Reading, Thinking, Learning: Chabot College’s Reading Apprenticeship FIG

Reading, Thinking, Learning: Chabot College’s Reading Apprenticeship FIG 2010 Strengthening Student Success Conference Costa Mesa, CA 10-07-2010

Reading Apprenticeship (RA) Dimensions PERSONAL DIMENSION Developing reader identity Developing metacognition Developing reader fluency and stamina Developing reader confidence and range Assessing performance and wetting goals SOCIAL DIMENSION Creating safety Investigating relationships between Literacy and power Sharing book talk Sharing reading processes, problems, and solutions Noticing and appropriating other’s ways of reading Metacognitive Conversation KNOWLEDGE-BUILDING DIMENSION Mobilizing and building Developing content or topic knowledge Development knowledge of word construction and vocabulary Developing knowledge and use of text structures Developing discipline- and discourse-specific knowledge COGNITIVE DIMENSION Getting the big picture Breaking it down Monitoring comprehension Using problem-solving strategies to assist and restore comprehension Setting reading purposes and adjusting reading processes

Chabot College’s RA FIG • 2008 ~ 2009 • 5 members: • Accounting/Business, English, and Life Sciences • Provide support and strategies • Understand reading strategies across disciplines • Plan implementation steps in 2009 ~ 2010 • Set up inquiry questions for 2009 ~ 2010 • 4 additional members joined in spring 2009: • ESL, History, Math, and Physics

Chabot College’s RA FIG • 2009 ~ 2010 • 11 members • Inquiries • What do you want to understand better about your students and how they learn? • How can you more fully incorporate metacognitive routines into your classroom? • How will you assess the impact of these classroom routines on student learning? • Discussions • Classroom videos ~“think aloud/modeling” and “talking to the text” • Student case studies • Examples of CERAs (Curriculum- Embedded Reading Assessments) • Student metacognitive log samples • Examples of business/accounting word problems • Pre and post MARSI (Metacognitive Awareness Reading Strategies Inventory) results

Chabot College’s RA FIG • 2010 ~ 2011 • RA professional development • 13 members: • Anthropology, English, ESL, Geography, Psychology, • and Physical Education • 3-day RA training in fall 2010 • Implementation in spring 2011 • Original RA FIG members integrate into new RA FIG as mentors

Challenges in teaching reading and encouraging student reading? • What have you tried or would like to do to improve reading?

Classroom Case: History ~ Jane Wolford

Classroom Case: History • Inquiry – 2009 ~ 2010 • Does practicing Reading Apprenticeship metacognative routines, such as “think alouds,” “ talking to the text,” and “think/pair/share,” over the course of the semester result in getting students to do the reading independently and make sense of what they read?

Classroom Case: History • Model – Think-Aloud • ABIGAIL ADAMS, Letters to John Adams and His Reply (1776) • Abigail Adams’ (1744-1818) plea that her husband “remember the ladies” was an initial appeal for a more equitable distribution of power. Feminists of a later era would spell out in detail Adams’ statement on the potential of male tyranny. On what basis do you think Adams alleged that “all Men would be tyrants if they could? How did the revolutionary spirit influence her request and the argument of her May 7 letter? How did John Adams deal with the situation? What did he mean by the statement “we know better than to repeal our masculine systems”?

Abigail Adams to John Adams Braintree March 31 1776 I long to hear that you have declared an independency-and by the way in the new Code of Laws which I suppose it will be necessary for you to make I desire you would Remember the Ladies, and be more generous and favorable to them than your ancestors. Do not put such unlimited power into the hands of the Husbands. Remember all Men would be tyrants if they could. If particular care and attention is not paid to the Ladies we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice, or Representation. That your Sex are Naturally Tyrannical is a Truth so thoroughly established as to admit of no dispute, but such of you as wish to be happy willingly give up the harsh title of Master for the more tender and endearing one of Friend. Why then, not put it out of the power of the vicious and the Lawless to use us with cruelty and indignity with impunity. Men of Sense in all Ages abhor those customs which treat us only as the vassals of your Sex. Regard us then as Beings placed by providence under your protection and in imitation of the Supreme Being make use of that power only for our happiness.

Classroom Case: History • Sample Assessment Questions for Abigail Adams Text • A primary source document is a(n): • first-hand account of the events, practices, or conditions of the period under study. • account written after the fact that typically comments on and discusses historical evidence. • synthesis of first-hand accounts and commentary on historical evidence. • account that is primary to the understanding of the historical period under study.

Classroom Case: History • Sample Assessment Questions for Abigail Adams Text • We know Abigail Adams mostly through: • her diaries and journals. • biographies that were published after her death. • her personal letters. • the writings of her husband and children. • In her “Remember the Ladies” text, Abigail Adams advocated for: • voting rights for women in the new republic. • an equal partnership between husbands and wives in marriage. • a more equitable distribution of power between men and women. • an end to domestic violence.

Classroom Case: History • Model – Think/Pair/Share • HARRIET TUBMAN, Excepts from a Biography by her Contemporaries (c. 1880)

Classroom Case: History • Model – Think/Pair/Share • Questions to ask and answer while reading the Harriet Tubman text • Make sure you label each part of this text. Write “intro” in the margins next to the introductory paragraph, and number each paragraph of the actual except. • From the title, what is meant by “Her Contemporaries”? • What type of text is this and when was it written? What do you know about this time period? • What was Tubman’s biography based on? Based on what you know about African slavery in the U. S., why do you think she had others write her story? • Why was Harriet Tubman called “Moses”? Where does this name come from originally, and how does this name tie into her fame as an historical figure?

Based on a series of interviews by abolitionists, Harrier Tubman’s biography described her escape from slavery, as well as her vital role in the underground railroad. Known as “Moses, the deliverer of her people,” Tubman (1820-1913) personally risked death and repeatedly returned to the South to lead as many as three hundred slaves to freedom. In what ways did Tubman’s life contradict cultural assumptions about woman’s behavior? One of the teachers lately commissioned by the New England Freedmen’s Aid Society is probably the most remarkable woman of this age. That is to say, she has performed more wonderful deeds by the native power of her own spirit against adverse circumstances than any other. She is well known to many by the various names which her eventful life has given her; Harriet Garrison, Gen. Tubman, & c; but among the slave she is universally know by her well-earned title of Moses-Moses, the deliverer. She is a rare instance, in the midst of high civilization and intellectual culture, of a being of great native powers, working powerfully, and to beneficent ends, entirely unaided by schools or books.

Classroom Case: History • Sample Assessment Questions for Harriet Tubman Text • We see evidence in the text on Harriet Tubman that many enslaved people endured all of the following except: • physical abuse. • the fear of being sold. • the breaking up of couples and families. • the strong desire to learn to read and write. • Of all of the virtues embedded into the Cult of True Womanhood, Harriet Tubman's life was a direct challenge to which above all? • purity. • piety. • submissiveness. • domesticity.

Classroom Case: History • Data

Classroom Case: Physiology~ Patricia Wu

Classroom Case: Physiology • Metacognitive Log Name: _______________________________ Date: _____________ Assignment: _______________________________________________________________

Classroom Case: Physiology • Model • Talking to the Text

Cell membrane components: phospholipids, proteins, carbo, and cholesterol. Since the membrane has a lot of lipid, does it mean only lipid-like material is able to get through? Does diffusion happen outside of body? Ex. Perfume across the room. What’s polar? Check chemistry? If lipid solubles can diffuse through C.M., does it mean that polar things are not lipid soluble? Is it the same as lipophobic??? MUST CHECK!

Classroom Case: Physiology • Student Examples

Name: Student A Date: 8/31/09 Assignment: Membrane Permeability and Transportation

Name: Student B Date: 8/31/09 Assignment: Membrane Permeability and Transportation

Name: Student C Date: 11/4/09 Assignment: Platelets and Coagulation

Name: Student D Date: 11/4/09 Assignment: Platelets and Coagulation

Classroom Case: Physiology • Result

Classroom Case: Physiology • Improvement • 3-column metacognitive log Name: Date: Assignment:

Classroom Case: Physiology • Improvement • 3-column metacognitive log • Student examples

Conclusion • RA change classroom teaching • Students are more engaged in reading • Students take responsibility for learning • Students practice critical thinking • Instructors gain deeper understanding of students’ dilemmas • Questions? • Contact Information: • Chabot College: www.chabotcollege.edu • Jane Wolford: jwolford@chabotcollege.edu • Patricia Wu: pwu@chabotcollege.edu

Reading, Thinking, Learning: Chabot College’s Reading Apprenticeship FIG