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TMAC Training

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Sarah Arroyo

on 8 November 2016

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Transcript of TMAC Training

Agenda 8/9/16
TMAC Training
August 9 - 11, 2016

What Students Don't See
"Teaching" Reading
Catching Up
How has your teaching philosophy changed?
How do you hope to incorporate these beliefs into your assignments and activities?
How do you envision yourself as a teacher?
Think back to our discussion about qualities of a good teaching and good teachers

Review Basic Decorum and Classroom Management
Review English 100 SCO and Syllabus requirements

Teaching college-level Reading

Group Work with Rules for Writers and Readings

Lunch 12:00 - 12:30
1:00 - 2:00 Syllabus Work
Agenda for 8/10/16:

10:00 - 10:10

10:10 - 11:15 Explain exactly what you will do on your first week of class. Make sure to include a diagnostic piece that should take students about 20 minutes to complete. Show us five minutes of your first day (vote on doing this in one group or two smaller groups). Keep a reflective journal/log and jot down quick notes after each class. We will refer to these in 697, and you can keep track of participation, etc. there.

11:15 - noon Sequencing activities and class work; Assign readings and complete detailed calendar up to first assignment; share assignments

12:00 - 12:30 lunch

12:30 - 1:15 Above continued

1:15 - 2:00 Responding to student writing
Formal vs informal response

http://bedfordbits.colostate.edu/index.php/2012/01/30/becoming-a-college-writer-learning-to-revise/

draw on background knowledge as they read
make predictions as they read
visualize the events of a text as they read
recognize confusion as they read
recognize a text's structure/organization as they read
identify/recognize a purpose for reading
monitor their strategy use according to the purpose for reading the text
http://www.readingrockets.org/article/102
Characteristics of Strong Readers
A - Activate prior knowledge
C - Cultivate vocabulary
T - Teach for comprehension
I - Increase reading rate
V - Verify reading strategies
E - Evaluate progress
Consider role of motivation
Select APPROPRIATE materials
Exploring Second Language Reading: Issues and Strategies: Neil Anderson
ACTIVE
To develop strong comprehension:
Misunderstanding the Reading Process
Expert readers KNOW they need to take time and reread difficult or complex material. Students often assume that good readers understand everything easily and quickly.
Typical Problems with Reading
From: Engaging Ideas (Bean)
Misunderstanding the Reading Process
Expert readers KNOW they need to take time and reread difficult or complex material. Students often assume that good readers understand everything easily and quickly.
Typical Problems with Reading
From: Engaging Ideas (Bean)
Skilled readers know when to skim a text to get the gist of a chapter or article. They also know when close reading is required and how to “do” close reading.
Inexperienced readers believe that all texts should be read in the same way and toil through texts at the same pace.
Failure to Adjust Reading Strategies for Different Purposes
Inexperienced readers don’t “chunk” text in order to explain a writer’s purpose at a meta-level. They don’t recognize that one section may summarize an opposing argument while another section may offer evidence for claims
.
Difficulty perceiving the structure of a text
In order for texts to make sense, students will try to pull unfamiliar material into “familiar cognitive neighborhoods,” and their familiar cognitive neighborhoods may seem simplistic compared to what we expect. It takes patience not to think of students as lazy or incapable. Rather, they can’t draw on prior knowledge in some cases.
Difficulty Assimilating the Unfamiliar
Students often see themselves as distant from the texts they read; thus, they can’t imagine the author as someone with whom they could engage in conversation. They may be intimidated or feel as though they have nothing to add. (They are often convinced readings have only ONE interpretation and they don’t want to be wrong. They see the author/professor as the expert who will tell them what/how to think.)
Difficulty seeing Themselves in conversation with the Author
One easy step is to share your own reading strategies. When do you skim and how do you do it? What is close reading and what does it look like? Do you make notes in the margins? How do you know when/what to annotate.? Show students your annotated texts. Let students know that CONFUSION in reading is OK and often warranted.
Helping Students Access Academic Texts
Have students write “What it says” and What it does” statements about paragraphs as they read. This pushes students into an analytical stance toward texts, forcing them to explore the surface content of text AND the intent of the content. This helps lead students toward understanding rhetorical stance. Have them compare their notes with other students.
“What it Says” and “What it Does”
Use readings that help students understand that texts are shaped and sometimes slanted by authors through emphasis, metaphor, development of argument, word choice, etc. (certain websites, movie and book reviews, editorials, etc.)
Contradictory Viewpoints
Ask students to play the “believing and doubting game” (Peter Elbow). Invite students to test two stances: 1) The writer’s, with full empathy (Bartholomae and Petrosky call this Reading With/Against the Grain) and
2) the devil’s advocate, with full skepticism. This can help students learn how to participate in the conversation of academic discourse.
Believing and Doubting Game
Creating mental images while reading
Changing images as you gain new information
Imagining dialogue with author
Visualizing
Each Assigned Reading
Must have an accompanying
Response requirement

Pre-Reading
During Reading
Post-Reading
Create sets of questions that anticipate the main points in the reading
Show a video that relates to the argument in the reading
Our one-word philosophies

Risk taking
multi-modal
perception
embodied
diversity
varied
openness
Progressive
critical-thinking
Expand definition of text
Ownership of writing
student-centered
writing as a social act
challenging but fun
genuine
authorship beyond the page
meaningful
situated
student centered
awareness
writing as re-vision
ownership
student-centered
commonplace composition!
Responding to Student Writing
Agenda
8/11/16

10:00 - 10:30
Discuss sequence up to first assignment and post first assignment in the assignment forum

10:30 - 11:20
Group work: Explain second major project and how you will get there. Each person has 10 minutes, and please leave enough time for feedback

11:20 - 11:30
Unfinished business:
Fill in some "during reading" and "post reading" activities
Rosters, adds, students who don't show up
What the department needs from you during the first week
What to do if you have to cancel class
Collegiality

How are students going to turn in their assignments?

Please send me the link your syllabus when you finish it, so I can approve it; MUST be before August 21
Field Trip to Classrooms
Scenario 1:
You have just finished grading a set of essays. You tell students to read over your comments first, and then come to your office if they have questions about grades. One student comes to your office, crying, and complains that your comments and "B" grade are unfair, since she worked hard on the paper and had her English major sister read it. Your policy states that only papers with a "C" or lower can be rewritten, yet she asks you, after accusing you of being unfair, if she can rewrite the paper.

Scenario 2:
A mediocre student, to whom you gave a sympathy "B," asks you at the end of the semester for a letter of recommendation, so he can gain entrance into the pre-nursing program. He has yet to be admitted because of his GPA.
Scenario 3:
During an in-class presentation, the student presenter completely misreads the assigned reading, is unprepared, and presents material that is not only inaccurate but is also irrelevant to the reading and the class.

Scenario 4:
A student is on track to receive a "D" in your class. She has missed three weeks of class and turned in her second paper late. Other students are beginning to register for their spring classes, and this student asks you if she should just enroll in ENGL 100 again, or if she can do anything to pass with a "C."
Scenario 5:
A student received a "D" on his sociology paper and comes to you for advice. You notice that the professor didn't write comments and just circled mistakes. The student asks you to email the professor to let him know that he graded the paper incorrectly, since the student is receiving an "A" in your class.
Scenario 6:
A student has missed several classes and finally reaches out to you and says she is depressed and is having major family problems. You let her know what she has to do to pass the class. She only comes to class a couple more times but hands you all of the required work completed on the last day of the semester.
Scenario 7:
A student didn't turn in her first paper, and she lets you know that she experiences major anxiety attacks and is currently going through a major episode. She also tells you that her parents, boyfriend, and friends have stopped supporting her, since they believe she is faking the attacks, and medication and years of therapy have not helped. You refer her to DSS and the counseling center to get the help she needs, and she lets you know the next week that she visited both and feels better. She completes the rest of the course work with A grades but never submits that first paper. You know that receiving a bad grade in the class will trigger her anxiety again, and you also know that she is a high achiever and certainly an A student. What final grade do you give her?
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