theoretical foundations of literacy and learning

Session 9Classroom

THEORETICAL FOUNDATIONS OF LITERACY

AND LEARNING

SESSION 9

Session 9Classroom

Benedictine University 2

Session 9 ObjectivesIn Session 9, you will:Participate in a literacy warm-up post-test that reflects the

theories and models and methods of best practice highlighted throughout EDUC 622

Share articles that reflect the implementation of best practice with struggling readers, ELLs, early and content-area literacy learners

Present an Interview Review to examine how theory and best practice are illustrated in the practical classroom

Participate in Group D’s Best Practice Briefcase Workshop…..by discussing the slides and completing all activities and assessments presented in Session 9 PPT.

Session 9Classroom


LET’S GET STARTED!LITERACY WARM-UP

ROUND TABLE REFLECTION

KNOWLEDGE NOW!

BEST PRACTICE BRIEFCASE (GROUP D)


Session 9Classroom

Session 8 Review

EDUC 622

Session 9Classroom

ROUND TABLE REFLECTION

DEBRIEF ON-LINE SESSION 6

Session 9Classroom


THREADED DISCUSSION #1DEBRIEF

After you read about the Interactive-Compensatory Model and the creation of the “flexible reader”, what strategies did you discuss with your classmates about struggling readers?1. What strategies did you provide to assist with word recognition?2. Based on the fact that, if students do not have strong prior

knowledge, they often struggle with context:• What remedies and/or strategies did you provide for this issue

in your classroom?

Session 9Classroom


Based on the information in Session 8 on the Matthew Effects in Reading and its Academic Consequences:What examples did you discuss with your classmates about:1. Situations in the classroom you have seen where students

have exhibited the cycle?2. Specific strategies can you employ in your classroom to assist

students that are victims of this cycle?

THREADED DISCUSSION #2DEBRIEF


LITERACYWARM-UP

Session 9Classroom


POST-TEST TIME!Please get ready to illustrate all of the knowledge

you have received from EDUC 622:Theoretical Foundations of Literacy and Learning

We will do the post-test as a class to see how far we have come from Session 1 until now!

Please review each slide and raise your hand to answer and provide a rationale for your answer tothe question or statement!

Ready…Set…GO!


Session 9Classroom

POST-TEST

LITERACY WARM-UP


Session 9Classroom

TRUE OR FALSE

STUDENTS SHOULD ALWAYS LEAD

CLASSROOM DISCUSSIONS

QUESTION #1

Session 9Classroom


FALSEIt is stated in #8 of 10 Evidence-Based Best Practices for

Comprehensive Literacy Instruction (Session 3) that we should: “Balance teacher and student led discussions of text”

Discussions do not just “happen”- they occur because teachers plan for them and explicitly teach the skills required

In peer-led discussion, students gain from peers’ insights and initial interpretations, while allowing students to share their background knowledge

Following an effective peer-run discussion, students leave with new understandings as well as new tools for understanding


Session 9Classroom

WHAT THEORY EMPHASIZES EXERCISING

THE MIND LIKE IT IS A MUSCLE?

QUESTION #2

Session 9Classroom


WHAT THEORY?

MENTAL DISCIPLINE THEORY“Learning is a matter of strengthening, or disciplining, the faculties of the mind, which

combine to produce intelligent behavior”(SESSION 2)


Session 9Classroom

According to _________ theory, people organize everything they

know into _________, or knowledge structures

QUESTION #3

?

?


WHAT THEORY?According to SCHEMA theory, people

organize everything they know into SCHEMAS,

or knowledge structures(SESSION 4)

In general, this constructivist theory strives to explain how knowledge is created and used by learners

Important characteristics of Schema Theory are that everyone’s schemas are individualized and the more elaborate an individual’s schema for any topic is, the more easily he or she will be able to learn new information in that topic area


Session 9Classroom

TRUE OR FALSESTUDENTS FROM PROFESSIONAL HOMES ARE EXPOSED TO MORE

VOCABULARY TERMS THAN THOSE IN WORKING

CLASS HOMES

QUESTION #4

Session 9Classroom


TRUEIt is estimated that within a year’s time period, children

from professional homes are exposed to 11.2 million words, children from working-class homes are exposed to 6.5 million words, and children from welfare homes are exposed to 3.2 million words (Session 6) (Hart and Risley, (1995, 1999)

Since vocabulary knowledge is essential for reading success, this discrepancy places preschool children from at-risk communities at a grave disadvantage and necessitates prolonged, multifaceted interventions


Session 9Classroom

One of the best ways to monitor children’s reading skills and development is to include ____ _____ instruction as part of a classroom literacy program

QUESTION #5

? ?

Session 9Classroom


GUIDED READINGGUIDED READING is one of the best ways to

monitor children’s reading skills and development as part of a classroom literacy program (Session 6)

Three characteristics that identify a reading activity as guided reading are:1. It takes place it a small group2. All of the students in the group must be of

similar reading ability3. Students are provided with reading materials

that are on their correct reading level


Session 9Classroom

Vygotsky (1978) believed thought and knowledge emerge from oral language that is embedded in ________ ___________

QUESTION #6

? ?

Session 9Classroom


SOCIAL INTERACTIONVygotsky (1978) believed thought and knowledge

emerge from oral language that is embedded in social interaction

This co-construction of meaning leads to learningThus, when writing is a social act, it is often

stronger because of interactions as students talk and create new meanings together


Session 9Classroom

___________ ____________ refers to a child’s

understanding that words are comprised of individual

sounds

QUESTION #7

? ?

Session 9Classroom


PHONEMIC AWARENESSPhonemic Awareness refers to a child’s

understanding that words are comprised of individual sounds (Session 8)

Children who acquire this ability are able to hear rhyming words and can segment individual sounds out of words and blend them together again

Phonemic awareness is developed over time and through practice (Juel, 1991)

Phonemic awareness skills can be strengthened by listening to rhyming books and nursery rhymes, and playing rhyming games


Session 9Classroom

TRUE OR FALSEEXPERT TEACHERS ARE

MUCH LIKE COACHES, THEY TELL STUDENTS HOW TO

BECOME BETTER READERS AND WRITERS

QUESTION #8

Session 9Classroom


FALSEEffective teachers are much like coaches. Instead of telling students what they must do to become better readers and writers, they use discussion and inquiry to guide students in constructing meaning from text (Session 3)

(Allington &Johnston, 2002; Malloy &Gambrell, 2010; Taylor, Pearson, Clark, &Walpole, 2000)


Session 9Classroom

According to best practice benchmarks for learning,

we are moving from ________ absorption of

information to ___________ construction of meaning

QUESTION #9

?

?

Session 9Classroom


PASSIVE TO ACTIVEAccording to benchmarks for learning and teaching,

we are moving from PASSIVE absorption of information to ACTIVE construction of meaning

(Session 3)Earlier theories of learning viewed learning as a

passive process, and much of school learning has been based on this premise

Teachers have been expected to do most of the talking, and students have been directed to listen

More recent theories of learning view learning as an active, constructive process


Session 9Classroom

TRUE OR FALSEGOOD TEACHING REQUIRES TEACHERS TO CONSTRUCT AND RECONSTRUCT THEIR THEORIES CONTINUALLY

QUESTION #10

Session 9Classroom


TRUEAll teachers operate according to theories about

learning and teaching, some tacit and others explicitGood teaching requires teachers to construct and

reconstruct their theories continually and to determine through systematic, careful inquiry whether their theories result in the kind of best teaching practices that will enable all of their students to meet high expectations for learning and achievement

Session 9Classroom


POST TEST DEBRIEFWhat is one prominent idea of theories and

best practice that you will definitely be using in your literacy environment?

What is one area of theory or best practice that still leaves you skeptical?

How have your views on best practice changed as a result of this course?


KNOWLEDGE NOW!

Articles in ActionInterview Review


Session 9Classroom

ARTICLES IN

ACTIONARTICLE SHARE

Session 9Classroom


ARTICLE SHAREIT’S SHOWTIME….YOU’RE ON!!Please share your theory and best

practice article with your classmates in a brief 3-4 minute classroom discussion

Please use this article as tool for an interactive class discussion!

SHOWTIME

Session 9Classroom


ARTICLE SHAREFirst, provide us with a brief summary of the

premise of the articleNext, select one method or point that really

caused you to think differently about education as a result of reading the article

Finally, share with us how the subject relates to our class material

Session 9Classroom


ARTICLE DEBRIEFWhat major points about theory and best

practice in action have you taken away from this article share?

Discuss how educational articles have a place in educational theory, research, and change in the U.S. classroom


Session 9Classroom

INTERVIEWREVIEW

INTERVIEW SHARE

Session 9Classroom


INTERVIEW REVIEWNext Stop…. INTERVIEW REVIEW!Please get out your interview reflections and be

ready to share your thoughts with the classOn the next slide, you will see statements that we

will use for our all-class “Interview Review”

Session 9Classroom


INTERVIEW REVIEW Based on your interview experiences,

decide whether the following statements are TRUE or FALSE: Most members of the educational environment are

aware of best practice strategies and strive to change their teaching in accordance to current best practice strategies

Most members of the educational environment understand the theories behind their educational practice and implement activities accordingly

Benedictine Univerisity 40

BEST PRACTICE BRIEFCASEWORKSHOP

GROUP D


Session 9Classroom

CHAPTER 15:Effective Use of Technology in Literacy InstructionCHAPTER 16: New Literacies in Literacy InstructionCHAPTER 19: Best Practices in Professional Development for Improving Literacy Instruction in Schools

SPECIAL ISSUES IN LITERACY

Session 9Classroom

Session 9Classroom


BEST PRACTICE DEBRIEF

What questions do you still after this workshop about applying this material to your current or future literacy environment?

Name one piece of information from this presentation that you will utilize in your current classroom

Name one piece of information that you are still digesting and perhaps leaves you a bit uncomfortable

Session 9Classroom

EDUC 622

Assignments DueSession 10 43

Benedictine U

niverisity

Session 9Classroom


EDUC 622Assignments Due

Week 5Session 9 (Classroom)Session 10 (On-Line)

Session 9Classroom

Session 9 Reading Assignments

Read: Lenses on ReadingChapter 10- (Pages 183-198) Putting It All

Together

45Benedictine University

Session 9Classroom


ASSIGNMENTS-SESSION 9PRACTICUM PARTS 1 and 3: DUE SESSION 10Vision Statement [50 pts]Theory and Best Practice Reflection [200 pts.]BEST PRACTICE BRIEFCASE ELECTRONIC

PORTFOLIO [100 pts]: DUE SESSION 10GROUP D’s On-Line Templates:

DUE SESSION 10


BEST PRACTICE BRIEFCASE PORTFOLIO

PUTTING IT ALL TOGETHER

Session 9Classroom


Best Practice Briefcase Portfolio

Upon completion of EDUC 622, students will place all of the following completed workshop templates into one electronic document entitled the Best Practice Briefcase Portfolio [100 pts]:

Best Practice- Workshop Overview Templates*Best Practice- Workshop Lesson Plan Templates*

*You must include a copy of each group’s overview and lesson plan

templates in the portfolio*

Session 9Classroom

49

GRADE DETERMINATIONASSESSMENT ITEMS SCORE

Assignment 1 Attendance and Active Participation during Classroom-based and On-Line Sessions

300 Points

Assignment 2 Article Review [50 pts] 100 PointsAssignment 3 Best Practice Briefcase Workshop: [400 pts]

Part 1: Group Workshop PresentationPart 2: Group Overview Template Completion Part 3: Lesson Plan Template CompletionPart 4: Best Practice Briefcase Portfolio [Session 10]

100Points100 Points100 Points100 Points

Assignment 4 Practicum Activity: [20 Clock Hours][350 pts]Part 1: Vision StatementPart 2: Educator InterviewPart 3: Theory to Practice Reflection Paper

50 Points100 Points200 Points

TOTAL POINTS 1150 Points

Benedictine University


Session 9Classroom

SESSION 9 and 10 OBJECTIVES

EDUC 622

Session 9Classroom


Session 9 ObjectivesIn Session 9, you have:Participated in a literacy warm-up post-test that reflects the

theories and models and methods of best practice highlighted throughout EDUC 622

Shared articles that reflect the implementation of best practice with struggling readers, ELLs, early and content-area literacy learners

Presented an Interview Review to examine how theory and best practice are illustrated in the practical classroom

Participated in Group D’s Best Practice Briefcase Workshop…by discussing the slides and completing activities and assessments presented in Session 9 PPT.

Session 9Classroom


Session 10 ObjectivesIn Session 10, you will: Review Session 9 content Review the theories and models presented in Sessions 1-9 Discuss the acquisition of new schema concerning

theoretical foundations of literacy and learning Discuss positive theories that affect learning and literacy in

a practical classroom Discuss three best practice instructional techniques that

can and should be applied in a practical classroom…by reading the slides and completing all activities and

assessments presented in Session 10 PPT

Session 9Classroom

THEORETICAL FOUNDATIONS OF LITERACY

AND LEARNING

SESSION 9

theoretical foundations of literacy and learning

Documents

objectivesin session

methods of best practice

false students

best practices

classroom discussionsquestion

classroom falseit

literacy warmup posttest

classroomthreaded discussion