Metacognition & Mindfulness: Academic Literacies for the 21st Century:A Regional Reading Apprenticeship® Conference

March 11-12, 2016

Hosted by:Renton Technical College and the RTC Foundation

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Quick Glance at Our Conference

Friday AfternoonRegistration and Information Building I - Cafeteria 1:00 PM - 2:20 PMTheory and Practice Session-Pre-registered Sessions 2:30 PM - 5:00 PMDinner, Raffles, and Entertainment 5:15 PM - 7:30 PM

Saturday - All Day SessionsRegistration and Information Building I - Cafeteria 7:00 AM - 9:00 AMBreakfast and Raffle 8:00 AM - 8:45 AMConcurrent Session 1 9:00 AM - 10:30 AMConcurrent Session 2 10:45 AM - 12:15 PMLunch, Networking, Raffles 12:30 PM - 1:30 PMConcurrent Session 3 1:45 PM - 3:15 PMClosing Session 3:30 PM - 4:00 PM

Finale : Raffles, Gallery Walk Evaluations, Pick up Proof of Conference Participation

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Our Esteemed Presenters and a Few Tidbits about Their WorkSusannah Barr – Harnessing Reading Apprenticeship

Susannah Barr is an ESOL instructor at Green River College. She is interested in transitioning higher level ESOL students into higher education and community involvement through project-based and student driven research learning. she holds an M.S.Ed in TESOL from Shenandoah University, VA.

John Baumgartner – Beyond the Evidence Log

John Baumgartner is a passionate advocate for student-centered learning in high-support, high-rigor environments. He is currently affiliate faculty in English and Humanities at Edmonds Community College, where he has taught composition at all levels, from pre-college to Honors, for over nine years. He earned an M.A. in English literature in the Ph.D. program at Indiana University, Bloomington, where he specialized in interdisciplinary studies and researched the 19th-century British invention of ecology. He taught literature and composition for ten years at Indiana University before returning home to the Pacific Northwest. Besides teaching full-time at Edmonds, he is currently a representative on the Faculty Senate Council and is working to incorporate adjunct faculty into the college’s emerging structures of participatory governance.

Jennifer Boland – You Are Here: Exploring Mindset and Autoethnography Through Reading Apprenticeship

Jennifer Boland is an English instructor turned Adult Basic educator who has taught in higher education for ten years. Currently, she serves as the ABE faculty lead at Skagit Valley College. Jennifer holds a master’s degree in English from the University of Northern Colorado.

Ellen Bremen – Implementation, Iterations, and Hesitations: The Journey to Add a Reading Apprenticeship Inspired Terminolo-gy Journal

Ellen Bremen is a 15-year Communication Studies faculty, with 12 of those years at Highline College. Ellen has been using Reading Apprenticeship strategies since 2013 in all of her communication courses, and has championed its use within her entire department. Hybrid and online courses are Ellen’s specialty, so she has enjoyed adapting RA for distance ed curriculum. In addition to earning three national teaching awards for online learning and innovation, Ellen is the author of Say This, NOT That to Your Professor: 36 Talking Tips for College Success (2012; Cognella).

Ginger Burnett – Reading Apprenticeship in Math-Focus on Algebra and Geometry

I went to college a little later in life graduating with a BA in English and a minor in Math earning my secondary teaching certificate in my early 30’s. I substitute taught while my children were still young and then began teaching for Walla Walla Community College at Washington State Penitentiary in 1999. I’ve been teaching the GED classes and Vocational Support classes ever since. I love the duel challenge of reaching the students academically as well as holistically as human beings. This is why I love Reading Apprenticeship because it includes all of what makes up our students.

Jill Burns – Mindfulness Meditation Practice in the Classroom: Start each class in the present

Jill has been teaching General Education courses at Bellingham Technical College since 2010. Prior to serving as faculty, I was BTC’s Outreach and Events Coordinator for two years, speaking with prospective students and advising the newly enrolled. Having experience in both Student Services and Instruction gives me a broad understanding of BTC’s unique campus culture and I am dedicated to a “whole student” approach to learning and success. I teach Interpersonal Communications, Intro to Public Speaking, College Success Foundations, and Applied English courses. For my education

and training, I have attended the Dhamma Kuñja Vipassana Meditation Course in Onalaska, Washington as well as other multi-day mindful meditation trainings. I earned a Master’s degree in Teaching English and Language Arts from Western Washington University, with additional post-baccalaureate coursework in Journalism, Literature Studies, and Creative Writing. Additionally, I have a Bachelor of Arts in Speech Communication from the University of Washington, earning honors distinction for original research and thesis publication on gender differences in online dating communication. Prior to teaching, I held positions at Western Washington University’s Centers for Service Learning and Educational Pluralism, as well as YMCA of Greater Seattle at Camp Orkila on Orcas Island.

Rhonda Daniels – Using Online Metacognitive Reading Groups to Support Face-to-Face Classes

Rhonda Daniels has been teaching English Composition and Literature at Whatcom Community College for 11 years. She discovered Reading Apprenticeship a little over a year ago and found herself inspired. She is currently taking the Reading Apprenticeship LCoP course, incorporating Reading Apprenticeship ideas into her class, and looking forward to sharing more with her peers as she studies and discovers more about Reading Apprenticeship.

Elizabeth Demong – Reading for Math Success: Metacognition in the Basic Skills Math Classroom

After dropping out of high school when she was 15, Elizabeth Demong got her GED at 17, and began attending community college with dreams of an academic career. With math skills that extended little beyond whole number operations, Elizabeth COMPASS tested into developmental math classes where she struggled for almost three years with massive math anxiety until she was blessed with a math teacher who mentored her students toward metacognition with math processes. After graduating with a B.A. in history from the University of Washington, and an M.Ed. in TESOL from Seattle University, Elizabeth began teaching in a workforce development program, at South Seattle College, where one of her most beloved duties was teaching a basic math review course for students pursuing careers in office occupations. Since 2013, Elizabeth has taught ABE/GED math at Bellevue College. She will be joining her new colleagues at Renton Technical College in Spring Quarter of 2016 as a full time basic studies/ABE faculty member.

“Without a way to read this text, I was just pretending that I understood. It used to be easy to hide behind my book. Now I am an active reader.” - Li, Renton Technical College student

Catherine Duva – Harnessing Reading Apprenticeship

Catherine Duva has been teaching at Green River College in Auburn, Washington for 20 years and is currently the program coordinator. She got started in this business as a Peace Corps volunteer in Benin, West Africa in 1982. She earned an MA in TESOL from Eastern Michigan University in 1986.

Zoe Fisher – Reading Apprenticeship and Librarians and Click, Click, Metacognition! How to Use RA in Online Courses

Zoe Fisher is an Assistant Professor, Reference and Instruction Librarian at Pierce College in Puyallup, Washington. She enthusiastically embraces Reading Apprenticeship routines at the Reference Desk, in information literacy instruction, in online classes, and in her work as a College Success and Reading instructor.

Ann Foster – How to Use Schema and Scaffolding for Lesson Planning with Reading Apprenticeship

Ann Foster is 3CSN’s Northern California Learning Network Coordinator, and the statewide Reading Apprenticeship Community of Practice Co-facilitator. Ann teaches English at Santa Rosa Junior College, where she facilitates the New Faculty Professional Learning Program, SRJC Reads, and Ask Me.

Lilit Haroyan – STEM Coursework and Reading Apprenticeship and How to engage and empower your students in STEM by RA Framework

Lilit Haroyan is a Physics and Astronomy instructor at East Los Angeles College. She is also a Consultant for the Strategic Literacy Initiative (SLI) at WestED. In addition, she takes part in planning and facilitating the Faculty Teaching and learning Academy (FTLA) offered through Los Angeles Community College District (LACCD). She earned her Master’s degree in Physics at Yerevan State University, Armenia and further continued her research in Max Planck Institute for Radioastronomy, Germany and Istituto Nazionale di Fisica Nucleare (INFN) Italy. Her postgraduate studies in Astroparticle Physics (with specific focus on nuclear interactions) have been published and presented internationally.

Barbara Hedlund – Using Reading Apprenticeship and Metacognition in Math Class

Barbara Hedlund is an ESL instructor who has taught Levels 1, 2, and 3 ESL at Green River for nearly 20 years, including math in ESL classes.

Nika Hogan – Reading Apprenticeship Basics and This is what it looks like: Reading Apprenticeship in Physics

Dr. Monika (Nika) Hogan is an associate professor of English at Pasadena City College who is currently “on loan” with the Strategic Literacy Initiative to coordinate their college level work on Reading Apprenticeship. SLI, which has been researching and developing Reading Apprenticeship since 1996, has long been managed by WestEd, a nonprofit research group based in San Francisco. In addition to her work with SLI, Nika coordinates a CA-statewide “community of practice” in Reading Apprenticeship for the California Community Colleges Success Network (3CSN). Nika has led this amazing ongoing network of faculty, administrators, and staff since 2011. So far, more than 2,000 instructors in 91 community colleges in California have participated in the CoP, spawning a “spinoff” group, the Reading Apprenticeship Community College STEM Network, supported by a grant from the Helmsley Charitable Trust. In addition, Nika coordinates another statewide community of practice, in collaboration with the California State University Chancellor’s Office, focused on considering how to teach discipline specific “threshold concepts” in General Education programs. She has been involved in many learning communities through PCC’s Teaching and Learning Center and helped to create a FYE program that has been awarded the California Community College’s Chancellor’s Office Award for a Student Success Initiative.

Leo Hopcroft – Using Online Metacognitive Reading Groups to Support Face-to-Face Classes and Do You Feel a Draft? An Inter-active and Metacognitive Routine for Revising a Draft

Leo Hopcroft is a late bloomer who went to college in his mid-thirties after working as a merchant seaman and a blackjack dealer. He found a passion for learning that helped him to realize a career as a reading and study skills instructor at Whatcom Community College. He has become involved in Reading Apprenticeship over the last few years, and has used Reading Apprenticeship as an excuse to do as much collaborative work with his brilliant colleagues and students as possible.

Jean Jewell – The Good, The Bad, and The Ugly of Reading Apprenticeship in ESOL 1-2-3

Jean Jewell has taught ESL in China, Indonesia, Santa Barbara, San Francisco, and most recently in Auburn, Washington. She currently teaches level 3 ESL and a writing support class for levels 2, 3 and 4 at Green River College.

Andrea Johnson – Are My Students REALLY Thinking About Their Thinking? Assessing Meta-Cognition in the Math Classroom

My name is Andrea Johnson. She is a math instructor at Bellingham Technical College in Bellingham, WA. She is a strong believer that student success is dictated by the beliefs they have about themselves as math learners. Therefore, Reading Apprenticeship strategies are a strong focus of hers in her math classrooms.

Pam Kissinger – Information Literacy Collaboration in a Reading Apprenticeship Informed Classroom

Pam Kessinger currently serves as a Co-Department Chair, Librarian Faculty, at Portland Community College. She has been participating with Reading Apprenticeship instructors for the past two years. She attended in the Leadership Community of Practice for Community College Reading Apprenticeship training at WestEd in 2014.

Christie Knighton – Metacognition, Schema, and Vocabulary Development and Schema? Say what?

Christie Knighton began her community college career in 1995 teaching developmental math and reading and moved into Adult Basic Education (ABE) and ESL in 2002. She is currently teaching in I-BEST (Integrated Basic Education and Skills Training) cohorts and ABE/GED math. Before getting involved with Reading Apprenticeship, she co-developed and co-facilitated a reading standard training for an in-service for ABE/ESL instructors in Washington state. Ms. Knighton has been involved with Reading Apprenticeship since 2011 when she attended a three-day workshop and has since participated in the Reading Apprenticeship Leadership Community of practice. She has been leading her college in professional development opportunities with Reading Apprenticeship, and she continues to deepen her knowledge of the framework.

Caren Kongshaug – Reading Apprenticeship and Digital Media and Discovering Meaning though Literacy, Collaboration and Social Action

Caren Kongshaug is an instructor at Bellingham Technical College where she teaches English, Reading, Basic Skills and College Success. She is trained in Washington State’s IBEST team teaching and as a facilitator for WestEd’s Reading Apprenticeship Leadership Community Practice as well as a Washington state facilitator for Reading Apprenticeship Project Washington. Caren is the Lead Coordinator for Reading Apprenticeship faculty training at BTC. She is a member of BTC’s Core team for Achieving the Dream. In 2013, she was honored as Bellingham Technical College’s Outstanding Faculty member of the Year. She holds a B.A. In Literature and a B.A. in History of Ideas and she is currently working on her Masters in Adult and Higher Ed from Western Washington University.

Michele Lesmeister – Reading Apprenticeship Routines Showcase and Practice and Just Do it! Making the Shift to a Reading Apprenticeship Classroom

Michele Lesmeister is a full time faculty member of Basic Education for Adults at Renton Technical College and the state lead for the Reading Apprenticeship Project-Washington effort. She is the conference lead for the Reading Apprenticeship Conference and has been instrumental in getting more than 200 faculty trained in Reading Apprenticeship this past fall in Washington. Michele leads the work in Reading Apprenticeship on her campus and works to seek new funding for Reading Apprenticeship work across the state. In addition to her usual work at Renton, she is a hybrid/online instructor at Renton and facilitates the Reading Apprenticeship for Community Colleges online for the Strategic Literacy Initiative at WestEd. She has two texts published for the community college health care audience: Math Basics for the Health Care Professional, 4th edition, and Writing Basics for the Health Care Professional.

Theresa Love – Information Literacy Collaboration in a Reading Apprenticeship Informed Classroom

Theresa Love currently serves as Department Chair, Developmental English, at Portland Community College. She has been working with Reading Apprenticeship for nearly 10 years. She attended in the Leadership Community of Practice for Community College Reading Apprenticeship training at WestEd in 2014.

David Ortiz – Reading 2.0

David Ortiz is a founding faculty member at Cascadia College. He currently teaches classes in communications, media and cinema studies. His role at Cascadia includes; faculty and curriculum development, and imaging greater student achievement and success.

Angel Richard – The Good, The Bad, and The Ugly of Reading Apprenticeship in ESOL 1-2-3

Angel has been a Level 1-2-3 ESOL teacher at Green River College for 2 1/2 years. Along with being in the classroom, she is the ESOL Level 2 and Community Based ESOL classes lead faculty. This past year she has participated in the Innovations Grant writing contextualized curriculum and trying her hand at integrating Reading Apprenticeship into the lower levels.

Gretchen Robertson – Reading Apprenticeship Roundtable and You Are Here: Exploring Mindset and Autoethnography Through Reading Apprenticeship

Gretchen Robertson is a Reading Apprenticeship Project Washington Leader who works at Skagit Valley College teaching Adult Basic Education and I-BEST. She holds a master’s in teaching from Western Washington’s Woodring College of Education

Jennifer Rohan – Harnessing Reading Apprenticeship

Jennifer Rohan is a faculty librarian at Green River College in Auburn, Washington and have a certificate in TESOL and a Master’s degree in Library and Information Science. I teach research and information literacy skills across the academic disciplines. I have a particular passion for working with English language learners and empowering them with the confidence and skills to successfully access and evaluate information in order to achieve academic, career and personal goals.

Melody Schneider – Beyond the Evidence Log

Melody Schneider, faculty member at Edmonds Community College, has been teaching for 30 years. Her teaching roots lie in adult literacy instruction and Reading Apprenticeship brings that experience full circle. At EdCC, Melody co-coordinates Faculty Professional Development and has facilitated many Faculty Learning Communities focused on Reading Apprenticeship as well as using Reading Apprenticeship strategies in all of her classes, from math to history to human relations to current issues. Reading Apprenticeship has been one of the most impactful parts of my practice in recent years. Students read as they never have before.

Heidi Sheneberger – Using Reading Apprenticeship and Metacognition in Math Class

Heidi Sheneberger is an ABE instructor who has taught multi-level Adult Basic Education classes, including Basic Math, at Green River for 10 years. They are both fans of the Reading Apprenticeship framework. They are currently involved in a research project which looks at methods for teaching math in ESL classes in a contextualized manner, using Reading Apprenticeship techniques, and metacognitive inquires.

Zefire Skoczen – Creative Use of Reading Apprenticeship in Hybrid, Web-Enhanced and Online Classroom Communities

Zefire Skoczen is creative teacher with a passion for curriculum development. Zefire has taught the Renton Technical College Massage Therapy Program for over a decade. She fosters a supportive learning environment utilizing Reading Apprenticeship and Universal Design in Learning principles. Zefire’s classrooms are exciting communities where diverse students succeed. With a growth mindset perspective, students’ learning is scaffolded with friendly, bite-sized ‘chunked’ information, supportive low stakes formative assessments and creative, multi-modal approaches to learning.

Jessica Weimer – Using Metacognitive Practices to Improve Efficacy of Peer-Review

Jessica Weimer is a current associate faculty member in the English Language Program at Cascadia College. She completed a Master’s in Adult & Higher Education, along with a TESOL certificate, at Western Washington University. She also has a Bachelor of Arts in German. Her research interests include self-directed learning, metacognition, motivation, and identity.

Anna Wolff – Do You Feel a Draft? An interactive and metacognitive routine for revising a draft

Anna Wolff was born a lover of words in England, raised a lover of books in Texas, and now lives as a lover of language and writing in Washington State. She teaches composition, literature, and study skills at Whatcom Community College. Anna also likes wine and bicycles.

Title and Descriptions Presenter Building /Room

Metacognition, Schema, and Vocabulary Development This session will provide the theory of using metacognition and schema to help students master vocabulary in context with Reading Apprenticeship routines.

Christie KnightonHighline College

Building HRoom 207

Reading Apprenticeship Basics This session will introduce the basic theory and applications for using Reading Apprenticeship in our classrooms by explaining what Reading Apprenticeship is and how it works for students.

Nika HoganWestED/Strategic Literacy Initiative

Building HRoom 306

Reading Apprenticeship and Digital Media This session will provide the theory and applications for using the Reading Apprenticeship framework with digital media.

Caren KongshaugBellingham Technical College

Building HRoom 204-206

Reading Apprenticeship and Librarians This session will provide the ways Librarians can use their resources to help support faculty and staff in using and sustaining their use of Reading Apprenticeship framework and routines

Zoe FisherPierce College

Building HRoom 212

Reading Apprenticeship Roundtable This session will have a Reading Apprenticeship classroom focus – what is working, what trends are we seeing, and what additional professional development do we hope for?

Gretchen RobertsonSkagit Valley College

Building HRoom 205

Reading Apprenticeship Routines Showcase and Practice This session will walk participants through Personal Reading History, Reading Strategy List, Think Aloud, Talking to the Text, and Evidence Logs.

Michele LesmeisterRenton Technical College

Building JRoom 302

STEM Coursework and Reading Apprenticeship This session will provide the theory and practice of using Reading Apprenticeship in STEM classrooms.

Lilit HaroyanEast Los Angeles College

Building JRoom 310

Dinner and Entertainment will be located in the Administration Building I Cafeteria from 5:15 to 7:30PM.

Friday Afternoon Sessions

“No teacher has pushed me harder to get inside the text, inside the words, and inside my mind.” - Haidar, Renton Technical College student

BUILDING CRoom Session 1: 9:00 to 10:30 Session 2: 10:45 to 12:15 Session 3: 1:45 to 3:15102 Using Online Metacognitive Reading

Groups To Support Face to Face Classes (Rhonda Daniels and Leo Hopcroft)

Do you Feel a Draft? An interactive and metacognitive routines for Revising a draft (Anna Wolff and Leo Hopcroft)

Using Online Metacognitive Reading Groups To Support Face to Face Classes (Rhonda Daniels and Leo Hopcroft)

107 Using Reading Apprenticeship and Metacognition in a Math Class (Heidi Sheneberger and Barbara Hedlund)

Using Reading Apprenticeship and Metacognition in a Math Class (Heidi Sheneberger and Barbara Hedlund)

110 You are Here: Exploring Mindset and Autoethnography Through Reading Apprenticeship (Gretchen Robertson and Jennifer Boland)

You are Here: Exploring Mindset and Autoethnography Through Reading Apprenticeship (Gretchen Robertson and Jennifer Boland)

111 Information Literacy in Collaboration in an Reading Apprenticeship informed Classroom (Pam Kessinger and Theresa Love)

Information Literacy in Collaboration in an Reading Apprenticeship informed Classroom (Pam Kessinger and Theresa Love)

BUILDING DRoom Session 1: 9:00 to 10:30 Session 2: 10:45 to 12:15 Session 3: 1:45 to 3:15102a Beyond the Evidence Log (Melody

Schneider and John Baumgartner)Beyond the Evidence Log (Melody Schneider and John Baumgartner) (Rhonda Daniels and Leo Hopcroft)

102b Discovering Meaning though Literacy, Collaboration, and Social Actions (Caren Kongshaug)

Discovering Meaning though Literacy, Collaboration, and Social Actions (Caren Kongshaug)

109 Using Metacognitive Practices to Improve Efficacy of Peer Review (Jessica Weimer)

Using Metacognitive Practices to Improve Efficacy of Peer Review (Jessica Weimer)

112 Creative Use of RA in Hybrid, Web-Enhanced and Online Class-room Communities (Zefire Skoczen)

Creative Use of RA in Hybrid, Web-Enhanced and Online Classroom Communities (Zefire Skoczen)

119 Reading Apprenticeship in Math-Focus on Algebra and Geometry (Ginger Burnett)

Reading Apprenticeship in Math-Focus on Algebra and Geometry (Ginger Burnett)

122 Schema? Say what? (Christie Knighton)

Schema? Say what? (Christie Knighton)

123 Harnessing Reading Apprenticeship (Catherine Duva, Susannah Barr, and Jennifer Rohan)

Harnessing Reading Apprenticeship (Catherine Duva, Susannah Barr, and Jennifer Rohan)

126 Are My Students Really Thinking About Their Thinking? Assessing Metacognition in the Math Classroom (Andrea Johnson)

Are My Students Really Thinking About Their Thinking? Assessing Metacognition in the Math Classroom (Andrea Johnson)

Saturday Sessions

BUILDING HRoom Session 1: 9:00 to 10:30 Session 2: 10:45 to 12:15 Session 3: 1:45 to 3:15102 This is what it looks like: Reading

Apprenticeship in Physics (Nika Hogan)

This is what it looks like: Reading Apprenticeship in Physics (Nika Hogan)

201 Mindfulness Meditation Practice in the Classroom: Start each class in the present (Jill Burns)

Mindfulness Meditation Practice in the Classroom: Start each class in the present (Jill Burns)

205 Click, Click Metacognition! How to Use Reading Apprenticeship in the Online Class-room (Zoe Fisher)

Click, Click Metacognition! How to Use Reading Apprenticeship in the Online Class-room (Zoe Fisher)

207 Reading for Math Success: Metacognition in the Basic Skills Math Classroom (Elizabeth Demong)

Reading for Math Success: Metacognition in the Basic Skills Math Classroom (Elizabeth Demong)

212 Implementation, Iterations, and Hesitation: The Journey to Add an Reading Apprenticeship-Inspired Terminology Journal (Ellen Bremen)

Implementation, Iterations, and Hesitation: The Journey to Add an Reading Apprenticeship-Inspired Terminology Journal (Ellen Bremen)

306 How to Use Schema and Scaffolding for Lesson Planning with Reading Apprenticeship (Ann Foster)

How to Use Schema and Scaffolding for Lesson Planning with Reading Apprenticeship (Ann Foster)

BUILDING JRoom Session 1: 9:00 to 10:30 Session 2: 10:45 to 12:15 Session 3: 1:45 to 3:15302 Just do it! Making the shift to a

Reading Apprenticeship Classroom (Michele Lesmeister)

Just do it! Making the shift to a Reading Apprenticeship Classroom (Michele Lesmeister)

305 How to engage and empower your students in STEM by RA Framework (Lilit Haroyan)

How to engage and empower your students in STEM by RA Framework (Lilit Haroyan)

310 The Good, the Bad and the Ugly of Reading Apprenticeship in ESOL 1-2-3(Angel Richard and Jean Jewell)

The Good, the Bad and the Ugly of Reading Apprenticeship in ESOL 1-2-3(Angel Richard and Jean Jewell)

312 Reading 2.0 (David Ortiz)

Reading 2.0(David Ortiz)

In the Words of Students

“At the beginning of this course, I was a skeptic, I know how to read, didn’t understand why I needed to take this course. After the first class, I know that this isn’t to help me read, but help me understand how to decipher what the writer is meaning, looking behind the ink of the page.” Tyree, Bellingham Technical College student

Saturday Session DescriptionsThese summaries are alphabetized by session title.Are My Students REALLY Thinking About Their Thinking? Assessing Meta-Cognition in the Math Classroom – Andrea Johnson

I will present current research on tools for assessing meta-cognitive thinking. I will also share current strategies and tools that I am using with my math students to assess metacognitive thought in the classroom. We will finish up the session with a hands-on activity that highlights the benefit of approaching math using meta-cognitive strategies, rather than relying on cognitive understanding.

Beyond the Evidence Log – Melody Schneider and John Baumgartner

In this interactive session, participants will explore a range of ways to use Reading Apprenticeship evidence logs. From basic introductory logs, to connecting additional activities to the logs, to growing them throughout the quarter so students see how they all connect. In addition, instructor will discuss models for grading the logs and share some additional strategies including targeting the logs for content specific clues.

Click, Click, Metacognition! How to Use Reading Apprenticeship in Online Courses – Zoe Fisher

If you’re thinking, “Reading Apprenticeship seems great, but how do I use it in my online courses?”—this session is for you! We will discuss how to use the Evidence/Interpretation log, Talk to the Text, and other metacognitive routines in completely online classrooms. There will be an opportunity to discuss our shared experiences and best practices. This session is appropriate for all levels of Reading Apprenticeship enthusiasts from all disciplines.

Creative use of Reading Apprenticeship in Hybrid, Web Enhanced and On-line Classroom Communities – Zefire Skoczen

Are you passionate (or just curious) about using Reading Apprenticeship strategies but are wondering how to incorporate them since your classes are a) pressed for time b) hybrid c) on-line d) all of the above? This session is for you! Come explore Reading Apprenticeship - creatively embedded- in the web enhanced and hybrid classes in the Renton Technical College Massage Therapy Program. STEM instructors may be particularly interested in the seeing Reading Apprenticeship in action in Anatomy & Physiology, Kinesiology and Pathology. Zefire Skoczen will demonstrate how to implement Reading Apprenticeship strategies in on-line environments – with practical, step-by-step instructions and support - and then give everyone time to explore and/or create at their own pace in a computer lab.

Discovering Meaning though Literacy, Collaboration, and Social Action – Caren Kongshaug

Participants will use Reading Apprenticeship routines to thoughtfully engage in ideas that matter. This 90 minute workshop will begin with inspiration from leaders all around the world. From there, groups will form, and each participant will have the opportunity to voice their connection to the text. Next, participants will work individually and in groups to map out their thinking on larger societal issues. Then, the focus will shift to our local areas. Finally, groups will make recommendations and identify three social action steps for further consideration.

Do You Feel a Draft? An Interactive and Metacognitive Routine for Revising a Draft – Anna Wolff and Leo Hopcroft

Do your students think that revision means just adding a paragraph or two to a draft? Experience a “re-seeing” exercise that your students can use to re-conceive and organize the ideas in their draft with their reader in mind.

The text structures help me understand that the ideas do not stop at the period. There are ways writers connect ideas and thoughts in patterns and structures, using symbols, fonts, language, and syntax. Once you see it, you read in a whole new way. It’s awesome!-Student in a Reading Apprenticeship classroom

Harnessing Reading Apprenticeship – Catherine Duva, Susannah Barr, and Jennifer Rohan

How do I teach science to ESOL using Reading Apprenticeship principles? How can I make the class be project-based? How can I incorporate research and information literacy skills into the class? Answers to these and more – come to our presentation about how we did this with the book The Boy Who Harnessed the Wind by William Kamkwamba.

How to Engage and Empower Your Students in STEM by RA Framework – Lilit Haroyan

Participants will learn how to initiate and support metacognitive conversations to build subject-area expertise in STEM courses by participating in metacognitive conversations. What is the relationship among literacy, metacognition, and STEM content knowledge? And what can we do about it? By discovering and reflecting on their own ways of unlocking STEM graphs, charts, illustrations, and problems, and so forth, participants will experience ways the Reading Apprenticeship approach helps students master core concepts and helps instructors explicitly support academic literacy in their discipline.

How to Use Schema and Scaffolding for Lesson Planning with Reading Apprenticeship – Ann Foster

In this workshop, participants will engage in Reading Apprenticeship routines, metacognitive conversations, and activities focused on specific texts within their respective disciplines to explore the role of schema and scaffolding in lesson planning. Participants: please bring two copies of a short text (e.g. 1-2 page chapter excerpt, poem, brief essay, lab instructions, etc.) to use during this workshop.

Implementation, Iterations, and Hesitations: The Journey to Add a Reading Apprenticeship Inspired Terminology Journal - Ellen Bremen

When college course writings must incorporate previously-learned terminology or theories, many students struggle with this inclusion. They often unproductively double their time on task, referring back to the text, scrambling to locate (and refresh themselves on!) applicable concepts. A Communication Studies department developed an Reading Apprenticeship-inspired terminology journal assignment designed for capture of theories/concepts that students could seamlessly incorporate in subsequent writings. This session will showcase the journal’s journey-its construction, tribulations, and future iterations.

Information Literacy Collaboration in an Reading Apprenticeship Informed Classroom – Pam Kessinger and Theresa Love

Information literacy instruction has shifted from direct instruction, towards exploration. Using Reading Apprenticeship routines participants will learn how a collaborative approach between a librarian and an instructor leads to information seeking as inquiry. We will reference the ACRL Framework for Information Literacy for Higher Education, and a developmental framework for I.L. Participants will learn how to tap adult learners’ capacity for curiosity and persistence as they collaborate in an Reading Apprenticeship informed classroom.

Just do it! Making the Shift to the Reading Apprenticeship Classroom – Michele Lesmeister

This is a working session which combines theory and practice. We will start with some materials and transform them with Reading Apprenticeship routines that will lead our students into metacognitive conversations. This is very much a show how to do it and then practice doing it session.

Mindfulness Meditation Practice in the Classroom: Start each class in the present – Jill Burns

In this session, we will explore the purpose and practicalities of mindfulness meditation in the classroom. Resources and best practices are discussed, but mostly we will practice! Witness and share with colleagues how mindfulness techniques can assist us in our metacognitive function of observing the mind as we learn in classroom settings.

Reading 2.0 – David Ortiz

The interactive workshop allows participants to develop lifelong reading habits with an emphasis on embedding critical thinking strategies into the reading experience. Participants in the workshop move freely from passive listener to active learner. Participates are encouraged to share their “best reading apprenticeship practices/methods” with others in an environment of shared success and intellectual curiosity. Please bring at least 15 copies of your favorite reading apprenticeship assignment or activity to the workshop.

Reading Apprenticeship in Math-Focus on Algebra and Geometry – Ginger Burnett

Taking the fear out of mathematics allows the student’s mind to be open to the possibility of understanding mathematics. Sometimes it requires humor and the ability to teach using stories that take the “math” out of the mathematics. Replacing the fear with the power of understanding the math words and symbols allows the student to use their own common sense and logic. I’ll be taking those ideas and working through Algebra and Geometry problems for the GED test.

Reading for Math Success: Metacognition in the Basic Skills Math Classroom – Elizabeth Demong

The focus of this session will be the use of Reading Apprenticeship strategies for supporting patient problem solving and perseverance in the basic skills/ABE math classroom.

Schema? Say what? – Christie Knighton

We’ll dive into theory around schema, and how schema impacts vocabulary development and reading comprehension. Participants will have opportunity to increase their own awareness of what schema is necessary for student success. Participants should bring a reading they use with students.

The Good, The Bad, and The Ugly of Reading Apprenticeship in ESOL 1-2-3 – Angel Richard and Jean Jewell

Come join a lively and honest conversation with teachers trying their hand at Reading Apprenticeship in the lower ESOL levels. You’ll get to weigh in on our unanswered Reading Apprenticeship questions and hear successes, failures, and current practices about our RA experience.

This is what it looks like: Reading Apprenticeship in Physics class – Nika Hogan

This session will invite participants into a college physics class (via video footage and notes from the presenter’s classroom observations over the course of two semesters). Participants will be invited to explore students’ grappling with the relationship between expository text, graphs, and diagrams in their physics text and to consider the role that Reading Apprenticeship, especially the four dimensions and metacognitive conversation, can play in a STEM classroom.

Using Metacognitive Practices to Improve Efficacy of Peer-Review – Jessica Weimer

Reading Apprenticeship is not just for reading! There are many ways in which we can apply Reading Apprenticeship and metacognitive practices to the writing process. This is especially effective when used for the peer-review process. This session will include examples and anecdotes from current practice, and will provide example activities that could be used by your own writing classroom.

Using Online Metacognitive Reading Groups to Support Face-to-Face Classes – Rhonda Daniels and Leo Hopcroft

Presenters will share experiences and examples of online assignments designed to create metacognitive, virtual reading groups to supplement face-to-face classes.

Using Reading Apprenticeship and Metacognition in Math Class – Heidi Sheneberger and Barbara Hedlund

Barbara and Heidi are researching creating a math numeracy class for students in ESOL who want to learn basic math skills, and for ABE (native-English speakers) students who lack numeracy skills and who are not currently served by the current BASIC Math class (CASAS math scores under 200). The class will focus on basic numeracy, plus making connections to math-related concepts and problems in the real world using Reading Apprenticeship and other metacognitive techniques.

You Are Here: Exploring Mindset and Autoethnography Through Reading Apprenticeship – Gretchen Robertson and Jennifer Boland

Reading Apprenticeship routines place a high value on metacognition. But metacognition is only part of the puzzle. Successful students also understand where strengths and barriers come from. Engaging in an in-depth study of one’s own mindset is one way to achieve this understanding. Join us to explore how students can use Reading Apprenticeship to regain power over their mindset while engaging in autoethnographic research. Finale: • Report out on furthering our work regionally• Pick up professional development credits • Raffle of prizes• Conference evaluation/gallery walk

“After taking this course, I began to realize that I actually did have a way I learned, a way that made sense to me, without even coming to terms that this is what a reading strategy is.” -Alexandra, Bellingham Technical College student

Community College Trainings in Reading ApprenticeshipUpcoming Training Sessions in Washington State: Contact: Michele Lesmeister mlesmeister@RTC.edu

WestED/Strategic Literacy Initiative Contact: Kate Meissert, kmeisse@wested.org | 510-302-4211 readingapprenticeship.org/professional-development Reading Apprenticeship Faculty 101 Course Online Class: Sept. 19 to Oct. 28, 2016 Register by September 9, 2016 STEM Network (Many Options Available) Leadership Community of Practice Class and Online: July 18 to July 21, 2016 in Oakland, CA Register by July 1, 2016. Campus Coach Online Class: Sept. 12 to Nov. 4, 2016. Register by Sept. 2, 2016

RAProjectWA.orgThis website is set up to help communicate our state and regional efforts in our Reading Apprenticeship Community of Practice.

We hope that practitioners will come together to share their experiences, successes and challenges, and inquiries about Reading Apprenticeship.

New for fall 2016: A monthly newsletter featuring Reading Apprenticeship practices from around the region!

We would like to thank our sponsors for supporting this important work.

Reading Apprenticeship Project-Washington Renton Technical CollegeRenton Technical College FoundationSeattle Foundation

READING APPRENTICESHIPPROJECT WASHINGTON

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Renton Technical College3000 NE 4th St. Renton, WA 98056(425) 235 - 2352 | RTC.edu

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