By Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick
An authoritative consultant for making improvements to educating, studying, and literacy in content material sector classrooms
This booklet introduces lecturers to the Disciplinary Literacy tutorial framework built by way of the Institute for studying, collage of Pittsburgh. Grounded within the ideas of studying constructed via acclaimed educator Lauren Resnick, the framework is designed to arrange scholars, grades 6 and up, to grasp the rigorous educational content material studying required for school luck. not like 'generic' educating versions, the framework is in particular adapted for every of the content material disciplines. hugely functional, the booklet indicates lecturers the best way to combine literacy improvement and pondering practices into their regimen content material guide, with separate chapters dedicated to math, technology, background, and English/language arts. The booklet additionally indicates how college educational leaders can help academics in studying and utilizing this educational approach.
- Offers an cutting edge method for bettering literacy, considering, and content material studying in secondary students
- Includes designated tutorial tips plus quite a few lecture room examples of classes, dialogs, and educating routines
- Features chapters on all of the content material areas-math, technology, language arts, and social sciences
- Provides management advice in enforcing the method
- Foreword written by way of across the world acclaimed educator and cognitive scientist Lauren Resnick
Read or Download Content Matters: A Disciplinary Literacy Approach to Improving Student Learning PDF
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Additional resources for Content Matters: A Disciplinary Literacy Approach to Improving Student Learning
When students learn language and grammar in these ways, their language repertoire expands. They are not replacing their informal language with more academic or formal language but gaining access to more forms of language. 舠In order to help students master the dialects valued in mainstream academic, civic, and economic institutions in the United States, literacy educators need to develop an approach to grammar instruction that recognizes language variation, connections between language form and meaning, and students舗 existing knowledge about language舡 (Godley, Carpenter, & Werner, 2007, p.
As a vision, it always involves positioning learners to solve problems by using the habits of thinking specific to the disciplines. Practically this means that teachers and students engage in discipline-specific inquiries that focus on big ideas and the reading, writing, and talking that generate and communicate their thinking. We understand few people are prepared to do this. So as both a vision and a practice, it often means moving instruction from what currently goes on to what might go on. 1 paints that movement in broad strokes.
The evidence points to improved knowledge and implementation of effective instructional practice with overall higher expectations by teachers and increased use of rigorous tasks and sets of sequenced lessons that assist students in moving from basic understanding to more complex, higher-order thinking. Teachers report higher student engagement in learning through talk, revision of work, and persistence through difficult problems and texts. In the three external evaluations of DL conducted in two large urban school districts, evaluators cite similar findings (David & Greene, 2007; Talbert & David, 2007; Talbert, David, & Lin, 2008).