2+December+2009

Agenda for 2 December 2009 Literacy in YOUR Content Area Session 3


 * Write In:** Write about where you are now.


 * Share Out**


 * Revisit Kristen's Proposal:** We will do an extended reflection the last time we meet, but what if we document the work we're doing and put together a handbook for your future use? (strategies, definitions, student work samples, etc.)

I. //Write//: Gallery Walk A. Observers comment on what they saw around the social learning practice B. Probing questions about the literacy practice C. Appreciations D. Observed teacher comments on using the strategy E. Observed teacher comments on being observed F. Peer observation benefits G. Peer observation shortcomings
 * Peer Observation**

II. Implications?

III. Promising Practice?

**Textmasters**
Mary Sawyer, SUNY New Paltz (p. 1 in D. Barnes & F. Todd (1995), //Communication and learning Revisited: Making Meaning Through Talk//. Cited in K. Gallagher, (2004) //Deeper Reading.// Portland, ME: Stenhouse, p. 114).
 * “Small groups of students, working together, can advance learning in ways not available when a teacher talks to the entire class”


 * I. //Small Group Learning--Write://** How many of you regularly use some form of “**cooperative learning** “in your classroom? Take a few minutes to write down these activities: What you ask students to do? When do you do these activities? What do you/students like about these activities? What problems do you/students have?

A. Read (15 minutes): From a 9th-grade biology textbook B. Take notes on role sheet (5 minutes): Discussion Director (+ Timekeeper); Vocabulary Enricher (+ "Recorder); Summarizer; Webmaster (+ Reporter) C. Group Meeting (15 minutes): Discussion director begins and then asks other members to share roles. D. Self-Reflection/Self- Assessment (5 minutes) E. One person from each group report out: 1-3 new insights or questions (5 minutes)
 * II. Textmasters Activity**
 * Review self-reflection sheet. We are learning content and social learning roles
 * Review self-reflection sheet. We are learning content and social learning roles (2 points each): Using **names**; **Inviting** ideas (//What do you think, Mark//?); Active **listening** (//desks together/proximity, mirroring, eye contact, nodding/leaning//); **Praise** (//Good point, Shauna!);// **Understanding** or **Extending** ideas: (//You make an interesting point, Sue, but I don’t understand how..//.; //I see what you mean, Joe, and it makes me also think about....//)

What was this experience like for you? What aspects might you take into your classroom? How might you adapt this work to suit your students and subject area? []
 * III. Debrief:**
 * Resources:**

Wilfong, L.G. (2009). Textmasters: Bringing literature circles to textbook reading across the curriculum. //Journal of Adolescent & Adult Literacy//, //53//(2), pp. 164–171.