Metacognition & Mindfulness Conference
March 10 & 11, 2017
Renton Technical College
http://www.rtc.edu/3rd-annual-reading-conference
Renton Technical College science Faculty get their RA on!
Michele Lesmeister facilitated a fall quarter course entitled RA in STEM; this was an online course in CANVAS. Faculty were to choose two routines to apply in their classrooms and then report about their artifacts, their own reflections and their students' reponses. Look at the artifacts from the faculty in the sciences perspective about Reading Apprenticeship in their classrooms. Faculty contributed to a shared google document about their experiences.
https://docs.google.com/document/d/1Bg21OqV6PndwJ13o0LMZQsNsVpYOO1kGxRR1poZTczA/edit?usp=sharing
https://docs.google.com/document/d/1Bg21OqV6PndwJ13o0LMZQsNsVpYOO1kGxRR1poZTczA/edit?usp=sharing
bellingham Technical College Named Achieving the dream Leader College
The Reading Apprenticeship (RA) intervention began in the Fall of 2012, with intervention leaders providing professional development and peer support opportunities for the first faculty cohort. These faculty members began integrating RA into their classes (e.g., pre-college Science, Reading, and English; college-level Biology, English, Communications, and Psychology) during the winter and spring quarters of the 2012-2013 academic year, and in 2013-15, four additional RA faculty cohorts were formed. To date, approximately 55 faculty and staff members, including all precollege English and nearly all precollege and college math faculty, have or are being trained in RA instructional framework and routines. Participants in the intervention have included BTC tutors, library and eLearning support staff, and Whatcom Literacy Council staff members, who are co-located on the BTC campus. College leaders in RA are participating in the recently-developed Reading Apprenticeship Washington Project, which has a state website (http://raprojectwa.org) highlighting BTC RA leaders and BTC as a state institutional leader in this area. BTC RA intervention leaders and participants hosted a regional RA conference in 2014 that included BTC’s nursing faculty, and several of BTC’s RA faculty helped coordinate and/or presented at the regional RA conference hosted at Renton Technical College in 2015. Also in Spring 2015, BTC’s RA intervention lead and an RA leader from Renton Technical College developed and presented a training for the Washington Corrections Educators Association. They are scheduled to do RA trainings at six additional locations across the state beginning this summer 2015 and through the next academic year.
This intervention has received excellent reviews from faculty and students, and BTC is continuing to solidify its reputation as a statewide RA leader. Moving forward, BTC’s RA intervention leads plan to continue state leadership work, including creating an instructional website focusing on ‘grab & go’ resources for RA instructors and developing common Washington State learning objectives for RA. RA intervention leads are planning to develop training cohorts on the BTC campus that focus on how RA methodology can be used in online or hybrid instructional environments and continue targeting faculty in high-attrition programs such as Nursing. Leaders will continue to step up communication and marketing efforts for this intervention, highlighting RA successes and developments at campus staff and faculty events and meetings.
While the target population for this intervention has been pre-college (developmental) and gateway courses with low success rates (<80%), instructors outside of these areas have also begun implementing RA in their classrooms. Between spring 2014 and winter 2015, a total of 1,122 students enrolled in 35 different Reading Apprenticeship (RA) courses. Although implementation of this initiative has been widespread across departments, the greatest improvements in success rates have been in developmental reading and writing, along with our college success course. Examples of improved success for courses that have had extensive RA participation are included in the data submission.
In addition to course success, we have seen recent increases in the percent of developmental reading (RDG 85) students who attempt and complete college level English. In 2013-14, 63% of first time RDG 85 students attempted college level English within six quarters, which represents a 19 point increase from the prior year. Similarly, 44% of first time RDG 85 students successfully completed college English in six quarters, an increase of 13 points from the prior year.
RA faculty participated in a focus group discussion during Winter 2015 that explored how RA practices shift the classroom environment, student learning and development, and their own professional/personal experience at BTC. Faculty described the RA classroom environment as including, for example, constant peer interaction, a deliberate reworking of faculty and student roles, and a shift from artificial to “real life” content. They described RA as fundamentally changing the nature of the course so that both content and evaluation are more rigorous and meaningful. Student learning and development outcomes observed by RA faculty include improved comfort with and comprehension of scientific material and research processes, problem-solving, and critical thinking, as well as increased course success rates. Finally, faculty reported that RA not only provides them with an effective framework through which to think about teaching and learning, but has also led to enhanced faculty interaction and sharing of best practices.
Article from: http://achievingthedream.org/intervention/14312/reading-apprenticeship
This intervention has received excellent reviews from faculty and students, and BTC is continuing to solidify its reputation as a statewide RA leader. Moving forward, BTC’s RA intervention leads plan to continue state leadership work, including creating an instructional website focusing on ‘grab & go’ resources for RA instructors and developing common Washington State learning objectives for RA. RA intervention leads are planning to develop training cohorts on the BTC campus that focus on how RA methodology can be used in online or hybrid instructional environments and continue targeting faculty in high-attrition programs such as Nursing. Leaders will continue to step up communication and marketing efforts for this intervention, highlighting RA successes and developments at campus staff and faculty events and meetings.
While the target population for this intervention has been pre-college (developmental) and gateway courses with low success rates (<80%), instructors outside of these areas have also begun implementing RA in their classrooms. Between spring 2014 and winter 2015, a total of 1,122 students enrolled in 35 different Reading Apprenticeship (RA) courses. Although implementation of this initiative has been widespread across departments, the greatest improvements in success rates have been in developmental reading and writing, along with our college success course. Examples of improved success for courses that have had extensive RA participation are included in the data submission.
In addition to course success, we have seen recent increases in the percent of developmental reading (RDG 85) students who attempt and complete college level English. In 2013-14, 63% of first time RDG 85 students attempted college level English within six quarters, which represents a 19 point increase from the prior year. Similarly, 44% of first time RDG 85 students successfully completed college English in six quarters, an increase of 13 points from the prior year.
RA faculty participated in a focus group discussion during Winter 2015 that explored how RA practices shift the classroom environment, student learning and development, and their own professional/personal experience at BTC. Faculty described the RA classroom environment as including, for example, constant peer interaction, a deliberate reworking of faculty and student roles, and a shift from artificial to “real life” content. They described RA as fundamentally changing the nature of the course so that both content and evaluation are more rigorous and meaningful. Student learning and development outcomes observed by RA faculty include improved comfort with and comprehension of scientific material and research processes, problem-solving, and critical thinking, as well as increased course success rates. Finally, faculty reported that RA not only provides them with an effective framework through which to think about teaching and learning, but has also led to enhanced faculty interaction and sharing of best practices.
Article from: http://achievingthedream.org/intervention/14312/reading-apprenticeship
One-Day Training Held at Highline College
July 24, 2015, Michele Lesmeister and Gretchen Robertson facilitated a one-day Reading Apprenticeship training at Highline College. There were thirty-eight participants enrolled for the session. The faculty came ready to learn how to incorporate Reading Apprenticeship framework and routines into their classrooms. The participants were eager to have their questions answers, learn about how to use Reading Apprenticeship in their classes, and gain experience using some of the routines. The faculty had an opportunity to create a lesson plan for incorporating their new skills into a lesson plan. Each team presented their lessons at the end of the day.
Upcoming Trainings in Reading Apprenticeship for the Basic Education for Adults faculty from July through December 2015
Washington corrections educators Association -April 13, 2015 |
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Your Conference Evaluations - comments from the gallery walk
reading_apprenticeship_metacognition_gallery_walk.pdf | |
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Metacognition & Mindfulness: Academic Literacies for the 21st Century-A regional Reading Apprenticeship Conference
Saturday, March 14, 2015 approximately 250 educators, from the community colleges in Washington and Oregon as well as a few from Evergreen College, administrators, librarians, and staff from non-profit agencies gathered to learn more about Reading Apprenticeship at Renton Technical College. The day offered 21 sessions supporting the use of the Reading Apprenticeship framework in classrooms of all sorts. The day had structure, but lots of time for collaboration and networking with peers. Attendees appreciated the design of the day. There was an resounding "yes" for a conference next year. The level of enthusiasm and passion for professional development around academic and disciplinary reading was sustained throughout the day.
Here is WestEd's write-up from the conference:
http://readingapprenticeship.org/first-annual-washington-statewide-community-college-conference/
Here is WestEd's write-up from the conference:
http://readingapprenticeship.org/first-annual-washington-statewide-community-college-conference/
Renton Technical College Faculty and Staff Collaborate to bring in More faculty to Reading Apprenticeship methods and mindsets
An update by Michele Lesmeister
This spring a group of trained Reading Apprenticeship faculty gathered to create a leadership group on campus to help spread the good work of Reading Apprenticeship to faculty on our campuses. The team is working together to create curriculum samples, online resources, and Reading Apprenticeship outcomes and more. Although more than 100 faculty have attended trainings of various sorts, we have found that ongoing support and collaboration brings our faculty energy and ideas around helping students move towards metacognitive conversations, code breaking stances with texts, and academic persistence.
This spring a group of trained Reading Apprenticeship faculty gathered to create a leadership group on campus to help spread the good work of Reading Apprenticeship to faculty on our campuses. The team is working together to create curriculum samples, online resources, and Reading Apprenticeship outcomes and more. Although more than 100 faculty have attended trainings of various sorts, we have found that ongoing support and collaboration brings our faculty energy and ideas around helping students move towards metacognitive conversations, code breaking stances with texts, and academic persistence.
Bellingham Technical college focuses on reading
An Update from Caren Kongshaug
Bellingham Technical College has two trained Leadership Community of Practice (LCoP) facilitators, Caren Kongshaug and Judi Wise. Currently, BTC is training its 5th cohort of faculty and staff in the Reading Apprenticeship instructional framework. Over the course of two quarters, each cohort participates in five meetings and a three-hour workshop to explore the RA framework. The training surfaces and supports existing faculty expertise with RA curriculum design in each instructor’s field of study. At the end of our training, we present RA lessons to our administrators and other interested faculty. BTC recently hosted a one-day workshop in RA that included Whatcom Community College and Skagit Community College. We have created a number of informational videos, including testimony from faculty and students on how RA has affected them, and demonstration videos for RA techniques such as ‘Think-aloud’. By the end of the academic year, we will have the results from a student focus group on Reading in the Digital Age and a study on Faculty Perceptions of RA in the classroom. Moreover, Caren and Judi have formed a Faculty Learning Community (FLC) on campus to study the strategies and implications of reading the digital text, and this group will document and present their findings.
As a Washington State Leader, I continually rediscover what community means through my work in Reading Apprenticeship. Not only is community central to student learning, it is central to faculty and staff success in the classroom. Shared experiences, peer review, and consistent dialogue with co-workers have become the background and inform all of my courses. This extends to my colleagues In Washington and California as we explore better ways to reach students through Reading Apprenticeship.
Reading Apprenticeship at Skagit Valley College
An Update by Gretchen Robertson
At Skagit Valley College (SVC), instructors are using the Reading Apprenticeship (RA) framework to increase student gains, engagement, and transition. The Basic Education for Adults (BEdA) department is integrating RA into their curricula and classrooms in order to promote
academic literacy. Instructors meet quarterly to share RA experiences and take part in professional development. In addition, instructors engage in RA training through co-opportunities and workshops on and off campus. While SVC is relatively new to the Reading Apprenticeship scene, the framework has thoroughly infiltrated our conversations and practices. A growing number of faculty at SVC are using Reading Apprenticeship in their courses, and here is what some of them have to say:
I've been teaching reading and writing for twelve years and have always assigned nightly readings, such as "Read Chapters 5 & 6 and Take Notes." I never realized how many different ways students can interpret what I thought was such a simple instruction. The Reading Apprenticeship program has been nothing short of eye opening -- and a little bit unnerving.--Jeff Bender, English Faculty
When I attended the Reading Apprenticeship Conference last year, I found that I had been applying quite a few of the techniques that the presenters outlined in my own reading without ever articulating why they worked for me. Presenters at the Reading Apprenticeship conference articulated both the techniques and the reasoning behind why they worked for me, and would for others as well. Attending the conference helped me empower my students with reading techniques that help them identify important ideas and information. Now I also use the techniques I learned at the conference to read important sections of dense texts aloud in class; this exercise not only enriches students texts in my class, but it reinforces their practice of reading with purpose for texts in other classes as well.-- Dr. Farhana Loonat, Philosophy and Political Science
An Update by Gretchen Robertson
At Skagit Valley College (SVC), instructors are using the Reading Apprenticeship (RA) framework to increase student gains, engagement, and transition. The Basic Education for Adults (BEdA) department is integrating RA into their curricula and classrooms in order to promote
academic literacy. Instructors meet quarterly to share RA experiences and take part in professional development. In addition, instructors engage in RA training through co-opportunities and workshops on and off campus. While SVC is relatively new to the Reading Apprenticeship scene, the framework has thoroughly infiltrated our conversations and practices. A growing number of faculty at SVC are using Reading Apprenticeship in their courses, and here is what some of them have to say:
I've been teaching reading and writing for twelve years and have always assigned nightly readings, such as "Read Chapters 5 & 6 and Take Notes." I never realized how many different ways students can interpret what I thought was such a simple instruction. The Reading Apprenticeship program has been nothing short of eye opening -- and a little bit unnerving.--Jeff Bender, English Faculty
When I attended the Reading Apprenticeship Conference last year, I found that I had been applying quite a few of the techniques that the presenters outlined in my own reading without ever articulating why they worked for me. Presenters at the Reading Apprenticeship conference articulated both the techniques and the reasoning behind why they worked for me, and would for others as well. Attending the conference helped me empower my students with reading techniques that help them identify important ideas and information. Now I also use the techniques I learned at the conference to read important sections of dense texts aloud in class; this exercise not only enriches students texts in my class, but it reinforces their practice of reading with purpose for texts in other classes as well.-- Dr. Farhana Loonat, Philosophy and Political Science
Reading Apprenticeship at Highline
An update from Christie Knighton
Since 2011 more than 50 faculty and staff at Highline College have received training in the Reading Apprenticeship framework. As a result, RA is now being incorporated into instruction in all divisions and into various student services programs.
Some of the faculty and staff received training through West Ed. programs: either the 3-day training in CA or the 6-week online course. Others received on-campus training led by Highline’s two 2012 graduates of WestEd’s RA Leadership Community of Practice program. These on-campus opportunities included a 30-hour training, a 1-day training, and a quarter-long learning community. Faculty and staff from 2 area colleges participated in the on-campus trainings.
This year’s focus is to gather data to demonstrate the value of RA use on campus and to provide on-going support for our faculty and staff who have been trained in the RA framework.
Reading Apprenticeship at Pierce College
Update by Sandi Stevens
Reading Apprenticeship at Pierce College is a part of our Achieving the Dream priority package. Four full-time faculty have been trained to facilitate RA trainings. We have participated in the 6-week online training and followed up by graduating from WestEd’s RA Leadership Community in California. Last school year we finalized our training and planned how to “roll out” Reading Apprenticeship at Pierce College. We agreed that we would begin with all Basic Skills instructors, followed by College Success, IBEST, and open to all.
We kicked off this school year by providing an all-day training. We had another all-day training January. To date 63 people (tenure, adjunct and staff) have been trained in all of our academic divisions. We have another training scheduled in April. We have also done shorter trainings throughout the school year during in-service days and have been requested to have trainings for the library and for student services.
The response to the trainings has been enthusiastic with some folks acquiring additional training online. Our goal is to have RA leaders in each academic division as well as in student services.