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

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Active Strategies and Activitiesfor Achieving
Texas IRW Student Learning Outcomes 4, 5 and 6

• Rick Dollieslager
• Thomas Nelson Community College, Hampton, Virginia

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• Cengage Learning TeamUP
• Professional Development Workshops Conferences
• Peer-to-Peer Consultation
• On Campus Implementation Training
• Professional Development Portal
• http//cengage.com/myteamup

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Todays presentationis sponsored by
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Presenters

• Rick Dollieslager
• Jennifer Hurd (Moderator)
• Maggi Miller
• Suzanne Morales-Vale

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Objectives

• 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.

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SLO 6 Determine and use effective approaches
and rhetorical strategies for given reading and
writing situations. (Rhetorical analysis/critical
thinking)

• Similarities in the Reading and Writing
  Processes They arent that different.

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Similarities in the Reading and Writing Processes

• Communicating with text
• The Pre-Writing stage

• Understanding text
• The Pre-Reading Stage

• Prewriting
• Researching/Reading
• Developing content/Brainstorming/Generating
  material
• Thinking
• Assessing audience and purpose
• Planning

• Pre-reading
• Preview text
• Preview vocabulary
• Establish/predict a purpose
• Connect to what we already know
• Anticipate what we will learn

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Similarities in the Reading and Writing Processes

• Composing/Drafting
• Stage

• During reading

• Highlight important information
• Define/understand vocabulary in correct context
• Visualize
• Take notes and annotate
• Make meaning from the text

• Follow the plan (or alter it while drafting)
• Include notes from reading
• Support our thesis statement with specific
  evidence
• Make meaning with text

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Similarities in the Reading and Writing Processes

• Revising/Editing

• After reading synthesis

• Summarize
• Respond
• Organize information (mapping/outlining)
• Apply
• Use

• All the parts are there beginning, middle, end
• Its accurate
• Its documented
• Its proofread, spell checked, edited

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Poll QuestionA strategy for teaching reading
comprehension more successfully is . . .

• A. Backfilling
• B. Sidewinding
• C. Front loading
• D. Exterminating the brutes

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SLO 4 Describe and apply insights gained from
reading and writing a variety of texts (critical
thinking)

• Connecting reading writing
• Critical Thinking

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Assignment Reading and writing about Landscape
with the Fall of Icarus
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Assignment Reading and writing about Landscape
with the Fall of Icarus
Objectives Connecting reading, writing, visual
communication, critical thinking, and editing in
a multifaceted activity.
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• Activities 1-4 for the Icarus 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
  Bulfinchs Mythology
• Summarize the myth and the message

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Activities 5-9 for the 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

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Researching the background two short on-line
biographies

• Poet William Carlos Wlliams

• Artist Pieter Brueghel the Elder

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Researching the background understanding
hubris in context
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Researching the background Read summarize
Icarus myth
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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
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SLO 4 apply insights . ..Essay topics analyze
other poetic and artistic views of Icarus story

• More poems and paintings about Icarus

• Writing prompts about the myth or works

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Analytical 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 Brueghels 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 Bols
  (1534-1593) painting . . . how is his
  interpretation different . . . Describe what
  happens in the two paintings and discuss the
  different meanings that are depicted.

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Chat Question 1What Pre-Reading activities
have you found most useful when teaching material
that is difficult to understand?
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SLO 5 Compose a variety of texts that
demonstrate reading comprehension, clear focus,
logical development of ideas, and use of
appropriate language that advance the writers
purpose. (IRW/critical thinking)

• Paragraphs to essays
• Incorporating readings into writings

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Strategies for Previewing Text

• Connect to what they already know
• Ask What strategies do you know to help you to
  read and comprehend?
• Front-load for Reading Im 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?

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Lets do a walk through!
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We will read and write about two articles.
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Preview the articles with a Wordle
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Pose questions to answer after reading.
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Teach summarizing and paraphrasing.

• Read the questions prior to reading the article
• Read, looking for answers
• Close the article and answer questions from
  memory
• When you cant 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

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The short of it Multitasking is a myth.(Lets
do Step 5 together.)
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Any solution for multitasking?Yes! A time
management system.
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Pass the previewing torch. Teach SQ4R.
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Coveys time management matrix
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What does your life look in quadrants?
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How do we get our lives into Q2?
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Sharing experiences writing about them.
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Bring the 4 parts together in one paper.
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SLO 6 Determine and use effective approaches
and rhetorical strategies for given reading and
writing situations. (Rhetorical analysis/critical
thinking)

• Informal or ungraded strategies
• SQ4R and Cornell note taking

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Poll Question 2A good visual enhancement for
studying vocabulary is . . .

• A. A bindfold
• B. A blind horse
• C. A Wordle word puzzle
• D. A poke in the eye

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Model the Cornell format. Good notes good
research.
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Chat Question 2What are some ways to give
students incentives to learn activities such as
SQ4R and Cornell note taking, or other success
strategies that are not usually formally graded?
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Page search me on Google dollieslager (lower
case) OR--Email me dollier_at_tncc.edu
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Upcoming Events

• Workshop in Austin, October 18
  http//events.SignUp4.com/AustinIRW10182013
• Fall Energizer Conference http//events.SignUp4.c
  om/TUfall2013Success_DevEdAZ
• Webinar November 7
• Workshop in Houston, November 1