Active Strategies and Activities for Achieving Texas IRW Student Learning Outcomes 4, 5 and 6 Rick...

Active Strategies and ActivitiesActive Strategies and Activitiesfor Achieving Texas IRW for Achieving Texas IRW

Student Learning OutcomesStudent Learning Outcomes 4, 5 and 6 4, 5 and 6

Rick DollieslagerThomas Nelson Community College,

Hampton, Virginia

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Rick DollieslagerJennifer Hurd (Moderator)Maggi MillerSuzanne Morales-Vale

PresentersPresenters

Participants will be able to state the second three student learning outcomes for the IRW course.

Participants will be able to add at least one activity or strategy for each of the outcomes to their IRW course planning.

ObjectivesObjectives

SLO # 6: Determine and use SLO # 6: Determine and use effective approaches and effective approaches and

rhetorical strategies for given rhetorical strategies for given reading and writing situations. reading and writing situations.

(Rhetorical analysis/critical (Rhetorical analysis/critical

thinking)thinking)

Similarities in the Reading and Writing Processes: They aren’t that different.

Similarities in the Reading and Similarities in the Reading and Writing ProcessesWriting Processes

Communicating with text: The Pre-Writing stage

Prewriting Researching/ReadingDeveloping content/Brainstorming/Generating material ThinkingAssessing audience and purpose Planning

Understanding text: The Pre-Reading Stage

Pre-reading Preview textPreview vocabularyEstablish/predict a purpose Connect to what we already knowAnticipate what we will learn

Similarities in the Reading and Similarities in the Reading and Writing ProcessesWriting Processes

Composing/DraftingStage During reading

Follow the plan (or alter it while drafting)

Include notes from reading

Support our thesis statement with specific evidence

Make meaning with text

Highlight important information

Define/understand vocabulary in correct context

VisualizeTake notes and

annotate Make meaning from

the text

Similarities in the Reading and Similarities in the Reading and Writing ProcessesWriting Processes

Revising/EditingAfter reading:

synthesis

All the parts are there: beginning, middle, end

It’s accurateIt’s documentedIt’s proofread, spell

checked, edited

SummarizeRespondOrganize information

(mapping/outlining) ApplyUse

Poll Question:Poll Question:A strategy for teaching A strategy for teaching reading comprehension reading comprehension more successfully is . . .more successfully is . . .

A. BackfillingB. SidewindingC. Front loadingD. Exterminating the brutes

SLO # 4: Describe and apply SLO # 4: Describe and apply insights gained from reading insights gained from reading and writing a variety of texts and writing a variety of texts

(critical thinking) (critical thinking)

Connecting reading & writing =Critical Thinking

Assignment: Reading and writing about Assignment: Reading and writing about “Landscape with the Fall of Icarus” “Landscape with the Fall of Icarus”

Objectives:Connecting reading, writing, visual communication, critical thinking, and editing in a multifaceted activity.

Assignment: Assignment: Reading and Reading and writing about writing about “Landscape “Landscape with the Fall with the Fall of Icarus” of Icarus”

Activities 1-4 for the Icarus Activities 1-4 for the Icarus assignment:assignment:

•Read etymology of a word and apply the appropriate definition to its historical context (“hubris”)•Read biographical background on two artists•Read and interpret a short passage from Bulfinch’s Mythology•Summarize the myth and the message

Activities 5-9 for the Activities 5-9 for the Icarus assignment:Icarus assignment:

• Read about, view, and interpret visual data from a Renaissance painting

• Edit: Identify sentence boundaries in a written passage and apply punctuation conventions to make meaning (This step also includes Outcome #10: “Recognize and apply the conventions of standard English in reading and writing.”)

• Write (optional): Four personal or analytical essay prompts based on the readings and paintings

Researching the background: Researching the background: two short on-line biographiestwo short on-line biographies

Poet William Carlos Wlliams

Artist Pieter Brueghel the Elder

Researching the background: Researching the background: understanding “hubris” understanding “hubris” in contextin context

Researching the background: Researching the background: Read & summarize Icarus mythRead & summarize Icarus myth

Punctuate the poem as prose.Punctuate the poem as prose.

According to Brueghel when Icarus fell it was spring

a farmer was ploughing his field the whole pageantry

of the year was awake tingling near

the edge of the sea concerned with itself

sweating in the sun that melted the wings' wax

unsignificantly off the coast there was

a splash quite unnoticed

this was Icarus drowning

SLO #4 “apply insights . ..”SLO #4 “apply insights . ..”Essay topics analyze other poetic Essay topics analyze other poetic and artistic views of Icarus story and artistic views of Icarus story

More poems and paintings about Icarus

Writing prompts about the myth or works

Analytical and personal essay promptsAnalytical and personal essay prompts

Personal and academic topics for writing about the Icarus myth and the poems and paintings it has inspired:

(Apply) 1] In classical Greek times, people understood the Icarus myth . . . What examples in your own life or in the real world could this myth be compared to either in its historical context or in the contemporary context?

(Apply) 2] Brueghel’s painting and these four poems . . . Tell about what happened and what you wish you had done if you had known.

(Interpret) 3] Which of the four poems tells, retells or reuses the myth of Icarus the best in your opinion? Support your opinion by stating what happens in that poem, and compare that to what happens to him or how he is referred to in the others.

(Interpret) 4] In Flemish artist Hans Bol’s (1534-1593) painting . . . how is his interpretation different . . . Describe what happens in the two paintings and discuss the different meanings that are depicted.

Chat Question 1:Chat Question 1:

What Pre-Reading activities What Pre-Reading activities have you found most useful have you found most useful when teaching material when teaching material that is difficult to that is difficult to understand?understand?

SLO # 5: Compose a variety of SLO # 5: Compose a variety of texts that demonstrate reading texts that demonstrate reading

comprehension, clear focus, logical comprehension, clear focus, logical development of ideas, and use of development of ideas, and use of

appropriate language that advance appropriate language that advance the writer’s purpose. the writer’s purpose. (IRW/critical thinking) (IRW/critical thinking)

Paragraphs to essays: Incorporating readings into writings

Strategies for Previewing TextStrategies for Previewing Text

Connect to what they already Connect to what they already knowknow

Ask: “What strategies do you know to help you to read and comprehend?”

Front-load for Reading: “I’m going to ask you three questions in class, which you may be writing about later.”

Ticket Into Class: “What are three things you learned from the reading?”

Let’s do a walk through! Let’s do a walk through!

We will read and write about two articles.We will read and write about two articles.

Preview the articles with a WordlePreview the articles with a Wordle

Pose questions to answer Pose questions to answer afterafter reading. reading.

Teach summarizing and paraphrasing.Teach summarizing and paraphrasing.

Read the questions prior to reading the article

Read, looking for answersClose the article and answer questions

from memoryWhen you can’t answer a question,

answer the rest and then go back to the source

If you have not looked at the article while answering, then you have paraphrased, meaning, putting it in your own words

The short of it: Multitasking is a myth.The short of it: Multitasking is a myth.(Let’s do Step 5 together.)(Let’s do Step 5 together.)

Any solution for multitasking?Any solution for multitasking?Yes! A time management system.Yes! A time management system.

Pass the previewing torch. Teach SQ4R.Pass the previewing torch. Teach SQ4R.

Covey’s time management matrixCovey’s time management matrix

What does your life look in quadrants? What does your life look in quadrants?

How do we get our lives into Q2?How do we get our lives into Q2?

Sharing experiences & writing about Sharing experiences & writing about them.them.

Bring the 4 parts together in one Bring the 4 parts together in one paper.paper.

SLO # 6: Determine and use SLO # 6: Determine and use effective approaches and effective approaches and

rhetorical strategies for given rhetorical strategies for given reading and writing situations. reading and writing situations.

(Rhetorical analysis/critical (Rhetorical analysis/critical

thinking)thinking)

Informal or ungraded strategies:SQ4R and Cornell note taking

Poll Question #2:Poll Question #2:A good visual A good visual

enhancement for studying enhancement for studying vocabulary is . . . vocabulary is . . .

A. A bindfoldB. A blind horseC. A Wordle word puzzleD. A poke in the eye

Model the Cornell format. Model the Cornell format. Good notes = good research.Good notes = good research.

Chat Question 2:Chat Question 2:

What are some ways to give What are some ways to give students incentives to learn students incentives to learn activities such as SQ4R and activities such as SQ4R and Cornell note taking, or other Cornell note taking, or other success strategies that are success strategies that are not usually formally graded?not usually formally graded?

Page search me on Google: “dollieslager” Page search me on Google: “dollieslager” (lower case) (lower case)

OR--Email me: dollier@tncc.eduOR--Email me: dollier@tncc.edu

Upcoming EventsUpcoming Events

Workshop in Austin, October 18: http://events.SignUp4.com/AustinIRW10182013

Fall Energizer Conference: http://events.SignUp4.com/TUfall2013Success_DevEdAZ

Webinar: November 7Workshop in Houston, November 1