What Significant Problem of Practice did Your Intervention Target?<\/i><\/b><\/p>\n
Initial Problem of Practice I:\u00a0<\/strong>Students don\u2019t see <\/span>reading<\/span><\/a>\u00a0and <\/span>researching<\/span><\/a> as a valuable means to gain knowledge and increase experience, evidenced by their minimal use of textual support in <\/span>discussions<\/span><\/a> and <\/span>writing<\/span><\/a>. \u00a0This series of lessons can be taught to help students see the value of <\/span>annotation<\/a>, <\/span>giving them a tool about how to gain knowledge and\u00a0increase experience to get them to use\u00a0their reading and researching as evidence<\/span>. This is introductory material intended for high school or pre-college-level courses. <\/span>\u00a0<\/span><\/p>\n Initial Problem of Practice II:<\/strong>\u00a0Explore the tendency of some students to \u201cgive up\u201d when they encountered challenges in their <\/span>research<\/a> <\/span>projects, instead of relying on teachers to solve problems. We wanted to find a way to instill a sense of independence in students as they moved through the steps of research and <\/span>writing<\/span><\/a>. We hypothesized that a focus on metacognition and reflective practices might help improve their own problem-solving skills and instill a greater sense of independence. This is introductory material intended for entry-level college courses.<\/span><\/p>\n Revised Problem of Practice:\u00a0<\/strong>After implementing our lessons, the pattern of student learning behavior was that although students recognize the value of annotation and metacognition, they don’t necessarily apply the tools implemented on their own. \u00a0Therefore, we proposed to investigate the correlation between the students with a strong\u00a0<\/span>growth mindset<\/span><\/a>\u00a0and the students who continue to implement the strategies implemented in the lessons presented.<\/span><\/p>\n What Common Core State Standards Relate to this Problem and How?<\/i><\/b><\/p>\n READING:\u00a0 LITERATURE<\/p>\n Key Ideas and Details<\/p>\n CCSS.ELA-LITERACY.RL.11-12.1<\/a> CCSS.ELA-LITERACY.RL.11-12.2<\/a> CCSS.ELA-LITERACY.RL.11-12.3<\/a> READING:\u00a0 INFORMATIONAL TEXT<\/p>\n Key Ideas and Details<\/p>\n CCSS.ELA-LITERACY.RI.11-12.1<\/a> CCSS.ELA-LITERACY.RI.11-12.2<\/a> CCSS.ELA-LITERACY.RI.11-12.3<\/a> What Significant Problem of Practice did Your Intervention Target? Initial Problem of Practice I:\u00a0Students don\u2019t see reading\u00a0and researching as a valuable means to gain knowledge and increase experience, evidenced by their minimal use of textual support in discussions and writing. \u00a0This series of lessons can be taught to help students see the value of annotation, … Read more<\/a><\/p>\n","protected":false},"author":8581,"featured_media":0,"parent":35499,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"wpo365_audiences":[],"wpo365_private":false,"footnotes":""},"class_list":["post-535","page","type-page","status-publish"],"_links":{"self":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/535"}],"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=535"}],"version-history":[{"count":1,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/535\/revisions"}],"predecessor-version":[{"id":35638,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/535\/revisions\/35638"}],"up":[{"embeddable":true,"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/pages\/35499"}],"wp:attachment":[{"href":"https:\/\/test-inside.ewu.edu\/successfultransitions\/wp-json\/wp\/v2\/media?parent=535"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.<\/p>\n
\nDetermine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.<\/p>\n
\nAnalyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).<\/p>\n
\nCite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.<\/p>\n
\nDetermine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.<\/p>\n
\nAnalyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.<\/p>\n","protected":false},"excerpt":{"rendered":"