Week 3 Work

Welcome to Week 3 Video

Be sure to watch this brief video introduction to Week 3.


**Starting this week, you will be working in groups. Here are the groups and group rotation schedule***

This week's work is organized around the guiding question: What is disciplinary-based literacy? What does research say about adolescent literacy in and out of school? What does it mean to think like an historian, scientist, mathematician, a literary critic?

1. Responses to Readings.

It is easy to write poor responses to readings. Let’s be specific about what quality responses look and feel like in our time together. Most weeks, you will have read a few different assigned texts about a common topic. While you read, you should annotate the text with both our guiding question and your own interests/experiences in mind. After you have completed all of the readings, you compose a response. For our purposes, your response should be about 300-500 words (give or take 50) and include the following:

    • A clearly articulated insight of your own conjuring that responds to the guiding question (use red font to indicate specifically where you do this)

    • Evidence from ALL your readings that supports your insight, which ideally take the form of brief quotations and citations from the readings (use green font to indicate specifically where you do this). Make explicit reference to each assigned reading and use in-text citations.

    • A specific implication of your insight for your classroom practice (use blue font to indicate specifically where you do this)

    • NOTE1: make sure you abide by common conventions of writing (see any edition of Zinsser's On Writing Well or Strunk and White’s Elements of Style for guidance) and, whatever you do, don’t be glib.

    • NOTE 2: Make sure to post your assigned response first and before responding to others. If you are the Group Leader for the week, your 3x3 posting serves as your assessment for the week.

Here are the readings for this week. You find them here.

Biancarosa, G. (2012). Adolescent literacy: More than remediation. Educational Leadership, 69(8), 22-27. RE-READ
Cervetti, G. & Pearson, P.D.2012). Reading, writing, and thinking like a scientist. Journal of Adolescent and Adult Literacy, 55(7), 580-586.     

Fang , Z. (2012). Approaches to developing content area literacies. Journal of Adolescent and Adult Literacy, 52(2), 103-108.RE-READ

Hillman, A. (2014). A literature review on disciplinary literacy: How do secondary students apprentice students into mathematical literacy? Journal of Adolescent and Adult Literacy, 57(5), 397-406. 

Lynch, T. L. (2015). Spreadsheets and sinners: How and why English teachers can claim their rightful place in STEM education. English Journal, 49(3).

This work is due to your group's sub group discussion by the end of the day Thursday, September 20th.

On Pace Commons, you can annotate your work by writing your responses in a word processing program (like Microsoft Word), including setting the font color, and then copying and pasting this into your Pace Commons post. Pace Commons will carry over the coloring.

Here is a brief tutorial on how to do this part of the work.

For your responses, using the tag: ed656crr2

2. 3 x 3 Screencasts

On a rotating basis across two cycles, different students will be charged with creating a 3X3 screencast that presents a synthesis of her or his group’s Responses to Readings. You get three minutes and three slides for your screencast. Your screencast should include the following:

    • A clearly articulated insight of your own conjuring that responds to the guiding question

    • Brief quotations from each group member that supports your insight, being sure to cite who said what.

    • A list of 2-3 “take-aways” that tersely suggest things teachers might do or consider in their classroom that you think have the greatest value.

    • NOTE 1: it can help to use visuals, but you do not need to necessarily.

    • NOTE 2: the recommended technology for this assignment is Knovio (www.knovio.com). It is possible to Macgyver the final product using combinations of technologies like presentation programs (i.e. Powerpoint, Keynote, Google Slides) and screencasting tools (i.e. Screencast-o-matic, Screenr, or Jing; Macs also come with QuickTime, which can record screens). I strongly suggest using Knovio. The final result should be a URL to the video on Pace Commons. You will post these in your group's sub groups.

This work is due by this week's group leader to your group's sub group discussion by the end of the day Sunday, September 23rd.


Here is a brief tutorial for how to create a screencast with Knovio and post it to Pace Commons.



ED 656 - Fall 2018

ED 656 - Fall 2018

Here is the online home for Fall 2018.