Content Matters: A Disciplinary Literacy Approach to by Stephanie M. McConachie, Anthony R. Petrosky, Lauren B.

By Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick

Content material:
Chapter 1 attractive content material lecturers in Literacy improvement (pages 1–13): Stephanie M. McConachie and Anthony R. Petrosky
Chapter 2 Disciplinary Literacy: A Principle?Based Framework (pages 15–31): Stephanie M. McConachie
Chapter three Disciplinary Literacy within the historical past school room (pages 33–61): Anita ok. Ravi
Chapter four Disciplinary Literacy within the arithmetic lecture room (pages 63–85): Victoria L. invoice and Idorenyin Jamar
Chapter five Disciplinary Literacy within the technology lecture room (pages 87–127): Samuel A. Spiegel, Jody Bintz, Joseph A. Taylor, Nancy M. Landes and Deborah L. Jordan
Chapter 6 Disciplinary Literacy within the English Language Arts school room (pages 129–161): Anthony R. Petrosky, Stephanie M. McConachie and Vivian Mihalakis
Chapter 7 Embedding Disciplinary Literacy: management studying (pages 163–196): Stephanie M. McConachie and Rosita E. Apodaca

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Extra info for Content Matters: A Disciplinary Literacy Approach to Improving Student Learning

Sample text

Therefore, the DL design principles, developed to describe instructional practice by discipline, call out specific learner considerations drawn from the principles of learning. At the overarching level, the DL design principles, relevant to all content areas, describe critical aspects of instruction, including knowledge domains, applying critical thinking to specific discipline problems, learning and teaching as apprenticeship, effort-based environments to socialize intelligence, and the integral nature of assessment to instruction.

30 Content Matters Principle 4: Classroom culture socializes intelligence. Intelligence is socialized through community, class learning culture, and instructional routines. Students are encouraged to take risks, seek and offer help when appropriate, ask questions and insist on understanding the answers, analyze and solve problems, reflect on their learning, and learn from one another. Class routines build a learning culture that invites effort by treating students as smart, capable, responsible learners.

2002). In such cases where there is no specified curriculum, teachers frequently fall back on teaching what they were taught in the ways they were taught or they rely on textbooks and workbooks. Our point is that curriculum in the disciplines is a hodgepodge. In some cases, it is a textbook. In others, it is sets of standards. In yet others, it is a district framework that tries its best to accommodate state standards and assessments, students’ needs, and teachers’ preferences. Our experiences in districts with DL has taught us the importance of focused, coherent curricula in the disciplines that support teachers and students with cognitively-challenging tasks organized around big ideas in the content.

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