SESSION 10

Benedictine University

Session 10Online

Putting It All TogetherChapter 10

Tracey and Morrow1

SESSION 10

Session 10Online


Session 10 Objectives

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In Session 10, you will: Review Session 9 content Review the theories and models presented in Sessions 1-9 Discuss the acquisition of new schema concerning

theoretical foundations of literacy and learning Discuss positive theories that affect learning and literacy

in a practical classroom Discuss three best practice instructional techniques that

can and should be applied in a practical classroom…by reading the slides and completing all activities and

assessments presented in Session 10 PPT

Session 10Online


Session 9 Review

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We completed a post-test reflecting on the theories and models and methods of best practice highlighted throughout EDUC 622

We shared articles that reflect the implementation of best practice with struggling readers, ELLs, early and content-area literacy learners

We presented our Interview Review where we examined how theory and best practice are illustrated in the practical classroom

Group D presented on Technology, New Literacies, and Professional Development in the Best Practice Briefcase Workshop

Session 10Online


Putting It All Together

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In this session, you will combine all of the theories and models together for a more complete view of literacy and learning:

Early RootsBehaviorismConstructivism and ReadingTheories of Literacy DevelopmentSocial Learning PerspectivesInformation/Cognitive Processing Perspectives,

Continued, and State of the Art

Session 10Online

Benedictine University5

Let’s Review!


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Early Theories and Models Applicable To Reading

(400 B.C.-1899)

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EARLY ROOTS

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MENTAL DISCIPLINE THEORY

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The mind lies dormant until it is exercised!

MIND + EXERCISE = LEARNING

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ASSOCIATIONISM

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CONTINGUITYTHINGS THATOCCUR TOGETHER

3 KINDS OF CONNECTIONS AID MEMORY AND LEARNING

SIMILARITYSIMILAR CATEGORIES

CONTRASTOPPOSITES

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UNFOLDMENT THEORY

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A natural unfolding of the mind based on individual curiosity and interest!

Mail Arrives Humm…

Susie had a baby!I need to buy a baby gift!

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STRUCTURALISM

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Understanding the mind through the study of perception!

LETTER AND WORD RECOGNITION

LEGIBILITY OF PRINT

SPAN OF ATTENTION


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The Dominant Educational Theory for 50 Years

(1900-1950)

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BEHAVIORISM

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CLASSICAL CONDITIONING THEORY

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This theory exemplifies behaviorism because it focuses on observable changes in behavior and responses to stimuli as demonstrative of learning

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CONNECTIONISM

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Law of Effect “Principle of Reinforcement”

Law of Readiness

Law of Identical Elements

Law of Exercise

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OPERANT CONDITIONING THEORY

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Skinner’s research focused on the use of reinforcement and punishment in behavior

“Programmed Learning”-Instruction is broken down into small, successive steps that maximize the likelihood of students’ success and minimize the likelihood of students’ frustration and failure


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CONSTRUCTIVISM(1920s-PRESENT)

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INQUIRY LEARNING

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Dewey emphasized the following aspectsin students’ learning:

THE GROWTH OF THE INDIVIDUAL

THE IMPORTANCE OF THE ENVIRONMENT

THE ROLE OF THE TEACHER

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SCHEMA THEORY

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People organize everything they know into schemas, or knowledge structures!

• Schemas are individualized

• Without an existing schema, it is very hard to learn new information on a topic!

• The more elaborate the individual’s schema is for any given topic, the more easily he or she will be able to learn new information in that topic area

Session 10Online TRANSACTIONAL / READER

RESPONSE THEORY


All individuals have 2 responses to text:• “Efferent” Responses

FACT-ORIENTED

• “Aesthetic” Responses PERSONALLY AND

EMOTIONALLY BASED • It Is Also Important To Remember Text Connections!

TEXT- TO- TEXT TEXT- TO-SELF TEXT –TO- WORLD

Session 10Online PSYCHOLINGUISTIC

THEORY


This theory discusses the link between psychology and language

Readers rely on language cueing systems to help the rapidly read text

In addition, readers use their knowledge about language, and the world in general, to drive their thinking as they engage in the reading process which allows them to make predictions

Session 10Online WHOLE LANGUAGE

THEORY


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METACOGNITION

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The process of thinking about one’s own thinking

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ENGAGEMENT THEORY

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Engaged readers are mentally active, intrinsically motivated readers who read frequently and use metacognitive strategies in addition to talking with others about what they are reading and learning!

Session 10Online SESS. 10: LARGE GROUP

THREADED DISCUSSION - SLIDE 23

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Large Group Threaded Discussion:Schema Theory suggests that we have schemas for everything in our livesParticipate in a Sess. 10: Threaded Discussion – Slide 23 on the following topics:

Describe the way your schema appeared before you took EDUC 622. How developed was your original schema on literacy and learning?

Elaborate upon the new additions to your schema. Did any of your prior knowledge need to be adjusted or changed?

For the threaded discussion, please compare and contrast your prior schema and your present schema

In addition, please explain what new additions you hope to gain in your schema as you progress through this program

Online

Time!

You can access your Threaded Discussion Tool from the Table of Contents located on the left of the D2L main windowPlease respond to the initial question/s and to a minimum of two other Threaded Discussion entries


Session 10Online

(1930s-PRESENT)

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THEORIES OF LITERACY

DEVELOPMENT

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MATURATION THEORY

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Formal reading instruction was withheld from children both at home and at school until children reached the mental age of 6 years and 6 months

READING UNTIL AGE 6 Years / 6 Months

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THEORY OF LITERACY DEVELOPMENT

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STAGE MODELS OF READING


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Emergent Literacy In Your Classroom

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Session 10Online Family Literacy In Your

Classroom



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(1960s-PRESENT)

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SOCIAL LEARNING PERSPECTIVES

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SOCIOLINGUISTIC THEORY

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Often pre-school children from at-risk communities do not acquire the high-quality oral language foundations, familiarity with Standard English syntax, or the same vocabulary levels, that children from more affluent communities acquire

Session 10Online SOCIO-CULTURAL THEORY

Bronfenner’s Ecological Model of Human Development

32 Benedictine University

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SOCIAL CONSTRUCTIVISM


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Children learn as a result of social interaction with othersDevelopment depends on the sign systems (a culture’s

language, writing, and counting systems) with which individuals grow up

The Zone of Proximal Development: The ideal level of task difficulty to facilitate

learning is the level at which a child can be successful with appropriate support

Scaffolding:The assistance that adults and more

competent peers provide during learning episodes

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SOCIAL LEARNING THEORY

Apply It In Your Classroom!

34Benedictine University

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CRITICAL LITERACY THEORY

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The concept of power in relation to literacy learning


Session 10Online

(1950s-1970s)

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INFORMATION/COGNITIVE

PROCESSING PERSPECTIVES

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INFORMATION PROCESSING THEORIES

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This has been the dominant theory of learning and memory for the past 20 years

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SUBSTRATA-FACTOR THEORY

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The creation of this theory allowed for the beginning of hypothesis-based investigations in reading

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RAUDING THEORY:The Components

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GOUGH’S MODEL

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A “Bottoms Up” Model: The reading process begins when the eye captures the input of each letter from the text

Session 10Online


AUTOMATIC INFORMATION PROCESSING MODEL

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Another “bottoms up” model – Five major components include: 1.Visual2.Phonological3.Episodic, 4.Semantic Memory 5.Attention

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INTERACTIVE MODEL

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A variety of processors converge on the material simultaneously, rather than in a linear process

HELP!


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(1980s)

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INFORMATION/COGNITIVE PROCESSING PERSPECTIVES,

cont.

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INTERACTIVE: COMPENSATORY MODEL

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This model is neither top down or bottom upAccording to this model, there are

4 text processors that are:InteractiveNon-linearCompensatory!

Teach students how to use context cluesProvide instruction on how to be flexible readers

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ORTHOGRAPHIC PROCESSING PERSPECTIVE

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DECODING “SOUNDING IT OUT”

GRAPHOPHONEMIC AWARENESS

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VERBAL EFFICIENCY THEORY

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Activities known to strengthen children's oral language include:Listening to stories read aloud and books on tapeCreating language experience chartsBuddy readingEngaging in dramatic play and storytellingCooking activities

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CONSTRUCTION-INTEGRATION MODEL

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When readers read, they construct representations, or understandings, of what they have read in their heads

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PHONOLOGICAL-CORE VARIABLE DIFFERENCE MODEL

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State Of The Art(1989-Present)

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INFORMATION/COGNITIVE

PROCESSING PERSPECTIVES

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PARALLEL DISTRIBUTED PROCESSING MODEL

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There are four primary processors that are central to the reading process: The Orthographic Processor, The Meaning Processor, The Context Processor, and The Phonological Processor

This model suggests that during the reading process the orthographic processor uses the strength of the connections between letters to activate letters that are likely to follow the initially identified letter and to suppress letters that are unlikely to follow the initially identified letters

QUIET SQUIRREL QUEEN

Session 10Online


DUAL-ROUTE CASCADED MODEL

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The computer has two routes from processing text input: Lexical Route and the Non-Lexical Route

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DOUBLE-DEFICIT HYPOTHESIS

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Many reading disabled children also suffer from a deficit in rapid naming skill in addition to a phonological deficit

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NEUROSCIENCE AND EDUCATION

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Neuroscience studies cognition, but is rooted in biologyThe occipital, temporal, and parietal areas of the brain

are largely responsible for processing print


Session 10Online

Complete The Puzzle!

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What Have We Learned?

Session 10OnlineSESS. 10: LARGE GROUP THREADED DISCUSSION – SLIDE 55

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Large Group Threaded Discussion – Slide 55:Please refer to your Practicum Part 3 Theory and Best Practice

Reflection Paper as you participate in Sess. 10: Large Group Discussion – Slide 55 by answering the following questionsName the theory that has left the most positive impression on you and

explain how you are going to include it in your literacy environmentChoose and elaborate on three best practices that will now be

included in your literacy environment as a result of EDUC 622

Online

Time!

You can access your Threaded Discussion Tool from the Table of Contents located on the left of the D2L main windowPlease respond to the initial question/s and to a minimum of two other Threaded Discussion entries

Session 10Online


Which Way to Success?ALWAYS REMEMBER BEST PRACTICE!

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EDUC 622 Online Assignment Submission


EDUC 622 Major Assignments:• #3: Best Practice Briefcase and Portfolio• #4: Practicum – Parts 1 & 3• Group D’s Template

Session 10Online

Sess. 10: EDUC 622 Major Assign. #4 – Slide 58

Individual Assignment – Major Assignment #4 Dropbox:To begin, click on the Sess. 10: EDUC 622 Major Assign. #4

Dropbox – Slide 58 – Part 1 located in the “Content Map” section on the left side of the computer screen

Assignment Dropbox: Submit EDUC 622 Major Assignment #4: Practicum – Part 1 Vision Statement:Sess. 10: EDUC 622 Major Assign. #4 Dropbox – Slide 58 – Part

1

Online Activity


Session 10Online


Individual Assignment – Major Assignment #4 Dropbox:To begin, click on the Sess. 10: EDUC 622 Major Assign. #4

Dropbox – Slide 59 – Part 3 located in the “Content Map” section on the left side of the computer screen

Assignment Dropbox: Submit EDUC 622 Major Assignment #4: Practicum – Part 3: Theory and Best Practice Reflection Paper:Sess. 10: EDUC 622 Major Assign. #4 Dropbox – Slide 59 – Part

3

Online Activity


Session 10Online

Sess. 10: EDUC 622 GROUP D - TEMPLATE GROUP D: Template Assignment Dropbox:To begin, click on the Sess. 10: EDUC 622 GROUP D -

TEMPLATE Dropbox – Slide 60 located in the “Content Map” section on the left side of the computer screen

Assignment Dropbox: Submit EDUC 622 GROUP D: Template:Sess. 10: EDUC 622 Group D – Template Dropbox – Slide 60

Online Activity


Session 10Online

EDUC 622

Assignments DueSession 10Reminder61


Session 10Online


ASSIGNMENTS: SESSION 10

MAJOR ASSIGNMENT #3: BEST PRACTICE BRIEFCASE ELECTRONIC PORTFOLIO [100 pts]- DUE SESSION 10

MAJOR ASSIGNMENT #4: PRACTICUM PARTS 1 and 3: DUE SESSION 10

Vision Statement [50 pts] Theory and Best Practice Reflection [200 pts]

GROUP D’s On-Line Templates-

ASSIGNMENTS DUE SESSION 10: ** PLEASE SUBMIT QUICKLY**

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BEST PRACTICE BRIEFCASE PORTFOLIO

PUTTING IT ALL TOGETHER

63

Session 10Online


Best Practice Briefcase Portfolio

Upon completion of EDUC 622, students will publish (by uploading on Slide 66) the following completed Assignment #3 documents to an online dropbox entitled:Sess. 10: Best Practice Briefcase Portfolio – Slide 66 [100 pts.]

Best Practice: Best Practice & Classroom Application Scenario Resource*

Best Practice: Group Overview Handout*• Be sure to title your documents• Each student will then be able to download (from Slide

66) and save the Best Practice Briefcase samples for future reference

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Session 10Online


Session 10: Major Assignment #3 Publishing – Slide 65Individual PUBLISHING Assignment :• Upload your Assignment #3 documents to:

Sess. 10: Major Assignment #3 – Publish dropbox• After your classmates have uploaded their

Major Assignment #3 to this publishing dropbox documents:

• Each student in EDUC 622 will download these resources as future Best Practice Briefcase References and…

• Assemble their Electronic Portfolio based on these resources and submit Major Assignment #4 Part 3 on Slide 65

Online Activity

Session 10Online


Individual Assignment – Major Assignment #3 – Part 3 Dropbox:To begin, click on the Sess. 10: EDUC 622 Major Assign. #3 –

Part 3 Dropbox – Slide 66 located in the “Content Map” section on the left side of the computer screen

Assignment Dropbox: Submit EDUC 622 Major Assignment #4 – Part 3: Electronic Portfolio to:Sess. 10: EDUC 622 Major Assign. #3 – Part 3 Dropbox – Slide

66

Online Activity



Session 10Online

EDUC 622

67

SESSION 10 Objectives

Session 10Online


Session 10 Objectives

68

In Session 10, you have: Reviewed Session 9 content Reviewed the theories and models presented in Sessions 1-9 Discussed the acquisition of new schema concerning

theoretical foundations of literacy and learning Discussed positive theories that affect learning and

literacy in a practical classroom Discussed three best practice instructional techniques

that can and should be applied in a practical classroom…by reading the slides and completing all activities and

assessments presented in Session 10 PPT


Session 10Online

Putting It All TogetherChapter 10

Tracey and Morrow69

SESSION 10Congratulations on Successfully

Completing EDUC 622!

Documents

SESSION 10