T able 1 Foci Descriptions in the... | Emerald Publishing

Table 1

Foci Descriptions in the Literacy Methods Course TBD Module

Focus	Description
Introducing TBDs	TBDs are introduced as an instructional activity where teacher and students coconstruct meanings about critical ideas in texts. TBDs are positioned as an opportunity to “see” student thinking, coconstruct meaning, develop reading comprehension, access complex texts and ideas, build community, and address misunderstandings, stereotypes and biases.
Working on targeted aspects of TBDs	PSTs learn to elicit student thinking, orient students to the text and each other, and disrupt problematic ideas during TBDs.
Planning for TBDs	PSTs select a thematic text set to use in TBDs with a small group of students. They also receive a planning template that includes two sections: Text Analysis (learning goals, text challenges and resources, putting the text in conversation, applying a critical lens, potential “hot spots”) Planning Before, During, and After Reading Activities PSTs are asked to script their language in the plans, writing out their stopping points, questions, and possible follow-ups.
Enacting TBDs	With a partner, PSTs lead a 2-day TBD with the same group of students. One text is discussed each day. While one PST leads the TBD, the other video records and takes notes. They switch the next day.
Analyzing/reflecting on video records	Each PST uploads the video recording of the lesson they lead to an online platform that allows them to comment directly in the video. They identify and reflect on 6 moments (i.e., Moment 1: children as sensemakers; Moment 2: eliciting student thinking; Moment 3: orienting; Moment 4: rich point; Moment 5: discretionary moment; Moment 6: goal setting). A course instructor provides targeted feedback on the selected moments and PST’s comments.

Focus	Description
Introducing TBDs	TBDs are introduced as an instructional activity where teacher and students coconstruct meanings about critical ideas in texts. TBDs are positioned as an opportunity to “see” student thinking, coconstruct meaning, develop reading comprehension, access complex texts and ideas, build community, and address misunderstandings, stereotypes and biases.
Working on targeted aspects of TBDs	PSTs learn to elicit student thinking, orient students to the text and each other, and disrupt problematic ideas during TBDs.
Planning for TBDs	PSTs select a thematic text set to use in TBDs with a small group of students. They also receive a planning template that includes two sections: Text Analysis (learning goals, text challenges and resources, putting the text in conversation, applying a critical lens, potential “hot spots”) Planning Before, During, and After Reading Activities PSTs are asked to script their language in the plans, writing out their stopping points, questions, and possible follow-ups.
Enacting TBDs	With a partner, PSTs lead a 2-day TBD with the same group of students. One text is discussed each day. While one PST leads the TBD, the other video records and takes notes. They switch the next day.
Analyzing/reflecting on video records	Each PST uploads the video recording of the lesson they lead to an online platform that allows them to comment directly in the video. They identify and reflect on 6 moments (i.e., Moment 1: children as sensemakers; Moment 2: eliciting student thinking; Moment 3: orienting; Moment 4: rich point; Moment 5: discretionary moment; Moment 6: goal setting). A course instructor provides targeted feedback on the selected moments and PST’s comments.