1. CICU Region I Workshop: February 25, 2015

2.  Review of course/program content (later webinar)  Review of critical assignments supporting knowledge/skills on ALST (today)  Review of indicators of reading and writing on ALST and developing possible assignments (today)

3.  Teaching to the test vs. support of student learning of identified knowledge/skills  Underlying question: can this support help to enrich the work I do with students in my courses?  Sharing of practices: what assignments do I have that I believe could support students in the areas of reading and writing identified on the ALST?

4.  AT YOUR TABLE, SHARE WITH YOUR GROUP THE FOLLOWING THAT YOU SEE AS RELATED TO THE ALST READING AND WRITING:  KEY ASSIGNMENTS?  ASSESSMENTS OF THOSE ASSIGNMENTS?  STRATEGIES FOR TEACHING THEM? EXAMPLE OF DEBATE PAPER (HANDOUT)

5.  WHAT ARE THE ELEMENTS OF THE ALST YOU WOULD WANT TO EMPHASIZE WITH YOUR STUDENTS (SEE HANDOUT)?  WHAT WOULD THESE ELEMENTS LOOK LIKE WITHIN YOUR CLASSES?  WHAT TYPES OF ASSIGNMENTS OR ACTIVITIES WILL SUPPORT YOUR STUDENTS’ LEARNING OF THESE ELEMENTS?

6.  WHAT ARE THE ELEMENTS YOU SEE AS IMPORTANT FOR YOUR STUDENTS IN READING AND WRITING FOR THE ALST?  WHAT ARE ASSIGNMENTS YOU COULD DEVELOP TO SUPPORT THEIR LEARNING IN THESE AREAS OF READING AND WRITING?  WHAT IS ONE YOU COULD PILOT THIS SEMESTER?

7. CICU WORKSHOP-FEBRUARY 25, 2015

8.  …WHAT MIGHT BE TOPICS THAT COULD BE ALIGNED WITH WHAT WE TEACH/VALUE?  …ARE THE TOPICS DEBATABLE ONES AND “ESSENTIAL” FOR STUDENTS TO KNOW?  …MIGHT STUDENT INTEREST BE IMPORTANT TO CONSIDER IN CHOOSING?  …CAN THE CHOSEN TEXTS BE HELPFUL AS READINGS FOR THE ALST AS WELL AS WRITING?

9.  MODELING OF READING OF PRO/CON  SMALL GROUP DISCUSSIONS OF READINGS (WITH PROMPTS) BEFORE WRITING  GRAPHIC ORGANIZERS OF KEY WORDS/IDEAS FROM THE READING FOR CLAIMS/EVIDENCE  STUDENT REFLECTION ON THE READING AND WRITING PROCESS