Reading and Writing Courses

Before IRW

• Reading and writing taught as discrete disciplines and consequently classes

• Theoretical emphasis left to the individual instructor, resulting in a dominant behaviorist approach

After IRW

• Foundations in theory and research • Grubb, et al.• Tierney and Pearson• Dewey and Vygotsky • Caverly• Sugie Goen-Salter• Collins, et al.• JoAnn Carter- Wells

• Emphasis on a constructivist approach

IRW at MCC: A Developing Model

Based on Dr. Sugie Goen-Salter’s Six Principles

1. Schema Activation

2. Annotation

3. Self Reflection

4. Rhetorical Reading

5. Rhetorical Writing

6. Mining the text

IRW at MCC: A Developing Model• Metacognition is at the core

• Affective needs are addressed

• Reading/Consuming• Rhetorical Reading• Strategies: PLAN, KWL+, Annotation• Composing meaning from text

• Schema Activation • connecting the affective to reading strategies

IRW at MCC: Key Components

• Mining the text • What is the author doing to me now?

• Writing/Producing• Rhetorical Writing, • Composing meaning

• Collaboration • Constructivism• Students• Faculty

• Multi-modal

Sample: First Few Weeks

Day 1:• PowerPoint as students enter – schema activation• Syllabus - Reading Strategy 1: Shadow KWL+• Reflection

Day 2:• Assessment

Day 3:• Checklists• “Ordeal by Cheque”• Exit Slip

Sample: First Few Weeks

Day 4:• Reading Strategy 2: Begin PLAN• Exit Slip

Day 5:• Text Ordination• Studio 1 Patterns of Development

Day 6:• Practice P & L on considerate text• Practice P & L on This I Believe essay

Sample: Few Weeks

Day 7:• Reading Strategy 3 – Rhetorical Reading• Reading Strategy 4 – Story Board• PLA in PLAN

Day 8:• Repeat with Student Choice Essays• Exit Slip

Day 9:• Assign First Project• Exit Slip

Challenges of Implementing IRW• Professional development

• Adjuncts teach over 80% of courses

• Teaching Materials

• Physical space conducive to our instruction

• As you know, typical concerns in developmental education• Poverty• Affective issues

To address some of our challenges . . .

Moving the Needle:  A Generational Model of Professional Development

Summer 2013, Fall 2013, Spring 2014, Fall 2014

Dr. David CaverlyConsultant

Judi Salsburg Taylor1st Generation

Meghan Glaser2nd Generation

Richard Duff

3rd Generation

Matthew Kotula3rd Generation

Gena Merliss

2nd Generation

Kathleen Allen

3rd Generation 3rd Generation

Renee Dimino

1st Generation

Diane Clements

2nd Generation

Robert Baker

3rd Generation 3rd Generation

Matt Fox

2nd Generation

Frank Connell

3rd Generation

Lisa Metzger

3rd Generation

Impact on Students

Using propensity score matching

Fall 2013 to Spring 2014

C or better pass rates

TRS 200 No Treatment (PSM) 51.9%

TRS 200 Received Treatment (PSM) 56.7%

Impact on Students• I learned how to annotate each of the writer’s essays and to

use the annotation in a reading strategy to help me analyze the thesis and their support. Having this conversation with the writer helped me have conversation with my writing. I was able to create support for my thesis and make it easier for the reader to understand.”

• “Having this conversation with myself helped me with my support, to see if it all ties back to the thesis statement. Now it is easier for me to look a the support of the writer and figure out their thesis statement. I can also figure out the intended audience and how they relate to the group. What examples he or she uses so that the reader understands their points.”

Impact on Faculty • Professional benefit:

o exposure to researcho collaborative work with colleagues

• Personally transformative:o Collins, et. al. Cognitive Apprenticeship to make reading/writing

processes explicito permanent shift in teaching

• Truer impact:o stronger department through multi-generational modelo students “own” their learningo metacognitive awareness: “implementing a growth mindset in

life” and “utilizing skills not only in TRS 200 class, but in each and every course into the future”

Reflections on this Presentation

• IRW and your institution

• Key challenges of IRW in your institution

• Supporting faculty

Contact Information

Dr. David Caverlydcaverly@txstate.edu

Judi Salsburg Taylorjsalsburg@monroecc.edu

Renee Diminordimino@monroecc.edu