th baltic sea conference on literacy tallinn, estonia … reading conference...shifting demands of...

4th Baltic Sea Conference on Literacy

Tallinn, Estonia – January 2020

DR. WILLIAM G. BROZO’S PROFESSIONAL HIGHLIGHTS• Chair of the PISA/PIRLS Task Force of the International Literacy Association

• Member of the Learning Metrics Task Force of UNESCO-Brookings

• https://www.brookings.edu/product/learning-metrics-task-force/

• Literacy Consultant to major European Union and USAID literacy & education development projects:

• BACULIT http://www.eli-net.eu/good-practice/examples-of-good-practice/detail/project/baculit-basic-

curriculum-for-teachers-in-service-training-in-content-area-literature-in-secondary-schools

• ELINET https://elinet.pro/

• ISIT https://www.schooleducationgateway.eu/downloads/webinars/Webinar2019_Literacy-

CIDREE_yearbook%202015_BaCuLit_ISIT-article_Garbe_final-version.pdf

• SEA-Macedonia https://www.air.org/resource/equip1-secondary-education-activity-final-report

• Teacher, teacher educator, researcher, author, and consultant for four decades

• Newest books: Disciplinary and Content Literacy for Today’s Adolescents (6th ed) - Guilford

Engaging Boys in Active Literacy: Evidence and Practice (2019) – Cambridge University Press

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http://www.eli-net.eu/good-practice/examples-of-good-practice/detail/project/baculit-basic-curriculum-for-teachers-in-service-training-in-content-area-literature-in-secondary-schools

https://elinet.pro/

https://www.schooleducationgateway.eu/downloads/webinars/Webinar2019_Literacy-CIDREE_yearbook 2015_BaCuLit_ISIT-article_Garbe_final-version.pdf

https://www.air.org/resource/equip1-secondary-education-activity-final-report

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“GIVE THE PUPILS SOMETHING TO DO,

NOT SOMETHING TO LEARN; AND THE

DOING IS OF SUCH A NATURE AS TO

DEMAND THINKING; LEARNING

NATURALLY RESULTS.”

― JOHN DEWEY (1938)

EXPERIENCE AND EDUCATION

CHANGING SKILLS, CHANGING TIMES

• Each nation’s success over the next decades will ultimately depend on

economic growth

•With greater economic opportunity comes improved levels of well-being for

individuals and societies

• Abundant evidence points to a direct relationship between economic growth

and knowledge capital, or the skills of a country’s population (OECD, 2010)

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CHANGING SKILLS, CHANGING TIMES• To realize these benefits, all youth need to be able to demonstrate important cognitive skills and

competencies (Hanushek & Woessmann, 2015)

• When nations place emphasis on goals related to knowledge capital, their capacity to meet other

important economic and social goals is expanded, as well, such as ensuring equal sharing across

society in the benefits of enhanced economic outcomes (Lynch & Oakford, 2014; Schleicher, 2015)

• Otherwise, those left behind will continue to live with limited life and career options, as well as a

galaxy of constraints associated with poverty, unemployment, and under-employment (Berliner,

2009; Chetty et al., 2016; Glennie et al., 2012; Ladd, 2012)

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•Schooling that fails to do more than inculcate narrow units of information

and procedures is now regarded as inadequate for the complex and ever-

shifting demands of the modern workplace and world (Brozo, 2007)

•To prepare students adequately for changing work and living

environments, educators must develop students’ language tools to

improve problem solving, decision making, and interpersonal

competence (Learning Metrics Task Force, 2013).

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• The most important cognitive skill all youth need to become effective problem

solvers, flexible decision makers, and critical thinkers is skillful reading ability

(Brozo, 2017; Spiro et al., 1991)

• Skilled readers are far more likely than their unskilled peers to be successful in

their personal and family lives, in their communities, and in the workplace

(Stitcht, Hofstetter, & Hofstetter, 1999)

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READING LITERACY IN THE 21ST CENTURY

• To thrive in the 21st century, students must receive instruction that results in a

form of adaptive and distributed literacy ability to (LMTF, 2013):

• Cross knowledge domains to solve problems

• Innovate in response to changing, and unpredictable local and global

circumstances

• Communicate effectively as a member of a community of learners

•Marshal the power of technology to create new knowledge

• Expand human capacity and productivity

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“IF WE TEACH TODAY’S STUDENTS AS WE

TAUGHT YESTERDAY’S, WE ROB THEM OF

TOMORROW.”

― JOHN DEWEY (1938)

EXPERIENCE AND EDUCATION

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INDUSTRIAL AGE EDUCATION IN THE 21ST CENTURY

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A modern school building and

classrooms but the instructional

process resembles primitive

schools of the 19th century

Dominated by front of room

teaching; teacher and text as the

only sources of knowledge

Literacy as assimilation and

reproduction of the words and

ideas of others within disciplines

and domains

Round robin oral reading; recall

of statements and information

taken directly from the text

KNOWLEDGE-PERFORMANCE PYRAMID

does

shows

knows how

knows

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performs in real-life setting

applies knowledge

integrates knowledge within

theoretical contexts

knowledge

Direct observation

Simulation

Traditional classroom

assessments

Traditional

classroom

assessments

To develop adaptive and

distributed expertise, need

learning and assessment

contexts that move learners

from knowledge

acquisition to meaningful

use and authentic

performance.

Adapted from:

Binkley et al. (2010).

Defining 21st century

skills. Melbourne, AU:

University of Melbourne

CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS• MRS. BAKER STRESSES THE NEED FOR EFFECTIVE COMMUNICATION SKILLS IN HER

CULINARY ARTS CLASS

• SHE INCORPORATES INTO HER LESSONS REAL-WORLD READING AND WRITING

TASKS

• SHE REQUIRES STUDENTS TO USE THE NEWSPAPER FOR RESTAURANT REVIEWS

AND THE INTERNET FOR REPORTS FROM THE HEALTH DEPARTMENT ON SANITATION

RATINGS OF LOCAL EATERIES

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CREATING AN E-ZINE IN MRS. BAKER’S CULINARY ARTS CLASS

• DURING ACTIVITIES RELATED TO FOOD SANITATION AND SAFETY, STUDENTS READ

AND ANALYZE:

• OSHA (OCCUPATIONAL SAFETY & HAZARD ADMINISTRATION) PAMPHLETS

• LITERATURE ON PROCEDURES TO FOLLOW IN ORDER TO KEEP EQUIPMENT AND

WORK SURFACES PROPERLY SANITIZED AND IN GOOD CONDITION, AND TO

AVOID CROSS-CONTAMINATION OF FOODS

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KNOWS/KNOWS HOWMRS. BAKER’S STUDENTS’ KNOWLEDGE OF TEXTUAL CONTENT IS ASSESSED USING A GRID LIKE THE ONE BELOW. STUDENTS RECEIVE A BLANK GRID, AND THEN AS THEY READ, THEY FILL OUT THE GRID BASED ON INFORMATION FROM THE TEXT.

Source of

food-borne

illness

Infection intoxication aerobic anaerobic symptoms

begin

most likely

food

sources

prevention

Clostridium

perfringensX X X 4-22 hours Foods

served at

large

buffet-type

gatherings

Keep hot

foods hot;

refrigerate

uneaten

foods

promptly

Staphylo-

coccus

aureus

X X X 1-7 hours Moist meat

dishes,

starchy

foods

Refrigerate

uneaten

foods

promptly

Clostridium

botulinumX X 12-24 hours Improperly

processed

home

canned

foods

Boil home

canned

foods; do

not give

infants

honey

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•MRS. BAKER’S STUDENTS SUBMITTED SEVERAL OUTSTANDING

ORIGINAL RECIPES IN FULFILLMENT OF A CULMINATING ASSIGNMENT

ON COOKING MAIN COURSE DISHES

• SHE AND HER STUDENTS DECIDED THEY SHOULD PUT THEIR

COMMUNICATION SKILLS INTO ACTION AND MAKE THE RECIPES

AVAILABLE TO A WIDER AUDIENCE

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• SHE AND THE CLASS BRAINSTORMED POSSIBLE OUTLETS FOR

DISTRIBUTING THE RECIPES, SUCH AS A COOKBOOK OR WEB SITE

• HER STUDENTS BECOME REALLY ENTHUSED WHEN IT WAS

SUGGESTED THEY CREATE A CULINARY E-ZINE

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• THEIR SCHOOL HAD THE TECHNOLOGY INFRASTRUCTURE TO SUPPORT INTERNET PUBLISHING,

SUCH AS STATE-OF-THE-ART COMPUTER LABS, HIGH-SPEED WEB CONNECTIONS, AND PLENTY

OF INNOVATIVE SOFTWARE

• E-ZINES, OR ELECTRONIC MAGAZINES, HAVE BECOME A NEW AND BLOSSOMING MEDIUM FOR

STUDENT WRITING ON THE INTERNET

• THERE ARE HUNDREDS OF THESE CYBER-CREATIONS AVAILABLE ON THE WEB, COVERING

EVERY IMAGINABLE AREA OF INTEREST, WITH A GROWING NUMBER DESIGNED, COMPOSED,

AND MAINTAINED BY YOUNG ADULTS

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•MRS. BAKER ASSIGNED STUDENTS INTO TEAMS TO

TAKE ON THE DIFFERENT ASPECTS OF THE PROJECT

•ONE TEAM FOCUSED ON THE CONTENT; ANOTHER, THE

TECHNOLOGY INVOLVED; AND A THIRD,

PROMOTIONAL AND ADVERTISING CONCERNS

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• THE CONTENT GROUP WORKED ON TASKS NOT UNLIKE THOSE INVOLVED IN PUBLISHING A

SCHOOL NEWSPAPER

• THEY ORGANIZED AND EDITED THE RECIPES FOR UNIFORMITY, WRITE A SHORT PIECE

INTRODUCING THE CLASS AND THE E-ZINE, AND PLAN COLUMNS FOR FUTURE INSTALLMENTS,

SUCH AS FOOD REVIEWS, HEALTHY EATING TIPS, AND INFORMATION ABOUT CAREERS IN THE

FOOD SERVICES INDUSTRY

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•THE TECHNOLOGY TEAM HELPED MRS. BAKER CREATE AND

DESIGN THE E-ZINE

•USING ADOBE PAGEMAKER, THEY FORMATTED THE RECIPES

AND EXPERIMENTED WITH VARIOUS ON-SCREEN PALETTES

FOR LOGOS AND COLORS TO MAKE THE PRESENTATION

VISUALLY APPEALING

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•THE ADVERTISING GROUP GENERATED A TITLE

FOR THE E-ZINE AND FORMULATED A PLAN TO

ENSURE POTENTIAL READERS WOULD BE

AWARE OF ITS EXISTENCE ON THE WEB

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• MRS. BAKER’S CULINARY ARTS CLASS WAS GIVEN SPECIAL ATTENTION BY THE PRINCIPAL DURING

MORNING ANNOUNCEMENTS ON THE DAY THE E-ZINE WAS LAUNCHED

• SHE AND HER STUDENTS WERE BROADCAST FROM THE SCHOOL’S TV STUDIO ON THE CLOSED-CIRCUIT

TELEVISION MONITORS IN EACH CLASSROOM

• THEY EXPLAINED THE HISTORY OF THE PROJECT, THEIR VARIOUS ASSIGNMENTS, AND THEN UNVEILED

THE SCHOOL’S NEWEST ELECTRONIC PUBLICATION: “TEEN EATS DOG: A GUIDE TO FOOD, HEALTHY

EATING, AND CAREERS IN CULINARY ARTS”

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•WITH THE LAUNCHING OF “TEEN EATS DOG,” MRS. BAKER’S CLASS HAD A NEW

AND RICHLY DESERVED SENSE OF PRIDE ABOUT THEIR LEARNING THAT COMES

FROM THE RESPONSIBILITY OF PRODUCING AN E-ZINE

• FURTHERMORE, THE PROJECT IMPROVED STUDENTS’ SKILLS IN RESEARCH,

WRITING, SPELLING, AND CRITICAL THINKING.

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SHOWS/DOES

To assess students’ work on the e-zine project, Mrs. Baker used an observation checklist that

made it possible for her to document the level of participation of the groups, the process of

creating and editing content, and the technical production aspects.

1. Connect as a group. Shared email addresses with each other and create a group folder

where all e-zine's documents go, and include teacher on the sharing list.

To a great extent……………………………………………………….No evidence

2. Assign a moderator. Create first Google document called Magazine Brainstorming.

Include all brainstormed ideas from each member.


3. Look at student and professional e-zines that are related to culinary arts for most

interesting and inspiring content and format.


4. Generate list of coverage ideas and assign topics based on member interest.

KNOWLEDGE-PERFORMANCE PYRAMIDCULINARY ARTS

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Creates e-zine;

Applies technology and

knowledge of content

Demonstrates

knowledge of

food-borne

illnesses on test

Writes original

recipes

FROM YOUNG ADULT NOVEL TO POLITICAL ACTION

•HERMALINDA’S SPECIAL READING GROUP OF ALL BOYS READ THE YOUNG

ADULT NOVEL MONSTER (MYERS, 2001)

•MULTICULTURAL URBAN AMERICAN SECONDARY SCHOOL

•USED THE NOVEL TO EXPLORE WHY YOUTH TURN TO DELINQUENCY

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• HERMALINDA STRUCTURED A WEBQUEST TO GUIDE THE BOYS TO ONLINE SITES,

REPORTS, AND ARTICLES ON THE TOPIC

• STUDENTS GATHERED CURRENT FACTS, TRENDS, ANALYSIS OF CAUSES, AND

SUCCESSFUL PREVENTION AND TREATMENT PROGRAMS

• THEY DISCOVERED YOUTH CRIME IN THE U.S. HAS ACTUALLY BEEN ON THE DECLINE

SINCE THE MID-1990S, IN CONTRAST TO A WIDESPREAD PUBLIC PERCEPTION THAT IT

IS EVER INCREASING

• THEY ALSO FOUND STATISTICAL DOCUMENTATION THAT MALE YOUTH OF COLOR ARE

PROCESSED IN THE JUVENILE JUSTICE SYSTEM IN NUMBERS FAR OUT OF PROPORTION

RELATIVE TO THEIR WHITE MALE PEERS

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•HERMALINDA AND HER STUDENTS REALIZED THAT VIRTUALLY ALL THE

ISSUES OF JUVENILE CRIME AND JUSTICE WERE EMBODIED IN THE

EXPERIENCES OF THE MAIN CHARACTER AND NARRATOR, STEVE HARMON

•STEVE, A TEENAGER AND ASPIRING SCRIPT-WRITER WHO IS ACCUSED OF

COMPLICITY IN A MURDER, TELLS THE STORY OF HIS EXPERIENCE FROM

ARREST THROUGH TRIAL VERDICT IN THE FORM OF A FILM SCORE

•HEMALINDA’S STUDENTS WERE DRAWN IN FROM THE VERY FIRST PAGE

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•AT THE CONCLUSION OF MONSTER AND RELATED READINGS ON JUVENILE

CRIME, HERMALINDA’S MALE STUDENTS FELT SO STRONGLY ABOUT WHAT

THEY BELIEVED WAS THE UNFAIR TREATMENT OF MINORS IN THE CRIMINAL

JUSTICE SYSTEM THAT SHE URGED THEM TO EXPRESS THEIR FEELINGS IN

SOME WAY THAT MIGHT INFLUENCE LAWMAKERS

•THIS LED TO FURTHER RESEARCH, TAKING THEM ONLINE TO FIND

INFORMATION ON THEIR DISTRICT'S STATE REPRESENTATIVES’ POLICY

POSITIONS RELATED TO YOUTH CRIME

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•THEY LEARNED THAT BOTH REPRESENTATIVES HAD CO-SPONSORED A

YOUTH ADVOCACY TASK FORCE, THEY ALSO VOTED IN FAVOR OF TRYING

MINORS AS ADULTS AND ONE EVEN SUPPORTED LEGISLATION TO MAKE THE

DEATH PENALTY AN OPTION FOR MINORS FOUND GUILTY OF CAPITAL

MURDER

•HERMALINDA FORMED SEVERAL SMALL TEAMS OF WRITERS TO COMPOSE

AN EMAIL LETTER TO MAKE THEIR CASE AND SEND THIS TO THESE

LEGISLATORS

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•THE COMPOSITION PROCESS NECESSITATED DISCUSSION AND

WORK ON FORM, PUNCTUATION, AND GRAMMAR, AS WELL AS

FINDING STATISTICS AND QUOTES FROM THE VARIOUS ARTICLES

AND BOOKS THEY HAD ACCUMULATED DURING THEIR

EXPLORATION OF THE TOPIC

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KNOWLEDGE-PERFORMANCE PYRAMIDSPECIAL READING CLASS

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Writes persuasive letter to

state representatives

Uses online sources to

gather research on the

topic

Reads & gains

knowledge of

Juvinile crime

FINAL THOUGHTS

• In light of the complexity of 21st century literacy, it can never be

assumed that once students are taught to read in primary school they

are set for life (Brozo et al., 2013)

•Mastering foundational skills in the early grades may be an important

first step but not nearly enough for a lifetime of successful reading

literacy (Brozo, 2017)

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FINAL THOUGHTS

• Every new text and communication context requires a refined application

of literacy skills and abilities

• Literacy should lead learners to apply knowledge and skills in new

situations

• Youth should be taught to use literacy as the ultimate distributed and

adaptive cognitive skill

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FINAL THOUGHTS

• IN REFLECTING ON AND CRITICALLY EXAMINING CURRICULAR GOALS AND APPROACHES TO TEACHING

AND LEARNING BY ALL WHO ARE RESPONSIBLE FOR CRAFTING AND IMPLEMENTING EDUCATIONAL POLICY,

THE FOLLOWING QUESTIONS SHOULD BE EXPLORED:

• TO WHAT EXTENT DO LITERACY AND LEARNING EXPERIENCES WITHIN THE

CLASSROOM ENCOURAGE CRITICAL THINKING AND PROBLEM SOLVING BEYOND THE

CLASSROOM?

• TO WHAT EXTENT DO LITERACY AND LEARNING YIELD CLEAR INDICATIONS OF THE

ABILITY TO PUT KNOWLEDGE INTO ACTION?

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THANK YOU!

[email protected]

@WilliamGBrozo

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mailto:[email protected]

TURN AND TALK37BROZO-2020

DISCUSSION ACTIVITY

•REFLECT CRITICALLY ON YOUR OWN EDUCATIONAL POLICY

AGENDA, CURRICULAR GOALS, OR APPROACHES TO TEACHING AND

LEARNING AND WITH A NEIGHBOR DISCUSS YOUR RESPONSE TO

THE FOLLOWING QUESTION :

WHAT CAN BE DONE TO ENSURE THAT STUDENTS ARE TAUGHT TO

APPLY LITERACY KNOWLEDGE AND SKILLS IN AUTHENTIC OR

REAL-WORLD CONTEXTS?

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CONNECTING SCHOOL AND WORK WITH ICT TOOLSHEALTH SCIENCES

•A health careers course, students were required to read,

comprehend, and integrate ideas in various health-related texts

using cognitive strategies

•Students were also required to create an actual “product” using

ICT tools and make it available to employers as a demonstration of

their meaningful and creative contributions to the business

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CONNECTING SCHOOL AND WORK WITH ICT TOOLS

•Knowledge and the ability to integrate knowledge were assessed

using selected and constructed responses

•Application and performance of work-based project were assessed

with a performance rubric

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ASSESSING STUDENTS’ KNOWLEDGE AND KNOWLEDGE INTEGRATION

Example of short constructed response question for taking two-column notes

•Imagine that you will have a multiple-choice and short-answer test

on the article entitled “dangers of caffeine powder”.

•Organize the information and ideas in that article by taking notes

over it in the two-column format that would help you prepare for the

test.

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SAMPLE SPLIT PAGE NOTES FOR HEALTH SCIENCE FROM ARTICLE ABOUT CAFFEINE POWDER

What is caffeine powder?

How is it used?

Why is caffeine powder

dangerous?

Effects?

How is it regulated?

-caffeine in a powder form

-made from normal caffeine derivitives (e.g. coffee

beans, cacao)

-homemade caffeinated drinks and foods

-pre-workout shakes

-extremely concentrated

-2 spoonfuls = drinking 70 Red Bulls at one time

-normal dose 1/16th of teaspoon impossible to measure

-very small quantities extremely dangerous/lethal

-irregular heartbeat

-seizures

-cardiac arrest/death

-as a dietary supplement, does not require FDA approval

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STUDENT ICT PROJECT IN HEALTH CAREERS COURSE

•The project’s goal was to help students think critically about

their work settings and how to better inform and serve the

intended clientele or consumer

•Made doctor’s office waiting room more consumer-friendly for

growing number of Latino/a patients

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• Designed an interactive video program for Spanish-speaking clients

• It provided answers to basic questions about checking in, payments and

copayments, government and privately funded medical insurance, preventive

health, and more

• Extracted information on these topics from brochures and forms

• Employed Flashplayer and Intuiface technology with assistance from the teacher

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• Created a colorful, interactive computer screen in Spanish accompanied by video,

photos, and clip art

• Patients could read and view or, for those with reading or vision problems, listen to

directions and information by touching the screen

• Unveiled the program at a doctor’s office reception with client tryouts

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ASSESSING STUDENTS’ APPLICATION AND PERFORMANCE

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Criteria

4 3 2 1

Project Goals and Technology

Technology selected for the project are strongly aligned with one or more of the project goals

Technology selected for the project are aligned with one or more of the project goals

Technology selected for the project are partially aligned with one or more of the project goals

Technology selected for the project are not aligned with any project goals

Workplace Needs and Technology

Technology use optimally supports workplace needs

Technology use supports workplace needs

Technology use minimally supports workplace needs

Technology use does not supports workplace needs

Technology Tools Selected

Technology tools are exemplary given the project goals

Technology tools are appropriate given the project goals

Technology tools are minimally appropriate given the project goals

Technology tools are not appropriate given the project goals

Facility with Technology

Solved all technology related problems associated with the project

Solved most technology related problems associated with the project

Solved some of the technology related problems associated with the project

Was unable to resolve most technological obstacles relating to the project

KNOWLEDGE-PERFORMANCE PYRAMIDHEALTH SCIENCES

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Designs and puts into use an

interactive video in actual

workplace setting

Demonstrates ability to

take organized notes from

text

Reads & gains

knowledge of

Health & disease

APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT

• SERVICE-LEARNING PUTS STUDENTS DIRECTLY TO WORK ON COMMUNITY

PROBLEMS THAT ARE OFTEN IN NEED OF VOLUNTEERS AND REQUIRE

IMAGINATIVE SOLUTIONS

• IT HAS BEEN DEMONSTRATED THAT PARTICIPANTS IN SCHOOL-SPONSORED,

SERVICE-LEARNING ACTIVITIES ENJOY NUMEROUS ACADEMIC, PERSONAL, AND

SOCIAL BENEFITS

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• THESE BENEFITS INCLUDE INCREASED STUDENT ENGAGEMENT, OVERALL

SCHOLASTIC IMPROVEMENT, ATTAINMENT OF HIGHER-LEVEL THINKING SKILLS,

GREATER INTERPERSONAL COMPETENCE, AND EXPLORATION OF VARIOUS

CAREER PATHWAYS

• SERVICE LEARNING PRESENTS TEACHERS AND STUDENTS REAL-WORLD

APPLICATION OF JOB-SPECIFIC SKILLS WHILE INCREASING CIVIC PRIDE AND

ACADEMIC ACHIEVEMENT

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•MR. BILLUPS’ ENGINEERING STUDENTS WERE GIVEN TIME TO ASSIST

PROFESSIONAL DRAFTSMEN WITH ROOM DESIGN OF HABITAT FOR HUMANITY

HOMES AND HELP BUILD THEM

• TALKING ABOUT DESIGN CONCEPTS FOR SLEEPING, SERVICE, AND LIVING AREAS

AND LOOKING AT EXAMPLES OF ROOM FLOW IS ONE THING; APPLYING THESE

IDEAS TO ACTUAL HOME DESIGN IS QUITE ANOTHER

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• ALWAYS ON THE LOOKOUT FOR OPPORTUNITIES TO MOVE HIS LESSONS FROM THE

HYPOTHETICAL TO THE POSSIBLE, MR. BILLUPS WAS QUICK TO OFFER THE SERVICES OF HIS

CLASS AFTER RESPONDING TO AN ANNOUNCEMENT IN THE PAPER OF A HABITAT PROJECT

COMMENCING SOON AND SEEKING LOCAL VOLUNTEER LABOR

• EVERY STUDENT’S HAND SHOT INTO THE AIR WHEN HE ASKS IF THERE WAS ANY INTEREST IN

VOLUNTEERING

• MR. BILLUPS MADE ARRANGEMENTS FOR THE PROJECT ARCHITECT TO SPEAK TO HIS CLASS

ABOUT THE WORK TO BE DONE AND THE WAYS IN WHICH HIS STUDENTS MIGHT CONTRIBUTE

TO ROOM DESIGN

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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT• THE GUEST SPEAKER EXPLAINED THAT FIVE HOUSES WOULD BE BUILT IN

DIFFERENT LOCATIONS THROUGHOUT TOWN; EACH ONE WOULD FOLLOW A

COMMON GENERAL PLAN WHILE ALLOWING FOR SOME SMALL VARIABILITY

DEPENDING UPON THE LOT SIZE AND GRADING

• HE LEFT THE CLASS A COPY OF BLUEPRINTS, ASKING THEM TO LOOK FOR WAYS

TO IMPROVE ROOM FLOW IN ORDER TO MAXIMIZE LIVING AREAS IN THE SMALL

HOUSES

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APPLYING PRINCIPLES OF ROOM DESIGNIN A SERVICE-LEARNING PROJECT• MR. BILLUPS EXPANDED ON THIS CHALLENGE BY ALSO REQUESTING STUDENTS WORK

IN DESIGN GROUPS TO

• RESEARCH HABITAT FOR HUMANITY’S HISTORY AND MISSION

• MAKE STRUCTURAL DRAWINGS TO SCALE USING APPROPRIATE TERMS AND

SYMBOLS

• WRITE AND PRESENT A BRIEF POWERPOINT REPORT THAT IDENTIFIES THE

ARCHITECTURAL PROBLEM, A PLAN FOR SOLVING THE PROBLEM, AND BLUEPRINTS

FOR EXECUTING THE SOLUTION

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• IN THE FOLLOWING WEEKS, MR. BILLUPS’ STUDENTS WORKED ON THIS

ASSIGNMENT WHILE DONATING A FEW HOURS PER WEEK ASSISTING IN THE

CONSTRUCTION OF THE HOUSES

• USING A SCHOOL VAN HE DROVE STUDENTS TO AND FROM THE BUILDING

SITES TWO DAYS PER WEEK DURING THE 90-MINUTE CLASS PERIOD

•WITH A TREMENDOUS SENSE OF PRIDE, STUDENTS, IN THEIR HARDHATS,

JOINED THE OTHER VOLUNTEERS IN THE MYRIAD OF TASKS ASSIGNED BY THE

JOB FOREMAN

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•WHILE ON-SITE, THEY WERE ALSO ABLE TO SHARE THEIR

IDEAS WITH AND ASK QUESTIONS OF THE ARCHITECT, WHO

OFFERED HELPFUL RECOMMENDATIONS AND INSIGHTS

•THE ARCHITECT WAS INVITED BACK TO CLASS FOR THE

STUDENT POWERPOINT PRESENTATIONS, WHERE HE GAVE

ADDITIONAL HELPFUL CRITIQUES

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KNOWLEDGE-PERFORMANCE PYRAMIDENGINEERING

BROZO-2020 56

Reads and modifies

blueprints; uses blueprints

to build house

Makes drawings to scale; solves

architectural problems on

blueprints

Reads & gains

knowledge of

H4H


•AS THEY READ MONSTER TOGETHER, HERMALINDA AND HER READING GROUP

KEPT AN E-JOURNAL OF THEIR REACTIONS TO CRITICAL QUESTIONS THAT AROSE

DURING CONVERSATION AND DISCUSSION

•ANOTHER INTERESTING WRITING ACTIVITY HERMALINDA EMPLOYED WITH HER

STUDENTS WHILE READING MONSTER WAS TO HAVE THEM ASSUME THE

IDENTITIES OF DIFFERENT FIGURES IN THE COURTROOM AND COMPOSE

ARGUMENTS BASED ON THE SCENES OF THE TRIAL AND DETAILS OF THE CASE

FROM THOSE POINTS OF VIEW

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FINAL THOUGHTS

“In every case, it is the reader who reads the sense, it is the reader

who grants or recognizes in an object, place or event a certain

possible readability; it is the reader who must attribute meaning to a

system of signs, and then decipher it. We all read ourselves and the

world around us in order to glimpse what and where we are. We read

to understand, or to begin to understand. We cannot do but read.

Reading, almost as much as breathing, is our essential function.”

ALBERTO MANGUEL

A HISTORY OF READING

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THE NEW SKILLED WORKER• One critical 21st century skill is adaptive and distributed expertise (in contrast

to routine expertise).

• This means youth must possess:

• (a) a form of general intelligence to cross knowledge domains to solve

problems;

• (b) flexible, innovative competencies to help them meet varied, changing,

and unpredictable local and global circumstances; and

• (c) the ability to participate in a community of learners

BROZO-2020 59

READING LITERACY IN THE 21ST CENTURY

• The goal is to endow youth and adults with sophisticated reading literacy ability,

which is an essential element of a 21st century skills set

• In a world driven by information and knowledge, those with literacy skill

deficiencies will limit access to the full range of opportunities enjoyed by their

more literate peers

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KNOWLEDGE-PERFORMANCE PYRAMIDENGINEERING

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Reads and modifies

blueprints; uses blueprints

to build house

Makes drawings to scale;

solves architectural

problems on blueprints

Reads & gains

knowledge of

H4H

• GLENNIE, E., BONNEAU, K., VANDELLEN, M., & DODGE, K.A. (2012). ADDITION BY SUBTRACTION: THE

• RELATION BETWEEN DROPOUT RATES AND SCHOOL-LEVEL ACADEMIC ACHIEVEMENT. TEACHERS COLLEGE RECORD, 114(8), 1-26.

• HECKMAN, J. J., & KAUTZ, T. (2012). HARD EVIDENCE ON SOFT SKILLS. BONN, GERMANY: INSTITUTE FOR

• THE STUDY OF LABOR.

• HECKMAN, J. J., STIXRUD, J., & URZUA, S. (2006). THE EFFECTS OF COGNITIVE AND NONCOGNITIVE

• ABILITIES ON LABOR MARKET OUTCOMES AND SOCIAL BEHAVIOR. JOURNAL OF LABOR ECONOMICS, 24(3), 411-482.

• LADD, H. F. (2012). EDUCATION AND POVERTY: CONFRONTING THE EVIDENCE. JOURNAL OF POLICY

• ANALYSIS AND MANAGEMENT, 31(2), 203-227.

• LYNCH, R. G., & OAKFORD, P. (2014). THE ECONOMIC BENEFITS OF CLOSING EDUCATIONAL

• ACHIEVEMENT GAPS: PROMOTING GROWTH AND STRENGTHENING THE NATION BY IMPROVING THE EDUCATIONAL OUTCOMES OF CHILDREN OF COLOR. WASHINGTON, DC: CENTER FOR

AMERICAN PROGRESS. RETRIEVED FROM HTTPS://CDN.AMERICANPROGRESS.ORG/WPCONTENT/UPLOADS/2014/11/WINNINGECONOMYREPORT2.PDF

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Reading skilland economic and social well-being

• Since economic growth and social development are closely related to the skills of a

population, a central 21st Century learning outcome should be that all youth achieve

literacy skills needed for new work demands and lifelong learning (Resmovits, 2013)

• Achieving learning outcomes that leaven literacy skills would lead to remarkable

overall economic gains while providing for broad participation in the benefits of a

country’s economic and social development (Hanushek & Woessmann, 2015)

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Reading skilland economic and social well-being• In my own country, the United States, it’s tempting to think that one of the largest economies in

the world and certainly one of the richest would have little trouble meeting these learning

outcomes

• Yet, evidence shows otherwise: a significant percentage of 15-year-olds in the United States do

not successfully complete even the basic level 1 PISA tasks.

• If the United States were to ensure that all students meet the goal of acquiring even basic

reading literacy skills (at least level 2 on PISA scale), the economic gains could reach over USD

27 trillion in additional income for the American economy over the working life of these students

(Hanuschek & Woessman, 2012).

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THE NEW SKILLED WORKER

• Youth will need to develop effective cognitive, emotional, and inter-personal

skills such as

• intellectual entrepreneurism, which will allow them to be proactive in

creating a viable niche in the global labor markets (Brozo, 2014)

•multiple literacy competencies to navigate and help shape the

“mediasphere” (Brozo, 2016)

• perseverance and social engagement (Heckman, Stixrud, & Urzua, 2006;

Heckman & Kautz, 2012)

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INDUSTRIAL AGE EDUCATION IN THE 21ST CENTURY

• A modern school building and classrooms but the instructional process

resembles primitive schools of the 19th century

• Dominated by front of room teaching; teacher and text as the only sources of

knowledge

• Literacy tasks involve rote memorization of words and sentences, oracy or reading

aloud with intonation and perfection, and recall of statements and information

taken directly from the text

• Literacy as assimilation and reproduction of the words and ideas of others within

disciplines and domains

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th baltic sea conference on literacy tallinn, estonia … reading conference...shifting demands of...

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