TANYA NOLAN MED, RT(R), RDMS Balancing Literacy. Learning Objectives Evaluate the differences...
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Transcript of TANYA NOLAN MED, RT(R), RDMS Balancing Literacy. Learning Objectives Evaluate the differences...
TANYA NOLAN MED, RT(R) , RDMS
Balancing Literacy
Learning Objectives
Evaluate the differences between content and processes.
Evaluate what is involved in a balanced literacy program.
Describe how balanced literacy can be implemented.
Provide a set of guidelines to help teachers approach literacy instruction.
LITERACY DOES MATTER!
LITERACYLanguage
Thinking
Context
MEANING
Content vs. Process
CONTENT– WHAT is taught Anatomy & Positioning Patient Care Physics and Instrumentation Image Acquisition and Evaluation
PROCESS – HOW it is taught“Teaching is a problem-solving activity” (Vaaca, Vaaca, & Mraz, 2011)
What TEXTS are available to students?
“Discipline-literate students know how to think and learn with texts.” (Vaaca, Vaaca, & Mraz, 2011, p. 5)
We must move beyond assigning and telling!
What has changed in the 21st Century?
Do we know who are students are, how they communicate, and what they need?
If Walls Could Talk
Students need to be fluent in reading, writing, images, and sounds. They also need to collaborate, share, and participate in media driven literacy.
Content Determines Process
Disciplinary literacy combines content with thinking processes.
How does the expert read, write, and think?
ActivePurposefulEvaluativeThoughtfulStrategicPersistentProductive
Good Reader Strategies
Clear GoalsLook over textMake predictionsRead selectivelyConstruct, revise, and questionDraw comparisons from prior knowledgeMonitor understandingRead different texts differentlyAttentionThink about it!
What strategies do you use?
What strategies do you use?
Finding Balance in Classroom Literacy
ContentProcess
1. Know Content Area & Academic Level of Students
2. Make Authentic Assessments for Reading Writing
3. Integrate Literacy & Strategies into Instructional Plans
Considerations for Learning through Literacy
The learner’s prior knowledge, attitude, and interest.
The purposeThe vocabularyThe assumptions that author’s make about
the audienceStructures that writers use to organize ideasTeacher’s beliefs and attitudes toward text
and learning.
New Literacy Classroom
Daily work in multiple forms and representations
Explicit discussions of symbol and text use
Teachers model working through problems through meta-dialogue
Collaborative activities
Collaborative Texts
New Literacy
Classrooms that are driven by inquiry and choice – not dependent on “right answers.”
Technological and Information Resources Require:
Apply critical thinking to communication!
GATHER SYNTHESIZE
CREATE
The Old and the New
Linear Reading & Writing Skills
Non-Linear Reading & writing Image, motion, and
sound Reader interaction with
peers, instructor, & author
Hypertext & HypermediaLinear + Nonlinear =
RELEVANCY, MOTIVATION,
SCAFFOLDING, & EXTENSION
WARNING: New Literacy Risks
Quality Control
1. Bias2. Site Reliability3. Accuracy of Information4. Meaningful Information
New Literacy: Collaborative Texts
New Literacy: Web Quests
Breast Sonography Introduction Task Process Evaluation Conclusion Credits
Teacher Page by Tanya Nolan, Weber State University
This WebQuest was designed to help students analyze breast sonography images and determine how sonographic images affect and are related to a patient's clinical data and history.
New Literacy: Internet Inquiries
Generate a questions or theme from class discussion
Search for information on Internet to answer questions
Analyze InformationCompose a report or product to relay findingsShare with the class
Internet Workshops
Range of activities to boost content literacyCollaboration
Web Quests Internet Inquiries Internet Projects
Instructor guides Students & builds knowledge & skills related to internet use and products
References
Al-Huneidi, A. M., & Schreurs, J. (2012). Constructivism based blended learning in higher education. International Journal of Emerging Technologies in Learning, 7(1), 4-9.
Ivie, S. (1998). Ausubel’s learning theory: An approach to teaching higher
order thinking skills. High School Journal, 82(1), 35-43. Karchmer-Klein, R., & Shina, V. H. (2012). Guiding principles for supporting
new literacies in your classroom. The Reading Teacher, 65(5), 288-293.
Kim, K., Bae, J., Nho, M., & Lee, C. (2011). How do experts and novices
differ? Relation versus attribute and thinking versus feeling in language use. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 379-388.
Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy
and learning across the curriculum (10th ed.). Boston, MA: Pearson