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Literacy Coach Training Day 2
August 20, 2013
Our OutcomesUnderstand and analyze how our own
unique styles contribute to our work as secondary literacy coaches.
Complete and analyze a Myers-Briggs Profile.
Provide content area teachers with professional development related to general metacognitive reading strategies.
Why are We Doing This?Microcosm of team work when we go out to our
Literacy Coaches reflect the microcosm of school teams.
The knowledge of ourselves will be useful as we continue working together as a team.
What is MBTI®Developed by mother and daughter – Katherine
Briggs and Isabel Myers
Based on Carl Jung’s theory of Psychological Type.
Over 50 years of research
How do you prefer to be energized
What kind of information do you prefer to pay attention to?
How do you prefer to process information or make decisions
What lifestyle do you prefer
E – I PREFERENCE How do you prefer to be energized
ExtroversionPreference for drawing energy from the outside
world of people, activities and things
Introversion Preference for drawing energy from one’s internal world
of ideas, emotions and impressions
S – I PREFERENCE What kind of information do
you prefer to pay attention to
SENSING (S) Preference for taking in information through the five
senses and noticing what is actual
INTUITION (N) Preference for taking information through a sixth sense
and noting what might be
T-F PREFERENCEHow do you prefer to make decisions
THINKING (T) Preference for making decision by analysing the logical
consequences of a choice or action – staying detached
FEELING (F) Preference for making decisions by gauging the impact
of actions on your personal convictions – being involved
J – P PREFERENCE What lifestyle do you prefer
Preference for living a planned and organized life.
preference for living a spontaneous and flexible life.
MBTI® STEP II
Shows the distinctive ways you express your MBTI Step I type
Helps clarify unclear preferences
Suggests ways to use all parts of your personality
Helps you better understand others
Jean M. Kummerow and Naomi L. Quenk, Working with MBTI® Step II Results © 2004 by CPP, Inc. Permission is hereby granted to reproduce this overhead master for workshop use. Duplication for any other use, including resale, is a violation of copyright law. MBTI is a trademark or registered trademark of the Myers-Briggs Type Indicator Trust in the United States and other countries. 1.6
Who are we as a team?
ELEMENT 1.3 Literacy coaches strengthen their professional teaching knowledge, skills, and
How can research and theory inform our practice?
What is highly effective literacy teaching – how can we know?
What approach to literacy coaching will be most effective in your context?
How will this sit within the broader professional learning and change process at your school?
Seminar: What Does Research Tells us About Adolescents and
Literacy? “Improving Adolescent Literacy: Effective Classroom and Intervention
“Literacy in the Content Areas” http://edc448uri.wikispaces.com/file/view/Langer.pdf/298947970/Langer.pdf
“Results that Matter: 21st Century Skills and High School Reform” http://edc448uri.wikispaces.com/file/view/21stCentury.pdf/298948380/21stCentury.pdf
“State Actions to Improve Adolescent Literacy” http://edc448uri.wikispaces.com/file/view/Adol%20Lit%2009web.pdf/76943867/Adol%20Lit%2009web.pdf
“Confronting the Challenges of Participatory Culture” http://mitpress.mit.edu/books/confronting-challenges-participatory-culture
What do good readers do?
Standard 2, Element 1: Literacy coaches provide content area
teachers with professional development related to metacognitive reading
Continuing the Conversation
What makes you interested in a topic you know little about? How might your reflections inform the way you introduce topics/texts/units?
In your past content area classes, what made some text challenging for you? As you listen, compare and contrast your challenges with others in different content areas and consider reasons for these differences. What might make these texts more accessible?
What “good reader strategies” do you routinely practice as a learner when you read challenging texts? Give an example of how this helps you actively make sense of what you read. Which strategy could you use more regularly and how/why might that help?
What do good readers do?
SYNTHESIZE DETERMINE IMPORTANT
How often do you use these strategies while reading (or listening /viewing)?
MONITOR: Be aware of mistakes and apply strategies to repair/revise understandings (CLARIFY)
Make Connections: Text-to-self, text-to-text, and text-to-world
Determine important ideas: Use text clues as evidence
Ask Questions: Readers asks ?’s and reads to clarify before, during, and after reading
Analyze/Critique: Use text features and structures to reflect on what stands out (overall gist) and how it stands out
Visualize (Image): Use imagination and senses to picture, smell, taste, or feel something in the text
Infer: Use clues from text & background knowledge
Summarize: Identify the main idea and supporting details from the text
Synthesize: Tell the big ideas and add original reflection/interpretation
Teaching for Comprehension
While reading complete the Double Entry Reflection Journal
Try to capture the processes you use to make meaning as you read.
Be prepared to share your reflections and processes with the group.
Standard 2: Element 2Literacy coaches assist teachers in developing
instruction designed to improve students’ abilities to read and understand content area texts and to spur student interest in more complex reading materials
Cognitve Apprenticeship Article
Use Text Coding to guide your reading
Cognitive Apprenticeship in Action
In what ways do 'thinking notes' require students to track their response to a text and engage in more thoughtful reading?
Share an idea that you coded as either “I” (to signify something important you figured out through inferencing, or reading between the lines) or “!” (to signify something that particularly intrigued you) about the concept of cognitive apprenticeship?
Briefly explain your thinking for that particular code, using the text to elaborate when needed.
Remember to build on each other’s ideas.
Cognitive ApprenticeshipOn page 17, the authors write, “Cognitive
apprenticeship is not a relevant model for all aspects of teaching.” and on page 3, they write, “The challenge is to situate the abstract tasks of the school curriculum in contexts that make sense to students.
Given these two ideas, what’s worth modeling in your discipline and how can you make the activity relevant and authentic?
What connections (if any) do you see between the ideas you read in this article and some of the earlier readings you’ve done?
Track Your Thinking With Text Codes
Highlight/underline a spot in the text & then code in the margins)
R - “This reminds me of…” to signify a connection to background knowledge or experiences
V – “I can picture this…” to signify visualizing and creating mental images
E – “This makes me feel…” to signify an emotional response to the text
Q – “I wonder…” to signify a pondering question that occurred during reading
I – “I figured that out…” to signify making an inference such as a prediction or an interpretation not explicitly stated in the text
? – “I don’t understand this...” to signify a segment that is confusing or doesn’t make sense
! – “This is interesting…” to signify something that particularly intrigued you
Refer to these codes with a reading partner and discuss areas of commonality and difference. As you add comments to your codes, think about the power of transforming the author’s ideas into your own!
Text CodingHow did your use of coding what you underlined
impact your regular note-taking practices? Did you find the process useful? different? problematic? Would you use additional/different codes? Give a specific example to support your reasoning. How do your reactions compare with others in the group?