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Tips (By Eric Hobson) and Complete Required Social Annotation. Provide A Minimum of

This document outlines a group assignment for a reading boot camp module focused on getting students to read. It has four individual tasks: 1) Review the assignment with your group, 2) Individually read and annotate a paper on getting students to read, providing at least seven insightful responses, 3) Discuss as a group how to get students to read better and develop a plan to support students in reading preparation and comprehension, writing a summary under 250 words and listing 10 specific actions, and 4) One group member submits the document and a resource. The goal is to increase focus on student learning and reading skills through group discussion and development of an action plan.

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Saira Mansab
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45 views1 page

Tips (By Eric Hobson) and Complete Required Social Annotation. Provide A Minimum of

This document outlines a group assignment for a reading boot camp module focused on getting students to read. It has four individual tasks: 1) Review the assignment with your group, 2) Individually read and annotate a paper on getting students to read, providing at least seven insightful responses, 3) Discuss as a group how to get students to read better and develop a plan to support students in reading preparation and comprehension, writing a summary under 250 words and listing 10 specific actions, and 4) One group member submits the document and a resource. The goal is to increase focus on student learning and reading skills through group discussion and development of an action plan.

Uploaded by

Saira Mansab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

National Faculty Development Program 2020

Module 5, Day 1, Reading Boot Camp

Getting Students to Read

Purpose: Increase your focus on student learning and equip you with basic guidance and
materials to help students improve their reading preparation for a class session. Also, the
exercise will improve YOUR ability to read, comprehend, and critically examine scholarly
writing.

Description: This is a Group Assignment with an individual reading component and social
annotation in Perusall.

Individual Tasks:
1. (5 minutes) Review the assignment with your Group. Prepare to read the paper.
2. (55 minutes) In Perusall, individually read the paper Getting Students to Read: Fourteen
Tips (by Eric Hobson) and complete required social annotation. Provide a minimum of
seven INSIGHTFUL responses in the document. Your response can be of two types:
a. original responses (i.e. your own words) providing your insights, suggestions,
links to other ideas, questions, critiques, or other commentary on specific parts
of the reading, or
b. a response to another participant’s comment/question
3. (60 minutes) Discuss as a Group how to get students to be better readers. Then develop
a plan for helping your students to be better readers. Based on Hobson’s article and
others you may find on the web, think of how to support students in two areas: (1)
getting them to read and (2) helping them read better in preparation for a lesson.
Complete the following:
a. Collaboratively write as a Group a plan of action (< 250 words) that describes
how you will help increase the number of your students that read to prepare for
a class session, and to increase the effectiveness of their reading. Add to your
plan a bullet list of 10 or less SPECIFIC actions you will take. Cite references.
b. To accompany your narrative and list, upload a copy of ONE resource you will
provide to your students to help them be better readers – an article, a fact sheet,
a web site, etc.

4. Submission. One document with your summary and one resource must be uploaded to
Moodle by a representative of your Group.

Criteria for Success: Individuals complete required Perusall entries to satisfaction. Group
submits required document and accompanying resource. The submittal will be
evaluated following the standard complete/incomplete scale rubric.

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