21st Century Literacy - PowerPoint PPT Presentation

1 / 36
About This Presentation
Title:

21st Century Literacy

Description:

21st Century Literacy Addressing the Big Picture Challenges Big Picture Challenges Globalization what happens when the movement of people, goods, or ideas among ... – PowerPoint PPT presentation

Number of Views:775
Avg rating:5.0/5.0
Slides: 37
Provided by: scdnWsboc
Category:
Tags: 21st | century | literacy

less

Transcript and Presenter's Notes

Title: 21st Century Literacy


1
21st Century Literacy
  • Addressing the Big Picture Challenges

2
Big Picture Challenges
  • Globalization
  • what happens when the movement of people, goods,
    or ideas among countries and regions accelerates
    (Coatsworth, 2004).
  • Will define the world our children will inherit.
  • Education, like global businesses must change to
    meet the changed context.

3
Big Picture Challenges
  • Unimaginable opportunities for students to have
    access to the best teachers worldwide and to
    collaborate with peers across the globe.
  • Historically, human interactions and even their
    imaginations were structured by local economies,
    social relations, and local knowledge. Now the
    structures are much larger.

4
Big Picture Challenges
  • People were likely to be born, raised, schools,
    married, work, reproduce and die in the same
    place.
  • Today while we continue to live in local
    realities, we are increasingly being integrated
    into larger global networks or relationships.
  • Greater Cultural Diversity
  • This is both local and global
  • Societys problems are complex and cut across
    disciplinary lines

5
Big Picture Challenges
  • In terms of literacy, when we engage in reader
    response, we assume a unique, individual
    response. BUT
  • When students from different parts of the world
    read the same story, the variations in their
    responses are consistent with the readers
    culture (Patterson et al., 1994 ONeill, 1994)
  • Culture is a major source of meaning. Our
    resistance to this idea is shaped by our own
    culture.

6
Big Picture Challenges
  • Dated Infrastructure
  • Factory schools Are schools places?
  • subject matter curriculum and testing
  • Technology
  • Students are more literate than educators
  • Access to the worlds greatest minds and teachers

7
Big Picture Challenges
  • Inequality
  • Black and Hispanic Americans are 3 times more
    likely to live in poverty than white Americans.
  • Race is a persistent factor in employment
    statistics, educational attainment, literacy
    skills and educational achievement

8
Big Picture Challenges
  • Literacy Myths
  • Myth that literacy is the route to economic
    mobility when in actuality race and gender play a
    role.
  • Job loss and low wages are unequally distributed
    across races.

9
Big Picture Challenges
  • More literacy myths
  • Myth that literacy is the ability read, write,
    speak and listen.
  • There is a deeper definition of literacy that
    includes not only acquisition of reading and
    writing skills, but also social practice and
    currency that are keys to social mobility.
  • Those outside the dominant culture find that
    their access to education and other social
    resources is limited. They are marginalized by
    their cultures, languages, moral and social codes
    as being inferior
  • They internalize this experience internalized
    oppression

10
Big Picture Challenges
  • Myth that the curriculum is cumulative from K-12
  • Assumption that the domain of English language
    arts is accurately represented in the state
    standards and in the tests.
  • Assumption that the heavy focus on foundational
    reading skills in literacy testing reflects the
    cognitive complexity required in other subject
    areas.

11
Institutional Racism
  • In education, can play out as standardization,
    tracking and the hidden curriculum.
  • Standardization assumes that there is a core
    curriculum and that students need to demonstrate
    mastery at some time and at a predetermined
    minimum acceptable level, of that curriculum.

12
Big Picture Challenges
  • Tracking sorts students on the basis of race and
    social class
  • African American students are up to four times as
    likely as white students to be identified as
    mentally retarded or emotionally disturbed.
  • Stereotypes and cultural reproduction of sexism,
    racism and roles in society are present in the
    curriculum and materials

13
Policy and Professional Development
  • Professional development is an aspect of both the
    professional infrastructure and the policies that
    operate across the classroom, school, district,
    and state and national environments

14
Policy and Professional Development
  • Policy-related research
  • Varied ways by different groups
  • Focus on broad reforms involving standards,
    reorganization, governance and other
    non-instructional issues
  • Lack information on literacy issues
  • Focus on the system of reform rather than on
    teaching and learning

15
Policy and Professional Development
  • Data are gathered through surveys, interviews,
    teacher self-reports
  • Literacy Research
  • Even when studying policy issues, focus on
    literacy instruction and learning Ex. Do new
    standards and assessment result in better reading
    and writing instruction and skills?
  • Policy is the BACKDROP for literacy research and
    reform

16
Policy and Professional Development
  • Gap between policy (global view) and the
    understanding of what factors and and how they
    mediate the implementation of policy in the
    classroom.
  • Policies do influence teachers beliefs and
    practices, BUT not always in the expected and
    desired ways

17
Policy and Professional Development
  • Mediating Factors
  • Teachers knowledge, beliefs and practices
    economic, social, philosophical, political
    conditions of the school or district the stakes
    attached to the policy, the specificity of the
    policy the quality of support given to the
    teachers and administrators.
  • Implementing reforms does not ensure improved
    teaching or learning
  • WE DO NOT KNOW ENOUGH ABOUT SUCCESSFUL
    PROFESSIONAL DEVELOPMENT PRACTICES AND HOW THEY
    ARE MEDIATED BY THESE FACTORS.

18
Policy and Professional Development
  • Problems with research
  • Inputs focus on analysis of superficial factors
    such as grouping practices or time spent on
    specific activities.
  • Inputs do not necessarily improve teaching and
    learning

19
Policy and Professional Development
  • Outputs focus, e.g. student achievement,
    graduation rates, teacher knowledge, curriculum
    alignment, time on task or self-reported teacher
    instructional strategies does not give enough
    insight into how student learning is improved

20
Policy and Professional Development
  • Heavy reliance on outputs high stakes test
    scores narrow curriculum, over-emphasis on
    basic skills, excessive time spent on test
    preparation, marginalization of low-achieving or
    special ed. Students from deep content
  • Test scores do not reflect true student learning
    and different performance standards lead to
    variable test results (Linn, 2000).
  • Test scores do not reveal what is happening in
    classrooms to produce the scores.

21
Policy and Professional Development
  • Policy-makers and staff developers tend to focus
    on change as the major indicator of improvement
  • Can indicate a lack of stability, indecision, or
    lack of vision
  • Lack of change may not be a sign of low quality
    teaching or student learning.

22
Policy and Professional Development
  • AND
  • Change may appear to be more meaningful than it
    really is!
  • In schools that complied with policy and changed
    their school structures such as grouping, more
    professional development, shared decision-making,
    classroom observations revealed that teaching
    practices had changed little.
  • Teacher self-reports of change in instructional
    practice often are not reflected in their
    observed instructional practices. (CPRE, Elmore,
    Peterson McCarthey, 1996 Mayer, 1999)

23
Policy and Professional Development
  • The classroom is the primary site for raising
    achievement and student learning. The most
    effect means of improving both is providing
    support for teachers to learn how to use
    classroom assessment to make instructional
    decisions to provide feedback to their students.
    Especially effective with low-achieving students.
    Teachers need help focusing on the quality of
    instruction.

24
Policy and Professional Development
  • Interest groups and researchers are reading
    policy entrepreneurs who use policy discourse
    and congressional testimony to orient
    policy-makers toward specific instructional
    policies in reading.
  • Evolution of America Reading program into Reading
    Excellence NICHD

25
Policy and Professional Development
  • Policy-makers tend to have an either-or mentality
    about phonics and wholistic instructional
    practices, while practitioners tend to take a
    middle path.
  • Also, state standards are not articulated well
    vague, not cumulative AND
  • Not systematically aligned with the standards

26
Professional Development
  • Need to look inside what researchers have called
    the black box. (Black William, 1998)
  • Superintendents active participation in
    professional development is related to the
    success of the district in
  • Promoting collaboration
  • Encouraging a requisite core group of teachers
    (Dutro et al., 2002).

27
Professional Development
  • Greater teacher collaboration within and across
    grades characterizes the most effective schools
  • Team teaching, peer coaching, program
    consistency, seeing all children as everyones
    responsibility
  • Despite differences in beliefs and practices,
    staff in most effective schools are united in
    making reading a priority.

28
Professional Development
  • Word recognition
  • Most effective teachers spend more time in small
    group instruction and less time in whole group
    instruction(Taylor et al., 2000).
  • Most effective teachers in grades 12 used
    coaching to teach word recognition least
    accomplished spent none. No differences in
    frequency of teaching phonics.

29
Professional Development
  • Comprehension
  • Little instruction seen in grades 1-3
  • Most accomplished teachers aasked higher level
    questions about stories
  • Asked text-based questions
  • Asked children to write in response to what they
    had read

30
Professional Development
  • Teaching Style
  • Coaching as children attempted to respond
  • Least accomplished relied on TELLING

31
Professional Development
  • Communities of Practice
  • Network of teachers working together to address a
    specific problem of practice.
  • Works against the traditional isolation of
    teachers and also gaps between teachers and
    universities and between novices and experienced
    teachers
  • Develops a discourse for the understanding and
    improvement of practice (Raphael, Florio-Ruane,
    Kehus et al., 2001)

32
Professional Development
  • Dialogic in Nature
  • Problem-solving
  • Knowledge-construction
  • Theory development
  • Problems of practice are developed, implemented,
    evaluated, modified, and re-examined by the
    community members (Wells, 1999)

33
Professional Development
  • Study groups
  • Book club - Discussions through reading, writing
    in response to, and talking about books primarily
    related to immigrant autobiography
  • Learning in a community of practice read, write
    in response to, and discuss professional
    literature
  • Engaging in teacher research and shared inquiry
    in areas specifically related to professional
    reading

34
Professional Development
  • Cross-site and inter-district study groups
  • Combine textual, virtual and face-to-face
    communication
  • Addresses the problem of social inequality,
    economic immobility and community isolation
    (Farley, Danziger, Holzer, 2000)
  • Created a communicative ecology

35
Professional Development
  • Enabled the development of an integrated language
    arts curriculum
  • Instruction linking oral and written language
    increased
  • Changed the way participating teachers taught
    literacy, personalized the teaching and reader
    response in classrooms.
  • Established a common commitment to inquiry

36
Professional Development
  • Characteristics of high reform schools
  • Supportive principal and one strong and respected
    teacher/leader who made sure that the teachers
    looked at the data that linked students reading
    improvement to classroom reading practices. Also
    steered study group topics to those that would
    improve reading. Also received support from a
    group of teachers who served as a leadership team.
Write a Comment
User Comments (0)
About PowerShow.com