In what ways has your work changed your thinking about students\u2019 \u00a0<\/i><\/b>transitions or your teaching?<\/i><\/b><\/p>\n
Henderson: <\/b>When we sat down as a group to design and redesign our reading template, it became clear how important vocabulary is when trying to bridge the high school\/college gap. When discussing \u201cthesis,\u201d for example, we labored over \u201cmain idea,\u201d or \u201ccentral point.\u201d Ultimately, we used thesis because that is what we use at the college level. Another box we discussed at length was the \u201cOther Voices\u201d concept. We knew we needed a spot for students to acknowledge and reflect on the \u201cother\u201d ideas the author built upon or brought in for support or opposition. The ability to differentiate between different ideas in a text is an important skill, but how could we label that so students (and teachers) would understand? \u00a0If we labeled the box \u201cReferences,\u201d the students would include the author\u2019s citations without thinking about how they were used in the text. If we used \u201cOther Authors,\u201d it limited the box to a student\u2019s concept of an author. In the end, we labeled that box \u201cOther Voices,\u201d not only because it plays upon the idea that academic discourse is a conversation, but because it encompasses any genre an author might reference (See <\/strong><\/span>Artifact 3 Instr Video<\/strong> for further explanation of these boxes). Having used the template in my composition classes for over a year now, I believe it helps focus student reading and in-class discussions. It provides a nice platform for the \u00a0next step, too, which is asking the students what they think about a text (there is notably no place on our template for student opinion– accurate interpretation has to come first). <\/span><\/p>\n Lambert<\/b>: Yes, I agree with Reagan. \u00a0The first insight I had after discussions within our small cohort and the larger group was how important vocabulary is. \u00a0It became clear that a common vocabulary and agreed upon definitions for that vocabulary is essential in helping students transition from high school to college. \u00a0I like the tool\/template we developed because reading is a complex activity and anything that can aid students and teacher to navigate the complexity is valuable. \u00a0Our template helped me direct students\u2019 attention to those areas of investigation that I feel are most helpful in improving their reading. \u00a0I will continue to use this template, not just in my reading classes but also in my composition classes, which relies heavily on readings. <\/span><\/p>\n Newman<\/b>: \u00a0I do wonder if our districts and educational institutions had the same vocabulary and processes for text analysis (and everything else pertaining to how we talk about English) if it would aid in creating a more seamless educational experience for students. \u00a0I wonder if this would be a benefit to all especially non-traditional students who have historically had difficult times being successful in higher education.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" In what ways has your work changed your thinking about students\u2019 \u00a0transitions or your teaching? Henderson: When we sat down as a group to design and redesign our reading template, it became clear how important vocabulary is when trying to bridge the high school\/college gap. When discussing \u201cthesis,\u201d for example, we labored over \u201cmain idea,\u201d … Read more<\/a><\/p>\n","protected":false},"author":8581,"featured_media":0,"parent":35417,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"wpo365_audiences":[],"wpo365_private":false,"footnotes":""},"class_list":["post-314","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/314"}],"collection":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/users\/8581"}],"replies":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/comments?post=314"}],"version-history":[{"count":1,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/314\/revisions"}],"predecessor-version":[{"id":35575,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/314\/revisions\/35575"}],"up":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35417"}],"wp:attachment":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/media?parent=314"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}