Week 3 Reading Analysis

Literacy seems to always be a very hot topic in the educational world. My school’s instructional focus for this year is the following: By engaging with literacy-based strategies across content areas, students will experience a productive struggle to develop into independent learners who are able to: 1) extend each other’s thinking, 2) craft questions that deepen learning, and 3) generate work products that evidence high levels of student thinking. My school, as seen, is hoping to propel student success in the classroom my implementing literacy based strategies throughout the school.

 

Disciplinary-based literacy “offers cognitive strategies for any subject area, such as questioning, visualizing, and summarizing” (Hillman, p. 397). Rather than approaching a text from a general standpoint that is used universally throughout subjects, a student will approach a text in a way that is specific to the subject they are currently in. For example, they will not read a DBQ in social studies in the same way that they read a scientific article. I believe disciplinary-based literacy is an important strategy to implement in any classroom as it opens up and expands the skill sets of students. With this strategy, students will be better prepared to approach a variety of texts rather than just novels, poems, etc. Disciplinary-based literacy is an important strategy especially in an age where educators are being pushed to provide their students with more complex texts (Biancarosa, p. 23). In her article, Biancarosa stresses that adolescents need to be pushed to limits both inside and outside the classroom, especially when it comes to literacy. The texts they read need to be elevated and the strategies for reading these texts need to be improved upon. As stated before, I believe this is a great time for disciplinary-based literacy to emerge in the world of education. Students should not be taught to read just one type of text as many types of texts exist outside of the classroom.

 

According to Gina Cervetti and P. David Pearson, thinking like a scientist means to apply scientific techniques to different aspects of education. For example, if a student is to “think like a scientist” when reading a text, they will not merely look over a text once and be done with it. The student will go about reading the text in a scientific way, which may include analyzing the text, annotating the text for key details, further questioning the text and more. Cervetti and Pearson also mention that “science concepts are often challenging, and reading in the interest of understanding them demands persistence, attention, and the application of strategies” (Cervetti and Pearson, p. 582) implying that students are truly using cognitive thinking skills when deciphering scientific texts. According to this article, thinking like a scientist translates to thinking smart and unraveling problems in the classroom in a similar fashion as scientists unravel questions in a laboratory. By following similar steps in the classroom as a scientist would in real life, students are faced with more thought provoking and realistic challenges that require a special skill set. With all that said I believing thinking like an historian, mathematician, or literary critic is similar to thinking like a scientist. Thinking like each poses challenges and obstacles that students should face in the classroom to enable skills sets that will propel their knowledge as well as achievement in the classroom. Students should always be thinking like an historian, scientist, mathematician, literary critic, and more because it enables them reach higher order thinking that they otherwise would not reach.

Group A

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

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