I decided to look at Yvonne's website. In Hutchinson's class a group of students on that video seemed similar in ethnicity and skill level to the students my student teachers worked with. I chose a strategy called "Anticipation Guides" as a way of motivating students to want to read text by helping them make connections between their own opinions and the themes of the text. This was one strategy that I hadn't done in my methods class and it would also meet my student teachers' call for ways to motivate their students. What I didn't realize at the time was that this activity would also force the student teachers to grapple with uncovering the underlying themes of a text and help them determine why they were teaching this text and how it connected to their goals and objectives.

Reflecting on Teaching Practice The CASTL websites are unique texts that provide both the thinking and the teaching outcomes of experienced teachers. Initially I thought that just showing students these sites, talking about them and telling them to try them out in the classes where they were student teaching was enough. But now I know otherwise. As a teacher educator my job is to use these CASTL texts to teach. This is not show and tell time. So what's the difference? Like writing workshop or reading process, teacher educators need to choose layered activities that allow student teachers to authentically experience the activity, discuss the strengths and pitfalls and then scaffold the activity so that their own unique students can use it successfully. That was my goal in using Yvonne Hutchinson's video on Anticipation Guides.

Video: What do I think my students learned from these activities?

Video: Where will I go from here?