Rsw year 1 results
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RSW Year 1 Results. What we saw. 132 classroom observations 185 reading strategies 61 Socratic Seminars or Fishbowls 146 examples of argumentative or informational writing. Survey Says…. Survey Says…. Use of Before, During, and After Strategies. 14%. Now part of my teaching practice.

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RSW Year 1 Results

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Rsw year 1 results

RSW Year 1 Results


What we saw

What we saw

  • 132 classroom observations

  • 185 reading strategies

  • 61 Socratic Seminars or Fishbowls

  • 146 examples of argumentative or informational writing


Survey says

Survey Says…


Survey says1

Survey Says…


Use of before during and after strategies

Use of Before, During, and After Strategies

14%

Now part of my teaching practice

17%

42%

Other

I have to make a conscious effort, but it works when I do it.

2%

12%

Just can’t, so not going to try.

Trying, but no success.

12%

Done occasionally, when I remember.


Comments reading strategies

Comments – Reading Strategies

  • I do it when it is appropriate and needed

  • I have to make a conscious effort to do it. It works less than 1/4 of the time

  • I DO IT. HOWEVER, IT IS DIFFICULT BECAUSE IT TAKES UP A LOT OF VALUABLE TEACHING TIME

  • I really like it and enjoy using the methods. I really need to have the time to integrate it into my lessons


Use of socratic seminar or fishbowl

Use of Socratic Seminar or Fishbowl

10%

Now part of my teaching practice

31%

15%

I have to make a conscious effort, but it works when I do it.

Other

3%

Just can’t, so not going to try.

32%

9%

Trying, but no success.

Done occasionally, when I remember.


Comments discussion

Comments Discussion

  • Classroom discussion occurs every day - it is called teaching

  • I have to make a conscious effort to do it - the discussion works

  • this has been difficult for my 6th grade students. I have tried it several times, but I do not see great gains from it.

  • I do not feel confident attempting when students refuse to complete the before, during, and after reading strategies

  • My Special Ed small group classes have trouble with the higher order thinking and have become frustrated with the seminar and fish bowl. They are doing okay with the reading and anticipation log. The writing a summary have had to modify to writing a few sentences

  • There are other better ways to have class discussions than Socratic Seminars with groups of 35 apathetic students.

  • Harder to complete in the first year of RSW, but see it could be easier later

  • Fishbowl works much better. With 35 students, and a small room, it is logistically impossible for me to arrange the classroom in a circle. When we have Socratic Discussions, they do not happen in a circle formation.


Use of argumentative writings aligned with readings and seminar discussions

Use of argumentative writings aligned with readings and seminar discussions

27%

Now part of my teaching practice

14%

26%

Other

I have to make a conscious effort, but it works when I do it.

1%

16%

Just can’t, so not going to try.

16%

Trying, but no success.

Done occasionally, when I remember.


Use of informational writing aligned with readings and seminar discussions

Use of Informational Writing aligned with readings and seminar discussions

36%

Now part of my teaching practice

15%

Other

1%

10%

Just can’t, so not going to try.

27%

I have to make a conscious effort, but it works when I do it.

Trying, but no success.

10%

Done occasionally, when I remember.


Comments writing

Comments Writing

  • Works well in conjunction with ELA teacher

  • I have to make a conscious effort to do it - the writing is a disaster. Many students either refuse to do it at all or the writing is so pitiful it is incomprehensible

  • I did this less, but it was successful

  • It really works with those students who bought in to it. Plus they enjoyed reading or hearing their writings read to the class.

  • I want to more fully integrate it into my classes.


Major challenges

Major Challenges

42%

Process not necessary

Grading writing assignments

Classroom management

16%

22%

Other

Printing / Copying readings

19%

44%

70%

24%

Time to get it all done.

Finding readings


Comments major challenges

Comments – Major Challenges

  • student apathy

  • getting students comfortable with putting their thoughts on paper. They prefer discussion to writing.

  • Too much new stuff all at once

  • Too Demanding when non-textbook reading is assigned. There should not be a set number that has to be done each unit.

  • Filing the work in their folders. Right now I only have about 90 students, next year when I have twice the number of students it will be even harder!

  • The differing levels of readers and writers and the time it takes for them to complete the task

  • have had plenty of time to do/respond to readings, but the seminars take more effort and time than I have to make these meaningful, content related, experiences.

  • Keeping a filing/evidence system

  • children cannot read and comprehend the material. Therefore taking a long time to complete.


Student response

Student Response

11%

Dissatisfied

Very Dissatisfied

50%

7%

Neutral

Other

8%

2%

Very Satisfied

22%

Satisfied


How did you teach content literacy before rsw

How did you teach content literacy before RSW

Only argumentative writing

Only informational writing

9%

21%

62%

Other

We had informal class discussions.

27%

I did none of the RSW components.

4%

45%

Students read articles without reading strategies.


Comments content literacy before rsw

Comments – Content Literacy Before RSW

  • I did it my way and EOCT scores improved

  • We would read current articles and use online forums to host discussions. Students were exposed to the real world application, would carry on legitimate discussions in a way that was easy for even the quietest to get their point across, and I had paperless completion grades (the intention was engagement in the presented information, not an assessment of knowledge). I can no longer fit this in with the county mandated RSW instructions, and have therefore lost some passion for including content literacy.

  • I have used non-textbook articles for years and facilitated classroom discussion over it. Now I have to document it for the powers that be which is another use of my time unrelated to students.

  • I gave outside of text material and a variety of writing assignments but never pigeon holed what the students got or turned in other than having it all be aligned with the standards

  • Content literacy is an integral part of AP instruction, and fundamental to the goals of the course, so I have always done it. I have always used primary sources in non-AP instruction as well, but was not limited by having to document every time I did it, so it happened more organically. The filing and documentation process takes some of the joy out of teaching using primary sources.


What do you think

What do you think?


Rsw summer collaboration

RSW Summer Collaboration

  • 6-12 Science and Social Studies Teachers

  • Wednesday, May 29 – Thursday, May 30, 2013

  • 8:30 am – 3:30 pm

  • Social Studies – Rutland High School Media Center

  • Science– Hutchings Career Center

  • Stipends will be paid

  • Sign-up on PD Express


Collaboration priorities

Collaboration Priorities?


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