trends in instruction. reading and language arts seven basic approaches to teaching reading

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Trends in Instruction Trends in Instruction

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Trends in InstructionTrends in Instruction

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

Health and Physical Health and Physical EducationEducation

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