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Module 2: Content-Area Literacy

Module 2: Content-Area Literacy. Adolescent Literacy – Professional Development. Unit 1, Session 2. Thinking Like a Critic, Historian, Mathematician, & Scientist. “Subject areas become subcultures of the secondary school, with their own ways of knowing, doing, and believing.”

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Module 2: Content-Area Literacy

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  1. Module 2:Content-Area Literacy Adolescent Literacy – Professional Development Unit 1, Session 2

  2. Thinking Like a Critic, Historian, Mathematician, & Scientist “Subject areas become subcultures of the secondary school, with their own ways of knowing, doing, and believing.” (Moje, 2008, p. 99). Habits of Mind Across Disciplines

  3. Essential Questions • Module 2 Question • What role can content-area teachers play in helping adolescents acquire general and discipline-specific literacy skills? • Unit 1, Session 2 Questions • What are the distinct habits of mind and norms of practice embedded in each of the content areas? • How are those habits of mind and norms of practice related to one another and inculcated in students? Module 2: Unit 1, Session 2

  4. Warm-Up Final Word Discussion of Moje (2008): • What is one significant idea from the text that struck you as important? • What is Moje asking of secondary content teachers? Module 2: Unit 1, Session 2

  5. Quotes of Significance Consider the quotes below: • “Part of learning in the subject area, then, is coming to understand the norms of practice for producing and communicating knowledge in the disciplines” (Moje, 2008, p. 100). • “Without careful attention to what it means to learn in the subject areas and what counts as knowledge in the disciplines that undergird those subjects, educators will continue to struggle to integrate literacy instruction in those areas” (Moje, 2008, p. 100). Module 2: Unit 1, Session 2

  6. Quotes of Significance Continued: • “Disciplinary literacy then becomes a matter of teaching students how the disciplines are different from one another, how acts of inquiry produce knowledge and multiple representational forms (such as texts written in particular ways or with different symbolic systems or semiotic tools), as well as how those disciplinary differences are socially constructed” (Moje, 2008, p. 103). Module 2: Unit 1, Session 2

  7. Moje Takeaways If Moje is suggesting that each discipline/content area has distinct ways of thinking and ways of working (i.e., habits of mind & norms of practice), then… • What are the habits of mind and norms of practice in YOUR discipline? • What ways of reading/writing/thinking are you trying to teach students? • What does it mean to read/write/think like a mathematician, scientist, historian, critic? Module 2: Unit 1, Session 2

  8. Connecting with Content Standards • Review a portion of your content-area standards • Identify 2-3 different excerpts that exemplify“disciplinary thinking” – thinking that we traditionally associate with mathematicians, scientists, historians, authors/critics • Chalk Talk: Discussion with whole group • What ways of thinking does your discipline require? • How is that thinking different from/ similar to the habits of mind encouraged in the other content areas?

  9. Recording a Common Understanding Given our review of the content standards, and current research/theory about disciplinary thinking… Fill-in the first column of a 3-column organizer: • What ways of thinking are you trying to encourage? • What does it mean to think like a mathematician, scientist, historian, critic?

  10. Module 2: Unit 1, Session 2

  11. Some Examples from the Field • Lee & Spratley (2010) • Moje (2008) • Shanahan & Shanahan (2008) Module 2: Unit 1, Session 2

  12. Module 2: Unit 1, Session 2

  13. Module 2: Unit 1, Session 2

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  15. Module 2: Unit 1, Session 2

  16. Wrap-Up • Questions to Consider: • What are the fundamental habits of mind and norms of practice required by your discipline? • How are you currently (and explicitly) teaching those habits of mind/norms of practice? • How can we make those habits of mind/norms of practice explicit in our reading & writing tasks? Module 2: Unit 1, Session 2

  17. Further Study • Read the second half of the Shanahan & Shanahan (2008) article. • What reading/writing/learning strategies do disciplinary specialists suggest teaching at the secondary level? • How do these strategies connect to specific disciplinary ways of thinking (i.e., habits of mind)? • Be prepared to share thoughts/practices with colleagues during a follow-up session. Module 2: Unit 1, Session 2

  18. References Lee, C. D., & Spratley, A. (2009). Teaching Content Knowledge and Reading Strategies in Tandem. Lee, C. D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York. Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52(2), 96–107. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. Module 2: Unit 1, Session 2

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