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Use of Language to Promote Literacy

Use of Language to Promote Literacy. Stephanie Blake-Gomez Cynda Mehlert Caity Stockstell. Agency. Agency - a person’s sense of self and his own abilities. As educators, we influence student’s self-perceptions by how we speak to them.

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Use of Language to Promote Literacy

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  1. Use of Language to Promote Literacy Stephanie Blake-Gomez Cynda Mehlert Caity Stockstell

  2. Agency • Agency - a person’s sense of self and his own abilities. • As educators, we influence student’s self-perceptions by how we speak to them. • “Students should leave school with a sense that if they act, and act strategically, they can accomplish their .” (Johnston, P., 2004, p. 29).

  3. Smart? • Smart is not something you are; it is something that you get. Teachers must help students “get smart” by teaching the value in learning and perseverance, not in feeling smart and achieving the highest test score. • People of all ages carry a fixed or dynamic mindset (or a combination of both), and the mindset we adopt for ourselves profoundly affects our approach to life. • Understanding fixed and dynamic theories guides our approaches in developing student agency. (Johnston, 2004)

  4. Fixed Performance Frame Beliefs- • Permanent traits and (in)abilities • Fixed, unchanging characteristics • If you have to try hard, you probably aren’t smart • Success is most important, how one succeeds is irrelevant (cheating and lying) • Some people are smart and some are not, there isn’t much you can do about it • Competition is important, the faster the better • Simple events, like mistakes, challenges, errors, and asking for help are indicators of one’s intellectual inadequacy (Johnston, 2012)

  5. Dynamic Performance Frame Beliefs- • Ability or intelligence grows with learning and depends on the situation • The more you learn, the smarter you get • Learning may be hardand that’s okay • Looking good or bad is not relevant in learning • Taking challenges and making mistakes are a part of learning, mistakes don’t point to inadequacies • Collaboration is important for success, seeking help from others is sensible • Difficulty means interesting (Johnston, 2012)

  6. Words Can Open or Close The Door To Each Frame of Learning • Different forms of feedback nurture very different narratives about self. Process Versus Person Feedback, focus on different aspects of the process-effort and strategy-and not the person. Person-oriented praise draws students into a fixed performance world. • Think about the way we frame activities. “Let’s see who’s the best (or quickest) at doing these problems” is very different from “Let’s see which of these problems is the most interesting.” • Explicitly teach students about how people’s brains and minds work. If student’s know that each time they learn something new , their brain literally grows new cells, they can apply that to their thinking about the stability of intelligence. (Johnston, 2012)

  7. Dynamic Language Person Oriented Process Oriented “Look how you figured that out!” “I bet you are proud of yourself!” “What did you do to help yourself?” “You worked hard today, how does that feel?” • “You are good at math!” • “I am so proud of you!” • “You are so smart!” • “Nice work!” (Johnston, 2012)

  8. If we want students to be self-directed and develop agency, they need to be responsible for making decisions for authentic reasons. Attention to process Take up noticing Cross check Multiple perspectives Change and possibility (Johnston, 2012) “How did (or could) you figure that out?” “What are you noticing?” “I noticed that…” “How could you check?” “Are there any other ways to think about that?” “You can’t do it…yet!” “What have you done so far?”

  9. Role of Language During Teaching • Tool for communicating specific knowledge, skills, and strategies to students • Prompts stimulate students’ problem solving processes • Provide immediate feedback that describes students’ behavior • Impacts students’ perception of learning, shapes their theory of learning (Dorn & Jones, 2012)

  10. Higher Level Development Neural Growth happens because of the process, not the solution • “We have known for a long time that conversation with an adult was the best tutorial situation in which to raise the student’s functioning to a high level” (Clay, M.,1991, p. 70). DO: Be problem solving focused, not solution oriented

  11. Examples of Language Focused on Problem Solving • What are you trying to figure out? • What’s wrong? • What did you notice? • How can you help yourself? • What strategy would work there?

  12. Intersubjectivity Conversation Teacher Must be familiar with student Understand what the student is trying to communicate Observe student for understanding Adjust as needed (Cazden, 2004) • Needs to share similar understanding- Intersubjectivity • Student must gain meaning from it (Dorn & Jones, 2012)

  13. Apprenticeship Approach To Literacy • The teacher carefully observes the knowledge and skills of a student and useslanguageto build bridges that enable students to use what they already know to acquire new and unknown information (Clay and Cazden, 1990).

  14. CODED READING something you find interesting something you have a question about bright” idea or thought

  15. Language to Assist Student PerformanceMatch Example to Purpose Examples: Purposes: How can you use what you learned today in writing to help you with reading? Today you will read to find out how the problem is solved. What tricky parts do you need to watch out for? Anticipate Potential Difficulties Establish Learning Goals Promote Transfer

  16. TeachingMoves • Rogoff (1990, 39) characterizes apprenticeship learning as shared problem solving between an active learner and a more skilled partner. She identified the following features of guided participation: “the importance of routine activities, tacit as well as explicit communication, supportive structuring of novices’ efforts, and transfer of responsibility for handling skills to novices.” This can be brought about through modeling, coaching, scaffolding, articulating, and reflecting (Collins et al. 1989). (Dorn & Jones, 2012)

  17. Modeling • Expert provides clear model • Benchmark to compare • performance • Teacher becomes part of • internal dialogue of student • (Dorn & Soffos, 2001) Example:Model how to look for chunks in a word.Example Language:“If I don’t’ know a word, I can look for chunks in the word.”“I can separate the chunks with a line.”sci I en I tists“Blend the chunks together to figure out the word.”scientists

  18. Coaching • Directs student’s thinking to task at hand • Involves guided participation • Teacher offers hints, reminders, feedback, modeling, and other types of support to ensure successful performance • (Dorn & Jones, 2012) Example of Language Prompts:“Can you say more about that?” (Inviting Elaboration)“I’m not sure what you mean. Can you explain that to me?” (Admitting perplexity)“We all agree on that point, but let’s talk more about why.” (Refocusing discussion)(Dorn & Soffos, 2001)

  19. Scaffolding • Provides just enough support for student to accomplish task successfully • Assists a student in his of her zone of proximal development • Can be taken away (self-destructing) • (Dorn & Soffos, 2001) and (Dorn & Jones, 2012) Learning to ride a bike…

  20. (Wood, 2002) and (Dorn & Jones, 2012)

  21. Articulating • Specific language prompt • Encourages students to articulate their knowledge or problem solving strategy during a particular task • Can help student learn how to plan, organize, and reflect on their literacy performances • (Dorn & Jones, 2012) Example Language Prompts:“How did you know?”“What can you try?”“What did you notice?”“What are some important things you do to edit your story?”“Tell me the strategies you used while reading.”“What are you thinking?”“What is your plan?”

  22. Reflecting • Students judge their performance to an external standard • Questions focused on personal accomplishment • Analyze and reflect on their own progress • (Dorn & Jones, 2012) Prompts :“How do you think you did on that?”“Where do you think you did your best work?”As you look back on your work, what changes do you see? • Reflecting on one’s own work enhances meaning • Reflecting on experiences is amplified when done with partners (York-Barr, Sommers, Ghere, & Montie, 2006)

  23. BEGIN with the END in Mind • Fundamental goal of education is to enable individuals to assume responsibility for their own learning • If students are to become independent learners, they must be able to use the power of language and other forms of mental representation to guide construction, adaptation, and correction of task performance, and to benefit from the assistance of others (Meichenbaum & Biemiller, 1998) Ultimate goal… Self Direction And Regulation

  24. Now What? We know better, we do better… Here are ways we are working to enhance our use of language in Waterloo Community School District

  25. Book Study “Connecting our professional learning with teachers to these books will make our thinking together, working together, and disagreeing together even stronger…and the VALUE of it will be seen as greater.” -Orange Elementary Teachers and Administrator

  26. Book Series/Character Education Second Step Leader in Me

  27. Social Stories Resources to Use Video Example Apps: iMovie and SS Stories Text with or without pictures Boardmaker Boardmakershare.com Audio Only

  28. Prompt Card/Reminders Dynamic Frame -Did anyone notice…? -You have learned so much! -How did you do that? -How did you know that? -How could we figure that out? -You figured that out with hard work. -Thanks for teaching us that. -Are you ready to get started? -What problems did you come across today? -Which part are you sure about and which part are you not sure about? -How are you planning to go about this? -Why…? -How else…? -What if…? -Would you agree with that? -Repeat what he said for us so we can think about it. -You have not figured out that problem…yet. -I bet you are proud of yourself! -What are you doing as a (writer) today? -That’s not like you. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _  If a child is fully engaged in something and you praise them, you shift their attention to pleasing you. Notice them without judgment. Our focus must be on problem solving and teaching kids to work and think together!  -Peter Johnston

  29. Recorded/Live Interactions with Student(s) Peer Coaching Video Recordings Audio Recordings Coaching Cycles/Site Visits

  30. Language Rehearsal Self-Reflection Questions • Is your language meaningful to the student? • Is your language relevant to the task at hand? • Is your language focused on the problem solving rather than praising the outcome? (Dorn & Jones, 2012)

  31. No matter what way you try to help improve your language or other’s language… just know that you CAN DO IT!

  32. References • Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann. • Clay, M. M. (2005). Literacy Lessons Designed for Individuals. Portsmouth, NH: Heinemann. • Dorn, L.J. & Jones, T. (2012). Apprenticeship in literacy: Transitions across reading and writing, K-4. Portland, Maine: Stenhouse Publishers • Dorn, L.J. & Soffos, C. (2012). Interventions that work. Boston, MA: Pearson. • Harris, B. (2011). Battling boredom. Larchmont, NY: Eye on Education. • Johnston, P.H. (2004). Choice words. New York, NY: Stenhouse Publishers. • Johnston, P.H. (2012). Opening minds. New York, NY: Stenhouse Publishers. • Lyons, C. & Pinnell, G.S. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann. • Meichenbaum D. & Biemiller, A. (1998). Nuturing independent learners: Helping students take charge of their own learning. Auburn Hills, MI: Brookline Books. • York-Barr J., Sommers, W. A., Ghere, G.S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin Press.

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