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Strategies for Diversity and Reading: Classroom Engagement and Inclusion

Explore arguments on diversity and reading strategies, analyze classroom needs, apply knowledge to student cases, and engage in debates. Learn about social capital, worldview, scaffolding, and culturally responsive teaching.

matthew-trujillo
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Strategies for Diversity and Reading: Classroom Engagement and Inclusion

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  1. Diversity and During Reading Strategies EDU 4245 Day 8

  2. Presentations • 11/13 Class Size – Ashley, Joann, Lauren • 11/20 Inclusion – Kris, Amelia, Krista • 11/27 Emergency Certification – Tara, Caitlin, Mike • 12/4 Tracking – Anthony, Sylvia, Kaitlyn

  3. Today’s Objectives • Analyze arguments related to classroom diversity. • Know key terms related to issues of diversity and struggling readers/writers. • Apply knowledge of reading strategies and diverse learners to Danielle case.

  4. Argument for Position • Present 3 most compelling arguments for your position. • Refute at least 2 specific arguments the opposition made. • After debate, write what you actually think. Did these remain the same at all or change from how you thought before the beginning of class? Why?

  5. Do You Speak American? • http://www.pbs.org/speak/seatosea/americanvarieties/chicano/quiz/ • http://www.pbs.org/speak/seatosea/standardamerican/#

  6. Concepts • Social capital • Worldview • Scaffolding • Strategy instruction • Metacognition • Code switching • Prior knowledge • Culturally responsive teaching

  7. Worldview • We come to class with a worldview. • We tend to think this is universal. • You don’t think about breathing air now do you?

  8. Worldview • Includes aspects of language, values, ways of relating, religious understandings and customs, social and cultural capital, prior knowledge, assumptions. • Students come to school with social capital, which may or may not be consistent with the school’s values and ways of interacting.

  9. Culturally Responsive Teaching • “Developing strategies for learning about students’ individual and cultural background knowledge and experiences and using this insight in [one’s] teaching” (Villegas and Lucas, 2002, p. 19).

  10. Terms • Diversity ≠ Struggling reader/writer • Important to SCAFFOLD!! • Scaffold by capitalizing on student • Prior knowledge • Interests • Academic strengths • Also important to target areas of need • Strategy instruction (“toolbox”) • Metacognition

  11. Applying it to Danielle’s class In Content area groups… • Use one of the readings you brought to class. Determine strategies you could incorporate to meet the needs of the students in her class. • Think about strengths, areas of need, scaffolding, prior knowledge, etc. • Be prepared to justify your plan.

  12. Chapter 4 Vocab Self-Collection Strategy CD Word Map Vocab Building Chapter 3 QAR Reciprocal Teaching Think Alouds Free Writing Clustering Questioning the Author Directed Reading-Thinking Activities Chapter 10 KWL 4 Thought Organizer Think-Pair-Share Discussion Web Guided Reading Procedure Intra-Act Strategies

  13. Your Challenge… • Think about your reading sample. Consider • Your goals for using this reading material • Ways to include summative and formative assessments • Consider your students and purpose. • Read Nelson Ch. 13. No V&V reading for Tuesday.

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