5020 week 2 observ learning environ (cambourne weaver ch 1 2 grr)

5020 week 2 observ learning environ (cambourne weaver ch 1 2 grr)

• 1.
  Welcome to LCRT5020: Workshop in Literacy & Language Teaching I’m glad you are here!  Start to peruse the professional books on the side table! Please sign in & get a name tag.  Also, pick up a form that you will submit tonight with your top 3 preferences of Choice Book titles.
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  Tonight’s Agenda  Overviewto Livetext: Michelle Nimer (5-5:30pm)  Observing the Learning Environment & the Learner: Cambourne’s Conditions of Learning and Kidwatching  Overview of APA Guidelines: CU Writing Center (6:30- 7:30pm)  Before you Leave Tonight: Submit Choice Book Form  Looking Ahead: February 16th ONLINE Session and Academic Integrity & APA Quizzes
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  Livetext https://www.livetext.com/  Welcome Michelle Nimer! 
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  Cambourne’s Conditions, BrainResearch & Implications for Instruction Guidelines for Group Discussion:  As a small group, review the comparisons made between brain research & Cambourne’s conditions noted on the chart.  Discuss the comparisons & whether or not you agree or disagree with them.  Next, review & discuss the implications for your own teaching generated by those in your small group (see color-coded chart created on google doc). SMALL GROUPs: 1. Lindsey, Brandi, Melanie, Mariesa, Shannon D. 2. Katie, Kara, Chelsea, Katrina 3. Michelle A, Michelle V., Patrick, Shanna, Julia 4. Christina, Courtney, Dima, Kaylee
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  UNIT of STUDYTOPIC: Observing the Learning Environment Which of Cambourne’s Conditions are in place in your classroom -or- the practicum classroom? Immersion Demonstration Engagement Expectation Take the Survey! Responsibility Use/Employment Approximation Response
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  Observing the LearningEnvironment: Cambourne’s Conditions Which conditions are in place in your classroom? Immersion Classroom teacher provides opportunities & different forms of text appropriate to the learner’s world. Demonstration Learners explore with all their senses & have modeled for them language and reading. Learners model the action, skill or knowledge that is to be learned. Engagement Learners are active participants in their learning. Talking, discussing, sharing are critical ingredients in language development. Learners have independent & shared discussions & writing. Expectation Teacher’s belief and expectations in learner’s abilities are critical to develop the learner’s interest and aspirations to succeed. What have you done to organize a rich environment for learning? (Owicki & Goodman, p.6) Responsibility Teachers model and immerse learners in their learning by providing choices for individual differences. Use/Employment As learners explore language, they get time and chance to do so in social & individual setting. Approximation Educators s permit learners to make approximations in learning new skills, concepts, and knowledge. Response Exchanges between the learner, teacher and more capable peers help the student to adapt, modify and extend learning.
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  Observing the Environment: Reading& Reading Instruction What definitions of reading & views of reading are supported by the classroom environment?  How is reading taught?  What is viewed to be the traits of a “good reader” in this classroom?  What definition of reading grounds the reading activities & interactions used in the classroom? (Weaver, 2009, Ch. 1-2)
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  Observing the Environment:Reading & 1st Language Acquisition Links between 1st language acquisition theory & reading theory Which view is supported?  Is the reading process viewed to be a series of behaviors? If so, what behaviors?  Is the reading process viewed to be a natural process (similar to similar to cognitive development)?  Is reading viewed as something most children do with exposure to engaging text because it is essential for communication? (Freeman & Freeman, Ch. 1; Weaver, Ch. 1-2)
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  Classroom Observation Paper Clarifying the assignment  Take note of connections and themes across LCRT 5020 readings (Cambourne, Weaver, Freeman & Freeman, Owocki & Goodman)
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  Classroom Observation Paper: DueFebruary 22nd GETTING STARTED: Arrange for a 60-90 minute classroom observation of a teacher who is an academic specialist (e.g., content teacher [math, science, social studies, engineering, etc.]; special education; reading intervention; teacher of English as an additional language [ELD or ESL teacher]). Observe this teacher for  evidence of Cambourne’s conditions for learning;  the literacy instruction models/approaches being used; and  potential links to students’ cultural perspectives as a means for motivating the learners.  Analyze and evaluate your observation notes and write up a critique of the instruction and evidence of student learning.  Five to eight pages, double- spaced typed.
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  OBSERVING THE CLASSROOM TEACHER Asyou observe this teacher, look for a) evidence of Cambourne’s conditions for learning; b) the literacy instruction models/approaches being used (FYI: Weaver ch. 1 and Pearson article will be strong resources). c) potential links to students’ cultural perspectives as a means for motivating the learners used (FYI: Weaver ch. 2 will be a strong resource. Also, Owocki & Goodman, p. 7, “Observing & documenting children’s knowledge”).
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  OBSERVING THE CLASSROOM TEACHER A.Pick one of the following to observe Cambourne’s conditions of learning in the classroom of a teacher who is an academic specialist  reading strategy lesson  writing strategy lesson  content lesson with reading and/or writing instruction embedded B. While you are observing:  take good notes of what the teacher is doing (FYI: Use the “survey-notecatcher”)  take good notes of what the students are doing (FYI: Owocki & Goodman, p. 6-8 Observing, Anecdotal Notes, Field Notes).  make note of materials being used;  make note of what else is going on in the classroom.
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  Conversation & Writingthe Paper C. After observing:  have a conversation with the teacher regarding what you saw;  ask the teacher questions about what was done and how decisions were made;  clarify anything you’re unsure about (FYI: See Owocki & Goodman, p. 12, Using Questions) D. Writing the paper:  without revealing anyone’s identity, describe carefully what you observed, when it took place, and any contextual information that will help the reader;  discuss briefly the conversation you had with the teacher and the information you gained from that conversation;  constructively and sensitively discuss the following: - what went well and why, - what didn’t go well and why, - what influence the existence or non- existence of Cambourne’s conditions may have had on the students’ learning (FYI: See Owocki & Goodman, p. 11-12, Analyzing Data & Using Questions as basis for analysis)
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  Grading Criteria forPaper  appropriate classroom venue to observe, explained why chosen;  description gives enough detail for reader to “get” the picture;  information from conversation with the teacher is related clearly;  discussion of the observation is done in a sensitive manner;  discussion of the observation demonstrates writer’s ability to see the implications of what a teacher does and the relationship to Cambourne’s conditions;  original notes are included (NOT retyped!);  professional presentation (organized, coherent message & writing style, correct spelling, APA style used, in-text citations, reference list).
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  QUESTIONS ABOUT ASSIGNMENT?
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  PERUSE the CHOICEBOOKS for BOOK GROUP  First & foremost, reflect on the current direction & need regarding your own professional development.  Select a book to be read & discussed with a ‘book group.’  Complete the “Choice Book” preference form where you will indicate the area of literacy & language teaching you are most interested in advancing your professional learning & explain why.  Number your top 3 title choices using the list of titles.  If you are interested in reading a title that is not listed below, include the title on the Choice Book form. -TONIGHT: Submit the completed form before you leave!
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  Looking ahead toFebruary 16th ONLINE SESSION  REMEMBER: Submit Choice Book Form before you leave tonight  Online Session (Feb. 16): -Academic Integrity Mini-lesson & take Quiz -Review APA 6th edition & take Quiz -Work on the Conditions of Learning Observation Paper (DUE: 2/22)  Your Questions!!
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  Take a QuickBreak before the CU Writing Center Presentation WELCOME: Scott Thompson Kelsie McWilliams (NOTE: APA power point slides aree accessible on Canvas)