Goals

• Experience asynchronous (Canvas) and synchronous (Zoom) online activities as a learner while thinking through how to best use these modalities in your own teaching;

• Integrate knowledge of how learning works and of equitable teaching practices into course redesign efforts, using the Reading Apprenticeship framework;

• Identify zero cost texts (Open Educational Resources – OERs) which support opportunities to practice reading, writing, questioning, and problem solving in the discipline you teach;

• Use backward design methodology to plan activities and curriculum.

Throughout this year, we will practice ways to engage colleagues and students in metacognitive conversations — talk about the ways we make sense of texts as we read — that support improved reading and learning in the disciplines. Learning routines for beginning and sustaining metacognitive conversation will be central to our work.