Literacy

Besides this being a great way to satisfy the requirement given by the state on literacy, this course proved valuable for me, a science teacher, because I was encouraged to look at how the brain learns to be literate. As teachers, we commonly know who can read and write well and who struggles. But do we ever look at why?

Are there ways to improve reading and writing fluency even as a science teacher? After taking this course I would say yes! One method we learned about that applies to literacy learning is the Constructivist Learning Design, a way of thinking and planning that infuses purpose, topic, and assessment in student learning. This model describes learning as happening in episodes that are undefined by time. Episodes are not one form of instruction, but the whole package of the experience for the child.

Ah ha's from literacy research done within this course:

● Informational text is jammed with information and students make meaning by developing their own brain's way of organizing it using organizers.

● Many resources are available as “graphic organizers” for students to fill in as they read to focus on the purpose of the article. These organizer give ideas to students on how to arrange information, a skill needed over their whole life.

● It is important that students not only get the purpose of the article, but how that relates to the questions they are trying to answer in the investigation project we are completing.

● Allowing students authentic expression of the text is important for students to make meaning.

● The Constructivist Learning Design (CLD) is not one teaching or lesson, but an episode describes the many different parts incorporated into an experience the child has. Episodes do not contain one dominant form of instruction.

• Novelty, such as the physical feeling of the room, the smells, organization of teacher area, sets the tone for the class, week, and year. Students care about novelty and it can have an effect on the students ability to take in and recall information.

Strategies that I now use because of MWBLI:

• Students need to be taught how to organize information gained from other sources. When my students gain information from sources in projects and experiments organizing information is first taught, then modeled, observed, and finally used for class uses. Graphic organizers are a great choice for students to re-organize information for meaning making. A valuable tool for high level thinking.

Where did this information come from?