Andrew Rohan's Week 3 Analysis

After reading the articles, to me disciplinary-based learning is the idea of the teacher specifically curtailing their teaching methods and coursework for the subject in which they are teaching. Hillman supports my answer by stating that disciplinary literacy has been described as “advanced literacy instruction embedded within content-area classes such as math, science, and social studies. (397) Today we are teaching an environment that needs a reanalysis and a new approach to teaching content literacy. In any subject, it should be standardized that whatever work the students are engaging in should be meaningful and insightful. The common thread across these studies is that students were engaged in reading meaningful texts for meaningful purposes in knowledge-building contexts. Cervetti 582. Even at times when the works themselves are meaningful and the teacher is specifically drawing attention to the importance of literacy in the class, there still seems to be the issue that students truly aren’t capable of being able to read and digest the important information from work. Biancarosa explains that no matter how successful early instruction in reading is, it cannot fully prepare students for the literacy demands that evolve after 3rd grade. Supporting adolescent literacy requires simultaneous attention to the needs of students who have not mastered basic reading skills and to the common need of all students to master ever-more-challenging texts in ever-changing con-texts for increasingly divergent goals 26. The students that we are teaching are not equipped with the skills needed to be able to interpret and utilize these texts because their skills in literacy are not quite there. Even with all the technology and software we have available to us, we as teachers are still struggling to be able to find the correct approaches and practices that aid these students instead of finding a work around. A lot of the differentiation strategies and aid we give to certain students is just a band-aid to the problem at hand. I know in the sciences, we have switch to new standards that are focusing on investigation and discovery, which as Hillman says, part of the teacher’s responsibility is to direct students’ attention to the procedures they use, so that students do not focus on right answers without understanding the process and underlying concepts (403), is important, but also impossible if they can’t understand the basic information. To be able to discover something at a higher level of rigor, it is very rare to be able to jump through the levels of blooms taxonomy for students without a little bit of prompting. The problem is that the students need to be able to understand the information presented to them, read it, and digest it so that it can be used. This is were being a critic comes in. I believe thinking like critic in this field is looking at the information available and selecting which option has the greatest amount of content that is explained to the reader.  In my classroom, I use textbooks. I use them because they provide essential content, they can be used to establish routines with my students, and there are specific literary tools that I can use to make the information apparent to them. I use online resources, which Lynch describes as a large contributor to content understanding and engagement, to allow my student to check themselves for understanding. I have them read chapters and the program will highlight specific points that are important as well as asking questions to students until they can correctly get them correct. This forces the student to read and re-read with aids to make the content familiar to them.

Group A

Here is the online home for you sub group this semester.
Sub-Group of ED 656 - Fall 2018

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