1. Why Won’t They Do The Readings?
Amy Chase Martin

2. INTRODUCTIONS

3. WORKSHOP GOALS
Participants can: 1. Describe current issues related to reading to learn in college. 2. Self-assess research-based teaching practices for motivating reading behaviors. 3. Review, practice and evaluate research- based strategies for promoting reading to in the discipline. 4. Create discipline/course-appropriate strategies for engaging students in reading to learn.

4. Self-Assessment of Teaching Practices

5. Learning requires connections and process!!
Evaluate Existing Knowledge
Exposure to New Material
Current Reading/ Avoidance Behaviors
Teacher Intervention
Learned Reading Behaviors

6. Motivating Reading to Learn
Exposure to New Material
Motivating Reading to Learn
What could students DO:
Before - During - After Reading
to promote LEARNING?

7. What teaching practices can promote willingness to read to learn?
Teacher Intervention
What teaching practices can promote willingness to read to learn?

8. Learned Reading Behaviors
Introducing the Text
Location of text – online, hard copy
Myth of the “good student”
Start at the end
Convert headings into questions
Provide reader’s guide
Cornell Notes
How does a practitioner in the discipline read selected texts?

9. READ, COLLABORATE, DECIDE
Using the WHITE BOARDS list behaviors students could DO BEFORE, DURING and AFTER READING TO LEARN
How do you read if the final course assessment is CUMULATIVE?

10. BEFORE Use Text Features to Predict, Question, Outline or Compare…
What will this content help me to better understand?
“learn with not from the book” (Vacca, Vacca & Mraz, 2014)

11. Other Ideas from Students
DURING
Nominate a discipline vocabulary term or concept most important for the next class discussion.
Other Ideas from Students

12. AFTER
Sharing What They Read

13. Using WHAT YOU HAVE LEARNED
Create One or Two Course- Appropriate Strategies for Motivating YOUR Students to Read to Learn…WHAT WILL YOU CHANGE?

14. WHAT DO COLLEGE STUDENTS TELL US ?
Give Us Discipline Problems to Solve
Assigning and Retelling Leads to Little Reading

15. WORKSHOP GOALS
Participants can: 1. Describe Current Issues Related to Reading to Learn in College. 2. Self-Assess Research-Based Teaching Practices for Motivating Reading Behaviors. 3. Review, Practice and Evaluate Research- Based Strategies for Promoting Reading to in the Discipline. 4. Create Discipline/Course-Appropriate Strategies for Engaging Students in Reading to Learn.

16. Thank you! Email IMFacultyLab@howardcc.edu to learn more.
Amy Chase Martin, Director of Faculty Development and Instructional Media

17. References
Aagaard, L., Conner II, T. W., & Skidmore, R. L. (2014). College textbook reading assignments and class time activity. Journal of the Scholarship of Teaching and Learning,
Akarsu, O., & Darıyemez, T. (2014). The reading habits of university students studying English language and literature in the digital age. Journal of Language and Linguistic Studies, 10(2),
Heiner, C. E., Banet, A. I., & Wieman, C. (2014). Preparing students for class: How to get 80% of students reading the textbook before class. American Journal of Physics, 82(10),
Weimer, M. (Ed.) 2010, July. 11 Strategies for getting students to read what’s assigned. FacultyFocus.com