As a former English/Reading teacher turned librarian (hopefully), I took my specific learning goal of increasing an individual's reading habits and reading level from TEA's School Library Programs: Standards and Guidelines for Texas Title 13, Part1, Chapter 4, Sub chapter A, Section 4.1, Standard VI, Principle 5.
The librarian:
E. Inspires a love of reading by relating reading to students’ interest, background, culture, and enjoyment and by introducing students to literary forms such as stories,
poems, and information books through practices such as individual dialogue, book talks, reading motivation programs, book clubs, and large and small group
instruction.
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For my goal of increasing reading habits and reading level, I would first use a PowerPoint slide show with pictures of book jackets and alluring snippets about the plot of some very interesting books. Given the problem of low reading level, the learner should be instrumental in deciding which reading strategies to incorporate and decide what his/her goal is (ex. raise reading level by a grade level in a certain amount of time). Next I would review selected strategies to make sure the student utilizes them correctly. This example really does not have new knowledge like learning to make a weather center (example from our book), but it does incorporate the learning of new vocabulary and familiarization with more complex literary elements and sentence structures. As I am in a school setting, I would have to have some quantifiable measurement of progress like AR tests or book quizzes, but I would truly base my assessment and feel like the student succeeded when I observe that the student can apply the increased reading level and comprehension into other classes/subjects.
Whole-Task Approach, Scaffolding, and Mathemagenic
Using the whole-task approach is necessary in raising reading level. There is no one single component or reading strategy more important than the act of reading taken as a whole. While vocabulary, sentence structure familiarity, knowledge of literary techniques, and comprehension are all necessary, they are so intertwined that they cannot stand alone. It definitely fits the idea that the sum of the whole is greater than the sum of its parts. I would have students read books that are increasingly more difficult as their ability level increases. I am not going to deny that I would refrain from reviewing several reading components with the student, but to really increase reading level, a student must read books, passages, etc. as a whole, not just for specific parts.
Scaffolding follows this same sort of idea. I believe that a learner needs to form a base of all reading skills necessary and build evenly by reading increasingly more complex materials. A teacher would be making a huge mistake by teaching a basic understanding main idea and perfecting that concept to a high competency level all the while leaving other concepts for a later date. Reading is not a linear progression nor does it require a large input of teacher guidance once the foundation has been laid. To me, it does resemble a bricklayer's scaffold. You don't build one side of a platform to reach the highest working area without building the other side and connections as the same time.
Following the bricklayer analogy, I envision mathemagenics as building a brick wall a layer at a time, but NOT putting the bricks in side by side. A brick here on the right, a brick on the left, one or two somewhere in the middle...eventually the whole layer or level gets filled in just not in a linear fashion. This is somewhat harder for me to relate to my goal of increasing reading level. I imagine using this model to help teach components of reading, like vocabulary, in different ways. I could use definition, matching, context clues, etc. so that when a learner comes upon that particular vocab word, they would have many different ideas of uses of the vocab word in their knowledge.
Motivating Learners
Benefits of Design Research
As I understand design research, I believe the major benefit in engaging in design research is the continual assessment of data while completing instruction. This ensures that not only will valid measurable instruction take place, but that the process of learning is valid as well. This design lends itself to be modified any number of times to improve the outcome as well as the process and ability of data collection. It allows for a "revisable learning trajectory" that can be adapted to real classroom settings.
Whole-Task Approach, Scaffolding, and Mathemagenic
Using the whole-task approach is necessary in raising reading level. There is no one single component or reading strategy more important than the act of reading taken as a whole. While vocabulary, sentence structure familiarity, knowledge of literary techniques, and comprehension are all necessary, they are so intertwined that they cannot stand alone. It definitely fits the idea that the sum of the whole is greater than the sum of its parts. I would have students read books that are increasingly more difficult as their ability level increases. I am not going to deny that I would refrain from reviewing several reading components with the student, but to really increase reading level, a student must read books, passages, etc. as a whole, not just for specific parts.
Scaffolding follows this same sort of idea. I believe that a learner needs to form a base of all reading skills necessary and build evenly by reading increasingly more complex materials. A teacher would be making a huge mistake by teaching a basic understanding main idea and perfecting that concept to a high competency level all the while leaving other concepts for a later date. Reading is not a linear progression nor does it require a large input of teacher guidance once the foundation has been laid. To me, it does resemble a bricklayer's scaffold. You don't build one side of a platform to reach the highest working area without building the other side and connections as the same time.
Following the bricklayer analogy, I envision mathemagenics as building a brick wall a layer at a time, but NOT putting the bricks in side by side. A brick here on the right, a brick on the left, one or two somewhere in the middle...eventually the whole layer or level gets filled in just not in a linear fashion. This is somewhat harder for me to relate to my goal of increasing reading level. I imagine using this model to help teach components of reading, like vocabulary, in different ways. I could use definition, matching, context clues, etc. so that when a learner comes upon that particular vocab word, they would have many different ideas of uses of the vocab word in their knowledge.
Motivating Learners
Benefits of Design Research
As I understand design research, I believe the major benefit in engaging in design research is the continual assessment of data while completing instruction. This ensures that not only will valid measurable instruction take place, but that the process of learning is valid as well. This design lends itself to be modified any number of times to improve the outcome as well as the process and ability of data collection. It allows for a "revisable learning trajectory" that can be adapted to real classroom settings.
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