A blog on reading as an educator.
These articles are within the discipline of educational research: how are they organized? What do you think is the purpose behind their organization? (i.e., why include a “Methods” section?”) How do the authors define literacy and why? Based on this definition, what do they observe in the classroom? How might this examination of literacy inform …
Continue reading “Blog 6- Classroom Observation as a Discipline”
In Schleppegrell’s paper, she argues that Academic language is defined as “a set of linguistic registers that construe multiple and complex meanings at all levels and in all subjects of schooling” (1). She starts her argument by taking a specific sentence from an actual textbook and picking it apart using her definition of academic language. …
Research Question: How do students and teachers respond to Project Based Assessments (PBAs) compared to traditional assessments? I chose this research question to base my project on because at my high school, there was a big push for teachers to assign Project Based Assessments (PBAS) over giving traditional assessments such as tests or quizzes. I …
What are the strongest arguments for and against taking a disciplinary approach to teaching reading at the elementary levels? What Discourses, social languages, genres, and/or cultural models help to shape your focal discipline? Think back to experiences in your focal discipline—how were you taught? Do you believe your teachers exposed you the processes by which …
In this post, I will make an argument for a style of teaching that incorporates disciplinary practices and inquiry based learning. When watching the True/False equations video, the thing that stood out to me the most was the teachers’ anticipation and understanding of student ideas. The teacher acted as the discussion mediator, and lead the …
Continue reading “Blog #4- Content Reading Strategies and Disciplinary Practices”
In this week’s blog post, I will be examining disciplinary literacy practices across two subjects: history and physics. I will make an argument for teaching practices that support all students so that they can learn to communicate effectively across any discipline in life. I will also give an example of content, content area, and disciplinary …
Continue reading “Disciplinary Literacy across Content Areas”
“To be metadiscursive means that people not only engage in many different discourse communities but also know how and why they are engaging, and what those engagements mean for them and others in terms of social positioning and larger power relations “ (New London Group, 1996) The Difference Between Content, Content Area, and Disciplinary Literacy. …
Reading In Content Area Blog