Read it or Weep! Making Reading Essential. Purpose: Target Groups: –h–high school students; –t–teachers from partner high schools; and –W–WKU faculty.

  • Published on
    19-Dec-2015

  • View
    214

  • Download
    2

Transcript

  • Slide 1
  • Read it or Weep! Making Reading Essential
  • Slide 2
  • Purpose: Target Groups: hhigh school students; tteachers from partner high schools; and WWKU faculty who teach text-heavy general education courses. The hypothetical stance is that student success hinges on all three target groups being better prepared to address the lag in reading comprehension, vocabulary, fluency and critical thinking skills that indicates students are underprepared to be successful with text at the university level. The purpose is to ensure cohesive connections among students, high school teachers, and WKU faculty who teach freshmen level courses.
  • Slide 3
  • Processes of Professional Development A successful plan requires the understanding of 3 things: A Model of Change Five Factors in the Acceptance of Change Links between Change and Teacher Characteristics and Beliefs
  • Slide 4
  • MODEL OF CHANGE 3 stages of change: Confronting a new idea Resisting but examining the idea Negotiating and adapting the idea to your belief system
  • Slide 5
  • Five Factors in the Acceptance of Change 1.New Idea Has A Distinct Advantage 2.Change Is Compatible With The Teachers Beliefs 3.New Idea IS NOT Too Complex or Exhaustive Intellectually 4.Teacher Can Try It Or Observe It and THEN Make Judgment 5.Teacher Has Opportunity to COMMIT, MODIFY, OR REJECT
  • Slide 6
  • Slide 7
  • CPE shall participate with KDE, KBE, and the postsecondary institutions, to assure that the academic content requirements for successful entry into postsecondary education programs are aligned with high school content standards and that students who master the high school academic content standards shall not need remedial courses. (Section 13(35)(a)) Senate Bill 1 (2014)
  • Slide 8
  • Within 30 days from the effective date of the act, each postsecondary institution shall plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. This process shall include secondary educators to ensure vertical alignment between high school courses and introductory college courses. CPE, KDE, and the postsecondary institutions are to work collaboratively on this process. (Section 15(1)-(3)- FCCR)
  • Slide 9
  • All core academic standards for mathematics and reading shall be completed by December 15, 2009. (Section 15(4)-FCCR) CPE, KDE, and KBE are directed to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in one or more remedial classes by 3% annually from 2009 to 2014. A written plan shall be prepared no later than May 15, 2010 and submitted to the Interim Joint Committee on Education and the Interim Joint Committee on Appropriations and Revenue. (Section 19(1)-(3)) Senate Bill 1 (2014)
  • Slide 10
  • LTCY 199 Reading Power
  • Slide 11
  • Slide 12
  • June 19 June 16 July 10 July 17 9:00 4:00 Tate Page Hall
  • Slide 13
  • WKU Professional Development Academies Pilot School: Warren East High School 1 year Courses in Disciplinary Literacy
  • Slide 14
  • Preparing 4 the Final 4: Getting Your Head in the Game July 15 July 17, 2009 History Dr. Robert Dietle Sociology Dr. Amy Krull Political Science Dr. Saundra Ardrey Psychology Dr. Andrew Mienaltauski
  • Slide 15
  • Purpose of Study Discern perceived strengths and weaknesses in reading comprehension and study skills between high school teachers and Western Kentucky University faculty who teach freshman level courses Research Questions: What reading skills are important for success in college? What skills or strategies do exiting high school students lack that would be beneficial to college success? What can/should be done at the high school level that can prepare students better for the rigors of reading and comprehending college textbooks and related print?
  • Slide 16
  • Take a moment to reflect on your experience with text in your courses. level. Put words to your MAIN concern. What are the barriers that keep you from getting your needs as an instructor met?
  • Slide 17
  • Participants high school teachers from the Warren County school district and Western Kentucky University (WKU) faculty who teach freshman Greenwood High, Warren East High, and Warren Central High. 79 participating teachers in: mathematics, science, economics, business, English/language arts, special education, social studies, music, English as a second language, computer programming, French, family and consumer sciences, Spanish, P.E, health, band, agriculture, career and technical education, arts and humanities, and drivers education. 66 participating university faculty ranged from academic disciplines such as: geography, science, theatre, modern languages, introduction to nursing, communication, writing, geology, history, design theory, nutrition, developmental reading, analysis and comprehension, physics, astronomy, social work, biology, sociology, English, linguistics, chemistry, agriculture, meteorology, French, western civilization, music appreciation, psychology, community health, public health, mechanical engineering, information literacy, business, mathematics, interior design, and art.
  • Slide 18
  • Slide 19
  • Slide 20
  • Slide 21
  • Slide 22
  • Slide 23
  • Slide 24
  • Slide 25
  • Slide 26
  • Slide 27
  • Slide 28
  • Slide 29
  • Slide 30
  • Note to Pam: Follow the Reader!
  • Slide 31
  • Slide 32
  • Almost All
  • Slide 33
  • Initiatives to promote College Readiness Pilot of testing Nelson Denny High School Juniors Warren County and Bowling Green Independent Summer Intervention: Preparing 4 the Final 4: Getting Your Head in the Game Testing of GRREC high school freshmen fall 2009 Professional Developing Academies
  • Slide 34
  • Nelson Denny High School Juniors Warren County and Bowling Green Independent Total: 732 * * Warren County only All scores reported in aggregate.
  • Slide 35
  • Comprehension Above grade level: 51.62 % Below grade level: 48.38 % Elem/Middle: 25 %
  • Slide 36
  • Vocabulary Above grade level: 43.95 % Below grade level: 56.05 Elem/Middle: 24.13 %
  • Slide 37
  • The Reality: TEXTBOOKS
  • Slide 38
  • 1st semester Freshman 12 credit hours 262.4 pages per week assigned to read 22 tests/semester 20 quizzes/semester 13 papers/semester 2 oral reports
  • Slide 39
  • Slide 40
  • TRANSITIONAL PAGE What do you want me to be able to do with my understanding? How explicitly have you communicated your expectations to students?
  • Slide 41
  • Getting the MOST from Textbook s (print) Students need to know MORE than how to STUDY They need to know HOW TO LEARN Reading Comprehension
  • Slide 42
  • TRUTH Most students are drowning in INFORMATION and starved for MEANING.
  • Slide 43
  • IMS http://www.wku.edu/~pamela.petty/IMS.doc http://www.wku.edu/~pamela.petty/IMS.doc Inquiry Chart: http://www.wku.edu/~pamela.petty/Ichart.doc http://www.wku.edu/~pamela.petty/Ichart.doc

Recommended

View more >