Reading Apprenticeship Inspired Assignment or Lesson
Reading Apprenticeship Inspired Assignment or Lesson
This activity is designed to help students prepare for upcoming class lessons by engaging them with textbook material in advance. By participating, students will (1) familiarize themselves with new concepts and terminology, (2) develop questions and insights to contribute to class discussions, and (3) enhance their independent learning and metacognitive skills by organizing and reflecting on their reading.
This activity supports students’ development of agency by encouraging them to take responsibility for their learning and it promotes metacognition through guided and structured reflection on their reading assignments.
This activity can be introduced on the first day of the semester and used consistently throughout the duration of the course. It is designed for use with new material, so no prior knowledge is required. The activity serves as both an introduction to reading strategies and a tool for organizing information.
The activity is assessed using a low-stakes grading system based on completion. The reading log consists of three parts, a front page, a back page and a “remaining question” section. Therefore, a completed reading log is graded out of three points: (1) completion of the first page, (2) completion of the second page, (3) completion of the “remaining question” section.
Reading logs can be assessed at the beginning of class to serve as evidence of engagement with the textbook sections that were assigned. It can also be referenced by students during class discussions.
This activity supports students’ metacognition in an introductory statistics class by prompting them to engage in a structured reading assignment and reflection. The reading log begins with a section asking students to record their understanding of a concept before reading about it. This primes their minds to connect new information to what they already know. Concepts can be predetermined by the instructor, or can be left to the students to choose what concepts stand out to them. While reading, students identify and document new ideas, definitions, and examples, including references to page numbers. This activity forces them to process information actively rather than passively skimming the material. It also requires students to rephrase new concepts in their own words, ensuring they are not merely copying information but truly understanding it. This step encourages comprehension and retention. The section on remaining questions and new insights encourages students to reflect on what they did not understand and articulate specific questions. This practice helps them become more aware of their learning gaps and develop strategies for clarification. This also provides an opportunity for instructors to offer feedback, helping students refine their strategies and address misconceptions.
Students are assigned textbook sections at the end of each class to be completed before the next session (typically within 48 hours). Students use the reading log to document key ideas, terms, and reflections while reading. They identify one or more questions about the material to bring to class. The reading logs are brought to class and may be referenced in discussions.
The activity can be implemented with any textbook. In this setting, it was implemented in an introductory statistics course using sections from the Introduction to Modern Statistics (1st Ed). This text was chosen for its clear structure and accessibility, making it ideal for guiding students through statistical concepts.
Reference: Introduction to Modern Statistics
Materials Needed: Printed reading log, access to the textbook (digital or physical).
