AW 1 PATTAN.pptx
The Struggling Reader and the New Standards 2013 RtII Implementers’ Forum Going the Distance from Implementation to Sustainability PaTTAN, June 26, 2013 Aída Walqui, Ph.D. Director, Teacher Professional Development Program, WestEd [email protected] www.wested.org/qtel © WestEd, Teacher Professional Development, 2013
Twenty First Century Skills
College and Career Readiness
Deeper Learning Higher Order Skills
Next Generation Learning
New Basic Skills
© WestEd, Teacher Professional Development, 2013
21st century skills Critical thinking and problem solving Collaboration and leadership Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information, and Curiosity and imagination (Wagner, 2008) Missing: Interculturalism and bilingualism Ethical behavior © WestEd, Teacher Professional Development, 2013
1
A model of 21st century skills: KSAVE (Knowledge, Skills, Attitudes, Values and Ethics) Binley, Erstad, Herman, Raizen, Ripley & Rumble (forthcoming)
Ways of thinking 1. Creativity and innovation 2. Critical thinking, problem solving, decision making 3. Learning to learn, metacognition
Ways of working 4. Communication 5. Collaboration (team work)
Tools for working 6. Information literacy (research on sources, evidence, biases, etc) 7. ICT literacy
Living in the world 8. Citizenship –local and global 9. Life and career 10. Personal and social responsibility –including cultural awareness and competence © WestEd, Teacher Professional Development, 2013
National Research Council Pellegrino & Hilton, 2002 21st century skills- 3 domains and clusters of competencies within each domain • The cognitive domain: cognitive processes and strategies; knowledge; creativity • The intrapersonal domain: intellectual openness; work ethic and conscientiousness; positive core selfevaluation • The interpersonal domain: teamwork and collaboration; leadership © WestEd, Teacher Professional Development, 2013
LESSON 2 Persuasion in Historical Context: The Gettysburg Address • Gettysburg Address
LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts • Can you live with dirty water?
LESSON 3
UNIT Persuasion Across Time and Space: Analyzing and Producing Complex Texts
Ethos, Logos, & Pathos in Civil Rights Movement Speeches • MLK “I have a dream” • Robert Kennedy “On the Death of Martin Luther King” • George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “
LESSON 4 LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text • The Girl who Silenced the World for Five Minutes
Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now • Barbara Jordan “All Together Now”
2
3 Moments in a Lesson PREPARING LEARNERS
Task 1
• Activate prior relevant knowledge • Focus attention to concepts to be developed • Introduce vocabulary in context
Task 2
Task 3
INTERACTING WITH TEXT Task 4
TEXT
Task 5 Task 6
• Deconstruct text, focus on understanding on a chunk • Reconnect chunk to whole text • Establish connections between ideas within text
EXTENDING UNDERSTANDING • Connect ideas learned to other ideas outside the text • Apply newly gained knowledge to novel situations or problem-solving • Create or recreate based on new understandings
Task 7 Task 8 Task 9
© WestEd, Teacher Professional Development, 2013 © WestEd, Quality teaching for English Learners, 2013
PREPARING LEARNERS • Quick Write and Round Robin
Task 1
• Extended Anticipatory Guide with Dyad Share • Viewing with a Focus (with and without sound): Can you Live with Dirty Water?
Task 2 Task 3
INTERACTING WITH TEXT
TEXT
Task 4 Task 5
• Viewing with a Focus with Small and Large Group Round Robin • Plutchik’s Wheel of Emotion
Task 6
• Narrative Construction with Rubric
EXTENDING UNDERSTANDING • Deconstructing and Reconstructing Modality Soft and Hard Sells Modality in Advertising •
Task 7 Task 8
Advertising Analysis
© WestEd, Quality teaching for English Learners, 2013
Lesson 2: Speech as a Genre Table Discussion • What is the purpose of a speech? • What are some typical features of a good speech? • If we were to read a speech given by Danton during the Reign of Terror in France, what would we need to know in order to make sense of it?
© WestEd, Teacher Professional Development, 2013
3
Lesson 2: Options for Pedagogical Scaffolding using the Era Envelope How much to scaffold? • Only as much as is needed for students to participate meaningfully, and in the process develop skills that will build their autonomy •
Be contingent, there must be a balance between where students are, the challenge, and the supports brought to help them actively participate in the activity presented
© WestEd, Teacher Professional Development, 2013
Jigsaw Project BASE GROUP of 3 Heterogeneous groups work together preparing for specialized work
EXPERT GROUP of 4 Handout 1
BASE GROUP
Handout 2
Handout 3
Participants share content of their readings and get ready to put it all together in preparation for joint reading
4
© WestEd, Teacher Professional Development, 2013
Era Envelope: Discussion 1. After completing the text reading and their section of the Focus Chart, students return to their Base Groups 2. Students take turns sharing responses text-by-text, adding to or revising responses as needed. 3. Students discuss what was written about each reading using their Handout 5 Focus Chart.
© WestEd, Teacher Professional Development, 2013
Three Levels of Scaffolding Minimal: Era Envelope In a triad students get one envelope with one reading and three charts. They read, annotate, and rotate texts. Moderate Scaffolding What we did today: A jigsaw activity Maximum Scaffolding T and students read reading one intensively, including close reading. The process is continued or changed as needed (in which case, a jigsaw of 2 may work). © WestEd, Teacher Professional Development, 2013
5
Reading in Four Voices • Groups of four • Each person selects a font • Group reads speech collaboratively What criteria is used to divide the speech into different voices?
© WestEd, Teacher Professional Development, 2013
6
7
Twenty First Century Skills
College and Career Readiness
Deeper Learning Higher Order Skills
Next Generation Learning
New Basic Skills
© WestEd, Teacher Professional Development, 2013
21st century skills Critical thinking and problem solving Collaboration and leadership Agility and adaptability Initiative and entrepreneurialism Effective oral and written communication Accessing and analyzing information, and Curiosity and imagination (Wagner, 2008) Missing: Interculturalism and bilingualism Ethical behavior © WestEd, Teacher Professional Development, 2013
1
A model of 21st century skills: KSAVE (Knowledge, Skills, Attitudes, Values and Ethics) Binley, Erstad, Herman, Raizen, Ripley & Rumble (forthcoming)
Ways of thinking 1. Creativity and innovation 2. Critical thinking, problem solving, decision making 3. Learning to learn, metacognition
Ways of working 4. Communication 5. Collaboration (team work)
Tools for working 6. Information literacy (research on sources, evidence, biases, etc) 7. ICT literacy
Living in the world 8. Citizenship –local and global 9. Life and career 10. Personal and social responsibility –including cultural awareness and competence © WestEd, Teacher Professional Development, 2013
National Research Council Pellegrino & Hilton, 2002 21st century skills- 3 domains and clusters of competencies within each domain • The cognitive domain: cognitive processes and strategies; knowledge; creativity • The intrapersonal domain: intellectual openness; work ethic and conscientiousness; positive core selfevaluation • The interpersonal domain: teamwork and collaboration; leadership © WestEd, Teacher Professional Development, 2013
LESSON 2 Persuasion in Historical Context: The Gettysburg Address • Gettysburg Address
LESSON 1 Advertising in the Contemporary World: An Introduction to Persuasive Texts • Can you live with dirty water?
LESSON 3
UNIT Persuasion Across Time and Space: Analyzing and Producing Complex Texts
Ethos, Logos, & Pathos in Civil Rights Movement Speeches • MLK “I have a dream” • Robert Kennedy “On the Death of Martin Luther King” • George Wallace “The Civil Rights Movement: Fraud, Sham, and Hoax “
LESSON 4 LESSON 5 Putting it Together: Analyzing and Producing Persuasive Text • The Girl who Silenced the World for Five Minutes
Persuasion as Text: Organizational, Grammatical, and Lexical Moves in Barbara Jordan’s All Together Now • Barbara Jordan “All Together Now”
2
3 Moments in a Lesson PREPARING LEARNERS
Task 1
• Activate prior relevant knowledge • Focus attention to concepts to be developed • Introduce vocabulary in context
Task 2
Task 3
INTERACTING WITH TEXT Task 4
TEXT
Task 5 Task 6
• Deconstruct text, focus on understanding on a chunk • Reconnect chunk to whole text • Establish connections between ideas within text
EXTENDING UNDERSTANDING • Connect ideas learned to other ideas outside the text • Apply newly gained knowledge to novel situations or problem-solving • Create or recreate based on new understandings
Task 7 Task 8 Task 9
© WestEd, Teacher Professional Development, 2013 © WestEd, Quality teaching for English Learners, 2013
PREPARING LEARNERS • Quick Write and Round Robin
Task 1
• Extended Anticipatory Guide with Dyad Share • Viewing with a Focus (with and without sound): Can you Live with Dirty Water?
Task 2 Task 3
INTERACTING WITH TEXT
TEXT
Task 4 Task 5
• Viewing with a Focus with Small and Large Group Round Robin • Plutchik’s Wheel of Emotion
Task 6
• Narrative Construction with Rubric
EXTENDING UNDERSTANDING • Deconstructing and Reconstructing Modality Soft and Hard Sells Modality in Advertising •
Task 7 Task 8
Advertising Analysis
© WestEd, Quality teaching for English Learners, 2013
Lesson 2: Speech as a Genre Table Discussion • What is the purpose of a speech? • What are some typical features of a good speech? • If we were to read a speech given by Danton during the Reign of Terror in France, what would we need to know in order to make sense of it?
© WestEd, Teacher Professional Development, 2013
3
Lesson 2: Options for Pedagogical Scaffolding using the Era Envelope How much to scaffold? • Only as much as is needed for students to participate meaningfully, and in the process develop skills that will build their autonomy •
Be contingent, there must be a balance between where students are, the challenge, and the supports brought to help them actively participate in the activity presented
© WestEd, Teacher Professional Development, 2013
Jigsaw Project BASE GROUP of 3 Heterogeneous groups work together preparing for specialized work
EXPERT GROUP of 4 Handout 1
BASE GROUP
Handout 2
Handout 3
Participants share content of their readings and get ready to put it all together in preparation for joint reading
4
© WestEd, Teacher Professional Development, 2013
Era Envelope: Discussion 1. After completing the text reading and their section of the Focus Chart, students return to their Base Groups 2. Students take turns sharing responses text-by-text, adding to or revising responses as needed. 3. Students discuss what was written about each reading using their Handout 5 Focus Chart.
© WestEd, Teacher Professional Development, 2013
Three Levels of Scaffolding Minimal: Era Envelope In a triad students get one envelope with one reading and three charts. They read, annotate, and rotate texts. Moderate Scaffolding What we did today: A jigsaw activity Maximum Scaffolding T and students read reading one intensively, including close reading. The process is continued or changed as needed (in which case, a jigsaw of 2 may work). © WestEd, Teacher Professional Development, 2013
5
Reading in Four Voices • Groups of four • Each person selects a font • Group reads speech collaboratively What criteria is used to divide the speech into different voices?
© WestEd, Teacher Professional Development, 2013
6
7
