WICOR. W:Writing I:Inquiry C: Collaboration O:Organization R: Reading.
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Transcript of WICOR. W:Writing I:Inquiry C: Collaboration O:Organization R: Reading.
WICOR
W: WritingI: InquiryC: CollaborationO: OrganizationR: Reading
Essential QuestionWhich WICOR strategy do you feel you are
(will be) strongest in, and why?(2 min)
W: WritingI: InquiryC: CollaborationO: OrganizationR: Reading
Why Write?
• Forces the clarification of ideas• Good writing requires organization • Self-expression, directly impacts ability to build
self-efficacy and self-advocacy• Essentially, good, trained writers begin to think
and work in more organized ways• 90% of college professors ranked “the ‘need to
write effectively’ as a skill they considered to be of great importance” (Worth, 1990).
Why collaborate?• The ability to collaborate stimulates learning
through– Increasing student personal validation– Self-efficacy– social integration– Self awareness
• Interdependence, interaction, teamwork, accountability, group processing, reciprocal responsibility
• Around a learning task (Socratic Circles, etc) increases rigor
Organization
• Students who practice good organizational skills are:– Better prepared for all classes– Participate more during instruction/learning– Interact with instructors– Able to effectively schedule and prioritize
AVID: Organization (2012, www.avid.org)
Reading• Essential shift– Building knowledge through content-rich
nonfication and informational texts– Reading and then expressing grounded in evidence
from the texts– Regular practice with complex texts and academic
vocabulary• Deep Reading• Reading Persistence
(Schmoker, Jago, 2013)
Inquiry
• How did you learn to think in college?– Did you?– # 1 presentation mode (80 %) lecture (Ambruster,
2000)– Were you able to thoughtfully consider each class,
placing the knowledge and applying that to your cognitive process?
• Teach Inquiry NOW.
EQYou have one thinking minute and two working minutes to address this question:
How are my views about professional development shaped by my experiences? My habits? My prejudices?
Inquiry
• Split your table into ½ • Group with longest hair:– What would it look like if I asked for professional
development to address my weaknesses?• Group with shortest hair:– What would it look like if I asked for professional
development to address my strengths?
Remember:
• As you work through these activities and this first week– You make the training useful– Ask for support if you need it (table, team, mentor,
coach)– Fear is not an option– Stay hydrated.
EQ
Answer/Reflect on your EQ
EQ
Predict what will happen in your classroom as you move
from left to right on the continuum through the year.
Continuum
• What is GIST? – Practice– Mark the text as needed!
• Count off at the table 1-5• 1=W, 2=I, 3=C, 4=O, 5=R• Go to the table your number is assigned• Read, become experts, create a GIST summary• Bring back to your home group• Share, discuss
Not everyone learns the same way.
Keep the student in mind!
