Week 3 - ENGL 483 ENGL 483 Spring 2011 Cooperative...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: ENGL 483 ENGL 483 Spring 2011 Cooperative Learning: A Definition Cooperative Learning: A Definition ► Johnson et al (1994) – positive interdependence, individual and group accountability, promotive interaction, group skills, group processing ► http://www.foundationcoalition.org/publications/brochures/acl_p ► Bruffee (1999) Cooperative – primary/secondary level, social integration, teacher structure Collaborative – college level, foster new ideas, student authority Cooperative Learning in the Classroom Cooperative Learning in the Classroom ► Johnson and Johnson (1995) – results in positive interdependence+ promotive interaction = academic achievement ► Slavin (1996) – improved intergroup relations, acceptance of mainstreamed students, attendance, discipline issues ► Myers (1996) – shift to transitional/critical literacy, students begin to think on a global level How Teachers Learn and Develop How Teachers Learn and Develop Hammerness et al (2005) – teachers need to learn to meet needs of diverse learners, acknowledge the needs of the group, reflect to foster improvement, find identity within a group, develop a community that promotes their vision ► Cooperative learning results in all of these. ► The Basics of Transitional Literacy The Basics of Transitional Literacy ► Silent readers ► New genres are challenging but essential. ► Fluency grows ► Formats are often consistent. ► More capable of long­term production Reading Reading ► Fluency ► Comprehension – deeper meaning ► Instructional Ideas? Writing Writing ► Writing as a process ► Revision ► Develop the 4 S’s: Substance, Skills, Structure, Style Which Appeals to You? Which Appeals to You? ► Product Approach ► Process Approach ► Post­Process Approach Writing Workshop Writing Workshop ► Teacher/Student Conferences ► Mini­Lessons ► Group Share ► Status of the Class Conference Portfolios Portfolios ► What is the purpose? ► What can/should it contain? ► What are the pros/cons? Literacy in the Home Literacy in the Home ► How do the following family dynamics impact literacy and teacher involvement? ► Family structure? ► Language? ► Culture? Misconceptions Misconceptions ► What are common misconceptions about low income families and literacy? ► The reality: limited education, limited funds, limited time, limited transportation ► What other literacy practices may be learned in the home? What Can Teachers Do? What Can Teachers Do? ► Visit Communities ► Home Visits ► http://www.youtube.com/watch?v=lrYetCYZRe4 ► http://www.youtube.com/watch?v=YAFAnAMMiAo ► Ask for family feedback on student’s literacy activities. ► Invite families to school to share their literacy. ► Communication/Exchange Literacy Issues Literacy Issues ► What is meant by an “at­risk” student? What are some ways to help these students? Opinion of Activities? Opinion of Activities? ► Examine Barone’s list on p. 185. Choose 3­ 5 activities you really support and 3­5 that you might see as questionable. Be prepared to support your choices. ...
View Full Document

This note was uploaded on 05/26/2011 for the course ENGLISH 483 taught by Professor Staff during the Spring '11 term at Longwood.

Ask a homework question - tutors are online