North Central Washington Content-Area Reading Institute



North Central Washington Content-Area Reading Institute

2007-2008 Syllabus

University of Washington College of Education,

Puget Sound Writing Project and Office of Educational Outreach

|Contact Information: |

|Harry Matrone | Janine Brodine |

|Office: 4311 11th Ave NE, Suite 330 Seattle 98105 |Office: B410 Padelford, UW, Seattle |

|Phone: 206-616-2552 |Phone: 206-543-0141 |

|Email: harrymatrone@extn.washington.edu |Email: jbrodine@u.washington.edu |

|Roxanne Hudson, Ph.D. | |

|Office: 102J Miller Hall, UW Seattle | |

|Phone: 206-616-1945 | |

|Email: rhudson@u.washington.edu | |

The program website can be found at . Click on the NCWRI link at the bottom of the page to access the specific website. A copy of this syllabus, assignment explanations, readings, links to the common book discussions, and helpful resources are found there. All participants are encouraged to access the website at their earliest convenience and bring any difficulties to the attention of the instructor.

Program Overview

Teachers from eight school districts will participate in year-long professional development in content-area reading. As a part of this program, they may choose to register for EDC&I 599, a five graduate-credit course from the University of Washington.

The three primary goals of the institute are to:

1) increase the teaching skills of secondary school teachers in content-area reading;

2) increase the instructional leadership skills of teachers as they master the core subject area of reading; and

3) encourage the development of learning communities within and across districts.

The instructional model is patterned after the University of Washington’s Puget Sound Writing Project’s teacher leadership institutes. This model includes modeling of effective strategies, peer observation, research and field study. Instructional strategies will focus on comprehension and vocabulary and be guided by the following Washington State Reading EALRs:

EALR 1: The student understands and uses different skills and strategies to read, and

EALR 2: The student understands the meaning of what is read.

Course Requirements and Assignments

• Attendance at all K-20 and on-site professional development sessions. There will be five face-to-face Saturday meetings in Lake Chelan and two K-20 video meetings that all participants are expected to attend. Please contact Harry Matrone if an emergency necessitates missing a session for how to make up the content/time.

• Peer observations. Each participant will observe a peer and be observed by a peer at least twice using an observation protocol that will be provided. Each observation will consist of a pre-observation email or phone conversation about what to expect, an observation, and post-observation discussion. More information will be provided.

• Entries in reflective log. Each participant will keep a reflective log of strategies that were tried in the classroom with an analysis of how effective they were. Potential guiding questions are: What did you try? What evidence did you use to choose it? What happened? What do you think about how it went? Was the strategy successful? How do you know? What did you learn from the experience using the strategy? What adjustments might you make the next time? Total writing time should be 30 to 60 minutes a week.

• Participate in common book on-line discussion. Throughout the year, the participants will engage in an online discussion of two common books. The first discussion will be guided by the instructors. During the second, groups will take turns being responsible for beginning and moderating the ongoing discussion. Each participant will contribute at least two original posts and two responses during each book section. For full credit, these entries will (a) be posted on different days, use quotes or reference a specific concept or section from the book, (b) be substantial and thoughtful, and (d) show an honest attempt to engage with the ideas from the reading. More information and a schedule of readings will be provided.

• In-session and Out-of-Session Activities. During each K-20 and face-to-face class session, participants will complete a variety of activities designed to engage the learners in opportunities to think more deeply about their own knowledge and practice and share their expertise with other participants. Some of the activities include:

▪ Concept Maps

▪ Pre- and Post-Surveys

▪ Teaching Dilemmas

▪ Peer Sharing of Successful Strategies

Choose ONE of the following:

• Action Research Inquiry Project. The purposes of this assignment are to help you investigate your own practice in a systematic manner and engage in graduate-level thinking and writing. By the end of the program, each participant will complete a research inquiry project that will investigate a problem of practice through identification of a research question, identification of the type of evidence that can answer the question, collection and analysis of the evidence, and a final 10-15 page paper that will report the question, procedures, results, and next steps.

or

• Theory to Practice Paper. The purposes of this assignment are to encourage you to (a) make connections between theories and concepts that are discussed in institute and the real world of teaching and learning, (b) engage in graduate-level thinking and writing, and (c) use course concepts to examine and learn from your own practice. Choose three course concepts that apply to your experience in content-area teaching and learning. These concepts should be drawn from your reading, discussions, content from participants and teacher-consultants, your outside reading, and any research papers you’ve read.

The paper should consist of an introduction, discussion of the three concepts, and a conclusion in about 10-15 pages. It is more important that you explain yourself clearly than you meet specific page limits. For each concept you choose, you will address the following:

▪ Describe the concept in your own words with enough information to show that you understand what it means, where it comes from, and why it is important. Use at least two citations from academic sources in APA format. Remember to include a bibliography.

▪ Explain how the concept applies to your real life teaching or learning experiences.

▪ Explain the connection between the concept and real life experience. What insights into the situation does the concept provide? What is the value of the concept?

Academic Integrity

All participants are expected to uphold the UW Student Conduct Code and fulfill their responsibility to (1) uphold the highest standards of academic integrity in the student’s own work, (2) refuse to tolerate violations of academic integrity in the university community, and (3) foster a high sense of integrity and social responsibility on the part of the university community.

Cases of suspected plagiarism and/or academic misconduct such as copying assignments, using unauthorized notes or information, and/or cheating on an exam will be referred to the Associate Dean for Academic Programs for adjudication. Possible penalties range from disciplinary warnings to dismissal from the university. For more information on this issue, including a useful definition of plagiarism, read the UW article on Academic Honesty: Cheating and Plagiarism ( honesty.htm).

Accommodations

Reasonable accommodations are available for students who have a documented disability. Please talk with any of the instructors about any accommodations needed for the course and give us your documentation as soon as possible. Late notification may cause the requested accommodations to be unavailable. For more information about services available to students with disabilities, contact the Disability Resource Center in 448 Schmitz Hall. Phone them at 206-543-8924 (V) and 206-543-8925 (V/TTY) or email them at uwdss@u.washington.edu.

|Tentative Timeline and Activities |

|(The schedule and procedures in this course are subject to change in the event of extenuating circumstances) |

|Date |Topic and Activities |

|November 17 |K-20 Meeting |

| |Introductions |

|9:00 to 11:00 |Concept Maps |

| |Syllabus |

| |Discussion of content for new year |

|December 1 |On-site Meeting |

| |Check-in |

|8:00 to 3:00 |Survey |

| |Teacher-consultant |

| |Structured discussions addressing teaching dilemmas |

| |Strategies shared by the group |

|December 15 |First Set of Common Book Postings Submitted by 12:00 midnight |

|January 13 |Second Set of Common Book Postings Submitted by 12:00 midnight |

|January 19 |On-site Meeting |

| |Check-in |

|8:00 to 3:00 |Teacher-consultant |

| |Structured discussions addressing teaching dilemmas |

| |Strategies shared by the group |

| |First Peer Observations Due |

|February 16 |Third Set of Common Book Postings Submitted by 12:00 midnight |

|February 23 |On-site Meeting |

| |Check-in |

|8:00 to 3:00 |Teacher-consultant |

| |Structured discussions addressing teaching dilemmas |

| |Strategies shared by the group |

|March 15 |Fourth Set of Common Book Postings Submitted by 12:00 midnight |

|March 22 |On-site Meeting |

| |Check-in |

|8:00 to 3:00 |Teacher-consultant |

| |Structured discussions addressing teaching dilemmas |

| |Strategies shared by the group |

|April TBA |K-20 Meeting |

|9:00 to 11:00 | |

|April 19 |Fifth Set of Common Book Postings Submitted by 12:00 midnight |

|May 17 |On-site Meeting |

| |Check-in |

|8:00 to 3:00 |Structured discussions addressing teaching dilemmas |

| |Strategies shared by the group |

| |Survey |

| |Concept Maps |

| |Course Evaluations |

| |Second Peer Observations Due |

|May 31 |Inquiry Project or Theory to Practice Paper |

| |Reflective Logs |

|submitted or post-marked | |

| |Due to constraints of the 2007-2008 funding deadlines, late work will not be accepted and no incompletes may be given |

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