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Reading Apprenticeship in Math: Metacognition saves time

Carrie Starbird, Pasadena City College (Math) I was introduced to Reading Apprenticeship through LACCD’s Faculty Teaching and Learning Academy (FTLA) and 3CSN’s Basic Skills Initiative Leadership Institute (BSILI).  I have come to believe in the power of RA, and have begun to spread the word to colleagues across campus that RA can be a way […]

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RfU2

RfU2 is FINALLY here!

The long-awaited second edition of Reading for Understanding was finally released in summer of 2012, and it is GOOD. With the authority of several large randomized controlled trials proving the efficacy of this method and with the heart of dozens of “classroom close-ups” featuring the extraordinary work of teachers and students in high school and […]

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Leadership Community of Practice in Reading Apprenticeship Launches

The Leadership Community of Practice (LCoP) in Reading Apprenticeship, a new model for developing community college faculty leaders, launched to rave reviews in June of 2012.  This year long, credit bearing, hybrid training-of-trainers experience, which prepares faculty to lead professional development in Reading Apprenticeship at their own colleges, is a significant revision of the previous […]

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Comments from the Online Course

Faculty from across the disciplines, the levels, and the state love the six-week online course, RA for Community College Instructors.  Here are a few of their reasons why: From a Math Instructor: Through effective modeling and the development of routines that help students discover, develop and share their mental processes, I am convinced students can […]

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success as journey

Success is a Journey Towards Mastery: How does RA build Faculty Leaders?

 Shawn Fredericking, Yuba College (Language Arts) As a member of the Reading Apprenticeship Project Community, I have participated in two winter conferences, a six-week online course, a two day workshop (held at our college campus), LINKS V in Fresno (as a presenter), and the summer 2012 Leadership Community of Practice.  I also had the opportunity […]

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See How I Read: Why RA for English classes?

I’m an English teacher who loves to make fun of English majors: touchy-feely folks who walk barefoot on the grass and weep because they are harming living organisms.  I openly mock the Kumbaya circles and feel-good approaches to composition, literature and learning.  At first I thought the Reading Apprenticeship program was one such pedagogical offshoot […]

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Why RA in Science?

At the RA Winter Conference, 3CSN Network Coordinator Cleavon Smith was able to interview Will Brown, a professional development associate at WestEd’s Strategic Literacy Initiative, about why STEM instructors find RA to be beneficial. What does it mean for STEM students to grapple with texts? [youtube width=”640″ height=”360″]http://www.youtube.com/watch?v=G2Ev5LScmuk[/youtube] Will articulates the first goal of RA in […]

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hoffmanm

Why RA in Math?

In my classes I tend to focus heavily on the personal and social aspects of student development, by having discussions about their motivations for being in school, sharing their past anxieties, picking project topics that interest them, and other activities that address the affective domain. While this appears to be effective in helping students change […]

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ELAC

Why RA in ESL?

I’m beginning to undergo a seismic shift in my understanding of my role as a teacher. I used to be satisfied with teaching vocabulary and collocations in my reading class along with a few pre-viewing questions of a text and some post-reading discussions. I now understand that I’ve been cheating my students out of a […]

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Reading Apprenticeship™ Professional Development 2012 Schedule Released

The Summer 2012 Schedule for RA Professional development has recently been released by the Strategic Literacy Initiative (SLI), with several exciting new offerings highlighted.  In addition to the popular 3-day seminar and the new online course, SLI has developed a new Leadership Institute in Reading Apprenticeship™ (LCoP), which will focus on creating a supportive cohort of campus-level […]

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