theoretical foundations of literacy and learning

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Theoretical Foundations of Literacy and Learning

Session 3EDUC 622

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Benedictine Univerisity 2

Session 3 ObjectivesIn Session 3, you will:Review Session 2 ContentParticipate in a Literacy Warm Up ActivityAnalyze achievement gap statisticsDiscuss the role of federal programs and national reports in

literacy environmentsExamine Ten Evidence-Based Best Practices for Comprehensive

Literacy InstructionAnalyze and discuss recent research concerning contemporary

ideas about literacy and learning and its connection to best practice instruction

Participate in Group A’s Best Practice Briefcase Workshop…by discussing the slides and completing all activities and

assessments presented in Session 3 PPT.

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LET’S GET STARTED!

ROUND TABLE REFLECTIONLITERACY WARM-UPKNOWLEDGE NOW!BEST PRACTICE BRIEFCASE

(GROUP A)

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SESSION 2 REVIEW

EARLY ROOTSBEHAVIORISM

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ROUND TABLE REFLECTION

DEBRIEF ON-LINE SESSION 2

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SHORT ANSWER SESSION 2

Rousseau advocated that educators should follow children’s leads regarding what and when they wanted to learn

He argued that learning would be impeded if children were forced to learn about information that they were not interested in learning

Examine your teaching style and your curriculum:What are two relevant examples of how you allow the

students in your classroom to “unfold?”


ClassroomSession 3THREADED DISCUSSION #1

Slide 48 Review1. How have early roots theories influenced your teaching

methods or curriculum?2. What classroom examples can you share that deals with

the mental discipline theory, associationism, unfoldment theory or structuralism impacted your instruction In your opinion, are these methods still relevant and would

they fit into best practice instruction? Why or why not? What are the possible drawbacks of using “dated” methods?


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THREADED DISCUSSION #2Slide 73 Review

Review Charts 1 – 4 1. What specific aspects of these charts

mirror your own philosophy about instruction?

2. What aspects conflict with your beliefs or personal experience concerning methods of direct instruction?

3. Describe your role in your literacy environmentCite specific examples from the charts

regarding direct instruction and explain how you will utilize these ideas in your classroom Benedictine University 8


LITERACYWARM-UP

The following article are referenced for the activity:• Peterson, S. M. (July 2006). Theories of Learning and Teaching: What Do They

Mean for Educators. Atlanta, GA: National Education Association.

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PICTURE NOTESSmall Group Activity:Form Small Groups of 2-3Each group will receive a large sheet of

paper and a set of markersSkim the article and determine the important

ideas from your article reading assignment: Peterson, S. M. (July 2006). Theories of Learning and Teaching: What Do They Mean for Educators.

Atlanta, GA: National Education Association.(NEA Brief)

Create a way to represent your ideas on paper through words, pictures, and diagramsThe thought processes involved in discussing content and

deciding how to organize them on the paper are primary. The quality of your artwork is secondary

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PICTURE NOTES DEBRIEFShare your masterpieces!How did putting your thoughts into drawings and

representations make you feel?Would you rather draw, write, or speak about your

thoughts after reading a text? Explain whyThink of a lesson plan or unit where “Picture

Notes” would be a great literacy warm-up activity and share it with your small group!

How can you use this after-reading activity in your own classroom?


KNOWLEDGE NOW!Federal programs and national reportsComprehensive literacy instruction

All content cited and directly quoted from Best Practices in Literacy Instruction unless otherwise noted :Gambrell, L. B., & Morrow, L. M. (2011). Best Practices in Literacy Instruction, Fourth Edition. New York, N.Y.: The Guilford Press.


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CHAPTER 1

EDUC 622Gambrell, L. B., & Morrow, L. M. (2011). Best Practices in Literacy Instruction, Fourth

Edition. New York, N.Y.: The Guilford Press.All material in the following section is directly quoted from Best Practices in Literacy Instruction

unless otherwise noted

ClassroomSession 3Perspectives on

Best PracticesStudents must be literate in

order to succeed in school and in the workplace!

However, evidence across the past four decades indicates that the achievement has not been equal for all children in American schools


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There is considerable evidence of a growing gap in reading achievement between:

(1) Minority and nonminority students(2) Students from poorer and richer families(3) Students who are English language learners

(ELLs) and native English speakers (4) Students identified for special education services

and those in regular education


Perspectives on Best Practices


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ACHIEVEMENT GAP STATISTICS

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Achievement Gap Statistics

Consider the following statistics that further substantiate the achievement gap…


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Unequal OpportunitiesADVANTAGE

By age 2, children who are read to regularly by an adult have greater language comprehension, larger vocabularies, and higher cognitive skills than children read to less often

(Raikes et al., 2006)

DISADVANTAGEIn middle-income neighborhoods the ratio of books per child is 13 to 1, while in low-income neighborhoods the ratio is 1 age-appropriate book for every 300 children

(Dickinson &Neuman, 2006)

Benedictine University

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POVERTYIn the United States, approximately 13 million

children live in povertyPoverty places children at higher risk for a

number of problems, including those associated with brain development and social and emotional development

Benedictine University 19(Web Source: Every Child Matters, 2008, www.everychildmatters.org/homelandinsecutity/geomatters.pdf)

http://www.everychildmatters.org/homeland

http://www.everychildmatters.org/homeland

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DROPOUTS


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Interesting Conclusion

The Progress in International Reading Literacy Study (PISA) concluded:Finding ways to engage students in reading may be one of the most effective ways to leverage social change

According to the PISA report, being an enthusiastic and frequent reader was more of an advantage than having well-educated parents in good jobs

(Programme for International Student Assessment;PISA,2006;nces.ed.gov/surveys/pirls/pirls2006.asp,

retrieved August 7, 2010)



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FEDERAL AND NATIONAL REPORTS

EDUC 622

ClassroomSession 3 Federal Programs and National Reports

During the past decade (2000-2010), literacy instruction has continued to be a hot topic in education, in the media, and with politicians at every level of government

Federal programs and national reports from the previous decade, such as No Child Left Behind (NCLB, 2002) and the National Reading Panel (NRP) Report (NICHHD, 2000), continue to influence both assessment and instruction in our schools



As we move into the next decade, it is clear that the following initiatives will influence literacy research, policy, and practice:

Response to Intervention (RTI) (NASDSE, 2010)Race to the Top (U.S. Department of

Education, 2010)Common Core State Standards for English

Language Arts (Common Core State Standards Initiative, 2010)


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WAIT...AND RELATELARGE GROUP DISCUSSIONHow have federal programs and national reports

influenced you as an educator currently and in the past?

What Federal or National Educational program has had the largest impact on your daily instruction?

Do you believe that the federal mandates, programs, and reports will allow us to truly help students to become more literate?

Why or why not?Benedictine University


To learn more about these programs, please refer to additional information in Session 3 Resource Folder



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COMPREHENSIVE LITERACY INSTRUCTION

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The goal of comprehensive literacy instruction is to ensure that all students achieve their full literacy potential

This instruction should prepare our students to enter adulthood with the skills they will need to participate fully in a democratic society that is part of a global economy

Students need to be able to read and write with purpose, competence, ease, and joy

Comprehensive literacy instruction:Emphasizes the personal, intellectual, and social nature of literacy

learningSupports the notion that students learn new meanings in response

to new experiences rather than simply learning what others have created

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Thus, comprehensive literacy instruction is in keeping with constructivist learning theory and social learning perspectives that emphasize the development of students’ cognitive abilities, such as critical thinking and decision making

Students need and deserve comprehensive literacy instruction that is well informed and based on a broad model of the reading process

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Is a balanced approach that involves appropriate emphasis on meaning making and skill instruction

Incorporates evidence-based best practices to suit the needs of all students in whole-group, small-group, and individualized instruction

Builds on the knowledge that students bring to school Acknowledges reciprocity among reading processes

(e.g., decoding, vocabulary, comprehension, motivation) and between reading and writing

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THE BENEFITS OF COMPREHENSIVE LITERACY INSTRUCTION

Recognizes that comprehension is the ultimate goal of literacy instruction

Emphasizes meaning construction through open and collaborative literacy tasks and activities that require critical thinking

Offers opportunities for students to apply literacy strategies in the context of meaningful tasks for real-world purposes

Provides for differentiated assessment and instruction in accordance with the diverse strengths and needs of students (e.g., struggling readers, ELLs)


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TEACHERS AS VISIONARY

DECISION MAKERS

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TEACHERS AS VISIONARY DECISION MAKERS

Research on effective teachers reveals the following common themes:Effective Teachers…

Are supported by commitment Are much like coaches Incorporate higher-level responses Provide access to engage students with print, and

encourage life-long learners

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Researchers who have recently observed and recorded the types of instruction occurring in high-achieving learning environments found that:Beyond a carefully orchestrated integration of skills

and strategies, content, and literature…Successful classrooms are led by teachers who

motivate and support individual students in ways that cannot be prescribed by any one program, method, or practice

(Pressley, 2007; Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; Wharton-McDonald, Pressley, & Hampston, 1998)

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Teachers are the crucial factor in the classroomStudy after study points to teacher expertise as the

critical variable in effective reading instructionTeacher who are knowledgeable and adept at

integrating and adjusting various methods, practices, and strategies are more likely to:Better meet the needs of a particular set of students

with a differentiated set of needsLead students to higher levels of

literacy achievement and engagement

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Effective teachers: Work within and across grades to coordinate the

curriculum in ways that will enhance student growth and development

Are supported within a context of strong school and faculty commitment to improving student achievement

Are provided ongoing professional development in order for teachers to become aware of research-based practices and share evidence from their classrooms

(Frey, Fisher, & Allen, 2009; Taylor, Pearson, Peterson, & Rodriguez, 2003)

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Effective 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

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

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Effective teachers incorporate higher-level responses to:Text, both oral and written, and Emphasize cognitive engagement during literacy activities

Effective Teachers are clear in tying:Strategy instruction to authentic literacy activities Meaning centered learning to whole groups, small groups,

and individual student learning

(Purcell-Gates, Duke, & Martineau, 2007; Taylor et al., 2003)

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Effective teachers:Provide access to a variety of books andThe time to engage with print in authentic

ways… encouraging students to be lifelong learners

(Baumann & Duffy, 1997; Cunningham, Cunningham, & Allington, 2002; Gambrell, 1996, 2009; Hiebert & Martin, 2009; Neuman & Celano, 2001; Reutzel & Smith, 2004; Routman, 2003)

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IT’S ALL ABOUT VISIONDuffy (2003, 2005) describes the teachers’ ultimate goal

as that of:Inspiring students to be readers and writersTo engage students in “genuinely literate activities” where

they are doing something important with literacyThis engagement should reflect the teachers’

instructional vision…The reason they are passionate about

teaching reading and writing

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IT’S ALL ABOUT VISIONWhile vision is not a word you expect to see in a

discussion of evidence-based practices, the teacher’s vision of literacy achievement is a crucial factor in ensuring that the goal of improving literacy instruction for all students is met

Ensuring that “…children have the opportunity to acquire the level of literacy that allows them full participation in our democratic society depends on a corps of teachers who possess extraordinary minds and hearts” (Calfee, 2005, p. 67)

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WAIT...AND RELATELARGE GROUP DISCUSSIONWhat is your vision as an educator?What aspects of classroom instruction do you

pride yourself on including?How do you show your students both your

mind and heart?Tip: Remember the answers to this question

as you create a formal Vision Statement as part of the Practicum due Session 10!

Benedictine University


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10 EVIDENCE-BASED BEST PRACTICES FOR


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LEARNING AND TEACHING(Critical Shifts in Education

Over the Past 20 Years)

All content cited from the following source in the next section of slides: Peterson, S. M. (July 2006). Theories of Learning and Teaching: What Do They Mean for Educators. Atlanta, GA: National Education Association.(NEA Brief)

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CRITICAL SHIFTS IN EDUCATION

Over the past 20 years, the United States has been engaged in a national school reform movement focused on enabling all children to achieve high standards

Ideas drawn from recent research on learning and teaching have been influential in guiding many of these reform initiatives

Several critical shifts have occurred as we move towards best practice in education


ClassroomSession 3 THE MOST

CRITICAL SHIFTPerhaps the most critical shift in learning theory during

the past 20 years has been a move away from:The idea of learning as passive absorption of information

• This view of learning expects teachers to do most of the talking, and students have been directed to listen

And To The idea of learning as the active engagement

of meaning• This view of learning invites students to participate in hands-on

learning through inquiry and reflection


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LEARNING IS ACTIVE!Most recent theories of learning view it as an

active, constructive processIndividuals attempt to make sense of incoming

information by:

This enables them to transform incoming information into usable knowledge


ClassroomSession 3 TAP INTO PRIOR

KNOWLEDGEStudents bring their own ideas or preconceptions

to the learning processSometimes, students’ naïve theories resonate with

academic knowledge and teachers can build on themAt other times, students start with misconceptions

and, unless teachers are aware of and know how to address these common misconceptions, students will not gain an understanding of academic knowledge


ClassroomSession 3 ALWAYS CONNECT TO

PRIOR KNOWLEDGE!New knowledge always builds on

prior knowledge!Therefore, if academic content is to make sense to

students, teachers must connect it with students’ background knowledge


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WHAT CAN WE DO TO ENGAGE IN THE SOCIAL ASPECT?

Recent research calls our attention to the importance of social interactions in influencing classroom learning, such as:Conversations, discussions, joint work and debate

Such interactions provide opportunities for:Students to learn through observing the performance of othersReceiving feedback about their own performanceHearing alternative points of view, and engaging in the

exchange of ideas


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2 MINDS ARE BETTER THAN 1!A Positive Outcome of Social Interaction:The thinking that occurs when students work

together is not solely the product of one mindRather, it comes from different minds in interaction

with one anotherThis enables students to hear ideas and make

connections that they might not be able to make on their own

In a social setting, students can assist each other and develop jointly constructed ideas


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COOPERATIVE LEARNINGAs educators have become increasingly aware of

how social interactions influence learning, some have begun to argue for inclusion of a wider array of teaching strategies in American classrooms

These include opportunities for students to:Participate in classroom discussions Work together in small-group settings to solve complex problemsParticipate in cooperative learning activities


ClassroomSession 3 LEARNER DIFFERENCES

ARE RESOURCES!Modern learning theories offer new perspectives about

differences among learnersOne of the self-evident truths of schooling is that learners

come with different experiences, capacities, understandings, and backgrounds

Although U.S. teachers have always had to deal with such differences, they now interact with increasingly diverse student populations

Contemporary learning theories emphasize that all students, regardless of their social and cultural backgrounds, come to school with active, inquiring minds


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How Can We Use Difference?

We can use these differences in thinking as resources for enhancing classroom learning!


ClassroomSession 3Let’s Use Japan As

An Example!Recent students of mathematics instruction

in Japanese classrooms provide a case in pointIn these classrooms, all students are asked to solve

challenging problemsAs they work toward a solution, their teachers

encourage them to share their ideas and approaches with their classmates

Japanese teachers find that such sharing enhances student learning by providing a range of ideas and strategies for students to consider and discuss


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LARGE GROUP DISCUSSIONHow do you promote differences within your

classroom as an opportunity for discovery and knowledge acquisition?

Does your classroom function more as an individual environment or an environment of social collaboration? Explain why.

What opportunities do you or could you provide for social interaction in your classroom?


ClassroomSession 3 THE FOURTH AND

FINAL SHIFTA fourth and final shift in learning theory involves

assumptions about the nature of the knowledge students should be expected to acquire in school to function effectively as thinkers and problem solvers

New research suggests that to attain competence in an academic discipline, students must: Possess a deep foundation of knowledgeUnderstand facts and ideas in the context of a

conceptual framework or schemaLearn how to organize their knowledge in ways that

facilitate retrieval and application


ClassroomSession 3 How Does This Impact My

Teaching Style?Teachers cannot afford to focus solely on

teaching the facts and procedures of a disciplineThey must help their students to:

Understand central ideas and concepts and Develop competency in using the learning

processes of inquiry and argument


ClassroomSession 3 Implications for

Teaching and TeachersAssumptions about learning have significant and

immediate implications for teachers and teachingThere is a widespread (but inaccurate) belief that the

work of teaching is simple and straightforward…


ClassroomSession 3 Implications for

Teaching and TeachersNow, with far more challenging goals for students,

teaching must be viewed as complex, intellectual workThoughtful teachers are intellectualsTo be an effective teacher, one must find ways of

building bridges between one’s subject matter and one’s students


ClassroomSession 3 How to Be An

Effective TeacherAs teachers plan instruction, they must carefully

weigh their options about:Decisions on which methods will be most effective The content that best meets their instructional goals andThe needs of students for a given unit of instruction

The emphasis on the intellectual aspects of teaching is not intended to override the moral aspects of teaching:The mind cannot be divorced from the heart

The combination of the intellectual and moral aspects of teaching only adds complexity


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LARGE GROUP DISCUSSIONAfter learning this information, do any of you take issue

with the way this information is being presented? Do you feel like you have already been

orchestrating your classroom in this manner for many years?

Is this really new information or just a different way of approaching what we already know about our students?

What can you do to become more effective in your classroom after learning about the four critical shifts in education?


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TEACHER EVALUATIONAs fundamental assumptions about the work of

teaching have changed, so has teacher evaluationReflecting the view that teaching is complex work,

the evaluation process no longer is limited to observation of teachers in the act of teaching

Teachers are now also expected to be able to:Articulate their learning goals clearlyExplain why they taught as they didJustify their choices

• This is intended to hold teachers more accountable for their actions


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STUDENT INTERACTIONIf classrooms are ‘communities of learners’, it is important to

provide real opportunities for students to:Interact with one another and the teacher about the

content being taughtThrough such interactions, students can play an important role

in providing questions, ideas, and explanations that stimulate thinking and understanding on the part of the other students in the classroom

In this sense, teaching can be viewed as shared workWork that is jointly conducted by the teacher and the

studentsBenedictine University 65

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LARGE GROUP DISCUSSIONDo you have difficulty “relinquishing the

control” within your classroom to your students?

What factors (student age, subject matter, etc.) contribute to this fear?

What steps can you take to ease the transition to an interactive, “shared work” and collaborative classroom?


ClassroomSession 3 HOW DO WE STUDY

OUR PRACTICE?New approaches have evolved in recent years

for helping teachers study their practice:Japanese schools use an approach called “lesson study”

whereby groups of teachers collaboratively plan, teach, criticize, and revise their lessons

Another approach that is used in U.S. schools is “action research”, whereby practitioners conduct and report on their attempts to inquire into their own practice and that of their colleagues

Having just completed EDUC 631, what concepts of action research can you implement in your teaching?


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CONCLUSIONSAll teachers operate according to theories about

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

Construct and reconstruct their theories continually Determine through systematic, careful inquiry whether their

theories result in the kind of best teaching practices that enables their students to meet higher expectations for learning and achievement



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BEST PRACTICE BRIEFCASE

PRESENTATIONGROUP A

EDUC 622


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Literacy From Pre-K to High School

ClassroomSession 3 Group A:

PresentationDescribe the best practices you identified

based on your readingsWhat is the rationale for the best practice?How can the best practice be

used to improve learning?Questions?


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BEST PRACTICE DEBRIEFWhat questions remain (after the Group A

presentation) 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


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GROUP WORK TIMEGROUPS B, C and D should meet for

15-20 minutes to prepare for Session 5, 7 and 9 ‘Best Practice Briefcase Workshops’


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EDUC 622

Assignments DueSession 4

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ClassroomSession 3

EDUC 622Assignments Due

Week 2Session 3 (In-Person)Session 4 (On-Line)


ClassroomSession 3 Session 3

Reading AssignmentsWhole Class Read: Lenses on Reading

Chapter 4- (Pages 47-74)Constructivism (1920s-Present)Chapter 5- (Pages 76-98)

Theories of Literacy Development (1930s-Present)Read: Best Practices in Literacy Instruction

(Group B Best Practice Briefcase)Chapter 4- (96-114) Struggling ReadersChapter 5-(117-134) ELLsChapter 7-(177-195) Motivating ReadersChapter 17-(412-432) Differentiating Instruction


ClassroomSession 3 Session 3

AssignmentsGroup A-Best Practice Briefcases

Workshop On-Line ReportDUE: Session 4

Group B-Best Practice Briefcase Workshop and Materials Oral PresentationDUE: Session 5


ClassroomSession 3 Session 3 Assignment

Group B Members Best Practices – Chapters 4,5,7, & 17READING ASSIGNMENTS

Group Member #1 CH. 4 ( 96-114)Best Practices with Struggling Readers

Group Member #2 CH. 5 (117-134 )Best Practices in Literacy Instruction for ELLs

Group Member #3 CH. 7 (177-195)Best Practices in Motivating Students to Read

Group Member #4CH. 17 (412-420)Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs

Group Member #5CH. 17 (421-432)Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs

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Best Practice Briefcase Workshop Assignment Group B will provide the class with Classroom Application Scenario Resource

and Overview Handouts based on the chapters below during a 25 – 30 minute presentation & workshop in Session 5

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SESSION 3 AND 4 OBJECTIVES

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Session 3 ObjectivesIn Session 3, you have:Reviewed Session 2 ContentParticipated in a Literacy Warm Up ActivityAnalyzed achievement gap statisticsDiscussed the role of federal programs and national reports in

literacy environmentsExamined Ten Evidence-Based Best Practices for Comprehensive

Literacy InstructionAnalyzed and discussed recent research concerning contemporary

ideas about literacy and learning and its connection to best practice instruction

Participated in Group A’s Best Practice Briefcase Workshop…by discussing the slides and completing all activities and

assessments presented in Session 3 PPT.Benedictine Univerisity

ClassroomSession 3


Session 4 ObjectivesIn Session 4, you will: Review Session 3 content Examine the theories and models within Constructivism Examine a “Reading Wars” Article and relate it to a literacy

classroom Determine and discuss the relevance of Metacognition and its

application in a literacy classroom Examine important aspects of the theories and models within

Theories of Literacy Development Determine and discuss how social collaboration applies in a literacy

classroom…by discussing the slides and completing all activities and

assessments presented in Session 4 PPT.

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Theoretical Foundations of Literacy and Learning

Session 3

theoretical foundations of literacy and learning

Documents

review session

objectivesin session

teaching methods

theories of learning

literacy environmentsexamine

classroom examples

short answer session

methods of direct instruction