Disciplinary Literacy: Literacy In The Social Studies Classroom

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Disciplinary Literacy: Literacy In The Social Studies Classroom. Engaging Students In Authentic Opportunities To Practice Literacy! Because You Won’t Know If They Are Literate Until You Give Them Opportunities To Apply The Skills You Want Them To Acquire . Session Purpose & Desired Outcomes. - PowerPoint PPT Presentation

Text of Disciplinary Literacy: Literacy In The Social Studies Classroom

Unit Development Training Social Studies

Disciplinary Literacy: Literacy In The Social Studies Classroom

Engaging Students In Authentic Opportunities To Practice Literacy!Because You Wont Know If They Are Literate Until You Give Them Opportunities To Apply The Skills You Want Them To Acquire .The Purpose Of This Session Is To

Share the intent of the History/Social Studies Common Core Literacy Standards

Share the meaning and intent of disciplinary literacy

Demonstrate strategies and ideas for engaging students in the application of the History/Social Studies Common Core Literacy Standards & disciplinary literacy while invoking inquirySo That Participants

Gain an understanding of what it means to be literate in Social Studies

Acquire ideas of authentic ways to encourage disciplinary literacy and inquiry through the use of the History/Social Studies Common Core Literacy Standards in the social studies classroomSession Purpose & Desired OutcomesThis slide will be for the purpose of discussing the goals of the session and what the presenter wants each person to take away with them from the session.2Literacy & Disciplinary Literacy

Each content or subject discipline has:its own unique knowledge core and its own ways of inquiring, investigating, reasoning, representing, and questioning.Disciplinary literacy refers to the specialized skills that someone must master to be able to read and write in the various disciplines (science, math, literature, history, geography, economics, politics, government, law, sociology, psychology, etc. ) and technical fields. Literacy is the ability to read and write.

This slide will be to discuss the definition of disciplinary literacy and how it is different from the intent of literacy alone.

3Discipline Experts in the Social Studies3.G.1.4 Explain how the movement of goods, people and ideas impact the community.

7.G.1.3 Explain how natural disasters, preservation efforts and human modification of the environment affect modern societies and regions.

AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War.

CE.C&G.1.2 Explain how the Enlightenment and other contributing theories impacted the writing of the Declaration of Independence, the US Constitution and the Bill of Rights to help promote liberty, justice and equality.

The historian examines past modifications.

The geographer maps out changes in the environment.

The economist considers the financial impact of government efforts.

The political scientist considers the legislation and public policy implications.

The cultural researcher considers social changes resulting from modifications. In our work across the state, we have stressed the importance of disciplinary literacy in the social studies and in integrating it into our conceptual unit development. This aligns us well with this piece of the inquiry arc and the use of an inquiry model. Consider how each of the different ways that social scientists might consider our inquiry questions and connect to our generalization.

(Take them to the cards on the wiki. Linked in title.) On our wiki, we have disciplinary literacy cards that can be used to help guide this piece. 4Content Area ReadingDisciplinary LiteracySourceReading Experts since 1920sWider range of experts since the 1990sNature of Skills Generalizable skills and activities that can be used in all or most reading situations

Specialized skills and activitiesFocusUse of reading & writing to study/learn informationHow literacy is used to make meaning within a disciplineStudentsTypically remedial (Strategies that are taught tend to work with younger and lower level readers with no evident benefits for average and higher readers)Whole distribution (Approaches usually have wider impact) TextsOften encourages use of literacy textOnly focused on disciplinary textRole of GraphicsTaught with vague generalities or are ignored altogetherTaught specific to the discipline and are critical to the whole of the text. Help support the contextDistinguishing Content Literacy From Disciplinary LiteracyThis slide will be for the purpose of sharing the critical attributes that distinguish content literacy from disciplinary literacy.

Content Reading:Often promotes reading of plays, short stories, novels, poems for math, science, and historyThematic units and integrated curriculum (focused on the non-disciplinary use of disciplinary information)

Disciplinary Literacy:Language differs across disciplines, so it is critical that readers confront the language of their discipline5Lets Perform A Quick Exercise!

3 minutes to take this short quiz.

Participants will be given five questions in taking a quick test. The purpose will be to show how the types of questions are important and just asking questions is not valuable if they do not address the context of the discipline being studied.

Http://www.loc.gov/teachers/classroommaterials/primarysourcesets/political-cartoons/pdf/canneries.pdf

Passage from the letter:Miss Rife of the Federated Charities, told me it is a general rule, at these canneries, to have the children get their jobs first and then have them apply for permits. A working woman told Miss Rife that one cannery requires no permits and that there are lots of children there.

There are several dangers connected with this work when children do it. On every hand, one can see little tots toting boxes or pans full of beans, berries, or tomatoes and it is self-evident that the work is too hard. Then there are machines which no young person should be working aground. Unguarded belts, wheels, cogs and the like are a menace to careless children.

67Looking At Questions From A Disciplinary View PointWhat prediction can you make about the time and place? What evidence do you have for your prediction? History LensWhat factors do you think might have led to the event(s) and situation(s) being described? What evidence can you offer to support your thinking? History Lens What are some ways you can use the primary source in understanding the past and present and predicting the future? History LensWhat economic/financial factor might explain the action(s) described? What is your evidence? Economic Lens

What inferences can you as an economist about the life of the individuals mentioned in the primary source? Economic Lens

In examining the primary source what assumptions can you make about the relationship between human beings and the environment? How have they impacted or influenced each other? Geography LensWhat economic elements or references do you read in the narrative and/or primary source that can help you understand society during the time span the source was written? Economic Lens

What is suggested about civic life, government activity, or politics? What is your evidence? Political/Government Lens

Based on your reading of the narrative and primary sources, how has government activity influenced the central figures that you read about? What examples are provided by the narrative and primary sources? Political/Government Lens

How does the narrative help develop your understanding of the culture of the author of the primary source? Culture Lens

What can you tell about the social class (are they rich? Poor? In the middle?) What is your evidence? Culture LensStudents should be able to engage in learning experiences that allow them to become practitioners in each sub discipline in order to apply the unique processes, approaches, tools, and knowledge base to solve authentic, complex problems and issues.

Students should be able to have a knowledge of the words and phrases of a discipline in order to understand the issues, events, and phenomena of a discipline.

Students should be able to read and understand various kinds of texts depending on the discipline in which it occurs.

Students should be able to combine knowledge and skills with the ability to read, write, listen, speak, think critically and demonstrate tasks in a way that is meaningful within the context of a particular discipline of social studies.

Students should be able to engage in authentic opportunities to learn and practice literacy by applying skills that require them to think deeply and critically about specific disciplines of social studies.

8Disciplinary Literacy In Social Studies? Rate The Five Statements In Order Of Your Thoughts On Which Is Most Important.1?2?3?4?5?Which of these do you believe are essential in Social Studies?

Participants use Poll Everywhere (1st choice) or a post it or index card:At this point the participants will be asked to decide on the purpose for DL and agree Here I have just created five questions of why we use DL literacy. Participants will dialogue about their points of view on the question posed.Ask which do you rate as #1 most importantWhich do you rate s least important

89We dont need to eschew the traditional subjectsbut we do need to move beyond memorizing and regurgitating what experts in the field have already discovered. We need students to think like an expert in the field. That means classrooms should look more like investigative laboratories than rows of desks ready to receive information.Source: Thomas Friedman in November 7, 2003http://edtosavetheworld.com/2013/11/07/think-about-jobs-of-the-future/ blog post

Critical ReflectionThink About It!The traditional debate in education has been around this question:

How much content do students need to knowin order to be skilled in critical thinking, reasoning, problem-solving?

Research has taught us that a better questi