Summary Project – Annotated Bibliography
Step 1 – June 30 to July 6
Objective(s): Ability to describe and integrate current theory, research, and practice, including print and online resources for content area literacies appropriate to adolescents; Ability to synthesize academic research and professionally present to peers/colleagues.
Now that we have thoroughly explored many facets of adolescent literacy, we want you to define a “problem of practice. To guide you in this process and help make connections to the course in weeks 1 through 6, first, read the Afterword (Minor, 2023) using active reading strategies outlined below. Then, reflect to identify your “problem of practice” that will guide your research in your annotated bibliography.
Part 1 – Problem of Practice
During this course, you have read and applied information about how literacy strategies can support content acquisition for varied learners. When you are given directives from state standards, local guidelines, and even supervisor directives, what is your role in implementing research-based best practices for your students within your classroom?
As you read Minor’s (2023) “Call to Action”, you will implement two active reading strategies on this document.
- During week 4, you learned about tiered vocabulary. Beginning on page 1 of your document, you will identify and define tier 2 vocabulary terms (left columns) from throughout the assigned reading. This practice will bring attention to terms that may be difficult within the reading process for you or your students. Include at least ten (10) tier 2 terms on your table with definitions.
- In addition, there are tier 3 terms identified in the right columns. These pedagogical terms are necessary for comprehension of the text and dialogue within educational settings. Define each term, and reread the paragraph(s) to ensure you comprehend the intended meaning. Please add additional tier 3 terms to the list as needed.
- As this text serves to summarize learning from the previous weeks, you will also make text connections throughout the reading. In the second table, identify specific passages that stand out to you with quoted material. Does the text make connections to your own experience (text-to-self), a prior video or text (text-to-text ), or a situation you have observed in a school or classroom (text-to-world )? In the table, complete at least 8 connections. Be sure to vary text-to-self, text-to-text, and text-to-world connections. Text to text connections should be made across course readings.
- Include references at the bottom of your document using APA, 7th edition.
Part 2 – Identifying a Problem of Practice
According to the State Support Network (2019):
a “problem of practice” refers to a specific type of challenge that schools or districts face that has a significant impact on teaching and learning. Problems of practice are challenges that school and district staff can directly address (e.g., challenges with the master schedule, effectively implementing math placement practices, or providing high-quality literacy instruction) rather than challenges beyond the direct impact of schools (e.g., transient students). Problems of practice are also directly observable, actionable, and connect to a broader strategy of improvement. (p. 3)
A critical part of our practice as educators is to reflect and identify specific elements that impact daily instruction in our classrooms. As practitioners in our own spaces, we are able to isolate problems and create solutions. Minor (2023) outlines the steps to his process as a “Protocol for Imagination” to include reflection, student-centered considerations, working with a team, implementing a plan, and sharing the results within the environment (pp. 472-473).
Let’s reflect more specifically on the steps taken by Minor and his team as outlined in the Afterword that mirror the steps outlined by the guidelines of the State Support Network (2019). The table from the text has been adjusted for the analysis below.
| Step (State Support Network, 2019, p. 4) | Actions described in “Afterward” (Minor, 2023) |
|---|---|
| Select a planning team | Team of teachers (p. 473) |
| Identify leadership and guiding principles | |
| Identify problems of practice | Steps 1 to 4, addressed what was causing “pain” in post-pandemic classrooms (pp. 473-474) |
| Select a problem of practice | Identified “classroom chatter” and needs of adolescent students (p. 474) |
| Identify strategies | adolescent need to socialize (p. 474), “power of talk” (p. 474), literacy implications (pp. 474-475) |
| Set a vision and goals | focus on two afternoon classes, reduce off task conversations, increase productivity (p. 475) |
| Action Plan | discussion groups (p. 475), “reading lounge” (p. 475), data collection (p. 475) |
It is important to note that Minor (2023) and his team focused on the students at the center of their efforts. Throughout the chapter, Minor discusses the need to focus on the role of the teacher and not cite students as the problem (p. 472). The focus of a problem of practice is to prevent behaviors or implement supports that lead to growth. It is not to “change” the students.
When working with a team, it is important to brainstorm and analyze multiple perspectives to address classroom concerns. As this is a summer course, you will work independently to develop your own “problem of practice”. At this point in the process, you will reflect and identify your problem of practice and topic for your annotated bibliography. Your topic will need to focus on secondary education (middle and/or high school) and your content area. So, for example, biology students will focus on a literacy topic IN science.
To brainstorm and identify a topic for your annotated bibliography, complete each of the components on this document. Answers can be bulleted in format.
Again, remember that your problem of practice must be related to secondary education and your content area.
Week 7, Part 2 Dropboxes
All tasks are due at 11:59 pm on Sunday.
- Part 1 Task:
- Afterword Active Reading Guide
- Part 2 Task:
- Problem of Practice Brainstorm
References:
Minor, C. (2023). Teaching literacy in the dystopia of now: A call to action. In L.M. Marrow, E. Morrell, & H.K. Casey (Eds.), Best Practices in Literacy Instruction (7th ed.). (pp. 466-478). Guliford. ISBN: 9781462536771
State Support Network. (2019). Problems of Practice Toolkit: Action Planning for Rural Schools and Districts. Retrieved from https://www.ed.gov/sites/ed/files/2020/10/rural-problemsofpractice-toolkit-508.pdf