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Michael Faggella-Luby, PhD

The End of an Error: Considering Disciplinary Literacy as Lever of Change in Secondary School Reform Part of the CRL Learns Series. Michael Faggella-Luby, PhD. Disciplinary Literacy. Review of policy recommendations for implementation Revisit literacy related definitions

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Michael Faggella-Luby, PhD

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  1. The End of an Error: Considering Disciplinary Literacy as Lever of Change in Secondary School ReformPart of the CRL Learns Series Michael Faggella-Luby, PhD

  2. Disciplinary Literacy • Review of policy recommendations for implementation • Revisit literacy related definitions • Discipline specific literacy in • Science • History • English? • Suggested discussion questions

  3. Components of Instruction that Build Comprehension • Background knowledge • World • Vocabulary • Concepts • Knowledge of text/discourse structures • Narrative/Expository organizational patterns • Student awareness and Strategic use • Cognitive Strategies • Goal-specific (activate pk; text analysis, SQ, paraphrasing, summarizing, visual imagery) • Monitoring and repair • Packaging • Increase motivation/engagement • Improve self-efficacy via enactive mastery (first glance influence, balance of challenging and independent material, short-term goals, easy access) • Word Study • Multi-/Polysyllabic words e.g., Gersten et al., 2001; Biancarosa & Snow, 2004; Ehren, 2005; Torgeson et al., 2007; Faggella-Luby & Deshler, 2008; McCabe, 2009

  4. From Deshler, 2009

  5. Emerging Framework Shanahan & Shanahan, 2008

  6. From Deshler, 2009

  7. Meet teachers where they are…

  8. Recent Review on Adol. Literacy Policy Recs Faggella-Luby, M., Ware, S., & Capozzoli, A. (2009). Adolescent Literacy—Reviewing adolescent literacy reports: Key components and critical questions. Journal of Literacy Research, 41, 453-475. • A Critical Mission: Making Adolescent Reading an Immediate Priority in SREB States (2009). • Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (2007). • Assessments to Guide Adolescent Literacy Instruction (2009). • Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners – A Report to Carnegie Corporation of New York. (2007). • Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide (2008). • Interventions for Adolescent Struggling Readers: A Meta-analysis with Implications for Practice (2007). • Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement (2007). • Reading Next—A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2004). • Reading to Achieve: A Governor's Guide to Adolescent Literacy (2005). • The Next Chapter: A School Board Guide to Improving Adolescent Literacy (2006). • The Secondary Literacy and Intervention Guide: Helping High School Districts Transform into Systems that Produce Life-Changing Results for all Children (2007).

  9. Big Idea 1: Instructional Components Common Threads Related to All Students • What: Targeted Instruction • Essential content and vocabulary • Cognitive strategies and higher-level thinking skills • Improving motivation and engagement • How: No single practice • …so be SMARTER • Assessment • Formative, drive instruction, school-wide plan

  10. Big Idea 2: Instructional Components Unique Threads for Specific Populations of Struggling Readers • What: • Continue reinforcing previous core literacy practices in content area courses. • Provide multiple-tiers of increasingly intense instruction. • Cue students to activate prior knowledge and skills. • Teach content-based language and literacy. • How: Single biggest difference from typical • Explicit, individualized • Assessment • More frequent & individualized, screening & diagnostic

  11. Big Ideas 3: Infrastructure Components • Developing a Comprehensive and Coordinated State Literacy Plan • Set Appropriate Standards for Adol Reading Achievement • Summative Assessment of Students and Programs • Improve Teacher Preparation, Professional Development, and Ongoing Support “The quality of an education cannot exceed the quality of its teachers” (McKinsey, p. 16).

  12. Discipline Specific Literacy: Improving Comprehension in Content Area Classes

  13. The End of an Error… • E/LA vs. History • POV & Empathy vs. Objective Truth

  14. Resources, sort of…

  15. Science’s Critical Challenge • Help students to change what they believe intuitively, based on prior knowledge or perceived experience, by shifting understanding • e.g., seasons caused by the tilt of the earth, not the distance from sun • Instruction is intended to create informed consumers and engaged citizens

  16. History’s Critical Challenge • History is the narrative of a people with bias and context, not just a story. • Historians read to do three things: • Corroborate (find the overlap) • Source (find the bias in documents) • Contextualize (find the context of the writing) * This results in knowledge that is nuanced, even when prior knowledge is limited!

  17. Background Knowledge • Address intuitive misunderstandings to prevent reader ignoring, discounting, and compartmentalizing accurate information that is different by • Clarification of background knowledge vs. Activation prior to reading • Provide explicit contradictions to help shift intuitive beliefs • Address inconsiderate texts • High level vocabulary words and poorly explained concepts • Fail to tie students experience and knowledge to concepts, impeding inference making • Graphs and charts are often hard to read

  18. Text/Discourse Structures • Address the scope and life of the field by • Using multiple texts: films, trade books, journal articles, experiments, lab reports, historical documents…& textbooks • Teach the structure and language-use of these genres explicitly, including as “speech acts” • Observe multiple perspectives and come to objective evaluation • Step outside of intuitive or personal beliefs • Critically examine personal beliefs in light of others before forming opinions or evaluations • Truth • Truth ≠ Textbook • Truth is always an approximation

  19. Cognitive Strategies Common Science Strategies • Students who believe that science has a Truth that is unchanging: • use shallow strategies to study facts (right and wrong) • Do not engage deeply understand the concepts • Common Science Strategies • Graphic Organizers • Questions related to key points • Text structures (organization of texts—articles, reports, textbooks, etc.)

  20. Cognitive Strategies Common History Strategies • Story Grammar for narrative comprehension • Prompts & structures to organize expository essays • Self-questioning around Big 3 Skill areas • What biases or predispositions did the author or authors have? • Write evaluations of different perspectives, not summaries of a Truth • Engage in collaborative reasoning by taking and defending a position

  21. Motivation & Engagement • Motivation is tied to helping the student find • the material interesting, • perceived as useful, • Motivation is most possible when students • have self-efficacy, • are self-regulated learners • Ensure multiple texts are accessible and create desired contradiction • Collaborative reasoning must be taught, roles clarified, and tasks clearly outlined.

  22. Word Study • Multisyllabic Words • Difficult, often content specific syntax • Variety of unique semantic constructions

  23. English/Language Arts Critical Challenge • Developing “High Literacy,” defined as the educational goal of teaching all students to think, read, and write critically. Common Strategies for successful English classrooms with diverse groups of students: • Strategies, skills and knowledge are taught in multiple types of lessons • Tests are deconstructed to inform curriculum and instruction • Within curriculum and instruction, connections are made across content and structure to ensure coherence • Strategies for thinking and performing are emphasized • Generative learning is encouraged • Classrooms are organized to foster collaboration and shared cognition • Reciprocal Teaching: Questioning, Clarifying, Summarizing, Predicting) (Langer, 2001)

  24. From Deshler, 2009

  25. From Deshler, 2009

  26. Discussion Questions • How is the notion of Disciplinary Specific Literacy supported or contradicted in the CLC? • How might we think differently about the development and use of embedded strategies or enhancing content instruction? • How will thinking about Disciplinary Specific Literacy impact education for students with disabilities?

  27. Discussion Questions II • How can ELA more clearly define itself and its role in secondary education? • What other content areas should be explored next? • How can we partner with content area experts in schools and CLAS around disciplinary literacy? • How do divergent definitions of adolescent literacy alter the goals of instruction across disciplines?

  28. Discussion Questions III • How does the role of special educator fit within the model of Discipline Specific Literacy? • Who will ensure that all teachers (preservice and inservice) are well prepared to deliver provide high quality literacy instruction?

  29. Thank You! Contact Information michael.faggella-luby@uconn.edu www.cber.org www.education.uconn.edu

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