Inquiry Apprenticeship Faculty Inquiry Group
Section outline
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A four minute video showing Katie Hern leading a "Metacognitive Conversation" in a college English class discussing Paolo Freire
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Testimonial from a college math instructor
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An English professor uses Reading for Understanding to feel more confident in teaching
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Reading comprehension increases when the student understands words in context. Learning the meaning of unfamiliar vocabulary words prior to reading the text is another tool the student can use to accelerate literacy improvement. This activity allows for personal choice in developing a vocabulary list rather than the instructor selecting the words, thus enabling the student to identify specific terminology that creates blocks and barriers to her/his understanding of the text. (adapted from box 8.16, p. 267, Reading for Understanding).
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We created these class norms, posting sticky notes in response to each question. I created a draft statement from the sticky notes, which the class reviewed and approved.
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I used this during the beginning days of class to guide us through the process of establishing an RA class.
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This is a generalized version of the RA Student Learning Goals, designed to be used by the students for evaluating their progress at Week 2, 6, and 10.
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This is a library handout that we use to help students develop search terms for research inquiries. Sometimes, I flip this, though, and use it as a brainstorming exercise to help students define and hone an inquiry.
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I love to use evidence logs to help students back up their ideas. This helps students to recognize their (sometimes faulty) conclusions, and it makes them more careful readers because they know they will need to back up their interpretations with evidence during discussions. It also helps to rein in and discipline readers who think they "know" what the text is saying even though they may not have read it carefully.
For this particular assignment, I have students read David Sedaris' Us and Them by themselves at home as homework. The next day we begin a discussion about whether or not the narrator likes the Tomkey family's way of life or not. Students have differing opinions, so then I tell them to get in pairs and find evidence for thier interpretation in the text and to record it in their evidence logs. I use this assignment when I am introducing evidence logs before I shift to showing how they can be used for more academic articles.
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(Newly created lesson)
I decided to integrate the CERA (Curriculum-Embedded Reading Assessment) into my Writing 97/EL113W class.
I modified the Individual Writing Prompts textbook example on pg. 327 in order to use a Week 1 - chapter 1 in-class reading of our assigned text Mindset by Carol Dweck. Students will first read in class the attached excerpt, and then fill out the CERA Writing Prompt.
I will collect, then score using the CERA Reading Assessment Rubric on pgs 328-330. I will hand back the Prompt and the scored rubric, using that as a "beginning snapshot" for students to trace their progress.
I do in-class readings with text annotation almost once a week (with explicit scaffolding of Think Aloud strategies), so I will administer another CERA Writing Prompt/Rubric Assessment during Week 5 and then Week 10. This will be a much more effective way for students to track their progress specifically in the areas of critical reading/thinking strategies listed on the EL113W course outcomes.