Read it or Weep!
Making Reading Essential
Purpose:
• Target Groups:
– high school students;
– teachers from partner high schools; and
– WKU faculty who teach “text-heavy” general education
courses.
• The hypothetical stance is that student success hinges on all three
target groups being better prepared to address the lag in reading
comprehension, vocabulary, fluency and critical thinking skills
that indicates students are underprepared to be successful with
text at the university level. The purpose is to ensure cohesive
connections among students, high school teachers, and WKU
faculty who teach freshmen level courses.
Processes of Professional
Development
A successful plan requires the
understanding of 3 things:
A Model of Change
Five Factors in the Acceptance of Change
Links between Change and Teacher
Characteristics and Beliefs
MODEL OF CHANGE
3 stages of change:
Confronting a new idea
Resisting but examining the idea
Negotiating and adapting the idea to
your belief system
Five Factors in the Acceptance
of Change
1. New Idea Has A Distinct Advantage
2. Change Is Compatible With The Teacher’s Beliefs
3. New Idea IS NOT Too Complex or Exhaustive
Intellectually
4. Teacher Can Try It Or Observe It and THEN Make
Judgment
5. Teacher Has Opportunity to COMMIT, MODIFY,
OR REJECT
Senate Bill 1 (2014)
• CPE shall participate with KDE, KBE, and the
postsecondary institutions, to assure that the
academic content requirements for successful entry
into postsecondary education programs are aligned
with high school content standards and that students
who master the high school academic content
standards shall not need remedial courses. (Section
13(35)(a))
Senate Bill 1 (2014)
• Within 30 days from the effective date of the act, each
postsecondary institution shall plan and implement a process
to develop core academic content standards for reading and
mathematics for introductory courses. This process shall
include secondary educators to ensure vertical alignment
between high school courses and introductory college
courses. CPE, KDE, and the postsecondary institutions are
to work collaboratively on this process. (Section 15(1)-(3)FCCR)
Senate Bill 1 (2014)
• All core academic standards for mathematics and reading shall be
completed by December 15, 2009. (Section 15(4)-FCCR)
•
• CPE, KDE, and KBE are directed to develop a unified strategy to reduce
college remediation rates by at least 50% by 2014 from what they are in
2010 and increase the college completion rates of students enrolled in
one or more remedial classes by 3% annually from 2009 to 2014. A
written plan shall be prepared no later than May 15, 2010 and submitted
to the Interim Joint Committee on Education and the Interim Joint
Committee on Appropriations and Revenue. (Section 19(1)-(3))
LTCY 199
Reading Power
June 19 – June 16 – July 10 – July 17 – 9:00 – 4:00
Tate Page Hall
WKU Professional Development Academies
• Pilot School: Warren East High School
• 1 year – Courses in Disciplinary Literacy
Preparing 4 the Final 4:
Getting Your Head in the Game
July 15 – July 17, 2009
 History – Dr. Robert Dietle
 Sociology – Dr. Amy Krull
 Political Science – Dr. Saundra Ardrey
Psychology – Dr. Andrew Mienaltauski
Purpose of Study
• Discern perceived strengths and weaknesses in reading comprehension and
study skills between high school teachers and Western Kentucky University
faculty who teach freshman level courses
Research Questions:
• What reading skills are important for success in college?
• What skills or strategies do exiting high school students lack that would be
beneficial to college success?
• What can/should be done at the high school level that can prepare students
better for the rigors of reading and comprehending college textbooks and
related print?
Take a moment to reflect on your
experience with text in your courses.
level.
Put words to your MAIN concern. What
are the barriers that keep you from
getting your needs as an instructor met?
Participants
• high school teachers from the Warren County school district and Western
Kentucky University (WKU) faculty who teach freshman
– Greenwood High, Warren East High, and Warren Central High.
– 79 participating teachers in: mathematics, science, economics, business,
English/language arts, special education, social studies, music, English as a
second language, computer programming, French, family and consumer
sciences, Spanish, P.E, health, band, agriculture, career and technical
education, arts and humanities, and driver’s education.
– 66 participating university faculty ranged from academic disciplines such as:
geography, science, theatre, modern languages, introduction to nursing,
communication, writing, geology, history, design theory, nutrition,
developmental reading, analysis and comprehension, physics, astronomy,
social work, biology, sociology, English, linguistics, chemistry, agriculture,
meteorology, French, western civilization, music appreciation, psychology,
community health, public health, mechanical engineering, information
literacy, business, mathematics, interior design, and art.
Note to Pam: Follow the Reader!
Almost All
Initiatives to promote College
Readiness
• Pilot of testing – Nelson Denny – High School Juniors
• Warren County and Bowling Green Independent
• Summer Intervention: “Preparing 4 the Final 4:
Getting Your Head in the Game”
• Testing of GRREC high school freshmen – fall 2009
• Professional Developing Academies
Nelson Denny – High School Juniors
Warren County and Bowling Green
Independent
Total: 732 *
* Warren County only
All scores reported in aggregate.
Comprehension
•Above grade level: 51.62 %
•Below grade level: 48.38 %
•Elem/Middle: 25 %
Vocabulary
•Above grade level: 43.95 %
•Below grade level: 56.05
•Elem/Middle: 24.13 %
The Reality: TEXTBOOKS
1st semester – Freshman
12 credit hours
• 262.4 pages per week assigned to read
• 22 tests/semester
• 20 quizzes/semester
• 13 papers/semester
• 2 oral reports
How explicitly have you communicated your
expectations to students?
Enough to follow
your
lecture?
TRANSITIONAL PAGE
What do you want me to
be able to do with my
“understanding?”
Reading Comprehension
Getting the MOST from
Textbooks (print)
• Students need to know MORE than how to
STUDY
They need to know
HOW TO LEARN
TRUTH
•Most students are
drowning in
INFORMATION and
starved for
MEANING.
• IMS –
http://www.wku.edu/~pamela.petty/IMS.doc
• Inquiry Chart:
http://www.wku.edu/~pamela.petty/Ichart.doc
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Focus Group