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Student-Centered LiteracyTuesday, December 7, 2010
Presented by:
Carolyn Wiezorek
Jennifer Huinker
Who are we?
Inservice Objectives:
• Participants will further their
understanding of constructivist/student-
centered teaching and learning.
• Participants will gain a clearer
understanding of how to set up a student-
centered literacy environment.
• Participants will understand the
connections between the Daily 5 practices
and research.
Why don‟t you just find this
information yourselves?
Constructivist Learning Theory
• Constructivism is a theory describing how
learning happens.
• Learners construct knowledge out of their
experiences.
• Constructivism acknowledges the
uniqueness and complexity of the learner
John Dewey
1859 – 1952 • Education and learning are social
and interactive processes.
• Education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one‟s full potential and the ability to use those skills for the greater good.
• Students thrive in an environment where they are allowed to experience and interact with the curriculum
• All students should have the opportunity to take part in their own learning
Maria Montessori
(1870 – 1952)• “Scientific observation has
established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.”
• The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference.
Jean Piaget 1896 – 1980
• Piaget's works inspired
the transformation of
European and
American education,
including both theory
and practice, leading to
a more „child-centered‟
approach.
• Children developed
best in a classroom with
interaction.
Lev Vygotsky1896 – 1934
• “Zone of proximal
development" (ZPD) is
Vygotsky‟s term for the range
of tasks that a child can
complete independently and
those completed with the
guidance and assistance of
adults or more-skilled children.
• Scaffolding is a concept
closely related to the idea of
ZPD. Scaffolding is changing
the level of support.
Jerome Bruner
(1915 - present)
• In his research on the
development of children (1966),
Bruner proposed three modes
of representation: enactive
representation (action-based),
iconic representation (image-
based), and symbolic
representation (language-
based)
The Learner-Centered Psychological Principles
(LCPs)
• COGNITIVE AND METACOGNITIVE FACTORS
• MOTIVATIONAL AND AFFECTIVE FACTORS
• DEVELOPMENTAL AND SOCIAL FACTORS
• INDIVIDUAL DIFFERENCES FACTORS
Source: APA Work Group of the Board of Educational Affairs (1997, November)
COGNITIVE AND
METACOGNITIVE FACTORS
• Principle 1: Nature of the Learning process
• Principle 2: Goals of the learning process
• Principle 3: Construction of knowledge
• Principle 4: Strategic thinking
• Principle 5: Thinking about thinking
• Principle 6: Context of learning
***Share with neighbor how this relates to your
classroom and how it relates to what you know
about the Daily 5.
MOTIVATIONAL AND
AFFECTIVE FACTORS
• Principle 7: Motivational and emotional influences on learning
• Principle 8: Intrinsic motivation to learn
• Principle 9: Effects of motivation on effort
***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
DEVELOPMENTAL AND SOCIAL
FACTORS
• Principle 10: Developmental influence on
learning
• Principle 11: Social influences on learning
***Share with neighbor how this relates to
your classroom and how it relates to what
you know about the Daily 5.
INDIVIDUAL DIFFERENCES
FACTORS
• Principle 12: Individual differences in learning
• Principle 13: Learning and diversity
• Principle 14: „Standards and assessment
***Share with neighbor how this relates to your classroom and how it relates to what you know about the Daily 5.
Classroom Practices Survey
• Please take 5 – 7 minutes to complete the
Classroom Practices Survey.
• For today‟s purposes, only consider
literacy instruction.
• Do it quickly, circling your first response.
• This will serve as baseline data and will be
for you to keep.
Daily 5 - Foundation
1. Community
2. Trust
3. Choice
4. Purpose/urgency
5. Stamina
6. Release of Responsibility
Activity
• Write 3 – 5 ideas, connections, examples, thoughts, etc. on a piece on paper.
• The activity: Stand and when the music begins, move throughout the auditorium until the music stops. Then partner up with someone close and share your 3 – 5 ideas, etc.
• When the music starts again, repeat the process – new partner each time.
Take a Break!
Be back in 15 minutes.
Deconstructing the Daily 5
Good Fit Books
• Research shows when children are reading independently, they should be reading books they understand and can read.
• Reading books that are too difficult can lead to frustration, inability to understand the story, and then reading is no longer enjoyable.
• We want children to enjoy reading, which means it is important they are reading books they are interested in and on their just right level!
• Research also shows that children are motivated to read when they can choose their own books.
Good Fit Books
• Purpose – Point of reference for entire
year
• Good Fit Books Shoe Lesson
• Student Story
Daily 5 – Read to Self
• 3 ways to Read a Book (read and talk about the pictures, read the words, retell a previously read book)
• Read-to-self I-chart (students - read the whole time, stay in one spot, read quietly, work on stamina, get started right away; teachers – work with groups of students, listen to children read, help students with reading)
• Modeling (appropriate, inappropriate, appropriate again with same student)
• Practice – build stamina – no judgment (training muscle memory w/short practices for correct behavior)
• Share celebrations
• Review I-chart, practice, model, practice, model, etc.
Read to Self Research
• We know that struggling adolescents need
purposeful instruction in reading skills and
strategies, access to a wide variety of texts,
motivation to read, and authentic opportunities
to read and write both inside and outside of
school (Alvermann, 2001; Ivey, 1999; Paterson
& Elliott, 2006; Williams, 2001).
• There is extensive research to support the
premise that the best way to become a better
reader is to read more. (Allington, 2001).
Time to Consider…
What is the difference between Read to
Self and DEAR time or other silent
sustained reading periods?
Daily 5 - Read to Others
• Benefits (students learn to control volume; gain increased attention to reading; are motivated; work on rate, fluency, word-attack skills; enjoy reading)
• EEKK (sit elbow-to-elbow, knee-to-knee)
• Different ways to read (I read, you read; choral read, reading one book, reading different books
• Check for understanding
• I-chart (students - sit EEKK, use soft voice, read whole time, stay in one spot, get started right away; teachers – work with students)
Read to Others Research
• In an ideal literacy program, children are
constantly reading, writing, listening, and
speaking. They are engaged learners who
are constantly expected to apply what they
are learning to new contexts. (Michael F.
Optiz)
• Kids need to be allowed to talk and think
about their reading (Allington, 2006)
Questions to Discuss
• What are the strengths of a quiet
classroom vs. the strengths of a buzzing
classroom?
• What are the benefits of allowing kids to
think and talk about their reading?
Listen to Reading
• Benefits (fluency, new vocabulary)
• I-Chart (Students – get out materials,
listen to the whole story, may listen to
another story if time, follow along, stay in
one spot, listen quietly, get started quickly,
put materials away neatly; Teachers –
work with students)
Listen to Reading Research
• The more kids are exposed to high quality,
fluent reading, the more comprehension,
fluency and literacy grow.
• By kindergarten, a gap of 32 million words
already separates some children in
linguistically impoverished homes from
their more stimulated peers (Wolf, 2007, p.
20)
What do you think?
• How could the Daily 5 structure impact
those students who are linguistically
impoverished, both through lack of
conversations and lack of being read to?
Work on Writing
• Sustained writing of the student‟s choice
• Writer‟s workshop is separate
• May work alone or in pairs
• Urgency (helps us become better readers and writers; we care about writing and the people that read it; choice; it‟s fun; works on fluency of writing)
• I-Chart (Students – write the whole time; stay in one spot; work quietly; choice of what to write; get started quickly; underline words we are not sure how to spell and move on)
• Model how to underline words and how to brainstorm what to write about
Work on Words Research
• Study after study suggests that
handwriting is important for brain
development and cognition
• Writing by hand can get ideas out faster
• Writing increases neural activity
How much time to your students
get to practice writing when it
isn’t assessed?
Where do you find the time to fit
it in?
Work on Words
• Benefits (allows students to: experiment with words for learning and practicing a spelling pattern; memorize high-frequency words; generalize spelling patterns; add to curiosity of unique and interesting words
• Urgency (helps us become better writers; we care about writing and the people who read it; it‟s fun)
• I-Charts (can create one for material set up and one for word work)
Word Work Research
• Research conducted in the past ten years
reveals that vocabulary knowledge is the
single most important factor contributing to
reading comprehension (Laflamme, 1997).
How would Word Work look in your
present grade level?
How would it be different than current
practices?
Barriers, Solutions, Possibilities
• Write down 2-3 potential barriers to implementing Daily 5 practices in your classroom.
• When finished, move to the area of the room that best fits your teaching assignment (K-1, 2-3, 4-5, 6-8)
• Take turns sharing potential barriers. As people share, brainstorm possible solutions.
literacy, that you want to accomplish by
our January meeting.
Welcome Panel Members
• 1st Grade – Carla Brosius
• 4th Grade - Jenny Huinker
• 7-8th Grades – Mary Kluesner
• Q & A
Thank you
for sharing your afternoon with us!
Please fill out the evaluation in your handouts.