The Reading Apprenticeship Pandemic Lessons for Higher Ed Instructors summer 2021 webinar series was created in reflection of learnings made during the unique challenges of 2020. Three Reading Apprenticeship practitioners and college instructors volunteered to share helpful adaptations they made for their online classrooms: Tiffany Ingle, whose presentation is linked here, and Lauren Servais and Ed Ferrari, whose presentations are linked below.

Answering the Call to Be Culturally Sustaining: Designing an Introductory Sequence to Build Community Online

Presented on August 17, 2021 by Lauren Servais, English professor at Santa Rosa Junior College, 3CSN Coordinator, and Reading Apprenticeship Practitioner.

 

Digital Annotation in First Year Composition: Into the Pandemic & Beyond

Presented on August 31, 2021 by Ed Ferrari, Assistant Professor of English at Crafton Hills College and former reading tutor and TEFL instructor.

View a recording of our first Reading Apprenticeship Pandemic Lessons for Higher Ed Instructors webinar from June 29, 2021. Presented by Tiffany Ingle, ESL professor at Glendale College in California and Reading Apprenticeship practitioner, this webinar outlines adaptations she made for online instruction during 2020.

“Collection assignments were my response to what I was reading about culturally responsive pedagogy and mastery based grading within the pandemic environment. After I started these, I realized I may never go back to how I did them before!”

Webinar recording is embedded below and presentation slides are linked here.

Register for the next webinar in this series, presented by Lauren Servais, 3CSN Coordinator and Reading Apprenticeship facilitator, from noon-1pm (pacific) on Tuesday, August 17, 2021.

As many educators are faced with the challenge of teaching very diverse students online, they need accessible tools and prompts to get students reading and engaged with one another. Reading Apprenticeship seeks to foster text-based conversation; the texts can be news articles, videos of classrooms, fiction, or historical documents, but the focus is always on comprehension and collaboration.

Online annotation tools like NowComment help teachers get at process – teachers and students learn most from seeing not only someone’s conclusion by asking, “What did you make of that?” but also their process as they read/watch/respond:

• “How did you make sense of this as you read/watched it?”
• “What questions did you have related to specific images or words?”
• “What life experiences have you had that support or contradict points in the text?”
• “What did you think of what other people/peers had to say about the text?”

If you are seeking to support collaborative learning, or support your students in making their thought process visible, please check out this video featuring staff from WestEd’s Reading Apprenticeship, National Writing Project, and NowComment. Their conversation is a rare window into how expert “teachers of teachers” are seeking to support teaching in online settings. Their essential question is: “How do we get our students to interact with one another and text in meaningful ways online?”

One way is using group discussion and annotation tools for online multimedia documents like NowComment. NowComment is an accessible, free tool, but as this video discussion shows, how teachers use NowComment is what counts.

If you are an educator who wants to move beyond thin, summative comments in your online classroom (e.g. “Cool!” “Didn’t like this.” “I don’t get it?”), you need to think carefully about:

• How you might focus dialogue by narrowing your text
• How to prompt your students with focused inquiry questions
• How and when you prompt your students to respond to one another
• When to direct students check back and read and respond to comments on their comments

As teacher and educator Irisa Charney-Sirott says, “What is useful about NowComment is that it gives us all a window into ‘real-time’ sense-making. Teachers can watch a video or read a text, and note—as they are watching/reading in real time—what they are thinking related to a specific frame or piece of text. This gives everyone a glimpse into human sense-making—what is it in the text or video that prompted your visceral response or analytic conclusion? This is profoundly different than a summative statement such as a ‘thumbs up’ or ‘I like this,’ and it gives all readers access to one anothers’ thought process.”

Check out the video and see Canvas courses, Inquiry Prompts, and NowComment examples for fresh ideas to get your students engaged in collaborative text-based conversations.

If you want to experience this kind of online learning using Canvas and NowComment, sign up for one of our Reading Apprenticeship online courses.

As educators have come to understand what new STEM and NGSS standards require, they are asking for support – “HOW do we do this?” In this September 11, 2019 webinar, our expert science educators and Reading Apprenticeship facilitators Will Brown and Heather Howlett introduce you to evidence-based teaching routines and video of science classrooms that illustrate how reframing reading as an investigation can help students gain solid STEM knowledge and reading comprehension skills simultaneously.

Check out the following links to learn more and get free resources

• About Reading Apprenticeship: Designed to support both academic and social-emotional learning, Reading Apprenticeship is an evidence-based professional learning and instructional model. We give subject area teachers new ways to engage students with complex text, and to apprentice them into discipline-specific ways of reading, writing, speaking, and reasoning. Reading Apprenticeship STEM teachers and their students have made the most significant gains in rigorous studies of teacher practice and student learning outcomes.
• Free Curriculum Modules & Text Sets: Reading Apprenticeship is designed to work with any curriculum because it is focused on instructional routines; however, we know that STEM teachers struggle to find new ways to add more complex and engaging texts to their regular course work. Federally funded projects supported researchers and STEM teachers to work together to develop free text sets and instructional materials: visit our resource library.

Missed the webinar? Don’t worry! You can now view the recording: