trends in instruction. reading and language arts seven basic approaches to teaching reading
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Reading and Language Reading and Language ArtsArts
Seven basic approaches to Seven basic approaches to teaching readingteaching reading
Basal reader approachesBasal reader approaches
Comprehensive and Comprehensive and systematicsystematic
Good sequencingGood sequencing Is flexibleIs flexible Well-established Well-established
vocabularyvocabulary Has diagnostic toolsHas diagnostic tools Well-rounded Well-rounded
approachapproach
StereotypedStereotyped Limits students to Limits students to
one bookone book Geared to middle Geared to middle
class whitesclass whites Little time for Little time for
creativitycreativity Heavily visualHeavily visual Little transfer to Little transfer to
functional readingfunctional reading
Language experienceLanguage experience
Integration of all Integration of all language artslanguage arts
Utilizes students’ Utilizes students’ own languageown language
Encourages sharingEncourages sharing Develops Develops
confidenceconfidence Develops self-Develops self-
expressionexpression
Limited materialsLimited materials No sequencing No sequencing
built inbuilt in No concrete No concrete
evaluation evaluation processprocess
Limits word attack Limits word attack skillsskills
Individualized readingIndividualized reading
Enables child to select Enables child to select appropriate booksappropriate books
Progresses at own Progresses at own raterate
Relationship with Relationship with teacher enhanced teacher enhanced through conferencesthrough conferences
Diminishes Diminishes competitioncompetition
FlexibleFlexible
Allows for Allows for insufficient skill insufficient skill developmentdevelopment
Requires vast Requires vast amounts of materialsamounts of materials
May allow children to May allow children to limit own selectionlimit own selection
No advance No advance organizersorganizers
Linguistic approachLinguistic approach
Words are Words are phonetically familiarphonetically familiar
Presents words as Presents words as wholeswholes
shows letters as a shows letters as a function by function by arrangement in the arrangement in the wordswords
Develops sentence Develops sentence order earlyorder early
There are many There are many linguistic linguistic approachesapproaches
Lacks extensive Lacks extensive field testingfield testing
Has too controlled Has too controlled vocabulary (Dr. vocabulary (Dr. Suess books)Suess books)
PhonicsPhonics
Develops efficiency Develops efficiency in word recognitionin word recognition
Helps develop Helps develop independence in independence in word recognitionword recognition
Immediate Immediate success/positive success/positive reinforcementreinforcement
Letter-sound Letter-sound associationassociation
Tends to isolate Tends to isolate speech in an speech in an unnatural mannerunnatural manner
Too much Too much repetition; boringrepetition; boring
Phonics can Phonics can become reading become reading instead of being a instead of being a subset of readingsubset of reading
International Teaching International Teaching AlphabetAlphabet
Is simplerIs simpler Gives opportunity Gives opportunity
for free expressionfor free expression Quick success, Quick success,
develops develops enthusiasmenthusiasm
Encourages Encourages learning of words learning of words more rapidlymore rapidly
Lacks clarification Lacks clarification regarding regarding techniques and techniques and materialsmaterials
Transition from Transition from International International Teaching Alphabet Teaching Alphabet difficultdifficult
ITA is only at schoolITA is only at school Validity unknownValidity unknown
Programmed InstructionProgrammed Instruction
Allows child to Allows child to proceed at own paceproceed at own pace
Reinforces after each Reinforces after each stepstep
Records student Records student progressprogress
Self-instructionalSelf-instructional Helps teacher to Helps teacher to
understand understand sequencingsequencing
Does not consider Does not consider attention span of attention span of studentstudent
Becomes repetitiousBecomes repetitious Bypasses Bypasses
comprehensioncomprehension Little room for child Little room for child
to develop his own to develop his own interestsinterests
ExpensiveExpensive
Mathematics, moving from Mathematics, moving from . . . . . .
A narrow computationally driven A narrow computationally driven curriculumcurriculum
Acquisition of pieces of knowledge as an Acquisition of pieces of knowledge as an end in itselfend in itself
A narrow role for problem solving with A narrow role for problem solving with primary emphasis on word problemsprimary emphasis on word problems
Preoccupation with paper-pencil Preoccupation with paper-pencil computationcomputation
Students as passive participants Students as passive participants
Mathematics, moving toMathematics, moving to
A broad curriculum that includes A broad curriculum that includes experiences with several branches of experiences with several branches of mathematicsmathematics
Embedding knowledge in a conceptual Embedding knowledge in a conceptual frameworkframework
Multiple methods of computation, Multiple methods of computation, including calculators for “messy” including calculators for “messy” problemsproblems
Students as active participantsStudents as active participants
Mathematics GoalsMathematics Goals
Mathematical Ideals: the concepts of Mathematical Ideals: the concepts of number, operation, relations, set number, operation, relations, set function, and prooffunction, and proof
Problem solving: ability to associate a Problem solving: ability to associate a physical event with the appropriate physical event with the appropriate mathematical statement, use mathematical statement, use computations to solve the statement, computations to solve the statement, and then apply the resolution to the and then apply the resolution to the originating physical eventoriginating physical event
Mathematics goals (2)Mathematics goals (2)
Computation techniques: the skills to Computation techniques: the skills to compute effectively and efficiently the compute effectively and efficiently the sums, differences, products, and quotients sums, differences, products, and quotients of whole and fractional numbersof whole and fractional numbers
Language: the meanings and experiences Language: the meanings and experiences to use the communication system of to use the communication system of mathematics to explore, invent, and mathematics to explore, invent, and discover (“think mathematics”)discover (“think mathematics”)
Social Studies EducationSocial Studies Education
Developing an awareness of Developing an awareness of the social world around usthe social world around us
The social studies fieldsThe social studies fields
HistoryHistory PhilosophyPhilosophy SociologySociology Political sciencePolitical science GeographyGeography EconomicsEconomics AnthropologyAnthropology Social psychologySocial psychology
If social studies is If social studies is uninteresting, it may be uninteresting, it may be thatthat
There are no opportunities for wise There are no opportunities for wise acting, experiencing, and inquiringacting, experiencing, and inquiring
Objects and materials of the Objects and materials of the environment are inappropriate for the environment are inappropriate for the developmental levels of the studentsdevelopmental levels of the students
the range of cognitive and affective the range of cognitive and affective behaviors is being thwartedbehaviors is being thwarted
If social studies is If social studies is boring . . . boring . . .
Teaching and learning are Teaching and learning are considered as the same actsconsidered as the same acts
Information, conclusions, and Information, conclusions, and values are being imposedvalues are being imposed
Try these things . . . Try these things . . .
Do some synthesis Do some synthesis activities--building, activities--building, doing, changing, doing, changing, amending.amending.
Check the media Check the media resources--what resources--what else is there to help else is there to help history come alive?history come alive?
Get students Get students involvedinvolved
A Physically educated A Physically educated person person
Has physical skillsHas physical skills Participates Participates
regularly in physical regularly in physical activityactivity
Is Physically fitIs Physically fit knows benefits from knows benefits from
physical activitiesphysical activities values physical values physical
activity and its activity and its contributions contributions
Two faces of sex Two faces of sex educationeducation
““Home face” says Home face” says that sex ed. Should that sex ed. Should be taught at homebe taught at home
Abstinence before Abstinence before marriage + marriage + monogamy monogamy afterwards =the afterwards =the only safe sexonly safe sex
Values and anatomy Values and anatomy should be taughtshould be taught
Statistics say “home Statistics say “home face” is failingface” is failing
Abstinence is first Abstinence is first choice; condoms, 2ndchoice; condoms, 2nd
Less than 25% of Less than 25% of children have children have significant visits with significant visits with parents about sexparents about sex
Avoiding disaster is Avoiding disaster is the motive for sex ed.the motive for sex ed.
Science EducationScience Education
Consists of (1) attitudes, (2) Consists of (1) attitudes, (2) processes or methods, and (3) processes or methods, and (3) productsproducts
Current science education Current science education emphasizes attitudes and emphasizes attitudes and processes instead of just productsprocesses instead of just products
Scientific attitudesScientific attitudes
CuriosityCuriosity HumilityHumility SkepticismSkepticism Open-mindednessOpen-mindedness Avoidance of Avoidance of
dogmatism or dogmatism or gullabilitygullability
Positive approach Positive approach to failureto failure
ObjectivityObjectivity
Scientific processesScientific processes
ObservingObserving Classifying Classifying MeasuringMeasuring Hypothesizing or Hypothesizing or
predictingpredicting DescribingDescribing Inferring or making Inferring or making
conclusions from conclusions from datadata
Asking insightful Asking insightful questions about questions about naturenature
Formulating problemsFormulating problems Designing Designing
investigations investigations Carrying out exper.Carrying out exper. Constructing from Constructing from
data, principles, laws, data, principles, laws, & theories& theories
Scientific productsScientific products
ConceptsConcepts Principles and Principles and
generalizationsgeneralizations TheoriesTheories
Art EducationArt Education
No longer for the No longer for the eliteelite
Artist is a more Artist is a more careful observer, not careful observer, not just a “gifted hand.”just a “gifted hand.”
May include water May include water color, charcoal, color, charcoal, drawing, oils, drawing, oils, sculpture, computer sculpture, computer graphicsgraphics
Music educationMusic education
Includes singing, Includes singing, pre-orchestral pre-orchestral instruments, band instruments, band instruments, instruments, orchestra, orchestra, synthesizer.synthesizer.
Not just for the Not just for the eliteelite
Enrichment for lifeEnrichment for life
Vocational educationVocational education
No longer just for No longer just for “second track” “second track” studentsstudents
Every person needs Every person needs technical skillstechnical skills
Some skills are Some skills are needed for use at needed for use at home regardless of home regardless of one’s professionone’s profession
Directions for all curriculaDirections for all curricula
ConstructivisticConstructivistic ““Hands-on”Hands-on” Students as active learnersStudents as active learners MEANINGFUL LEARNING--teach MEANINGFUL LEARNING--teach
nothing without teaching meaningnothing without teaching meaning Connections to other parts of the Connections to other parts of the
curriculumcurriculum