Non-Negotiable Learning for RDG 3320. Philosophies -constructivism -cognitivism -behaviorism Know...

Non-Negotiable Learning for RDG 3320

Philosophies- constructivism

- cognitivism

- behaviorism

Know what these are and how each supports certain types of learning.

Theories

• top-down

• bottom-up

• integrated

•

Piaget

Remember “ages and stages” and that cognitive development supports linguistic

development

His theories support Reading Readiness: This notion presupposes that learning can only take place if the child is “ready”.

Mentally, physically, emotionally, and in any way that can be benchmarked as being the same for all learners.

Vygotsky

Remember zone of proximal development and that linguistic development is social

supports cognitive development

His theories support Emergent Literacy: this notion follows Piaget’s stages, but believes that kids can be in more then one

stage at a time and that all kids develop differently.

Rosenblatt

Reader Response.

Efferent and Aesthetic Stance.

Transactional Reading Model.

Elements of Language

• read

• write

• speak

• listen

Mutually supportive.

Systems of Language • grapho/phonic

• syntactic

• semantic

• pragmatic

Should be able to define each of these and discuss how they work together as well as know strategies used by readers in each system.

Reading cycle:

Reading Cycle

ReaderPredict

Author

TextConfirm / Discomfirm

Integrate

if disconfirmed

Schema Theory • How things are organized and accessed in your

head. a system of “files” which are interrelated. When you think “head”, files open - “head” of a pin, the foam on beer, the round thing on top of your neck, the front of the line, etc. As you get more information, the choices narrow until we know which “head”. Not only do the “head” files open, but sub files within each file open. ((Foam on beer >>bars >>saloons >>football games >>Kegs))

Language Difference vs

Language Deficit

“Deficit” implies that not having speaking English is problematic to the extent that non-speakers are “less able” speakers. Standard English is thus defined as a superior version of English when it comes to thinking and learning.

“Difference” suggests that all dialects of English are valued and are equally capable of supporting intelligent thought. Standard English is just one variant of English, albeit the one primarily used in academics and the economic world which makes it desirable for all children to learn as one of their language abilities.

Using Language to learn

Language helps learners make sense of the world. Gives the learner a label for ideas and objects. It is easier to think about something if you have a label for it and a place to put it in your schema. Allows us to think and be thoughtful.

Reading is a constructive process -

• Negotiation between reader and author.

• Influenced by worldview, experience, linguistic skills, and situation.

Scaffolding

• Use what students know to support what they don’t know.

Learned Helplessness

• When how, or what, we teach moves children toward being dependent on us, or someone else, for their learning.

Trade Books

• What are they?

• What uses?

Norm-Referenced Tests

• How much knowledge you have in a given area and how does your “amount” compare to others.

• How much of this can you do and how do you compare to others doing the same stuff?

Criterion Referenced Tests

• Your understandings in a given area compared to a set criteria

• Usually a pass / fail on required knowledge base in a content area at a grade level.

• Can you do this? yes or no

Normed Scores

• Percentiles

• Grade Equivalency Scores

• Stanines

Non-traditional Assessment

• Portfolios

• Checklists

• Anecdotal records

• These look at observational data or progress over time.

• They are more PROCESS oriented that PRODUCT oriented.

Basals

• Good points

• Bad points

• Contents of

Linguistic Elements

• Phoneme

• Grapheme

• Morpheme