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Prof . Dr. Christine Garbe (University of Cologne ) PowerPoint Presentation
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Prof . Dr. Christine Garbe (University of Cologne )

Prof . Dr. Christine Garbe (University of Cologne )

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Prof . Dr. Christine Garbe (University of Cologne )

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  1. Prof. Dr. Christine Garbe (University of Cologne) BaCuLit: Basic Curriculum forTeachers´ In-Service Training in Content Area Literacy in Secondary Schools ISIT :„Implementation Strategies for Innovations in Teachers' Professional Develop­ment“

  2. The BaCuLitConsortium Team: 27 personsfrom 10 universitiesand in-service teachertraininginstitutionsfrom 7 European countries Consulting: 2 American experts in contentarealiteracy Project coordination: Prof. Dr. Christine Garbe (Cologne), Dr. Karl Holle (Lueneburg)

  3. Module 1 – Input 3 Principles of BaCuLit Lesson Planning

  4. Why Reading Matters in all Content Areas • What happens when we read? Self-experience: Comprehending a short narrative text • The PISA definition of reading literacy • One example: How reading matters in solving mathematical tasks • Assignment for a Collaborative Task

  5. PARTICIPANT ACTIVITY Self-experience: Comprehending a short narrative text • Read the following lines. • After each line take a break and write down what is coming to your mind. He plunked down 18.00 € at the window. She tried to give him 9.00 €, but he refused to take it. So when they got inside, she bought him a large bag of popcorn.

  6. Whatis Reading? Conclusion • In formertimespeopleconsideredreadingtobe an actof „takingsomecontent out ofthetext“: transferringthecontentfromonecontainer (thetext) toanotherone (thereader´sbrain). This isthe so calledcontainermodelofreading. • Today weknow due toresearch in reader-response theory, psycholinguistics, cognitivepsychologyandbrainresearch: Reading is an active (re-)constructionofmeaning. Ifwewanttounderstand a word, a sentence, a text – wealwaysneedto link ourbackgroundknowledge (aboutlanguage, theworld, actionschemata etc.) tothewrittenwords in thetext. Reading isthus an interactiveprocessbetweenthetextandthereader.

  7. The PISA definitionofreadingliteracy • "Reading literacy is understanding, using, and reflecting on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.“ (OECD 2002: 25) • PISA defines reading literacy as „active engagement with written texts. [...] In the psychological literature about text comprehension, there is a general consensus that the reader has to construct meaning in written texts. Reading is not a passive reception of what is in the text, but it is an active (re-)construction of text meaning. The written information are connected to the knowledge of the reader. Thus, dealing with written texts can be seen as an act of generating meaning by which the previous knowledge of the reader and the text itself interact.“ (Artelt/ Stanat/ Schneider/ Schiefele 2001: 70f.)

  8. Theoreticalstructureofreadingliteracyaccordingto PISA Reading literacy (Source: OECD 2006: 50) Use information primarily from within the text Draw upon outside knowledge Focus on independent parts of the text Focus on specific parts within the text Independent pieces of information Under- standing of relationships Focus on content Focus on structure Retrieve information Form a broad understanding Develop an interpretation Reflect on and evaluate content of text Reflect on and evaluate form of text

  9. Oneexample: Howreadingmattersin solvingmathematicaltasks Studentswhostartedtosolvethetask A B C D E F G H I J K L WORD READING TEXT COMPREHENSION PROBLEM REPRESENTATION COUNTING Studentswhosolvedthetaskcorrectly

  10. PARTICIPANT ACTIVITY Do you have similar experiences about the reading problems of your students in your content area (or of the participants in your teacher-training courses) as you have learned from the Hungarian study just presented? Assignment: How do the reading and comprehension problems of your students – from the first encounter with the text until the successful completion of tasks – become manifest in your daily classroom practice? Please describe your observations in refering to the four levels of the Hungarian study / the model shown on slide No 7. Please write down your observations and reflections on 1 – 2 pages and post them in the forum, which will be initiated for this assignment by your trainers. Please read the postings of your colleagues and comment on at least two of them.

  11. 6. Outcomes: The BaCuLit Curriculum(6 Modules ) (1) BaCuLitPrinciplesofLessonPlanning (6) BaCuLit Practice ofLessonPlanning Supportingteachers´ selfconceptasteachersforcontentarealiteracy (2) Text Structure& Text Diversity (5) FormativeAssessment (4) ReadingStrategies (3) VocabularyInstruction

  12. 6. Outcomes: The BaCuLitLesson Planning Framework Interaction Assessment Supportingstudents‘ contentarealearningbyimprovingtheirliteracyskills Vocabulary Texts Reading Strategies Metacognition Engagement

  13. 9. Contactand Further Information • Contact: BaCuLit Association, Office: Universitätzu Köln • c/o Prof.Dr. Christine Garbe • Institutfür Deutsche Sprache und Literatur II, Richard-Strauss-Str. 2, 50931 Köln • info@baculit.eu • Websites • http://www.baculit.eu • www.adore-project.eu • European Website on Literacy: http://ec.europa.eu/education/literacy/index_en.htm • Literature: • Garbe, Christine / Holle, Karl / Weinhold, Swantje (Eds.): ADORE – Teaching StrugglingAdolescent Readers in European Countries. Key Elements ofGood Practice. Lang: Frankfurt/M et al. 2010. • EuropeanCommission (2012): EU High Level Group of Experts on Literacy. Final Report, September 2012. Luxembourg: Publications Office of the European Union 2012, 120 pp. • Download: http://ec.europa.eu/education/literacy/what-eu/high-level-group/documents/literacy-report.pdf