Many of the topics that we discuss in Literacy in the Content Area, seem to overlap. Whether we are dealing with an initiating strategy, a constructing strategy, or a utilizing strategy, the model as discussed on 3/6, having to do with motivating, technicals, cognition and knowledge seems to be universal. In addition, the pyramid model illustrating word recognition and reading comprehension accurately demonstrates the retention of independent readers.
During the class, we were presented with two distinct initiating strategy examples. The first was a brainstorming activity where the whole class was given the chance to give their feedback as to what qualities they would like in the leader of our country. This gave way to a safe environment where students shared opinions with less fear of judgment. The brainstorming process is such that criticism of different ideas should be delayed until after all students have given their input. Evidence of this came when the presenter calmly reminded me to save my controversial comments until the process had taken its course.
The following presentation illustrated the initiating strategy known as KWL. KWL stands for prior knowledge, what I want to learn, and what we learned. The focus was on the life and accomplishments of the poet Langston Hughes. A key to this approach is the understanding that the W (want to learn) can be thought of as an N (what we Need to know, instead of want to know). It is up to the teacher to moderate between the two choices (W or N). Both presentations were well done.
In “Acquiring Cognitive Tools for Reading” by Schoenbach, an important facet of the clarifying stage is to prepare students to lead their own learning. Both of the initiating strategies do just that. Students provide all of the inspiration while brainstorming and when filling in the KWL chart. They are able to prioritize and to “chunk” information. In "The Reading Apprenticeship Framework," Schoenbach discusses the idea of metacognitive conversation in four dimensions: social, personal, knowledge building and cognitive. I believe both initiating strategies use all four dimensions.
To connect to future readings, in “A New Read on Literacy” by Anne McGrath, it states that more than one third of ninth graders in New York City arrive unprepared for college prep work. If more differentiated strategies were incorporated into the classroom, this statistic would likely be reduced, as students will be better thinkers and more literate in their content areas.
There is an old adage: It’s not what you know; it’s who you know. I pose the question to the floor: Could the social dimension of the framework be more valuable to students than the knowledge dimension? Also, how can we as teachers use scaffolding techniques to ensure that students are maximizing their opportunities to learn as well as their time?
I nominate Joe to be next weeks’ Sherpa.
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2 comments:
Thanks for the nice summary, Ari (and the kind feedback) - and you gave us good incentive to read this week's articles. Anita
Ari,
I like how you pose this question here - it's worth debating surely. I think, as teachers, we gravitate towards what we know ... and knowledge building is what us content area teachers are all about. But it is the social dimension that underlies everything in classrooms - more than we think and know. I am always struck by some of the most important things teachers do that prepare students for learning content have nothing to do with content at all. That said, you have to know your content for sure - I'm not arguing otherwise. But I guess I'm coming round to think that if I had to make a choice - the social dimension is key in my observation of things but not necessarily in my personal practice. It's the part I struggle with the most because I take the knowledge building part so seriously. What I like about this framework though is it doesn't force us to make those choices because the idea is that all these dimensions have a critical role to play in literacy learning. And I'm pretty inclined to believe that. So your question is an important one because I can use that framework to evaluate myself and that's the key to reflective practice.
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