Task 1: (Essential
Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry
not all are represented here) which our school systems recognize and regularly
assess adolescents’ abilities. Each of
the chapters listed below explores learning within a particular discipline from
the perspectives of both a literacy expert, who understands the reading, and
writing challenges that adolescents encounter, and a discipline expert, who
understand the nature of the discipline and how literacy processes operate
within it. Please choose one of the
chapters below to read and become an expert on.
English Language Arts
Jetton,
T. L., & Shanahan, C (2012). Adolescent literacy in the academic
disciplines. Chapt. 5 pp. 120-153
Science
Jetton,
T. L., & Shanahan, C (2012). Adolescent literacy in the academic
disciplines. Chapt. 6 pp. 154-171
Mathematics
Jetton,
T. L., & Shanahan, C (2012). Adolescent literacy in the academic
disciplines. Chapt. 7 pp. 172-198
History
Jetton,
T. L., & Shanahan, C (2012). Adolescent literacy in the academic
disciplines. Chapt. 8 pp. 199-226
Art
Jetton,
T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 9 pp. 227-266
What is Jigsaw?
Jigsaw is a cooperative
learning strategy that enables each student to specialize in one aspect of a
learning unit. Students meet with members to teach the material to their group
members.
Just
as in a jigsaw puzzle, each piece--each student's part--is essential for the
completion and full understanding of the final product. If each student's part
is essential, then each student is essential. That is what makes the Jigsaw
instructional strategy so effective.
Description
of Lesson: In
a typical jigsaw activity, students are given a topic on which to become an
expert, either individually or as part of a group. The student or group of
students then teaches the material to the rest of the class. For our online meeting week you will read
JUST ONE of the chapters above teach the other members of your group about
your chapter.
(Essential Question A)
Pre-Posting – Read JUST ONE of the chapters above.
Posting – For a full discussion of the readings, in your assigned small
group, you are to become the expert of your chapter and teach the material to
the rest of your group. You need to not
only summarize the chapter, but to help everyone in your group to develop a
deeper depth of knowledge in relation to your chapter. To do this you will need to explain and
clarify meanings with personal examples or applied examples for further
clarification. This posting should
indicate deep thinking and reflection on your part, along with supporting
evidence that shows your own learning from reading and experience to this
point.
Response Postings -- Everyone
should respond at least 1-2 times to each group member with a question,
clarification, or addition to the thoughts on their postings. You might consider other information,
questions you still have as a future teacher, etc.
This chapter discusses the role of English teachers in helping students become literate in what they read and write, as well as understanding content and English approaches. The text uses an example of a present day high school English class room. The teacher is using the traditional approach to English instruction using a classic novel as the focus of the unit. A variety of instructional strategies are used to meet the state content standards, including multiple forms of media, learning vocabulary and writing an essay. The writers say there is more to reading canonical and writing strategies typically used in the present day classroom.
ReplyDelete“Literacy is a set of skills that can be employed across different contexts, and teachers can help students become more literate by employing a variety of strategic approaches to texts such as asking question, prediction, understanding the structure of textbooks, using literature circles (Daniels, 2004), creating double-entry notes, using the writing workshop, and using writing-to-learn activities to teach unfamiliar ideas.” (Shanahan, 2012) As teachers we need to invite the students to challenge and critique texts they encounter. Literacy is multidimensional and dynamic, which include the cognitive, linguistic, sociocultural and developmental dimension.
The mindset of what is literacy is changing because texts come in various formats. Literacy now comes in the form of videos, images, printed materials, and digital documents. Teachers and students need larger skills and ideas to process the new literacy formats.
Recommendations for improved English literature instruction:
• Functional, cultural and progressive literacy
• Recognize young adult literacy, as well as classic literature
• Pairing young adult literacy with classic literature
• Include instruction of illustrations, literacy devices and strategies in the texts
Recommendations for writing and composition:
• Include all genres in argumentative and informational writing
• Engaging writing workshops where students have input on what the topics are
• Recognize the changing nature of literacy , by including different audiences and media
Recommendations for teaching and learning:
• Course that allows students freedom to choose topics of interest
• Employ a workshop approach that develops the students inquiry, collaboration and development of projects
• Engage students in the use of technology and digital writing tools
Through these recommendations we can engage the literacy students in more literacy experiences. This allows the students to do more than just answer questions and the typical essay assignment. Students will be engaged in more critical thinking, various forms of communication and conversations.
Audrey
I chose the reading of English Language Arts as well. I will not repeat the information that Audrey already gave us, but just add on a few things.
ReplyDeleteHicks and Steffel (2012) points out a crucial role an English teacher plays is to prepare students learn both the basis of literacy and how to be better scholars of English (Jetton & Shanahan, 2012, p. 149). As Audrey mentioned in her summary, literacy is multidimensional and dynamic and the mindset of what is literacy is changing. English teachers should recognize the various formats of “new literacies” (Lankshea & Knobel, 2006). Creating more opportunities for students to integrate new media or an internet-based writing tool that is familiar to them, will boost student’s interests and learning in writing.
In addition, performing well on final comprehension exam on a reading text does not necessarily mean the student have developed their literacy skills. More importantly, they should have been evoked on questions like why and how they are reading the text. By reflecting on this, the students are experiencing higher-level thinking beyond the text content. As quoted from Hicks and Steffel, “teachers must invite (their) students to actively critique and challenge existing notions of what it means to both produce and consume texts” (Jetton & Shanahan, 2012, p. 129).
Table 5.1 lists integrative strategies for improving literacy and understanding content in the English Language Arts, which will also be a useful intake for an ELL teacher’s tool box. Working with language learners could be somewhat different from teaching native English speakers. ELL teachers should think about learner’s English language proficiency development at the same time as Common Core Standards of English language arts. However, we should not wait for language learners until they acquire the target language and then instill literacy skills. As Hicks and Steffel proposes, English teachers should understand the concept of “write to learn”. This reminds me that we should help our language learners to develop their second language overall ability and to be literate in the second language simultaneously. This seems a super challenge for my current experience of being a teacher, but I think it could become realistic as my knowledge improves.
Yimu, Thanks for adding additional information about the chapter on English Language Arts. Creating opportunities for students to integrate new media and internet-based writing will certainly increase students interest in language arts. As a teacher I feel the biggest challenge is incorporating the new technology with the classic formats.
DeleteAudrey
Task 1: (Essential Question A) Jigsaw Reading: Kathleen Brinton
ReplyDeleteInstructional Practices for Working With Complex Texts
What does the research say about discipline specific strategies that guide adolescents in their ability to learn from texts in specific academic disciplines?
I chose Chapter 6, Learning with Text in Science. The research states that reading in science is not straightforward. The vocabulary in science textbooks is dense. The amount of technical vocabulary is greater in science textbooks than any other discipline. (Fang 2004) The students struggle with the structure and are confused in determining how to read and comprehend the material. Researchers have shown that text is more likely than other materials to overcome misconceptions. (Hynd, McWhorter, Phares, and Suttles 1994).
One way chemistry teachers addressed the challenges in reading science text has been to use the Chicago Reading Framework which divides literacy into four elements, vocabulary, fluency, comprehension, and writing.
Vocabulary – Create a vocabulary notebook. This would include one page for each vocabulary word divided into six sections. The following table is an example:
Definition
General definition
Explanation or Example of the process
Illustration or Diagram
Formula
Related Terms
Fluency – Utilizing the vocabulary notebook. The students will end up with deeper understanding by practicing the concept in multiple ways.
Comprehension – Students list what they have learned from the information they just read in small groups.
Writing - Is all about making arguments. Students in grades 6-12 are expected to be able to make claims, distinguish them from opposing claims, organize reasons and evidence in a logical manor, and provide a conclusion.
Project READi – a reading comprehension project funded by the Institute of Education Sciences and aimed at understanding and teaching argumentation in the disciplines of science, English, and history – is attempting to identify disciplinary knowledge in science.
Summary:
My deeper understanding from this chapter is the vocabulary notebook. I wish I had read this chapter before I taught my unit plan. I would have changed my project from the 3-D model of the Earth to a Vocabulary Notebook. I would have taken the key terms and created a page for each. In this page I would instruct the students to complete the table for each term and utilize the entire page. I would still include the videos, interactive websites, songs, etc. to begin each class, and then have them read the text and complete the table with their own drawings. I think more students would fully understand the Geologic terminology.
The second personal discovery was the need for the students to have guided notes. When I utilized the videos and demonstrations, not having guided notes for the students lead to poor note taking and misunderstanding on the student’s part. After realizing this I created a guided note sheet and instructed the students to watch the video again. They were to fill in the note sheet. Then talk amongst themselves in tables of four to determine the correct answer. We concluded this class by one student from each table reading one line out load to the class, while the others read along. Proper time for comments and questions were allowed before moving onto the next line on the sheet. The following day’s formative assessment was a great improvement.
Kathleen,
DeleteThanks for sharing the science subject with us! I also like the vocabulary notebook you mentioned. I think it can be adapted into language classroom as well. When in a vocabulary unit, I can have the students create a vocabulary notebook including the definition, illustrations, examples and other evidence to help them understand how to use a word better. Also, having students learn and demonstrate their understandings through multi-media and multi-genres are really necessary and useful. I think that not only in science, but also in many other subjects, students can always learn better and more effectively with hands-on activity. The theories will become vivid and visible when they experience it through interactive websites, videos or drawings. As a result, this learning will become a long-term memory for students.
Yimu
Kathleen,
DeleteI also am very interested in the vocabulary notebook and as Yimu said would be adaptable in many classroom settings. Excellent use of multimedia, interactive projects and readings to engage the students.
Audrey
I chose Art to talk about and more importantly visual art. This chapter was really nice to read because it talked about the differences between impact of visual and text in the arts. So much of what we do in the art is not text, we show them a play or sing a song, or show them a painting. But that has literacy behind all of those.
ReplyDeleteIn the arts we "intend our students to create, produce, interpret, or make sense of their learning." this is all a form of literacy, they are thinking and analysing what they see, hear and feel and bringing that out in a different way. We define our text and literacy's by our vocabulary, the Elements and principles of art. Line, space, color, shape, texture, form, value, unity, contrast, variety, pattern, emphasis, movement, rhythm and balance. These words help us make an artwork. With out this vocabulary that has been around for years, we could not be able to make artwork, let a lone talk about it.
"An art object such as a painting, graphic design, or piece of pottery can be a text to be 'read or interpreted.'" This interpreted can either agree with the artwork or disagree with it. But we need to teach are students how to talk about this and make them understand how to say that with the language of art.
The National Standards of Arts Education "describes visual arts literacy in terms of applying, demonstrating, evaluating, differentiating, describing, analyzing, justifying, identifying, exploring, comparing, synthesizing, creating, problem solving, critiquing, evaluating, and reflecting about artworks." By their standers, what we do every day in our classroom is considered literacy. I never would have thought of it that way. I always that that literacy is what you read from a book, I never would have thought that creating was a form of literacy. But if you think about it, the student will have to put a lot of time, energy and thought into the artwork before hand. Their brains are thinking about it and using words and images to have it all come together in their heads. This become true when they have to write journals and artist statements. Write down what they feel their artwork is about, so everyone can get a glimpse into what you were thinking.
Megan,
DeleteIt is really interesting to read about the "language of art". Just like you, I never thought of art could be related to literacy, but it does! I think it might be interesting to ask your students to say what they are doing out loud in specific forms of language when completing an artwork. Then, you can not only see what they are doing, but also can hear their thoughts by interacting with them.
Yimu
Megan,
DeleteI remember taking art and having to include reading textbooks, which I did not think was important. Your summary shows the importance of including text to help the students understand art concepts and applications. Very good summary.
Audrey
Chapter 6 Learning text in science
ReplyDeleteScience text is very difficult to learn to read effectively. It is loaded with technical vocabulary, difficult concepts, and complex data presentation. Science text is also very different between the disciplines of physics, chemistry and biology, which make reading comprehension that much more difficult for students as they need to develop strategies in each area. There is so much difficulty in understanding science text that teachers often end up using textbooks quite infrequently and rely on oral explanation along with notes to deliver the material. This may be helpful for students to quickly comprehend the current concepts of study, but does not allow for students to practice learning to read the scientific text and often does not correct misconceptions in the long-term. Scientific writing uses a passive voice more than another school subject. Also, verbs of the experiment are usually converted to nouns such as dissolve changed to dissolution. Assumption and over-claiming results of an experiment are looked down on in the sciences. There has to be a level of uncertainty with most data sets and conclusions in science.
The chapter makes reference to the science teachers and reading instructors working together as equal partners to improve the reading comprehension of reading science texts. I believe as a science teacher it is important to have an open mind about instructing reading strategies. The chapter makes a very good point that simple instruction of how the students have to read science text slowly and critically in order to understand the material. Students trying to read a scientific journal the same way they read a novel will not have much success. As teachers we need to realize that students may not come to the conclusion of switching reading strategies with different school subjects. Do you think this is why students tend to either excel in English/reading or math/science, but usually not both? Is it possible to create a student population that excels in both English and science by teaching reading strategies or do you think it is better to keep the division in labor?
Andrew,
DeleteVery good points about students not being able to read a science text as they would a novel. Helping them switch reading strategies will make the experience in science more approachable for students.
Audrey
Andrew,
DeleteYou made a good point about students rarely excel on both subjects. This is why we split students into Arts and Science when we go to the 10th grade in China:). We will choose which "side" we want to study in college - it usually also decides what kinds of career we are going to do in the future. Personally, I do not think dividing up the two sides of study in high school is a good way for student overall development. However, as we know that it is hard that a student can develop to be literate in all subjects, but at least, we are aware of it and trying. I'm inspired to read you guys' postings on different content areas with different definitions on literacy.
Thanks,
Yimu