Take Away from Education 338 11/04/2015

The Development of Disciplinary Literacy
        -The phase disciplinary literacy is increasingly being used to characterize reading and writing in the service of acquiring disciplinary knowledge, insights, and practices.
        -The foundational phase basic literacy, emphasizes gaining initial facility with how written language works and concentrates on mastery of those enabling skills that allow a reader to do what readers do: receive and comprehend written communications.
        -Growth in one of these (figure 4 on page 29) towers, such as the ability to effectively read fictional texts, does not necessarily translate into growth in the other towers, such as mathematics or the sciences.
Apprenticing Disciplinary Readers and Learners
        -Generally,as "you should be able to do this by now." As in, "Shouldn't we expect sixth graders (or ninth graders, or 12th graders) to be able to read the text central to learning in our disciplines?"
        -If learning to read effectively is a journey toward ever-increasing ability to comprehend texts, then teachers are the tour guides, ensuring that students stay on course, pausing to make sure they appreciate the landscape of understanding, and encouraging the occasional diversion down an inviting and interesting cul-de-sac or byway.
        - I do/You watch, I do/You help, You do/ I help, You do/ I watch
Table 5-14: Useful and important

Embedding Strategies in Classroom Lessons
        1) Frontloading learning: Before-reading scaffolding
        2) Guiding comprehension: During-reading scaffolding
        3) Consolidating understanding: After-reading scaffolding
Metacongnitive Conversations
        -Metacognitive conversations are especially critical for students who struggle with learning.
        -Metacognitive conversations involve all students in the inside game of learning--the how and why as well as the what.
        -Metacognitive conversations can be categorized as external conversations: They take place in public, they are social in that multiple learners are included in the discussions, and students are not compelled to infer the direction of thought that led other students to their interpretations and conclusions.
Tables 15-18


All information was taken out of Classroom Strategies for Interactive Learning by Doug Buehl 5th edition.