2010 Strengthening Student Success Conference Costa Mesa, CA 10-07-2010

Reading, Thinking, Learning: Chabot College’s

Reading Apprenticeship FIG

2010 Strengthening Student Success Conference

Costa Mesa, CA10-07-2010

Reading Apprenticeship (RA) Dimensions

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

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

PERSONAL DIMENSION

Developing reader identity

Developing metacognition

Developing reader fluency and stamina

Developing reader confidence and range

Assessing performance and wetting goals

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

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


• 11 members• Inquiries

1. What do you want to understand better about your students and how they learn?

2. How can you more fully incorporate metacognitive routines into your classroom?

3. How will you assess the impact of these classroom routines on student learning?

• Discussions1. Classroom videos ~“think aloud/modeling” and “talking

to the text”2. Student case studies3. Examples of CERAs (Curriculum- Embedded Reading

Assessments)4. Student metacognitive log samples5. Examples of business/accounting word problems6. Pre and post MARSI (Metacognitive Awareness Reading

Strategies Inventory) results


• RA professional development1. 13 members:2. Anthropology, English, ESL, Geography, Psychology,

and Physical Education 3. 3-day RA training in fall 20104. 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

1. A primary source document is a(n):

a. first-hand account of the events, practices, or conditions of the period under study.

b. account written after the fact that typically comments on and discusses historical evidence.

c. synthesis of first-hand accounts and commentary on historical evidence.

d. account that is primary to the understanding of the historical period under study.

Classroom Case: History Sample Assessment Questions for Abigail

Adams Text

2. We know Abigail Adams mostly through:

a. her diaries and journals.b. biographies that were published after her death.c. her personal letters.d. the writings of her husband and children.

3. In her “Remember the Ladies” text, Abigail Adams advocated for:

a. voting rights for women in the new republic.b. an equal partnership between husbands and

wives in marriage.c. a more equitable distribution of power between

men and women.d. 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.

1. From the title, what is meant by “Her Contemporaries”?

2. What type of text is this and when was it written? What do you know about this time period?

3. 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?

4. 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

1. We see evidence in the text on Harriet Tubman that many enslaved people endured all of the following except:

a. physical abuse.b. the fear of being sold.c. the breaking up of couples and families.d. the strong desire to learn to read and write.

2. Of all of the virtues embedded into the Cult of True

Womanhood, Harriet Tubman's life was a direct challenge to which above all?

a. purity.b. piety.c. submissiveness.d. domesticity.

Classroom Case: History Data

Question TopicSp ’09

(% correct)

Fa ’09 (%

correct)

Semester

Average In what field did WWII worker Inez Sauer work? (reading overview) 69.8% 79.7% 74.7%

Where was M. Nakamura interned during WWII? (detail) 56.6% 60.8% 58.7%

Why was Nakamura sent away from camp? (detail) 79.2% 81.6% 80.4%

Rosa Parks & Montgomery bus boycott (detail) 58.4% 59.4% 58.9%

Who called for bus boycott? (main idea of reading) 56.6% 56.5% 56.6%

A. Moody’s experience in CRM (reading overview) 92.7% 88.6% 90.6%

NOW’s main goal (detail& main idea) 50.7% 33.9% 42.3%Redstockings & view of males (detail) 86.9% 86.7% 86.8%Redstockings’ chief task (main idea) 71% 60.3% 65.6%Nat’l Black Feminist Org. problems (detail) 65.2% 39.6% 52.4%

NOW & LGBT (main idea) 73.9% 60.3% 67.1%

F ’06 S ’07 F ’07 S ‘08 F ‘08 S ‘09-WS F ’09-WS+RA

S ’10-RA0

1020304050607080

History 27 Comparison Chart

% Success % Non-success % Withdrawal

Classroom Case: History Data

Classroom Case: Physiology~ Patricia Wu

Metacognitive Log

Statements/Confusions/Ideas

I read in the text…

Thoughts/InterpretationI wondered/I made a connection/I

thought…

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!

Student Examples





thought…Brownian Motion

Hypertonic, hypotonic, and isotonic

First thing came to my mind just by reading the word Brownian motion it pertaining to some kind of movement than can be observed when mixed with other solution. It turns out that it is related to distinctive or remarkably amazing movement of large particles particularly zigzag.

There are several examples that I can think of when I read about different concentration of a solution. I wondered if our body fluids turned out to be hypertonic we wouldn’t or I wouldn’t be sitting here doing what I’m doing now, typing. Because if our RBC’s is in hypertonic environment our blood will eventually shrink and die. Hypotonic, same concept but instead shrinking it will burst either way it will die and we will not be able to survive it. Isotonic is the optimal concentration or ideal for our blood to circulate in our blood vessels freely and keeping us alive and kicking!!

Name: Student A Date: 8/31/09

Assignment: Membrane Permeability and Transportation




thought…“The rate of diffusion is proportional to the concentration differences that exist in the solution.”

Osmosis

Clarification:When there is a concentration difference between environment one and environment two, water flows between them, from the least concentrated on to the more concentrated one. The bigger the difference the faster the process?

What would happen to a salt water fish and its cells if you put it into a freshwater aquarium?

Does anything affect the rate of diffusion/osmosis – like temperature?

What is osmotic pressure in terms of osmosis?

Name: Student B Date: 8/31/09

Assignment: Membrane Permeability and Transportation




thought…I read in the text that serotonin, ADP, platelet-activating factor, and thromboxane A2 play a role in platelet aggregation.

Coagulation is divided into two pathways: an intrinsic pathway, and an extrinsic pathway….

If for some reason, one of these are missing, will platelet aggregation continue normally?

I thought this was interesting, since both pathways are triggered by different events, does that mean one pathway may be working more depending on the extent of the triggered event? For example, would the extrinsic pathway play a bigger role in creating cross-linked fibrin than the intrinsic pathway, if there was more tissue damage than collagen exposure? Is that even possible?

Name: Student C Date: 11/4/09

Assignment: Platelets and Coagulation




thought…1) Platelets2) Homeostasis3) Platelet activation4) Coagulation5) Anticoagulants6) Hemophilia

1) Cell fragments produced in the bone marrow from huge cells called megakaryocytes. They are smaller than read blood cells, are colorless, and have no nucleus.

2) The process of keeping blood within a damaged blood vessel. Has 3 major steps: vasoconstriction, temporary blockage of a break by a platelet plug, and blood coagulation.

3) It beings the clotting process4) It converts the platelet plug into a more

stable clot.5) Prevents coagulation6) Coagulation disorder in which one of the

factors in the coagulation cascade is either defective or lacking.

Name: Student D Date: 11/4/09

Assignment: Platelets and Coagulation

Result


1 2 3 465

70

75

80

85

90

95

Midterm Averages Over Semesters – Before RA

Sp 07Fa 07Sp 08Fa 08Sp 09

Midterms

Mid

term

Ave

rage

s (%

)

Result


1 2 3 465

70

75

80

85

90

95

Midterm Averages Over Semesters - RA

Fa 09Sp 10

Midterms

Mid

term

Ave

rage

s (%

)

Improvement• 3-column metacognitive log


Statements/Confusions/IdeasI read in the text…

Thoughts/InterpretationI wondered / I made a connection / I thought…

Solutions/Integration of ideas or thoughts

Name: Date:

Assignment:

Improvement• 3-column metacognitive log

Student examples



Thoughts/InterpretationI wondered / I made a connection /

I thought…Solutions/Integration of ideas or thoughts

Rate of diffusion

Semipermeable membrane

I can’t remember learning this in prior science classes. I wonder if this lab entails us to predict the rate of diffusion when given proportional concentration differences in solutions. I wonder if this lab consists of measuring concentrations over a period of time.

I remember doing a lab on semipermeability in Bio 31 and Chem 30A. We worked with sugar water and calculated the rate of diffusion. Now I remember learning about rate of diffusion! I wonder what kinds of molecules are selected and excluded from cells.

The instructions provide an explanation of how molecules move in environments of high or low concentration and how the membrane is the gatekeeper of things moving in and out of cell.

I think the purpose of this lab is to be sure that I understand how cells have this semipermeable membrane and this concept will probably been one of the key points throughout this class. The lab addresses the passage of ions and other molecules through proteins embedded and partially attached to the phospholipid bilayer of the cell membrane. I remember these proteins as integral and peripheral proteins. I am also reminded about the properties of enzymes: specificity, competition, and saturation.


Thoughts/InterpretationI wondered / I made a connection /

I thought…Solutions/Integration of ideas or thoughts

I don’t think I have ever heard of the Brownian motion.

I can’t remember the definition of hypertonic and isotonic!

What is the Brownian motion?

I think that hypertonic is when there is more solute on the outside than there is on the inside environment. I remember the beef jerky example when I think hypertonic. I forgot what isotonic means!

It looks as if the Brownian movement has to do with intrinsic kinetic energy (IKE). Results of IKE are molecules vibrating randomly at all temperatures above -460 degrees Fahrenheit which is A.K.A. absolute zero. There are large and small molecules, and the large molecules that can be seen moving in a zigzag movement are known as Brownian motion.

It turns out more or less I was on the right track. Isotonic is the EQUAL sharing of two solutions in 2 solutes and hypertonic solution has higher solute concentrations than the surrounding environment, like Beef jerky!

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: [email protected]• Patricia Wu: [email protected]

Conclusion

http://www.chabotcollege.edu/

mailto:[email protected]

mailto:[email protected]

Documents

2010 Strengthening Student Success Conference Costa Mesa, CA 10-07-2010