When I first started teaching, I didn’t think any of the rules applied to me in regard to literacy in the classroom. I teach technology, which is a project-based course. My feeling was that students didn’t need to spend time too much time learning terms because I use them when I talk. As long as they can show me that they could complete the project, then they had mastered the concept. However, the more I teach, the more I realize how important it is to teach literacy.
In “Literacy 2.0,” (p. 21-22) it mentions that project-based learning is focused solely on the outcome itself. Students are focused on creating a product. I tell my students exactly how to complete the project. While it is important to teach students the skills, they need to learn exactly why they are doing the project. Incorporating literacy is so much easier than I would have thought and vital to student learning.
Front-loading and brainstorming are great ways to get a lesson started. I can quickly assess what my students know and need more help with. I can get great conversations started about a topic with my classes. Graphic organizers and mind-mapping allow students to visualize vocabulary terms and concepts. Cooperative learning activities give students a chance to build off each other’s ideas. All of this allows students to make mistakes along the way and learn from them. Students need to learn the process before they can get to the outcome.
Alber, R. (2014, January 15). How Important is Teaching Literacy in All Content Areas? Retrieved September 1, 2015, from http://www.edutopia.org/blog/literacy-instruction-across-curriculum-importance
Frey, N., Fisher, D., & Gonzalez, A. (2010). Literacy 2.0: Reading and writing in 21st century classrooms. Bloomington, IN: Solution Tree Press.
I struggle with some of my high school teachers believing they need to teach literacy in their content. Our students are low in communication arts and struggle with reading. On the positive side, some are slowly coming around.
ReplyDeleteI taught technology last year and focused on literacy with my classes. I agree with you, it was much easier to do than I had anticipated. We also used mind-maps and graphic organizers for new concepts and vocabulary words. I also used Kagen strategies. Brainstorming, sharing ideas and working collaboratively really helped my students improve their critical thinking skills.
Tami,
DeleteI actually just started using mind maps this year and I love them! It's good to hear others are incorporating literacy into their course, especially an elective teacher where we have the freedom to almost do whatever we want in our class.
Kim,
ReplyDeleteYou are on target to focus on vocabulary in your technology classes. Numerous studies indicate that vocabulary activities can provide essential background knowledge. Studies also link vocabulary development to academic achievement.
Graphic organizers are powerful tools. I always told my students that they could use a graphic organizer to put their thinking on (digital) paper. Graphic organizers are also wonderful tools for assessment and reflection. I would ask student to create a graphic organizer about a topic of study prior to engaging in the unit. At the end of the unit, I would ask student to open that organizer and add to it with their new knowledge. I would asked students to create in one color before and a different color after the unit of study. It provided a great visual for me to see what they had learned. It was also a great tool to encourage reflection in students.
Dr. Dell
Kim,
ReplyDeleteI love the idea of using mind-mapping and graphic organizers to help students get their thoughts together. Graphic organizers also help to organize what students will be writing about for projects, it helps them to visualize what they are wanting to write about. Project based learning helps students to take ownership of their learning. Project based learning helps with student retention of the subject or unit of study. Thank you for sharing.