adolescent engagement in content literacy john t. guthrie university of maryland state of...
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Adolescent Engagement in Adolescent Engagement in Content LiteracyContent Literacy
John T. GuthrieUniversity of Maryland
State of Massachusetts Leadership SeriesMay 2009
Causes of Reading Problemsin Grades 4 -12
1.Decreased motivation to read2.Inadequate opportunities to develop vocabulary, content knowledge3.Lack of access to comprehension instruction4.More…
National Governors’ Association’s Best Practices
1. focus on adolescent literacy2. literacy expectations all grade3. district literacy plans4. adolescent literacy instruction5. measure progress in literacy
Reading Next— Carnegie Foundation and Alliance for Excellence 1 million downloads
Keys in Adolescent Literacy Achievement (15)Direct instruction, embedded in content, motivation, and self-directed learning, collaborative learning, strategic tutoring, diverse texts, intensive writing, technology, formative assessment, time for literacy, professional development, summative assessment, teacher teams, leadership, coordinated program
1. Achievement is driven by amount of reading2. Amount of reading (achievement) is linked to
profiles of motivations (dedication, interest, valuing, self-efficacy)
3. Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units)
4. Professional development enables teachers to implement engagement support
Research—260 middle school students; interviewed 2 times, 30 min. each, 9000 pages of transcript
Textbook Other books Web sites Own notes Teachers’ notes (board) Teachers’ handouts
Amount of school reading benefits all students. Amount of reading in school matters more to
African American students than to Caucasian students.BUT, low-achieving African American students read less in school than low-achieving Caucasian students.
(Note—high achieving students from the two ethnic groups read equal amounts in school.)
What is your conclusion?
1. Achievement is driven by amount of reading2. Amount of reading (achievement) is linked to
profiles of motivations (dedication, interest, valuing, self-efficacy)
3. Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units)
4. Professional development enables teachers to implement engagement support
13 years old—7th grade Attached to her phone—any phone Loathes her braces—3 months to go! Flew through elementary school--memorizing Answers more teacher questions than anyone Never misses homework Prides self on being the best student Gifted in basketball, soccer, and gymnastics Facebook: “I don’t like to read.” DEDICATED AND DISINTERESTED
1. Interest2. Avoidance3. Self-efficacy4. Perceived difficulty5. Valuing6. De-valuing7. Peer acceptance8. Peer rejection
1. Interest2. Avoidance3. Self-efficacy4. Perceived difficulty5. Valuing6. De-valuing7. Peer acceptance8. Peer rejection
AvoidanceDe-valuing
Perceived difficulty
Peer rejection
Dedication Valuing
.56
Self-efficacy .17
Peer accept. .10
Basically all the academic courses in themselves? Unimportant. They won’t stick with you the rest of your life. What is the most important is the discipline you have to learn when your teachers force you to do this assignment or read that book; it’s the fact that you had to do it that will be most important in college because when your Mom and Dad are not there, you will have to lock and chain yourself to the work.
Interest High—Interested
May read a lot May achieve highly
Low—Disinterested May read under
coercion May achieve
moderately
Dedication High –Dedicated
Commitment to reading
Very likely to achieve
Low– Avoidant Does not read Cannot achieve
PROFILES Achieve Skills Motivation Percent
Dedicated-Disinterest
Dedicated-Interest
Avoidant-Disinterest
Avoidant-Interest
PROFILES Achieve Skills Motivation Percent
Dedicated-Disinterest
8.8
Dedicated-Interest
8.1
Avoidant-Disinterest
8.1
Avoidant-Interest
4.6
PROFILES Achieve Skills Motivation Percent
Dedicated-Disinterest
8.8 HIGHFluency,Inferencing,Know. bldg.
Dedicated-Interest
8.1 MODERATEFluency,Inferencing,Know. bldg.
Avoidant-Disinterest
8.1 MODERATEFluency,Inferencing,Know. bldg.
Avoidant-Interest
4.6 LOWFluency, Inferencing,Know. bldg.
PROFILES Achieve Skills Motivation Percent
Dedicated-Disinterest
8.8 HIGHFluency,Inferencing,Know. bldg
Moderate on all
Dedicated-Interest
8.1 MODERATEFluency,Inferencing,Know. bldg
Valuing
Avoidant-Disinterest
8.1 MODERATEFluency,Inferencing,Know. bldg
De-valuing
Avoidant-Interest
4.6 LOWFluency, Inferencing,Know. bldg
Perceived difficulty
PROFILES ACHIEVE Skills Motivation Percent
Dedicated-Disinterest
8.8 HIGHFluency,Inferencing,Know. bldg.
Moderate on all 23
Dedicated-Interest
8.1 MODERATEFluency,Inferencing,Know. bldg.
Valuing 20
Avoidant-Disinterest
8.1 MODERATEFluencyInferencingKnow. bldg.
De-valuing 42
Avoidant-Interest
4.6 LOWFluency, Inferencing,Know. bldg.
Perceived difficulty 07
PROFILES ACH. % OF Ss
Motivation Needs
Instructional Approaches
Dedicated-Disinterest
8.8 23 Challenge(Competence)
Thematic challenge;Self-direction
Dedicated-Interest
8.1 20 Sustenance
Non-Undermining
Avoidant-Disinterest
8.1 42 ValuingEfficacyPeer accept.
Five Practices; Choices; Collab.High scaffold
Avoidant-Interest
4.6 07 Self-efficacy(Competence)
Success;Authenticity
1. Achievement is driven by amount of reading2. Amount of reading (achievement) is linked to
profiles of motivations (dedication, interest)3. Classroom practices foster reading
motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units)
4. Professional development enables teachers to implement engagement support
INTRINSIC Interest/enjoyment
IDENTIFIED Dedicated with effort
INTROJECTED Accept with reluctance
EXTERNAL Reward/Punishment
Self-efficacy (belief in capacity)
Ownership (autonomy)
Value (importance)
Social interaction(peers and teacher)
Mastery goals (deep knowledge)
Success
Choice
Relevance
Collaboration
Thematic Units
Engagement is the fusion of knowledge, strategies, internal motivations, and social interactions in reading.
Extended refers to time, opportunity, participation in book-based literacy.
Increase content reading motivation through Success, Thematic units Choices, Relevance Collaboration, Teacher relationships
Increase content reading skills through Direct instruction in inferring, summarizing, concept mapping Assuring high volume of engaged reading
Five Motivational Practices: Five Motivational Practices: SuccessSuccess
Text matched to students’ reading levels Frequent feedback for reading Authentic reading merged with skills Multiple opportunities for reading Sharing competency with peers Integrating language arts—successfully Student goal setting Rewarding effort (passing short
assessments) Rewarding resilience (effort with raised
bar)
Non-SuccessNon-Success
Text seldom matched to students’ reading levels
Little feedback for reading Skills with no authenticity Rapid pacing across content Individual tasks preclude sharing expertise Teacher goal setting; not student goal
setting Rewarding achievement over effort
Five Motivational Practices:Five Motivational Practices:Thematic ReadingThematic Reading
Instructional units have conceptual complexity and duration
Students learn “big ideas” of survival, discovery, conflict
Reading topic persists over days and weeks
Students write concept maps of pages, chapters, books, unit
Themes are substantive and fun Students become experts on theme
Non-Thematic UnitsNon-Thematic Units
Instructional units and text topics are fragmented and disconnected
Students learn facts of separate texts Reading topic changes daily Students retell pages or sections Themes are brief, fun, and on their own Students attempt to learn reading
strategies
Five Motivational Practices:Five Motivational Practices:ChoiceChoice
Teacher affords student selection of text, task, partner, expression, link.
Select story Select page to read Select sentences to explain Choose 3 of 5 questions to answer Choose one character to portray Choose one plot event to show its roles Do large, guided projects
Choice in InstructionChoice in Instruction
Grade 12—exam—Tom Stoppard’s play Rosencrantz and Guildenstern Are Dead
Two equal assessments brainstormed (20 min.)
Poster—characters, quotes, 2 scenes, Theater of the Absurd, list of vocabulary
Exam—5 T/F questions, 5 MC questions, 3 essay questions
Ss showed higher commitment, enthusiasm
Teacher strongly controls text, task, partner, expression, link to outside.
Teacher selects all text Teacher questions are only questions Student predicts—only on request Teacher starts, stops all reading Text is right; student opinion is not Best answers are right or wrong
Five Motivational Practices:Five Motivational Practices:RelevanceRelevance
Instruction and text relate closely to students’ experience and knowledge
Link hands-on activity to text Raise background knowledge Find text (page) that interests you You connect 2 sentences & explain Find character’s trait like you Science video—hailstorm; waggle dance Video of historical context for literature
Non-RelevanceNon-Relevance
Instruction and text do not relate closely to students’ experience and knowledge
Three topics in one lesson—octopus, lost girl, plane
Central character is remote Links to background are absent
(Odyssey) Nothing to do with me History is past (Holocaust)
Teaching philosophy:I wanted my students to realize that each and everyone of them had an odyssey of their own, their own kind of journey, and so I wanted to make every single lesson relevant to what they already knew, and to create some kind of bridge to validate who they were and where they came from.
Students work together to gain meaning from text, and share
Partners read aloud Partner question exchange Team summarize chapter Literature circles Collaborative reasoning (CORI) Jig saw—habitat teams Peer editing
Students read independently to gain meaning from text
Students read aloud solo Individuals write questions Students summarize chapter alone Individuals choose story to read Assessments are teacher-made and student-
answered Individuals complete worksheets
Teacher RelationshipsTeacher Relationships
Student perceptions of: Respect Importance Clear goals Knows how to help me Caring
DEDICATION doing reading; believing in effort; identifying as a student.
Parental models; expectations for success Classroom experiences of:
Success, Choice, Relevance, Collaboration Interviewed 260 students on reading in
Science and Reading/Language arts.
DEDICATION SCIENCE RDG
DEDICATION READING/LA
EFFICACYREADING/LA
CLASSROOMEXPERIENCES
Success Choices
.33
.20.23.19
--00
Relevance via ConnectRelate
.34
.27.36.40
.17
.17
CollaborationPeersTeacher
.18
.18.21.19
0000
Correlations of Dedication with Classroom Experiences Correlations of Dedication with Classroom Experiences in Science and Reading/LA: Interviews - 260 in Science and Reading/LA: Interviews - 260
1. Achievement is driven by amount of reading2. Amount of reading (achievement) is linked to
profiles of motivations (dedication, interest, valuing, self-efficacy)
3. Classroom practices foster reading motivation, amount of reading, & achievement (success, relevance, choice, collaboration, thematic units)
4. Professional development enables teachers to implement engagement support
1. Understanding framework for engagement(Motivations and practices)
2. Experiencing practices(Choice, relevance, etc.)
3. Using Teacher’s Guide for CORI (2 weeks)
4. Planning a Unit(Guided design CORI Units for
classroom/curriculum)
Five Engagement Practices: Short-term change Long-term change Needs assessment questionnaires Curriculum evaluation rubric
Five Engagement Practices: Short-Term Change1. Do I do this already?2. How often do I do this?3. When do I do this?4. How well does it work?5. How can I do this more?6. How can I do this better?7. How can I connect this to my teaching more
deeply?
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