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Notes/Assignments |
DUE |
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Week #1 |
Week of January 24th |
Read the Syllabus (multiple times): http://www.pampetty.com/523syllabus.htm | |
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Week #2 |
Week of January 31st |
Effective instruction begins with purposeful assessments -
Please read and prepare a response to this short article. We have become so accustomed to assessments and developed a deep dislike for many ... but what if we could weave together a "shelf-full" of reading/writing/literacy assessments that actually allow us to very specifically diagnose students' areas of weakness and identify area of strength -- with the ultimate goal being able to make huge impacts in students' growth in short periods of time. That is our goal. To get there let's start a conversation about the connection between assessment and instruction. Diagnosis for its own purpose is ... well, ridiculous. Everyone (students, parents, teachers, etc.,) already knows there is a problem - progress is not happening. Putting a name to a problem does not move any learner forward. It is only when the diagnosis and the intervention are woven together that real learning/change/growth happens. Your response to this article should be in narrative form not to exceed two typed pages (double-spaced, 12pt font, 1 inch margins). Your response should be academic in nature with anecdotal accounts woven within as appropriate to illustrate your point. Article in Blackboard. |
Due in Blackboard (Required Reading # 1): Midnight, Sunday, February 6, 2011 |
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Week #3 |
Week of February 7th |
PROPOSAL for the Reading Success Sessions
The structure for this course calls for clinical settings. You have the choice of coming to the WKU Center for Literacy and working with students here or developing your own Reading Success Sessions at your school/facility. If you develop your own sessions, you need to do your own advertising, scheduling, recruiting, and make arrangements for space, security, and communication with parents/school officials. Your sessions need to start with focused assessments and move toward focused instruction. You need to hold a total of 8 sessions serving no fewer than 5 students. You may serve any age population of students - either in group, individual, or both group and individual sessions. You are in charge of your own schedule as long as you get in the required 8 sessions and perform the required diagnostics and interventions. |
Due to Dr. Petty by email attachment: Proposal for
your Reading Success Sessions - provide all the pertinent information as
listed to the left focusing on the w's (who, what, when {timeline},
where). Due by Midnight, Sunday, February 13, 2011.
From here on most of our work will be done with communication one-on-one with Dr. Petty as everyone will be working with a unique population, in different settings, and with different timelines. |
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Week #4 |
Week of February 14th |
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Week #5 |
Week of February 21st |
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Week #6 |
Week of February 28th |
Task 1 Due | |
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Week #7 |
Week of March 7th |
SPRING BREAK | SPRING BREAK |
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Week #8 |
Week of March 14th |
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Week #9 |
Week of March 21st |
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Week #10 |
Week of March 28th |
Task 2 Due | |
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Week #11 |
Week of April 4th |
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Week #12 |
Week of April 11th |
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Week #13 |
Week of April 18th |
Task 3 Due | |
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Week #14 |
Week of April 25th |
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Week #15 |
Week of May 2nd |
Final Learner Dimensions Case Study Reports due - by Midnight, May 8th, 2011 | |
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Week #16 |
Week of May 9th |
All Task 4 modules must have been submitted by this date (May 9) | |