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AVID COLLEGE READINESS

AVID COLLEGE READINESS. Working with Sources (2009). Table Introductions. What is your name? What is your region? You are involved in a number of interesting projects. Briefly describe one. Why did you choose this strand?. AVID College Readiness (ACR) is.

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AVID COLLEGE READINESS

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  1. AVID COLLEGE READINESS Working with Sources (2009)

  2. Table Introductions What is your name? What is your region? You are involved in a number of interesting projects. Briefly describe one. Why did you choose this strand?

  3. AVID College Readiness (ACR) is • The capstone curriculum for the AVID elective, bridging academic and personal gaps between high school curricula and college/university courses.

  4. Why should we be concerned about bridging the high school/college gap? • “Almost all of the rules of the game that students have so carefully learned and mastered [in their K-12 education] are either discarded or modified drastically [in post-secondary education].” From David T. Conley, What Schools Can Do to Foster College Readiness, 2007, p. 7.

  5. Think, ink, pair share: • For students, what are the major differences between high school and college, differences in “rules” that may cause them problems? [Consider academic rules…but others, as well.] Handout 1: Conley/ACR; Conley readings

  6. ACR Curriculum Structure • Units Units 1 & 2: 11thgrade • Unit 3: 12th grade

  7. Shared elements (all units) • The essential question: “How has a great leader been a catalyst for change?”

  8. Approaches to the essential question • Unit 1: Class Research (One leader studied by the entire class; teacher modeling) • Unit 2: Collaborative Research (Groups study chosen leaders) • Unit 3: Independent Research (Each student selects a leader) • [See p. 17, Suggested leaders for study. Also see appendix.]

  9. A variety of writing assignments in each unit: • Assignment 1: A take-home assignment • Assignment 2: A timed, in-class writing • Assignment 3: A headed paper, drawing from Assignments 1 & 2

  10. Core Elements of Each Unit • The Four Essential Skills [pp. 7-8]

  11. Pre-Planning Assistance: Each Unit • Introduction (xiii). • Four Essential skills (explained) (xv) • How to use this guide (xviii) • Before you start Unit I (2-4) [Don’t miss this!]

  12. Additional Planning Assistance (Each Unit) • Planning checklist (13-14) • Writing Assignments (15-16) • Suggested leaders (17 & Appendix 1) • Research Logs

  13. Table talk: • How does the ACR curriculum relate to AVID goals and strategies? • What questions still need to be answered? (Or) What issues does this curriculum raise? Report out….

  14. Workshop Goal 1: To examine the ACR curriculum, particularly how students are guided through academic literacy processes using the Four Essential Skills.

  15. Workshop Goal 2: Using one prompt, to work through a curricular sequence, from Essential Skill 1-4.

  16. Goal 3: To Make Connections • To relate AVID College Readiness to WICR and to the Conley readings.

  17. Goal 4: To Address Your Questions and Concerns

  18. Unit 1 Working Through the ACR Curricular Sequence

  19. Introducing the Prompt or Academic Task

  20. SH 1.9d, p. 108: Writing Assignment 2, “A timed, in-class essay” • “Which personal characteristics mentioned by Campbell are central for understanding the leader you are studying? Why were these characteristics important when the leader lived? How did they aid him/her to be a catalyst for change?”

  21. Relate Prompt Analysis to WICR (Class discussion) • How does this prompt (Assignment 2) coincide with Costa’s Levels of Intellectual Functioning? [WICR Inquiry] • Level 1: Gathering and recalling information • Level 2: Making sense of gathered information • Level 3: Applying and evaluating information

  22. SH 1.2c, pp. 38-40 Essential skill 1: Analyzing the Prompt

  23. Timed, in-class writing: Prompt analysis (Essential Skill 1) • Read pp. 38-39. • Complete 39-40 with authentic prompts (in groups) • Complete SH 1.9a, p. 97, for Assignment 2.

  24. Questions about this prompt • How many claims does the writer have to make when answering this prompt? • How might the writer organize the text to respond to the prompt? • This is an “essay question.” Should the response look like the essays that students are currently writing in high school?

  25. The importance of prompt analysis (Essential Skill 1) • Students may have many different types of “essay exam” prompts in college. They must analyze prompt structure and demands quickly and respond appropriately, generally using sources from the class.

  26. Note: Prompt Analysis for Take-Home • Analyzing a prompt for a take-home assignment • pp. 62, KNL • 63-64, Asking faculty • Analyzing a prompt (p. 66; writing processes, 67-68) • [Handout 2: Common Features of College Writing Tasks]

  27. Essential Skills 2 & 3: Selective and purpose-driven reading/focused note-taking

  28. Campbell, “Great Leaders Grow Deep Roots” (pp. 54-47) • Reading this source in a selective, and purpose-driven way [See SH 1.3d, pp. 49-50] • Historical/rhetorical context • Purpose(s) for reading • Focused note-taking approaches for the prompt, p. 58.

  29. King, “Letter from Birmingham Jail” (Handout 3). • Purposeful reading of difficult texts: see TR 1.6b: …A full-length text, 75-80 • Establishing historical/rhetorical context

  30. Focus Note-taking (Essential Skill 3) • Focused note-taking approaches, recording evidence (Handout)

  31. Focused Note-taking (Handout)

  32. Jigsaw Reading: “Letter…” • Review prompt, p. 97. • Review list of characteristics in Campbell.

  33. Great Leader Characteristics (Campbell, 2002) • Integrity • Vision • Concern • Creativity • Results-orientation • Courage • Cultivating the Soil (“deeply rooted—highly flexible”)

  34. Jigsaw Instructions (2) • In groups, find and highlight those parts of the reading that could be used as evidence for the one of the three claims required by the prompt. [See 1.9c: “Academic Arguments/Claim and Evidence Grid,: pp. 104-108.]

  35. More Jigsaw Instructions (3) • Complete your section of the reading, identifying evidence and relating it to one or two of Campbell’s list of leader characteristics. [Handout]

  36. Jigsaw Follow-up (4) • Report your group’s findings, listing one or two Campbell characteristics and identifying parts of the text that give evidence for these. [See pp. 104-108.]

  37. Group Discussion • How else might we have helped students to read this text purposefully?

  38. Comment • According to ACT and other sources, purposeful, independent reading of difficult, expository texts is crucial to college success. How can AVID encourage this?

  39. Citation Circles Essential Skill 4: Integrating Sources into Texts

  40. Quick write: • Why do students have difficulty integrating sources into their own writing through citation?

  41. Preparation for Source Integration • Alternatives to “says” (SH 1.7a, 80) • Sentence templates (SH 1.7b, 81) • Other possibilities: Paragraph templates, e.g.,p. 84.

  42. Oral Practice: Citation Circles • Explanation, TR 1.7c, pp. 82-86 • Handout 4: Citation Circles Observation Form

  43. Instructions: Citation Circles (One of many versions) • Create questions (or, when they’re experienced, have the students write them) for the Inner Circle related to the prompt being studied.

  44. Sample Citation Circle Questions based on Assignment 2 • Which personal characteristic among those mentioned by Campbell seems to be most important for understanding Dr. King’s work? Why do you make this claim? • Why were these important at the time he lived? Why do you make this claim? • How did they help him to be a catalyst for change? • [Students use the source (s) throughout.]

  45. Other questions(based upon evidence) What does Dr. King say that shows his courage? What does Dr. King say to show his concern? What claim can you make that covers what Dr. King says about his courage? What claim can you make that shows his concern?

  46. Student Selection: Inner Circle • Select one student from each jigsaw reading group for the Inner Circle. Write each student’s last name on the board.

  47. Recording Inner Circle Speaker’s Names • Tell Outer Circle students to copy the last names of the Inner Circle students into the first column of their observation form.

  48. Questioning Inner Circle Questioning: Outer Circle Observation • As you ask Inner Circle students the questions, Outer Circle students complete the center column of the Citation Circles Observation Form. [Handout 4. Also see SH 1.7d, pp. 87-88.]

  49. Observation Form Completion • When questioning is over and ALL Inner Circle students have been given an equal chance, tell the Outer Circle students to complete a full citation sentence (column 3) for each of the Inner Circle students.

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