Title: Project ACCEL:
1Writing Strategies Before, During, and After
Reading
Reading Strategies Before, During, and After
Reading
Embedding Reading And Writing Strategies In
Inquiry-Based Units
Strategy Learning
Strategy Application
Project ACCEL Improving Informational Literacy
in Social Studies and Language Arts
Strategy Publication
Strategy Transformation
Synthesizing Information From Multiple Sources
Expanded Definitions of Information
Literacy Critical Literacy
Representing Information Using Multi-Media Semioti
cs
2Transformation in Multicultural Education
- Transformation of SOCIETY
3Multicultural issues in special education
- Multicultural issues as a content to understand
- Multicultural issues as a research agenda to
study
- Multicultural issues as a lens for looking at all
research
- Multiculturalism as an ideology for understanding
- Multicultural education as a school curriculum
- Multiculturalism as social action
- Multiculturalism as process of transformation
(self, school, society)
- Multiculturalism as a tool for leveraging power
4Levels of Integration of Multicultural Content
Level 4 The Social Action Approach
Students make decisions on important social
issues and take actions to help solve them.
Level 3 The Transformation Approach
The structure of the curriculum is changed to
enable students to view concepts, issues, events,
and themes from the perspectives of diverse
ethnic and cultural groups.
Level 2 The Additive Approach
Content, concepts, themes and perspectives are
added to the curriculum without changing its
structure
Level 1 The Contributions Approach
Focuses on heroes, holidays, and discrete
cultural elements
Banks, J. (1997). Approaches to Multicultural
Curriculum Reform. In Banks McGee
Banks, (Eds.)Multicultural Education Issues and
Perspectives. Allyn Bacon.
5ACCEL
Teacher Learning Advances in Teacher
Professional Development
Longitudinal Research of Teacher and
Student Learning
Case Study Research
Design Experiments
Effects on Independent Variables Academic and
Social
Differential Impact Teacher and Student
Differentiated Instruction ACCELLA ACCEL LA
Literacy
Socio-linguistic Analyses Of Classroom Discourse
Advances in Socio-Cultural Theory
Research Designs ACCEL
6Levels of Intervention
Outcome Variables
ACCEL LA AR ACCEL LA AR R ACCEL LA
AR R SE
Gates-McGinite STAR Expert Persuasive Compare/Con
trast
7Key Question The model of professional
development must allow participants to
experience similar types of learning as their
students. This requires a form of
apprenticeship where teachers participate in
communities of practice that build their content
and pedagogical content knowledge while
simultaneously impacting ones professional
identity.
Teacher Learning Advances in Teacher
Professional Development
Discursive inquiry Content knowledge Pedagogical
content knowledge Ways of representing
knowledge Differentiating instruction to open
access Understanding the role of
culture Transforming instruction to include
social action
8Absent other voices at the table, and even
admitting of within group diversity (as is the
case in McVee's example), the force of politeness
and consensus is strong and may go unnoticed and
unexamined. Thus, while potentially empowering at
least for some of the speakers, study group
conversation, and its embedded, connected, and
uncontested narratives, can reinforce, even
reify, an uncritical assumption of homogeneity
and limit exploration of even modest differences
in knowledge, perspective, or values. In short,
while narrative played an important role in
facilitating book club discussion, it also
limited participants' exploration of difference
both among themselves and between themselves and
the authors of the published autobiographies. The
se findings raise important questions for further
research about how narrative, particularly in
multicultural classrooms and curriculum, can
support or make manifest participants' learning
about difference (McVee, 1999). They also point
to the limits and the possibilities of
conversation as an activity setting within which
teachers can learn about culture and
diversity. Florio-Ruane, S. F., Raphael, T. E.
(2001). Reading lives Creating and sustaining
learning about culture and literacy education in
teacher study groups. In C. Clard (Ed.) Talking
shop Authentic conversation and teacher
learning.
9Concurrent Behavioral and Cognitive Support
- Cognitive Flexibility
- Ill-defined Problems
- Persistence
- Multiple-Solution Paths
- Problem-solving Strategies
- Cognitive Strategy Instruction
- Social Skills Training
- Social Skills Assessment
- Social Skills in Context
- Generalization/Maintenance
- Communication Skills
- Narrative discourse
- Verbal Fluency
- Pragmatic Vocabulary
- Socially-Mediated Literacy Instruction
- Embedded Strategy Instruction
- Morning Message
- Sharing Chair
- Book Club/Response to Literature
- POSSE
- Collaborative Strategic Reading
- Reciprocal Teaching
- Inquiry Units
- Technology Projects
- Assessment Indicators
- Reading Ability
- Achievement Levels
- Age
- IQ
- Behavioral Profile
- Disability Status
- Social Skills Profile
- Learner Behaviors
- persistence
- cognitive flexibility
- seeking help
- offering help
- Technical Literacy
-
- Sociocultural Theory
- ZPD
- MKOs
- Scaffolding
- Meaningful Activity
- Apprenticeship
- Communities of Practice
- Facility in Using School-Based Discourses
- Social Identity
-
Pedagogical Skills Think-Aloud Modeling Examples/N
onexamples Looks Like/Sounds Like Role
Play Self-Monitoring/Self-Evaluation Rubrics--Grou
p Process Rubrics--Learning Standards
Teacher Beliefs Content Knowledge of Teacher
Design Experiments Problem-solving
ability Cooperative Skills Communication
Skills Attention, Impulsivity, Distractibility
Activity Theory
Arguments Social skills are necessary in
inquiry-based teaching cannot access the richest
forms of instruction because of behavioral
issues Socially-mediated instruction provides
toughest test for EI/LD kids must have
multifaceted interventions--not merely isolated
interventions Good instruction must address
cognitive challenges of students--metacognition,
organization memory storage We dont currently
know what advanced instructional features are
in the area of social support, behavioral
support, and cognitive support for BD kids
Concurrent Behavioral and Cognitive Support in
Inquiry-Based Teaching Scaffolding in Phases of
Inquiry-Based Teaching
10- Research Questions
- How do we balance between socially-mediated
instruction and independent instruction over the
course of the day to maximally support - BD kids? Example How might we embed low
valence social situations within
socially-mediated activity as a form of PBS? - How do different behavioral/social/cognitive
profiles interact with concurrent behavioral and
cognitive support? - Do the problem-solving abilities of students with
BD improve as a result of the intervention? - Do the communication skills of students with BD
improve as a result of the intervention? - Are there differential effects on social identity
development by activity setting (I.e., literacy
event) and/or by phase of development? - What are the most common phases of instruction
that difficulties arise? - What are the most common errors of instruction
in concurrent support? (I.e., before
intervention) - Component analysis of phases of instruction.
- What role does meaningfulness of the activity
play. - What do we transfer to students from Inquiry 1 to
2 to 3 - (Troy Need to make sure we draw on literature
that discusses principles and models of
sustaining research-based interventions)
11Curricular Approach
- Fluency
- Partner reading
- Repeated readings
- Choral reading
- Word Work
- Vocabulary Development
- I Can Can
- Charting
- Comprehension
- Guided Reading
- POSSE
- CSR
- Summary
- Book Club
- Written Retellings
- Whole Group Retellings
- Word Identification
- Making Words
- Brain Power
- Word of the Week
Embedded Strategy Instruction in Inquiry Based
Units
Independent Writing Journal Topic Focus
Journal Content Log Reading Log
- Writing Process
- CSIW
- Embedded Strategy Instruction
- Mini-Lesson
- Write Source
- Interactive Writing
- Morning Message
- Daily News
- Daily Oral Language
- Partner Writing
12Conceptual and Analytic Framework for
Understanding Teacher-Student Interactions
REFRAMING
REFRAMING
REFRAMING
REFRAMING
Pre-Staging
Staging
Rehearsal
Performance
Review
Behavioral And Social Framing
- Clarity of routines
- Consistent schedule
- Oral and visual
- foreshadowing
- Repeated attention
- and practice of
- behavioral routines
- Expectations for
- participation
- Consistency in
- consequation
- Looks Like/Sounds
- Like
- Clarity of directions--
- behavior/social
- Pre-teaching of social skills
- Verbal/Visual references
- to social interaction
- Persistence demands
- Communicative demands
- Intrapersonal demands
- -impulse control
- -monitoring
- Incentives/reinforcers
- Dialogue in ZPD
- --involvement moves
- Procedural facilitation
- --think sheets
- --organizers
- --cue cards
- Reflective speaking
- --I am seeing
- --I am feeling
- Reinforcing comments
- Pointed positive praise
- Participation requirement
- Role play
- Discrimination analysis
- Multiple reminders of
- behavioral expectations
- Signals for self-monitoring
- Think-aloud
- Direct instruction
- Co-development of social/
- behavioral rubric
-
- Self-evaluation of
- social/behavioral
- processes
- Review of performance
- --oral discussion
- --visual reflection
- --written reflection
- --pictorial reflection
- --survey results
- --graphing
- --rating system
- Sharing-self evaluations
- with peers/others
-
Socially-Mediated Instruction in Literacy Lessons
REFRAMING
REFRAMING
REFRAMING
REFRAMING
Pre-Staging
Staging
Rehearsal
Performance
Review
- Clarity of directions--
- content
- Purpose setting
- Anticipatory set
- Activating background
- knowledge
- Dialogue in ZPD
- --uptake
- --questioning
- --paraphrasing
-
- Content area assessments
- given, scored
- Instructional levels are
- known and used to guide
- instruction
- Goals/Objectives in IEP
- are understood and
- inform practice
- Opportunities to learn
- content are present
- Modeling uses multiple
- modalities
- Modeling the language of
- literacy
- Using procedural facilitation
- to support complex learning
- Thinking aloud
- Co-construction and co-
- participation
- Guided practice
- Examples/non-examples
- Rubric of content standards
- Multiple publication points
- Independent/partner practice
- Self-evaluation of
- content standards
- rubric
- --verbal
- --written
- Performance
- assessment
- Charting
- Authentic audience/
- purpose developed
- Role clarity
- Review of performance
- standards
- Expectations for
- participation in content
Instructional Framing
13SPED Policy Presidents Report No Child Left
Behind Education YES! CIMP
Educational Change And School Reculturing Hargreav
es, A. Fullan, M. Mariage Garmon Sergiovanni
Classroom Discourse Barnes, Curriculum as
Communication Hicks, Deborah RRE Cazden, C.
Classroom Discourse Edwards Mercer, Common
Knowledge Tharp Gallimore Rousing Minds to
Life Burbules New Chapter/Dialogues in Teaching
Teacher Preparation Hammond/Sykes Teaching as
the Learning Profession
Interanimation of Voices Mingling Textual
Boundaries through A Multi-voiced Approach
Theoretical Grounding
Politics And Micro Politics
Discourse Theory Halliday Wells (Dialogic
Inquiry) Lemke (chapter) Davies Harre
Positioning Theory Gee
Sociohistorical Theory Wertsch, J. Voices of the
Mind Activity Theory
Ideology
Research Methods
Opening the Discourse of Special Education
Power
At-Risk Students
Communities of Practice As Agents of
Reculturing Wegner
Disabilities Studies Parents of Children with
Disabilities Students Perspective Multicultural
Issues in Parenting
Professional Development Curriculum Development
Girls and Boys
Gender
ESL and LEP
14(No Transcript)
15(No Transcript)
16(No Transcript)
17(No Transcript)
18Dispositions Toward Reading
Multicultural and Critical Literacy
- Reading that prompts connections
- Reading that prompts reflection
- Reading that prompts critique
- Reading that prompts comparison
- Literacy as social action
- Power, position, privilege
- Social justice
- Multiple perspectives
Project ACCEL Expanded Views of Literacy
Literacy and Identity
Multiple Semiotics Representing Information
in Different Ways
- Facility in using multiple discourses
- Literacy as identity tool kit
- Re-presenting ourselves
- Personal expressionsocial awareness
- Role theory and niche theory
- Tools of social science Surveys, interviews,
graphs, timelines - Publication in multiple modalities
- Representing understanding in multiple ways
- Multiple publication points in inquiry process