Download Content Matters: A Disciplinary Literacy Approach to by Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. PDF

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 publication introduces lecturers to the Disciplinary Literacy educational framework constructed by means of the Institute for studying, college of Pittsburgh. Grounded within the ideas of studying built through 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 faculty luck. not like 'generic' instructing types, the framework is particularly adapted for every of the content material disciplines. hugely sensible, the booklet indicates lecturers how one can combine literacy improvement and considering practices into their regimen content material guideline, with separate chapters dedicated to math, technology, heritage, and English/language arts. The ebook additionally exhibits how college educational leaders can aid academics in studying and utilizing this tutorial approach.

  • Offers an cutting edge process for making improvements to literacy, pondering, and content material studying in secondary students
  • Includes designated tutorial tips plus a variety of lecture room examples of classes, dialogs, and instructing routines
  • Features chapters on all of the content material areas-math, technological know-how, language arts, and social sciences
  • Provides management tips in imposing the method
  • Foreword written by means of the world over acclaimed educator and cognitive scientist Lauren Resnick

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Extra resources for Content Matters: A Disciplinary Literacy Approach to Improving Student Learning

Example text

But it is a principle that is difficult to apply alone. It calls for change in virtually every aspect of how teaching and learning occurs舒from the official curriculum of a district or school, to how teachers work together to design and enact powerful teaching, to the kinds of disciplinary-specific thinking that is evidenced in well-structured student discussions. This book provides an in-depth look at a framework for making these changes. The disciplinary literacy framework, developed over eight years in collaboration with multiple, diverse urban school districts, provides the means for schools and school systems to give students at every level of entering capacity a coherent and intellectually challenging program of discipline-specific learning in the core subject matters.

These conversations require full participation and mind-engaged learners to co-construct and expand knowledge domains. And the learners need their teachers, other students, and the larger community inside and outside school to know them and believe in their abilities to participate fully in intellectual conversations. Part of thinking about issues of personalization means that we move away from binary ways of thinking that define academic literacy and out-of-school literacy as polar opposites instead of as repertoires of language to draw from and use.

Challenging the adequacy of those taxonomies as tools for guiding students from low-level memorization to higher-order thinking, this view of learning holds that 舠the student舗s task is to connect specific knowledge with specific action舡 in order to develop mature, conceptual understandings (Leinhardt, 1992, p. 21). As students advance to middle and high school, the content demands and the sources of information舒whether observations of natural phenomena or significant events, solutions to mathematical problems, or reading and writing more difficult texts舒become more complex.

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