Outcomes Participants in this workshop will - PowerPoint Presentation

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Outcomes

Participants in this workshop will

Develop and select strategies to foster a safe learning environment.

Reflect on the relationship between literacy and power.

Consider ways to encourage students to notice and appropriate others’ ways of reading.Slide3

Walkabout bingo

How did the activity feel?

What did you think of the items on the bingo card?Slide4

The social and personal dimensions

Social

Community building in the classroom, including recognizing the resources brought by each member and developing a safe environment for students to be open about their reading difficulties

Personal

Developing students’ identities and self-awareness as readers, as well as their purposes for reading and goals for reading improvement.Slide5

Activating your schema of classroom community

What are your experiences with divisive ideas in the classroom?

Can Reading Apprenticeship skills be used to improve classroom communication and emotional safety?

What strategies or routines do you use with your students to create a safe space for learning?Slide6

Workshop session norms

Think of a when you were in a learning situation in community that went very well for you. What were some of the implicit and explicit “rules” or normal group behaviors that supported your participation as a learner? How did these help? Be prepared to share an idea with the group.Slide7

Fostering a safe learning environment

Personal reading history RFU 79

Interests and reading survey RFU 60

Metacognitive log RFU 178 & Rhonda’s

Scaffolding conversations RFU 66

Sentence frames RFU 67

Mindful breathingSlide8

Reflecting on the relationship between literacy and power

Factors connected to the relationship between literacy and power influence the motivation, and ultimately the success of students (RFU 28):

Their out of school identities and literacies

Their understanding of their likelihood of success and learning

Their cultural and peer group identity

Their prior experiences in school

If they see doing well academically as a means of gaining status with peersSlide9

5 minute freewrite

What are your own experiences or observations about the relationship between literacy and power?

How can we help students see how purposeful engagement with academic literacy may affect their future ambitions?Slide10

Essential questions about literacy and power

“Essential questions that support students in reflecting on the role of literacy in various contexts can build motivation and engagement by helping students discover authentic reasons for persevering in challenging academic work”(RFU 72). They can also be used to encourage and sustain inquiry in other contexts, across multiple texts, and to synthesize information.

What is the relationship between literacy and power in our society?

How can language be used to oppress people?

How can language be used to resist oppression?Slide11

Think aloud paired problem solving

Pair up

Turn to the TAPPS role cards in their handouts, and ask each partner to select a role. Identify who will be the problem solver and who will be the listener

Use the after election day scenarios for Think Aloud Paired Problem Solving

Switch roles for the second scenario

Share out possible solutionsSlide12

Encouraging students to notice and appropriate others’ ways of reading

Think aloud RFU

Talking to the text RFU

Think/pair/share RFU

Naming the Naysayer (TS/IS)

Voicemarkers (TS/IS)Slide13

Choose a strategy or routine that you might use to make your class a safer place for learning in a polarized society.Slide14

Gathering questions

What questions did the readings, or our discussions today generate?

Write your questions on Post-it notes and stick them on the poster on the way out.

Thank you!