Teachers college keynote august 15 2015
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These are the slides from the keynote I gave at the Teachers College Reading and Writing Project on August 11, 2015. The topic is shifts in literacy education
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Teachers college keynote august 15 2015
- 2. Change the following to 8 with only 1 symbol:
- 3. VII
- 5. IX
- 8. literacy
- 9. Power Those who are literate hold the power Privilege With that power comes privilege
- 10. Power Understand complex messages Share those messages with others Rally others around your message --From Frank Smith’s The Literacy Club beers.probst@gmail.com
- 13. From “WhatTeachers Grades 4-12 Say AboutTeaching Nonfiction” by Kylene Beers and Robert Probst, 2013
- 14. From “WhatTeachers Grades 4-12 Say AboutTeaching Nonfiction” by Kylene Beers and Robert Probst, 2013
- 16. Jot down your answers…
- 21. This chart is from
- 23. What’s the best predictor of school success?
- 25. Achievement Percentile Minutes of Reading per Day Words per Year 90th 40.4 2,357,000 50th 12.9 601,000 10th 1.6 51,000 ReadingVolume of Fifth-Grade Students of Different Levels of Achievement (Based on In and Out of School Reading Logs) Anderson,Wilson, & Fielding, 1988
- 27. From “WhatTeachers Grades 4-12 Say AboutTeaching Nonfiction” by Kylene Beers and Robert Probst, 2013
- 28. From “WhatTeachers Grades 4- 12 Say AboutTeaching Nonfiction” by Kylene Beers and Robert Probst, 2013
- 29. How many of you in here like to read?
- 30. Read for 30 minutes Write a response Rate what you read (1 liked it; 5 hated it) Tell why Make aVenn Diagram
- 31. If children need to learn vocabulary, they should read. If they need to develop fluency, they should read. If they need to learn about a topic, they should read. If they need to be a person they are not, they should read. If they need to grow, to stretch, to dream, to laugh, to cry, to find a friend, to vanquish a foe, they should read. Kylene Beers
- 32. More is better Collaboration is learning Literacy is power
Editor's Notes
- Structure of morning Intro Two poll everywhere We’ll be learning about CCSS and the shifts, but let’s begin by focusing on a need you identified: student apathy Do Possible Sentences/KWL Break Info on CCSS (history—brief history) Move to What is Rigor (Bob’s Beowulf/Boy with Text story) Letters to My Daughters (rereading/turn and talk) She Unnames Them (creating own questions) Lunch
- Discuss note from kid.
- Discuss note from kid.
- Do possible sentences and KWL to build relevance Read Hard at Work to answer text-dependent questions and to write summary SWBS What’s your solution to this problem? Who will you target (neighborhood shoppers? Local government? School cafeteria? World Wide Web?) What’s your poster? FB page? Tweet? Go to Mabry Jr. High Videos
- Kids discussing Thank You Ma’m
- Here we asked the same teachers to tell us what skills they primarily focus on with highly skilled readers. We see that the focus is now on skills that require higher-level thinking skills. This reveals a bias—low performing kids get low-level questions—that we must confront and change.
- Mike, this slide shows that with our lowest performing students we ask our lowest level questions (purple and light blue and orange) This is what all content teachers said and this remained the same when we looked at responses by content areas.
- Discuss note from kid.
- Again, this one slide from one EXPO group represents all EXPO groups. And, as with the other survey question, this question does not exist in isolation. If the goal is to help students acquire the skills they need so that they can perform at the highest level on the FCAT, then let’s look at one of the best ways teachers can help students sharpen their understanding: questioning. If questions are used primarily to assess understanding of a lesson, then teachers need to understand the research on higher-order questions (slides that follow).
- No, Kids need to read more texts
- We defined “reading nonfiction in class” as reading that is eyes on the text and the student is reading independently. The teacher is not reading it aloud. Students aren’t “buddy reading or reading aloud.” The teachers has not turned on a recording and students are listening as they follow along. That is listening and certainly helps with listening comprehension. We were looking for independent reading. Across all contents (reading and language arts included) the majority said about 30 minutes per WEEK is spent reading NF in class; If you add the “none” the more than 50% of the teachers spend 30 minutes or less having kids read nonfiction. That fits with another question in which we asked teachers how students got the information they needed—through the teacher’s lectures and explanations; through reading; through class discussions. Over 70% said via their lectures/presentations.
- At-home reading of nonfiction is practically non-existent. 80% of all science teachers said they gave “none” compared with 70% of social studies teachers who said they gave “none.” Remember this is nonfiction reading. One way to improve reading comprehension of students is to let them read. It appears we haven’t been doing this.
- Engagement means time on task—high engagement is more about deep thinking and less about the time. Try this. Do Mile a Minute. Accountability is best measured by testing—accountability is better achieved through adherence of good principles in instruction.
- 58:12
- Structure of morning Intro Two poll everywhere We’ll be learning about CCSS and the shifts, but let’s begin by focusing on a need you identified: student apathy Do Possible Sentences/KWL Break Info on CCSS (history—brief history) Move to What is Rigor (Bob’s Beowulf/Boy with Text story) Letters to My Daughters (rereading/turn and talk) She Unnames Them (creating own questions) Lunch