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Supports for Literacy Leaders Me Read? And How! and GAINS Spring 2010. Agenda. Read the quotation on the card. Share, with a partner, what the quotation means to you. Mix and Mingle Introduce yourself to others around the room Share the message on your card
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Share, with a partner, what the quotation means to you.
Mix and Mingle
Introduce yourself to others around the room
Share the message on your card
Form small groups around connecting ideas
MINDS ON:Making Connections
Ontario teachers report on how to improve boys’ literacy skills
“The MRAH Tour”
“And then the whining schoolboy
With his satchel and shiny morning face
Creeping like a snail
Unwillingly to school.”
“Male youth mentally absent from school and disengaged academically are more often than not, disaffected and struggling readers. These students contribute to one of the most persistent and ubiquitous achievement gaps found in America.” Brozo, 2002
Organized into 6 sections:
Your Own Time - 20 min.
Explore your own “Strategy Destination” 5 min.
Respond to each question on a colour-coded post it.5 min.
Discuss with a partner your responses on each other’s “Strategy Destination”.
Post your “Notes” on the matching
“Strategy Destination” wall chart.
Full Group Sharing
Understanding boys’ learning styles
At Bishop Allen Academy, teachers structured their 76 minute periods into smaller sections…. A single class period could involve a combination of: Internet browsing and reading; conducting research for independent study projects; reading and discussing a group of articles; conducting debates; viewing online videos; writing reviews of events, movies or documentaries; and completing independent work. MRAH p. 21
Using the arts to bring literacy to life
At Hawthorne Village Public School the inquiry team found that the integration of drama, dance, music, and visual arts on boys’ motivation, comprehension, and overall fluency in reading was profound and positive.
MRAH p. 28
Making reading and writing relevant to boys
“The emphasis on ownership extended to allowing boys to choose topics of interest to discuss or write about in the classroom, such as cars, snowboards, video games, physical survival, drugs, gangs and musicians and accommodating boys’ interest in non-traditional styles, forms, and themes, such as humourous writing, rap songs, and war.” Teacher Comment St. Edward Catholic School
Using technology to get boys interested in literacy
“With the purchase of new resources and new technologies, such as interactive whiteboards, digital cameras, data projectors, and opaque projectors, the teachers were able to try something new with their instructional practices. These resources became a catalyst for changing the rigidness of the language programs…. ‘the technological learning curve that I have been on the past three years has taken me places I never imagined possible in my teaching practices.’ ”
Teacher Comment St. Paul Catholic School MRAHp. 54
The role of the teacher in boys’ literacy
“I look at the boys in my class in a little different way, not as lazy or unmotivated, but just needing a different way to learn. I’m looking for ways in all my classes to go beyond the textbook and put control of the learning in the kids’ hands.”
Teacher Comment St. Anne Catholic H.S. MRAHp. 64
Using single-sex groupings
“Some proponents of this strategy argue that boys and girls receive and process information differently, hear and see differently, and develop at different rates; therefore, different teaching styles and classroom structures should be adopted to accommodate both sexes….
The ruling principle should be that a range of effective and focused pedagogies…should be used in classrooms and that schools should be organized to support learning for all students whether that means single-sex or coed groupings or a mixture of both.” MRAHp.81
“Thelong well-documented history of male underachievement has helped contribute to an entrenched, popular perception and indeed an expectation that many boys simply will not become thoughtful, accomplished readers.”
“Teachers who see potential in their male students discover ways of teaching and reaching them that are personally meaningful, culturally responsible and capitalize on the resources they bring to the classroom.”
Alloway, Freebody, Gilbert, and Muspratt, 2002
1. As you reflect on your whirlwind tour of MRAH what comment might you write home to family, friends, colleagues?
2. Record your comments on the Postcard Home and then “mail” your postcard in the receptacle provided. THANK YOU!
Please take 10 minutes and we will resume again shortly
Bringing critical literacy skills into the classroom
Critical literacy means that students adopt a critical or questioning stance in regard to what they are reading, hearing or viewing….
Students need to be helped to exercise their critical thoughts and perceptions and understand how texts are constructed and how texts try to inform, persuade, entertain, and influence the reader.
What points of view are missing from this story? Why is this important to recognize?
What values and beliefs do the producers seem to have? What techniques are used to influence the viewer?
Is the data in one graph presented in a way that is more favourable than the other? What is revealed or concealed in each of the graphs?
What do you think the second map cartographer wants to emphasize? What beliefs do you think this cartographer holds?
What does the producer of the clip want viewers to feel? What techniques are used to evoke these feelings?
Problem-posing questions at F. W. Begley, Northwood, Kingsville, Eastwood, Harrow Senior, and Lakeshore Discovery P.S. - partnership with the humane society and environmental awareness projects.
Exploration of critical literacy through examination of textual features of graphic novels at Parkside Collegiate Institute.
Focus on gender stereotyping in media and popular cultures texts at St. Patrick Catholic Elementary School. MRAH p. 44
-Package titled Critical Literacy, Grades 7-12: Supports for Boys’ Literacy
-12 selections on critical literacy drawn from the CD-ROM.
On a blank piece of paper…
Why would (some) teachers feel uncomfortable with this activity?
What do we need to do to resolve the tension which might exist?
Adolescent Literacy Emphases
GAINS in Achievement
Reach every student
Questioning to evoke and expose thinking
Responding with appropriate levels of challenge and support
Fearless speaking and listening
Practising principled practices for depth, precision and power
Engaging learners in critical literacy
Addressing the indicators
Bringing metacognition into the classroom
It provides the means for adolescents to oversee thinking as it happens, to determine what they know, to appraise what they need to know, and to orchestrate what they should do in a learning situation.”
3 Produced by the Literacy and Numeracy Secretariat
1 Boys' Literacy Teacher Inquiry K-12
4 Produced by Curriculum & Assessment Policy Branch and Student Success
2 Expert Panel Reports & Guides
Products – that go, illustrate, engage, are of use
Gaming - skills, operations, retention, inquiry
Motor Activity – embodying a process, concepts, experiences
Role-play/Performance –process, world roles, critical decisions
Open Inquiry – experience and theory, destinations without maps, personal reflection
Team Work/Competitions – energizing collaboration, competitive edge, parts into wholes
Personal Realization – consideration of others, self-discovery, masculinity.
There is a quality of transitivity running through the effective practices reported.
That is, the motor activity or the adrenal boost of competing or the power of an unexpected surprise in the classroom does not merely engage or delight; it is transitive to highly specific learning outcomes.
E.g., the transitive power of physical movement in mastering tasks and incorporating concepts documented in gaming, role play, competition, and teamwork.
Are there strategies identified in this research that would address some of the issues represented in the King study?
Stand, Mix and Mingle – Move about the room and at the signal, STOP and with your nearest elbow partner, discuss your thoughts.
Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York.
Lee, C.D., Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.
Moje, E. (2008, October). Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change. Journal of Adolescent & Adult Literacy, 52(2), 96–107.
Shanahan, C. & Shanahan, T. (2008) Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy, Harvard Educational Review, Volume 78, Number 1, Pages 40-59.
What intrigues you in the studies and articles presented?
Realization is a much more sophisticated, systematic approach to deepening district-side reform….
It requires on-the-ground expertise in every school, …matched with authentic leaders who understand not only successful instructional practices but also strategic timing. Michael Fullan, Realization p. 92
Board Team Conversations
One thing that I learned today…
One thing that I want to know more about…
One thing that I will try in the next few weeks…
The support that would be useful to me…