Chapter 9 in Mathematical Literacy and Chapters 1 and 2 in The New Literacy Discussion Director: Alex Notetaker and Summarizer: Leslie Connector: Catherine Tech manager: Melissa
Chapter 9 was extremely helpful in providing me with a better insight about literacy and Math. I completely agree with everything that was said because when I hated math, I felt like I did not understand terms and got confused by many “distinguished pairs.” It is very important that our students are able to understand these mathematical words because it will follow them throughout their career. It is best to clarify these words before students move forward and struggle. The methods that were described in this chapter are ones that I would use with my very own students. Having students come up with their own words and symbols will not only be engaging, but challenging at the same time. Sometimes I wished that I had done this in my math classes. Now a math major at Pace, I am pretty sure that I have came up with my own symbols. This is such a great way to get students thinking about the math language. Also, having students write their own math stories is so clever. I remember I wrote a story about solving for ‘X’ a while ago. It was fun and very difficult. I titled it “The lonely X.” This too, would be an excellent way to get students interested in math and not to mention, have a chance to show their creative side.
I completely agree with you Cathy, I think it is important for teachers to introduce the standard terms so students are able to communicate mathematically but also allow students to come up with their own words and symbols. I think it will challenge for the students but at the same time it will help them to understand the topic they are learning in their own way. In my opinion the combination of the two will lead to a deeper understanding of the material.
This particular book specializes in integrating literacy practices in a science classroom. This sometimes seems like an odd combination; however in the first pages of the book, the writer points out that integrating literacy in the classroom does not mean that we need to become English teachers. Such a shift is not necessary because science and literacy depend on each other. In order to express research and observations effectively, scientists need to have a strong command of language. At the same time, performing laboratory activities helps to refine ones language skills. For example, to be an effective scientist one needs to be able to interpret charts and data, understand other points of view, analyze situations critically, and be able to express their own ideas and questions to others around them. These are only a few instances where literacy and language are necessary in the sciences. From reading scientific journals I can see what Thier means by this. The language used is very complex and reflects a real mastery of the English language. In fact, the language can be so complex that it is almost archaic. I would never expect my students to be able to produce something similar to one of these reports or ask them to read one but it does express how important literacy and language are to the sciences, something I had never considered before. Thier also points out that there is a distinct difference between elementary school and the higher grades in regards to integrating literacy. In elementary school, there is almost too much of a focus on language and literacy because all the students do is talk and interact with each other. In the higher grades, with such a strong emphasis on testing, literacy is all but forgotten and is replaced with the need to memorize vast amounts of scientific facts and data. What this book tries to do is help teachers develop classrooms that treat literacy and science equally and understand that one benefits the other. One of the first methods described in this book is inquiry based instruction. According to the reading, this means developing assignments and projects that not only allow students to explore the material but to also connect to them on a personal level. I believe this connection to be very important to understanding. We have all experienced a feeling of boredom in a class because we could not see the real world application of what we were learning. Instead we let our minds wander and gave a minimal effort to completing our work. I believe that by making the material meaningful to the students then they will not only be engaged by the material but they will also take the time to work with the teacher to gain stronger understandings. The development of these inquiry based assignments and lessons rests totally upon the shoulders of the teacher, according to the writer. To provide a spring board to work from, the Thier included several examples for teachers to use from the elementary level all the way to the high school level. As one would expect, they become increasingly complex; challenging students with their ability to think critically and express their ideas in the proper scientific method. I could tell that some of Vygotsky’s theories were used while making these methods. Throughout there was a great focus on modeling answers for students and then allowing them to explore the information on their own using that scaffold. The text suggests letting the students create their own versions of the experiment so that they can completely explore the subject. I find this to be an interesting technique but not one I would like to use in my classroom. At this point I am not sure how to make something like that work and I am not sure if there would be enough time to allow my student to really enjoy it. I am more interested in trying to have them design their own chapters of a text. This serves the same purpose and I think it could really engage the students especially if they feel they could do a better job than the publishing company can.
Alex - inquiry based instruction is way complex. And it is likely not the first thing a new teacher does. My issue with this book is that it opens with that and maybe makes it too compex. You should ask Dr. Ardito about this as he does inquiry based instruction in a big way. I like your idea about rewriting the text and wonder how it accomplishes the same thing. Would just like to understand more. It sounds like the opening chapter got you to think about how literacy and science are interconnected, similar to how Melissa's book got her thinking about the same thing with regards to math...wondering if it convinced you?
Alex, you did not write too much. Instead it was helpful that you wrote this much because I did not read your book, so thank you. Your book appeared to be very useful in helping students use literacy in science. You are so right on when you say that scientist need to be literate. Scientist, certainly have to be able to interpret charts, data and need to be able to continue their research. You mentioned that the author gives the reader a few examples on how to use literacy in a science classroom. Can you please share in tomorrow's class? I would love to hear it. I remember my Earth Science teacher would always make class interactive and engaging. Despite our daily quizzes, she would make us do a series of activities in class. When we learned about earthquakes, she would gives us each a seismograph where we had to interpret the magnitude of each earthquake. It was very interesting. There were many more, but I just happen to remember this one. You mentioned that the methods described in your book were using Vygotsky's theories and I believe that. It is important that students interact with each other and are challenged at the same time. Unfortunately, not many science teachers are able to do this when they have the standardize test in June in mind. This goes to every subject. Nevertheless, literacy and science definitely go hand-in-hand.
I am testing this out.. 1 2 3..
ReplyDeleteChapter 9 was extremely helpful in providing me with a better insight about literacy and Math. I completely agree with everything that was said because when I hated math, I felt like I did not understand terms and got confused by many “distinguished pairs.” It is very important that our students are able to understand these mathematical words because it will follow them throughout their career. It is best to clarify these words before students move forward and struggle. The methods that were described in this chapter are ones that I would use with my very own students. Having students come up with their own words and symbols will not only be engaging, but challenging at the same time. Sometimes I wished that I had done this in my math classes. Now a math major at Pace, I am pretty sure that I have came up with my own symbols. This is such a great way to get students thinking about the math language. Also, having students write their own math stories is so clever. I remember I wrote a story about solving for ‘X’ a while ago. It was fun and very difficult. I titled it “The lonely X.” This too, would be an excellent way to get students interested in math and not to mention, have a chance to show their creative side.
ReplyDeleteI love it - the Lonely X. Want to know how it ended!
DeleteI completely agree with you Cathy, I think it is important for teachers to introduce the standard terms so students are able to communicate mathematically but also allow students to come up with their own words and symbols. I think it will challenge for the students but at the same time it will help them to understand the topic they are learning in their own way. In my opinion the combination of the two will lead to a deeper understanding of the material.
DeleteThis particular book specializes in integrating literacy practices in a science classroom. This sometimes seems like an odd combination; however in the first pages of the book, the writer points out that integrating literacy in the classroom does not mean that we need to become English teachers. Such a shift is not necessary because science and literacy depend on each other. In order to express research and observations effectively, scientists need to have a strong command of language. At the same time, performing laboratory activities helps to refine ones language skills. For example, to be an effective scientist one needs to be able to interpret charts and data, understand other points of view, analyze situations critically, and be able to express their own ideas and questions to others around them. These are only a few instances where literacy and language are necessary in the sciences. From reading scientific journals I can see what Thier means by this. The language used is very complex and reflects a real mastery of the English language. In fact, the language can be so complex that it is almost archaic. I would never expect my students to be able to produce something similar to one of these reports or ask them to read one but it does express how important literacy and language are to the sciences, something I had never considered before.
ReplyDeleteThier also points out that there is a distinct difference between elementary school and the higher grades in regards to integrating literacy. In elementary school, there is almost too much of a focus on language and literacy because all the students do is talk and interact with each other. In the higher grades, with such a strong emphasis on testing, literacy is all but forgotten and is replaced with the need to memorize vast amounts of scientific facts and data. What this book tries to do is help teachers develop classrooms that treat literacy and science equally and understand that one benefits the other.
One of the first methods described in this book is inquiry based instruction. According to the reading, this means developing assignments and projects that not only allow students to explore the material but to also connect to them on a personal level. I believe this connection to be very important to understanding. We have all experienced a feeling of boredom in a class because we could not see the real world application of what we were learning. Instead we let our minds wander and gave a minimal effort to completing our work. I believe that by making the material meaningful to the students then they will not only be engaged by the material but they will also take the time to work with the teacher to gain stronger understandings. The development of these inquiry based assignments and lessons rests totally upon the shoulders of the teacher, according to the writer. To provide a spring board to work from, the Thier included several examples for teachers to use from the elementary level all the way to the high school level. As one would expect, they become increasingly complex; challenging students with their ability to think critically and express their ideas in the proper scientific method.
I could tell that some of Vygotsky’s theories were used while making these methods. Throughout there was a great focus on modeling answers for students and then allowing them to explore the information on their own using that scaffold. The text suggests letting the students create their own versions of the experiment so that they can completely explore the subject. I find this to be an interesting technique but not one I would like to use in my classroom. At this point I am not sure how to make something like that work and I am not sure if there would be enough time to allow my student to really enjoy it. I am more interested in trying to have them design their own chapters of a text. This serves the same purpose and I think it could really engage the students especially if they feel they could do a better job than the publishing company can.
oh I think I wrote too much...
DeleteNo you didn't.
DeleteAlex - inquiry based instruction is way complex. And it is likely not the first thing a new teacher does. My issue with this book is that it opens with that and maybe makes it too compex. You should ask Dr. Ardito about this as he does inquiry based instruction in a big way. I like your idea about rewriting the text and wonder how it accomplishes the same thing. Would just like to understand more. It sounds like the opening chapter got you to think about how literacy and science are interconnected, similar to how Melissa's book got her thinking about the same thing with regards to math...wondering if it convinced you?
Alex, you did not write too much. Instead it was helpful that you wrote this much because I did not read your book, so thank you. Your book appeared to be very useful in helping students use literacy in science. You are so right on when you say that scientist need to be literate. Scientist, certainly have to be able to interpret charts, data and need to be able to continue their research. You mentioned that the author gives the reader a few examples on how to use literacy in a science classroom. Can you please share in tomorrow's class? I would love to hear it. I remember my Earth Science teacher would always make class interactive and engaging. Despite our daily quizzes, she would make us do a series of activities in class. When we learned about earthquakes, she would gives us each a seismograph where we had to interpret the magnitude of each earthquake. It was very interesting. There were many more, but I just happen to remember this one.
ReplyDeleteYou mentioned that the methods described in your book were using Vygotsky's theories and I believe that. It is important that students interact with each other and are challenged at the same time. Unfortunately, not many science teachers are able to do this when they have the standardize test in June in mind. This goes to every subject. Nevertheless, literacy and science definitely go hand-in-hand.