Tovani's Chapter 3 and Chapter 4 have several key concepts. Emphasis is placed on the idea that there are many different reading skills and many of the skills that we use as experts may be automatic to us, but may be unnatural to a developing reader. To scaffold the student, mental modeling can be used to show the strategy used by the expert, but before that can be done the expert needs to be familiar with their own strategies.
Another key aspect of the text was the idea of reshaping beliefs such that the environment is conducive to learning. This type of change was demonstrated as Tovani provided excerpts from Mary Shelley's Frankenstein and convinced the students that there was value in reading the book.
For students that need reading assistance, three different materials were suggested - Accessible Texts, Alternative Texts, and Text Sets. A common connection between the types of aids seems to be the linkage to authentic examples and relate-able topics.
Overall, I would conclude that the key to developing better readers is to find ways of keeping the students engaged, asking the students questions that pull from their current knowledge, and modeling skills that the students need to develop further. All of these skills can be applied to science literacy or even science general content. I huge portion of the teacher's role is to keep the class engaged.
I believe that the one item that was not emphasized enough in the chapters is the modeling of interest and enthusiasm by the teacher. This type of interaction with the student really sets the tone for the class and eases the apprehension that students may have about the classroom environment.
Chemistry can apply these skills through the use of more authentic activities and problem based problems. Since these activities are typically open-ended, the students will need to use many more reading strategies to collect information, follow directions, and develop their own questions. All of these skills are largely items that must be modeled by the teacher.
Sam S:
ReplyDeleteI like your point that Tovani did not mention the need to model enthusiasm and interest! If you model the questions running through your head while deciphering a text, while lacking the positive attitude needed to answer those questions, it may seem to students like your confused. As a teacher you definitely need to project that the answer is just around the corner (even when its not) at all times.
Donovan H:
ReplyDeleteI agree that modeling can have a huge impact in a science classroom, for any classroom as well. But modeling for literacy is crucial for science. Most, if not all, students will ahve little to no experience with science articles. Modeling not only includes showing how the teacher dissects these types of literature, but also in thier enthusiasm. I cannot believe how much my enthusiasm for the day's lesson has changed the way my students not only behave in the classroom, but also in thier willingness to try new activities or actively participate.