Transcript Responsive Literacy Teaching in Secondary School Content Areas

Responsive Literacy Teaching in
Secondary School Content Areas:
The Research We Have
Research We Need
Elizabeth Birr Moje
October 27, 2006
Acknowledgements
Adolescent Literacy Development Team:
NICHD Grant #1 R01 HD046115-01
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Tanya Cleveland
Tehani Collazo
Jillian Graham
Darin Stockdill
Katherine Kim
John Moje
Karen Morris
Andrea Pineda Raquel
Gabriela Ramirez
Ashley Riggio
Sharon Russell
Melanie Overby
Nicole Tysaver
Cathe Shubert
Valerie Varela
Advancing Literacies Team:
Carnegie Corporation Grant
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Bob Bain
Deanna Birdyshaw
Emily Douglas
Amy Jeppsen
Melissa Stull
Eric Rackley
Text Tools Team
NSF 0106959
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Nonye Alozie
Tanya Cleveland
Mary Heitzman
LeeAnn Sutherland
What is Responsive Pedagogy?
To whom does it respond?
And to what end?
– Knowing our students?
– Building relationships?
– Teaching them something?
But what?
What does it require?
How do we assess it?
E: Yolanda just said that she bought the most, what word did you use,
interesting? An interesting book. She bought it on Saturday and she
finished reading it on . . . ?
Y: Tuesday.
E: Tell us about the book.
[Yolanda gives a lengthy description of the book.]
E: The title is in Spanish, so are the characters Latino?
Y: Yeah.
E: Do you know are they Mexican, are they Puerto Rican, are they
Dominican? You don’t know. They don’t identify that, you just know
they’re Latino. Where do they live? They don’t tell that either? Like, they
don’t say this is in New York or Detroit or . . . ?
Y: That’s why it’s so interesting. . . . because it doesn’t give you, like, it’s
not going, “Aha!” they let you use your imagination. . . . And it has
words in Spanish sooo big like, I go, “Mom, what is this? And she
explains. Okay, that’s cool.
E: So, you say you like this book. What about school books, what about
this book [interviewer points to a science textbook lying on the table
next to Yolanda]?
Y: School books are really boring. They don’t make sense. Like the
biology book. You read the whole section and you’re like, okay, you
gotta read it four times just to understand it a little bit. It’s confusing.
E: You can imagine everything and just fill in the blanks when you read
those novels. But why can’t you imagine what’s going on when you’re
reading a school text.
Y: . . . It’s just written the way adults read it. . . . And they have the
knowledge to do that . . . And they write it in their own little language.
Like you said, there’s different ways to write a sentence. . . . Well, they
write it in their language that only them can understand because they
graduated they have a diploma and everything. And we don’t get that.
The words are big that you’re like, “Okay.” You gotta go look it up. . . .
You read the word and you try to translate it in Spanish . . . And you try
to translate it and you can’t. . . . It’s like, oh, it gives you a head ache . . .
So it gets you brain dead.”
Lymphatic System
Fluids leak out of capillaries and bathe body tissues. The
lymphatic system, also known as the immune system,
transports this tissue fluid back into the bloodstream. As tissue
fluids pass through lymphatic vessels and lymph nodes,
disease-causing pathogens and other foreign substances are
filtered out and destroyed.
Innate immunity involves the action of several types of white
blood cells that protect the body against any type of pathogen.
Macrophages and neutrophils engulf foreign substances that
enter the body. If the infection persists, the lymphatic system
becomes involved. The body develops an acquired immune
response that defend against the specific pathogen.
Acquired immunity involves helper T cells that pass on chemical
information about the pathogen to B cells. B cell produce
antibodies that disarm or destroy the invaders. Some B cells
remain in the body as memory B cells that recognize the
antigens if they ever invade the body again. This process
provides the body with acquired natural immunity against
disease.
Responsive Teaching
a bridge from everyday knowledge and
practice to conventional content learning
a way to teach skills for navigating cultural
and discursive communities represented
by the content areas and other social
spaces
a way to teach students how to challenge
and reshape the academic content
knowledge of the curriculum
Moje & Hinchman (2004)
Responsive Teaching Requires
Knowledge of young people
Knowledge of the disciplines (aka content
areas)
Knowledge of texts
Readers
Responsive
Teaching
Texts
Contexts
The Research We Have
On responsive literacy
teaching at the secondary
level
Who Young People are as Readers
92% of the 743 youth surveyed in one
Detroit community reported reading some
kind of text 3-4 times a week or more
Most common reading genre (among this
group)
– Websites (changed from Y1)
– Letters, notes from other people
– Email
– Music lyrics
– Novels, short stories
– Magazines
241 participants in the SDS study
responded to a free response task to
describe a favorite book and indicate
why it was a favorite and to answer the
question, “Are you a writer?”
– 77% of survey respondents nominated a
favorite book by name
– Fiction books accounted for 68% of all
nominated books; nonfiction accounted for
8%; 14% of respondents did not report a
favorite book
86% responded, “Yes, I am a writer.”
Other widely Cited
Text Choices
Patterns in Themes of Favorite Books
Reflection of “real life” in relation to
space, socioeconomic status, gender,
race, and age
Texts’ ability to impart life lessons (e.g.,
resilience/survival, inspiration)
Utility/practical knowledge
Exploration of relationships with friends,
family, and romantic partners
Writing style/subject matter
Interest inspired by movie/television show
To What Does Responsive
Secondary Literacy Pedagogy
Respond?
Responds to the knowledge, experiences,
and practices of youth
– In connection with the knowledge,
experiences, and practices of the disciplines
Responds to the texts and literacy
practices of youth
– In connection with the text and literacy
practices of the disciplines
Disciplinary Literacy Pedagogy
Cognitive literacy strategies instruction
Disciplinary cognition instruction
Linguistic analysis of texts
Navigating discourse communities
Cognitive Literacy Strategies
Instruction
Cognitive Science Perspectives
– Focus on teaching students “generic”
strategies to manage text demands in support
of comprehension
Palincsar & Brown (reciprocal teaching)
Ogle (K-W-L)
Schwartz (concept-of-definition map)
Hand (science writing heuristic)
Moje et al. (explanation writing)
Literacy Model
Text structure,
vocabulary, print
style and font,
Word knowledge, vocabulary
knowledge, background
knowledge, linguistic/textual
knowledge, strategy use,
inference-making abilities,
motivation, identity
Reader
Text
Broader
Context
Context
Environment, purpose, task
Lymphatic System
Fluids leak out of capillaries and bathe body tissues. The
lymphatic system, also known as the immune system,
transports this tissue fluid back into the bloodstream. As tissue
fluids pass through lymphatic vessels and lymph nodes,
disease-causing pathogens and other foreign substances are
filtered out and destroyed.
Innate immunity involves the action of several types of white
blood cells that protect the body against any type of pathogen.
Macrophages and neutrophils engulf foreign substances that
enter the body. If the infection persists, the lymphatic system
becomes involved. The body develops an acquired immune
response that defend against the specific pathogen.
Acquired immunity involves helper T cells that pass on chemical
information about the pathogen to B cells. B cell produce
antibodies that disarm or destroy the invaders. Some B cells
remain in the body as memory B cells that recognize the
antigens if they ever invade the body again. This process
provides the body with acquired natural immunity against
disease.
Analysis of Text
How would you describe the structure of this text?
How would you describe the tone of this text?
What are the key ideas or concepts in the text?
What are the key words or technical terms in the text?
What strengths do you see in the text?
What weaknesses do you see in the text?
How would you assess the organization and flow of ideas
within this passage?
What challenges does the text pose for you, as an adult
reader with relatively deep knowledge of this subject?
What challenges might the text pose for adolescent
readers of this text?
What knowledge does the author seem to assume a
reader will bring to this text?
Concept of Definition Map for Literacy
(Schwartz, 1988)
Uses
Characteristics
Examples
Definition
s
Media
Articles
Dictionary
Lecture
Disciplinary cognition
instruction
Cognitive/Epistemological Perspectives
– Focus on the epistemological differences in the
disciplines and on how members of the
discipline read texts to produce knowledge
Wineburg, Bain, Leinhardt, Palincsar
Cognitive/Rhetorical Perspectives
– Focus on how disciplinary authors and
students of disciplines understand differences
in goals and audience and use language to
persuade
Greene, Leinhardt, Hand
Primary Source Documents
"I was interpreting for General Forsyth (Forsyth was actually a colonel) just
before the battle of Wounded Knee, December 29, 1890. The captured Indians
had been ordered to give up their arms, but Big Foot replied that his people had
no arms. Forsyth said to me, 'Tell Big Foot he says the Indians have no arms,
yet yesterday they were well armed when they surrendered. He is deceiving
me. Tell him he need have no fear in giving up his arms, as I wish to treat him
kindly.' Big Foot replied, 'They have no guns, except such as you have found.'
Forsyth declared, 'You are lying to me in return for my kindness.'
During this time a medicine man, gaudily dressed and fantastically painted,
executed the maneuvers of the ghost dance, raising and throwing dust into the
air. He exclaimed 'Ha! Ha!' as he did so, meaning he was about to do
something terrible, and said, 'I have lived long enough,' meaning he would fight
until he died. Turning to the young warriors who were squatted together, he said
'Do not fear, but let your hearts be strong. Many soldiers are about us and have
many bullets, but I am assured their bullets cannot penetrate us. The prairie is
large, and their bullets will fly over the prairies and will not come toward us. If
they do come toward us, they will float away like dust in the air.' I turned to
Major Whitside and said, 'That man is making mischief,' and repeated what he
had said. Whitside replied, 'Go direct to Colonel Forsyth and tell him about it,'
which I did.
Philip Wells was a mixed-blood Sioux who served as an interpreter for the Army.
From: http://www.eyewitnesstohistory.com/knee.htm
Primary source 3
Primary source 1
Primary source 2
History of the Battle at Wounded Knee
Primary source 4
Primary source 5
Differences Across Content Areas:
The Persuasive Essay
Letter to the Editor Essay or Poem for Social Science
English Class
Essay
Personal opinion
or personal
experience
Personal opinion
or experiences
AND logical
reasoning or
illustrative imagery
Objective stance,
evidence to
support stance,
logical reasoning
to tie evidence to
claim
How to write a good scientific explanation:
1.Make a claim about the problem.
2.Provide evidence for the claim.
3.Provide reasoning that links the evidence to the claim.
4.Use precise and accurate scientific language.
5.Write clearly so that anyone interested in science can
understand the explanation.
Level 1
Level 2
Level 3
Makes a claim about the
problem.
Does not make a claim
OR makes an inaccurate
claim.
Makes a claim that reveals partial
understanding. The claim may
include both accurate and
inaccurate details, or it may omit
important details.
Makes an accurate claim.
Provides evidence for the
claim.
Does not provide
evidence OR
provides
inaccurate
evidence for the
claim.
Provides some accurate evidence for the
claim, but it is not sufficient
evidence
OR may include both accurate and
inaccurate evidence for the claim.
Provides accurate evidence and
sufficient evidence for the
claim.
Provides reasoning about
scientific principles or
“what we know in
science” that links the
evidence to the claim.
Does not provide
reasoning OR
provides
inaccurate
reasoning.
Provides partial reasoning that links the
evidence to the claim, but the
reasoning is not sufficient OR
may include both appropriate
reasoning and reasoning that does
not link the evidence to the claim.
Provides explicit reasoning that
links the evidence to the
claim. The scientific
principle or “what we know
in science” is described and
used appropriately.
Scientific Explanation Writing:
An Iterative Practice
– Examination of explanations written by others
– Classroom-based, whole-group generation of rubric
using models (i.e., comes from the students; see
next slide)
– Engagement in scientific investigations
– Writing to explain one’s own investigations
– Peer review (e.g., poster displays, museum walks)
– Revision of explanations
– New investigations, new explanations, more peer
review
Linguistic analysis of texts
Systemic functional linguistics
– Focuses on the texts of disciplinary instruction
and on the texts of the disciplines
Coffin
Schleppegrell
Parkinson
Academic Texts characterized by
Density of information presented
Level of abstraction of concepts
Technical nature of concept presentation
Use of multiple semiotic systems
Structural conventions
Type of voice that dominates
Lymphatic System
Fluids leak out of capillaries and bathe body tissues. The
lymphatic system, also known as the immune system,
transports this tissue fluid back into the bloodstream. As tissue
fluids pass through lymphatic vessels and lymph nodes,
disease-causing pathogens and other foreign substances are
filtered out and destroyed.
Innate immunity involves the action of several types of white
blood cells that protect the body against any type of pathogen.
Macrophages and neutrophils engulf foreign substances that
enter the body. If the infection persists, the lymphatic system
becomes involved. The body develops an acquired immune
response that defends against the specific pathogen.
Acquired immunity involves helper T cells that pass on chemical
information about the pathogen to B cells. B cells produce
antibodies that disarm or destroy the invaders. Some B cells
remain in the body as memory B cells that recognize the
antigens if they ever invade the body again. This process
provides the body with acquired natural immunity against
disease.
Navigating discourse
communities
Cultural practices perspectives:
– Focus on connecting the experiences, texts,
and literacy practices that youth bring to
classrooms to the experiences, texts, and
literacy practices they need to learn in the
content area
Cultural Modeling--C. Lee
Algebra Project—Moses
TERC—Warren, Rosebery, et al.
Funds of knowledge—Moll et al.
Third spaces—Gutierrez et al.; Moje et al.
Critical academic literacies—Morrell et al.
Lymphatic System
Fluids leak out of capillaries and bathe body tissues. The
lymphatic system, also known as the immune system,
transports this tissue fluid back into the bloodstream. As tissue
fluids pass through lymphatic vessels and lymph nodes,
disease-causing pathogens and other foreign substances are
filtered out and destroyed.
Innate immunity involves the action of several types of white
blood cells that protect the body against any type of pathogen.
Macrophages and neutrophils engulf foreign substances that
enter the body. If the infection persists, the lymphatic system
becomes involved. The body develops an acquired immune
response that defend against the specific pathogen.
Acquired immunity involves helper T cells that pass on chemical
information about the pathogen to B cells. B cells produce
antibodies that disarm or destroy the invaders. Some B cells
remain in the body as memory B cells that recognize the
antigens if they ever invade the body again. This process
provides the body with acquired natural immunity against
disease.
Performance Auto & Sound
The Touring exhaust is a single straight-through design
specifically tuned for the 2.4L engine. It is made in the USA
with 304 100% mandrel-bent Stainless Steel and features
Corsas’ patented Reflective Sound Cancellation (RSC)
technology. What RSC means is that the muffler is designed
with a paper running straight through the muffler that
incorporates a full 360-degree air gap that allows sound
pressure waves to escape. The waves are channeled and
then returned to the gap 180 degrees out of phase, cancelling
specific unwanted sound frequencies, commonly referred to
as drone.
More about Percents:
Clipping Coupons
Newspapers often have coupon for discounts on many different things.
For example, the pet store mentioned in Problem 2.2 Follow-Up had
a coupon for $1.50 off a 20-ounce bottle of mouthwash for cats. The
regular price for the mouthwash is $5.00. Alicia wanted to figure out
what percent discount this is. She thought about the problem this
way:
“I need to find what percent $1.50 is $5.00. I can think of these amounts
in pennies. The fraction I want to represent as a percent is 150/500,
which is equivalent to 30/100. As a decimal, this fraction is 0.3. This
means that the discount is 30%!
Coupons for cat mouthwash may not interest you, but you may be
interested in coupons, like the one below, that give discounts for
purchases of food at your favorite restaurant:
75 cents OFF
SUPER DEAL COMBO
Any large sandwich, Large order of
French Fries, and Large Soft Drink
Regular Price $3.00
With Coupon $2.25
Expires 12/31/99. Not valid with any other
offers.
Palincsar & Magnusson text
example
Palincsar & Magnusson text
Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and
text-based investigations to model and support the development of scientific
knowledge and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and
instruction: Twenty five years of progress (151-194). Mahwah, NJ:
Lawrence Erlbaum.
Palincsar & Magnusson text
Magnusson, S. J., Palincsar, A. S. (2004). Learning from text designed to model scientific
thinking . In W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction (pp. 316339). Newark, DE: International Reading Association.
Palincsar & Magnusson text
Palincsar, A. S. & Magnusson, S. J. (2001). The interplay of first-hand and textbased investigations to model and support the development of scientific knowledge
and reasoning. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty
five years of progress (151-194). Mahwah, NJ: Lawrence Erlbaum.
Palincsar & Magnusson text, cont.
Social Studies Writing Rubric
State a claim.
Use at least one piece of data from the
data provided.
Use a core democratic value to support
your argument.
Use at least one idea or principle from
one of the social studies (economics,
history, civics, etc.) to support your
argument.
Youth writing for English class
Detroit
Motor city of the world
Automaker and designer
A player of cars and casinos
A city of violence
They tell me your the #1 murder city
For I have seen your people and streets.
They tell me you are feared and violent
And I have seen the results of that with
My friends who have passed away.
For the people who want to show me the
Good side, I’ll show them my reality.
The view that only people who live here see and hear.
Gang violence, gun shots, drug dealing, rappists
Prostitutes, crackheads, bumps, thieves, burn houses,
And dirty streets.
All of this hides under those beautiful buildings
In Downtown.
Under the unknown places of the camera hides
This terrible everyday dilema we have to go through.
Underneath the streets of Detroit hides its people
And underneath those people
Their solidarity toward society.
Youth writing for social studies class
I think middle school students should be required to participate in a
community service program because it make them more responsible and
teaches them what work realy is.
Another reason I think this is because it will help them to be successful and
not to die as a teen gang member. Some people have thrown away their
lives in gangs this community service program will help prevent that by
keeping students away from gangs and away from drugs.
The Core Democratic Value that I choose is Common good, I chose this
value because it states that we should protect and provide safty for our
community as well as for anyone who lives here. Also because the
community service program reduces the gang killings and increases the
safty around us. Community servics are when students help around their
community and to help older neighbors cut the lawn, rake the leafs, or
shovel the snow.
I have learned that gangs are no good they bring nothing but trouble. All
gangs are just about which gang is better the only things they do are fight,
steal and cause trouble. Here in Detroit there have been alot of teens being
killed because they were involved in gangs.
What Research Do We Need?
Continuing research on how youth use texts
in their everyday lives
– Documentation of what young people read
– Analysis of the demands of those texts and of
how youth make sense of them
Research on how teachers and students
are using texts in classrooms
– What texts get used and when, why, and how?
What Research Do We Need?
Research on enactments of these different
perspectives
– Systematic qualitative analyses
– Systematic studies of effects
Effects as measured in standardized assessments
Effects as measure in changes in attitudes,
reading and writing development, abilities to think
critically
– Systematic studies with a wide range of youth
Research on the merging of these
perspectives
What Research Do We Need?
Research on preservice and inservice
teacher learning to engage in responsive
literacy pedagogy
– What can we do in preservice teacher
education to foster an awareness of the role
of text in content teaching?
[email protected]