April 13, 2013 | Michigan State University
Dr. Neil J Anderson | Brigham Young University, Reading Fluency Expert
This presentation introduces a pedagogical framework for reading fluency in L2 reading.
The ACTIVE reading framework suggests that six components can be part of reading instruction:
A: Activate prior knowledge
C: Cultivate vocabulary
T: Teach for comprehension
I: Increase reading rate
V: Verify reading strategies
E: Evaluate progress
The presentation will focus specifically on ways that teachers can curricularize reading fluency by building readers' comprehension skills and reading rate. Participants will have the opportunity to consider how these elements can be integrated into their philosophy of teaching L2 reading.
Trevor Frost | National Geographic Explorer
Trevor Frost is an explorer, field biologist, photographer, and conservationist. He has spent the last 5 years working with scientists and conservation groups to save endangered wildlife and wild places.
Tim Samaras | National Geographic Explorer
Tim Samaras, severe-storm researcher, is on a dangerous mission: Predict the exact coordinates of an unborn tornado, arrive before it does, and place a weather-measurement probe directly into its violent path.
Leah Addis & Elizabeth Webster | Michigan State University
Presenters make the case for including a content-based lecture course using integrated skills at an intermediate level of an IEP curriculum. Based on two years of experience teaching such a course, presenters describe the development, implementation, and outcomes for both the students and the program.
Carlee Salas & Kimberly Benedicto | Michigan State University
By sustaining one content focus throughout a writing class, students can explore large themes, acquire vocabulary, cite sources, and respond to a text with depth and understanding. The presenters share their experience using full-length books in a writing class and show methods and activities that facilitate and support student writing.
Jim Desler | Michigan State University
Rather than teaching a typical content class in which students learn about American culture from a textbook, the presenter trained his students to be cultural anthropologists, sent them out to do their own research, and had them present their findings to one another in class. The result: improved English and a greater appreciation for cultural differences. Besides describing his own project, the presenter introduces important considerations and steps in creating a new content class.
Matthew Rynbrandt & Collin Blair | Michigan State University
Presenters describe how a more traditional content lecture course evolved into an online/in-class hybrid course using the “flipped classroom” model, where students engage with content via note-taking assignments of online lectures, thus freeing up in-class time for interactive, productive activities. Presenters share both the rationale for this type of course and best practices for using technology in and out of the classroom.