“Whenever faculty get together to talk about student writing or critical thinking, they inevitably turn also to problems of student reading.” (Bean, 1996, p. 133) A workshop developed for Bilkent University by Gordon Suddaby Motivating Students to Read Reference: Gordon Suddaby -

The problem John Bean (1996), a generally optimistic voice, writes that, “Many of today’s students are poor readers, overwhelmed by the density of their college textbooks and baffled by the strangeness and complexity of primary sources and by their unfamiliarity with academic discourse” (p.133). Reference:

Your experiences Reference: aper_40.pdf In groups, discuss the issue of reading as it affects you. Identify; the impact it has on your students learning The impact it has on your workload The impact it has on your disposition What you have tried to do about it What successes you have had What you would like to do

Activity 14: Whose problem is it? Reference: aper_40.pdf Discuss in your group whose problem this is and why it is their problem;

The problem issue Reference: aper_40.pdf The Preparation Problem Student-focused interventions help e.g. Support the development of reading skills Ensuring reading is course related Teach students ‘how to read’ the materials The Compliance Problem Do students read the course assignments Do they know what they are reading for? Do students understand that reading contributes to success (and does it?) Does the course structure help or hinder? Do students know what reading is required, optional or for interest?

An approach Reference: aper_40.pdf Review courses with respect to reading and reading strategies Assess the assumptions made Assess the actual course Assess the audience

Improving reading for learning From Hobson, Idea paper #40 Reference: Is the text really necessary? “Less is more” Aim the core material at the ‘marginally skilled’ readers The syllabus is a teaching tool – use it Explain the reading assignments relevance Assign reading close to the use date Shape class activity to encourage reading Preview the reading Use relevant engaging activities Use class time Test over reading material Teach reading strategies overtly Use Classroom assessment techniques Get assistance where/when needed

Bean’s Student Reading Problem/Solution List Reference:

Conclusion Reference: aper_40.pdf If high levels of student reading compliance and, by extension, high levels of reading comprehension, are endpoints that truly matter, faculty must accept their role in an inter-dependent process; they are the key agents in making reading fundamental in making reading fundamental in college. Eric H. Hobson P.8 It really is an issue of design and alignment and of thinking about “what the student does”.

Something to think about Why is it that teaching by pouring in and learning are so universally condemned, they are still so entrenched in practice John Dewey, 1916 Reference: aper_40.pdf

Your Expectations - reflections On the paper provided, please indicate your reason for attending this workshop. Also list up to 5 expectations that you have arising from your attendance; On the paper you started at the beginning of the session Please comment on whether each of your expectations have been met Please comment on any aspects of the workshop you found really valuable Please comment on areas where the workshop/presentation can be improved Feel free to add any additional comments, NB this will be collected in at the end of the workshop, but will be anonymous and will be used for my purposes of evaluation and improvement. Thank you Gordon Suddaby Reference: aper_40.pdf