{"id":12,"date":"2018-04-09T21:57:45","date_gmt":"2018-04-09T21:57:45","guid":{"rendered":"https:\/\/programs.coe.hawaii.edu\/secondary\/portfolios\/blythecs\/annotated-bibliography\/"},"modified":"2019-05-12T02:45:54","modified_gmt":"2019-05-12T02:45:54","slug":"annotated-bibliography","status":"publish","type":"page","link":"https:\/\/programs.coe.hawaii.edu\/secondary\/portfolios\/blythecs\/annotated-bibliography\/","title":{"rendered":"Annotated Bibliography"},"content":{"rendered":"

<\/h2>\n

(a) <\/span>Source<\/span>: Buehl, D. (2011). <\/span>Developing readers in the academic disciplines<\/span><\/i><\/a>. Newark, DE: International Reading Association.<\/span><\/h2>\n

(b) <\/span>Essential Quote:<\/span> \u201cChapter 1: Mentoring Students in Disciplinary Literacy\u201d by Doug Buehl:<\/span><\/h4>\n

\u201cAs Heller and Greenleaf (2007) note, \u2018To become competent in a number of academic content areas requires more than just applying the same old skills and comprehension strategies to new kinds of texts. It also requires skills and knowledge and reasoning processes that are specific to particular disciplines.\u201d (p. 10)\u201d (Buehl, 2011, p.13)<\/span><\/p>\n

(c) <\/span>Major concept\/idea\/finding<\/span>: <\/span><\/h4>\n

Contextual literacy: just because we\u2019re generally literate doesn\u2019t mean that we have disciplinary literacy across subjects, topics, and technical language. <\/span><\/p>\n

Understanding personal and student literary identities\/reader profiles<\/span><\/p>\n

Distinction between Choice Texts, Obligation Texts (Obligated by Others or Self)<\/span><\/p>\n

Reading and writing practices specific to my discipline<\/span><\/p>\n

(d) <\/span>Identity:<\/span><\/h4>\n

Our role is to help students access disciplinary literacy by understanding their existing skills, strengths, and interests. We can better serve students by also assessing our own literacies. <\/span><\/p>\n

This work by Buehl inspired me to create my own reader profile as I read about the author\u2019s and possible student readers\u2019 profiles. Being able to understand my own and other perspectives and access points to disciplinary knowledge are important to my role as an educator. <\/span><\/p>\n

My Reader Profile:<\/span><\/i><\/p>\n

Dance Educator, Choreographer, Performer, Coach<\/span><\/p>\n

Arts, Dance, Education, Politics, Environment, Health, Poetry, Personal Development<\/span><\/p>\n

Emails, Texts, Social Media, Podcasts (Blogs), Student Work<\/span><\/p>\n

Highly confident<\/span><\/i> as a reader in Humanities, Health and Fitness, and Social Studies, and Technical when the techniques are Dance (ballet, modern, jazz, musical theatre, improvisation, composition, performance), or other performing and fine arts<\/span><\/p>\n

Generally competent<\/span><\/i> in Literary Fiction and Biological Science<\/span><\/p>\n

Can get by in<\/span><\/i> Physical Science<\/span><\/p>\n

Sometimes struggle in<\/span><\/i> History<\/span><\/p>\n

Often struggle in<\/span><\/i> Mathematics<\/span><\/p>\n

Avoid at all costs<\/span><\/i>: I would say Math, except I sometimes sub for math and have found that I can usually coach students to keep problem-solving, even if I don\u2019t have a quick answer. So even if I don\u2019t love a subject, I don\u2019t avoid it at all costs.<\/span><\/p>\n

I\u2019m a naturally curious person and have been encouraged in my investigations by family and educators. My interest in a variety of topics has helped me overcome obstacles to understanding reading in diverse subject areas, which has then expanded my literacy(ies). Of course not all students share these advantages, so part of my identity as an educator is opening doors and promoting curiosity, then helping students leap over hurdles in their way.<\/span><\/p>\n

(e) <\/span>Connection Between Theory & Practice<\/span>:<\/span><\/h4>\n

In Dance, I\u2019m working to understand students\u2019 lives, interests, goals and perspectives so that I can address their needs as well as disciplinary practice. It is important to get to know one another and create a trusting community of inquiry, and in dance this involves both physical and intellectual safety. Modelling ways to create this type of nurturing and challenging environment from the outset of the program is helpful in ensuring I do the same in my daily teaching practice.<\/span><\/p>\n

In the past, I have started every course with a student questionnaire to find out more about students\u2019 backgrounds in dance, athletics and performing arts, preferred learning styles, etc. I plan to continue this practice and allow the questions I ask and the information gathered to evolve. This practice helps me formatively assess my students as readers, learners, dancers, and human beings. <\/span><\/p>\n

(f) <\/span>Critical Link to Social Justice:<\/span><\/h4>\n

Helping students develop as readers and build literacy potentially strengthens their sense of Identity and their appreciation of Diversity. It may even sow the seeds of Justice and Action. For a start, under the Teaching Tolerance Social Justice Standards, developing literacy\/cies contributes to Identity #2 \u201cStudents will develop language and historical and cultural knowledge that affirm and accurately describe their membership in multiple identity groups,\u201d #3 \u201cStudents will recognize that peoples\u2019 multiple identities interact and create unique and complex individuals,\u201d #5 \u201cStudents will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces\u201d and <\/span><\/p>\n

Diversity #7 \u201cStudents will develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity groups.\u201d<\/span><\/p>\n

With regard to Identity, Buehl refers to another scholar\u2019s work, \u201cIn Choice Words: How Our Language Affects Children\u2019s Learning, Johnston (2004) extensively examines the powerful relationships between what we as teachers tell students, the language we use, and the emerging academic identities of our students: Building an identity means coming to see in ourselves the characteristics of particular categories (and roles) of people and developing a sense of what it feels like to be that sort of person and belong in certain social spaces. As children are involved in classroom interactions, they build and try on different identities….Teachers\u2019 comments can offer them, and nudge them toward, productive identities. (p. 23)\u201d (Buehl, 2011, p.8)<\/span><\/p>\n

In the area of Justice, \u201cAs literacy researcher Moje (2008) so cogently Observes, \u2018Although literacy educators and researchers acknowledge the value and power of the knowledge, practices, and texts young people bring to school, it is also critical that we work to expand youth knowledge, practices, and texts as a function of education. Young people do not need to go to school to learn what they already know; content literacy instruction can help youth gain access to the accepted knowledge of the disciplines, thereby allowing them also to critique and change that knowledge.\u2019 (p. 97)\u201d (Buehl, 2011, p.7)<\/span><\/p>\n

(g) <\/span>Wonder:<\/span> An explanation of how the the major concepts, ideas, and\/or findings can be used leverage children\u2019s natural curiosity in order to promote a more meaningful and relevant learning experience. I have found that students are good at building relationships with each other, and just need some support to understand creating safe spaces for inquiry and exploration. We are looking at community building, sharing our various identities, and setting the stage for learning to take place in any discipline. Children have a natural tendency to explore movement, expression, and identity, so it is always exciting to engage their curiosity. I appreciated the focus on loving human relationships (Yos), and disciplinary language and literacy (Buehl).<\/span><\/h4>\n

(a) <\/span>Source<\/span>: Delpit, L. D. (1988). \u201cThe silenced dialogue: Power and pedagogy in educating other people’s children.\u201d <\/span>Harvard Educational Review<\/span><\/i>, 58(3), 280-299. <\/span>\u00a0<\/span>
\n<\/b><\/h2>\n

(b) <\/span>Essential Quote:<\/span> \u201cI believe that the actual practice of good teachers of all colors typically incorporates a range of pedagogical orientations. Rather, I suggest that the differing perspectives on the debate over \u2018skills\u2019 versus \u2018process\u2019 approaches can lead to an understanding of the alienation and miscommunication, and thereby to an understanding of the \u2018silenced dialogue.\u2019\u201d (Delpit, 1988, p.125)<\/span><\/p>\n

(c) <\/span>Major concept\/idea\/finding<\/span>: <\/span><\/p>\n

Skills Approaches vs. Process Approaches; <\/span>Ethnographic analysis<\/span><\/p>\n

Culture of power:<\/span><\/p>\n

    \n
  1. Issues of power are enacted in classrooms.<\/span><\/li>\n
  2. There are codes or rules for participating in power; that is, there is a \u201cculture of power.\u201d<\/span><\/li>\n
  3. The rules of the culture of power are a reflection of the rules of the culture of those who have power.<\/span><\/li>\n
  4. If you are not already a participant in the culture of power, being told explicitly the rules of that culture makes acquiring power easier.<\/span><\/li>\n
  5. Those with power are frequently least aware of–or least willing to acknowledge–its existence. Those with less power are often most aware of its existence.<\/span><\/li>\n<\/ol>\n

    Liberal education movements vs. non-White, non-middle-class teachers and communities<\/span><\/p>\n

    (d) <\/span>Identity:<\/span> I am a responsive, sensitive listener and this helps me tune in to students and their needs as far as participating in the \u201cculture of power.\u201d I want to empower students to be full participants in their education, and this involves welcoming them into a culture of respect and inquiry. <\/span><\/p>\n

    (e) <\/span>Connection Between Theory & Practice<\/span>: I will continue to listen to my students and evaluate my classroom culture, considering issues of power in my classroom\/studio such as the teacher-student relationship, power of texts\/publishers\/curriculum, state and structures, assessment, career, economic status, linguistic forms, communicative strategies, self-presentation (talking, writing, dressing, interacting), institutional success, explicit cultural rule sharing, acknowledgement of power.<\/span><\/p>\n

    (f) <\/span>Critical Link to Social Justice:<\/span> This essay by Delpit is all about Social Justice! In particular, Standard #5 \u201cStudents will recognize traits of the dominant culture, their home culture and other cultures and understand how they negotiate their own identity in multiple spaces,\u201d #9 \u201cStudents will respond to diversity by building empathy, respect, understanding and connection,\u201d #10 \u201cStudents will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified,\u201d and #14 \u201cStudents will recognize that power and privilege influence relationships on interpersonal, intergroup and institutional levels and consider how they have been affected by those dynamics\u201d apply to the sort of classroom culture Delpit discusses.<\/span><\/p>\n

    (g) <\/span>Wonder:<\/span> Where are my students situated regarding the culture of power? How do my students learn? How can they be equipped to navigate cultures of power? Students are keenly interested in the social workings of the world, how things are, how they got to be that way, and how they can be changed. Developing awareness in this area can open countless doors for their futures.<\/span><\/p>\n

    (a) <\/span>Source<\/span>: Erickson, H.L. (2001). \u201cConcept Based Curriculum.\u201d <\/span>Stirring the head, heart, and soul: Redefining curriculum and instruction.<\/span><\/i> Thousand Oaks: Corwin Press Inc. pp. 18-36.<\/span><\/h2>\n

    (b) <\/span>Essential Quote:<\/span> \u201cThere are several effects of this lower-level love affair with trivia. Perhaps most significantly, studying topics and facts as information to be memorized fails to engage the deeper intellect of students. When students are encouraged to think beyond the facts and connect factual knowledge to ideas of conceptual significance, they find relevance and personal meaning.\u201d (Erickson, 2001, p. 20)<\/span><\/p>\n

    (c) <\/span>Major concept\/idea\/finding<\/span>: <\/span><\/p>\n

    Fact-based vs. Concept-based<\/span><\/p>\n

    \u201cMany teachers still rely heavily on textbooks to tell them what to teach. Yet textbooks, because of their topic focus, usually cover too much content and fail to address the higher-level, lasting ideas that can be applied to current and future trends. The problem with this model is that the information bas in our world is challenging the best of microchips.\u201d (Erickson, 2001, p. 19)<\/span><\/p>\n

    Deeper, transferrable understandings<\/span><\/p>\n

    \u201cHistorians use specific events and people to teach historical thinking and avoid conceptual generalizations. Social studies educators use specific events and people to teach historical thinking but encourage students to identify the lessons of history and the human experience by relating specific content to conceptual generalizations.\u201d<\/span><\/p>\n

    \u201cIf the breadth of content forces teachers to choose, they are going to emphasize the fact study because they perceive that is what will be tested. And in most cases, they are correct. It is harder to assess historical thinking because it includes factual knowledge, conceptual understanding, and reasoning ability. Yet it is historical thinking that will develop depth of understanding and the ability to critically reason.\u201d<\/span><\/p>\n

    \u201cIn <\/span>The Disciplined Mind<\/span><\/i>, Howard Gardner (1999) states, \u2018It should be clear by now why a \u2018fact-based\u2019 approach will make even less sense in the future. One can never attain a disciplined mind simply by mastering facts–one must immerse oneself deeply in the specifics of cases and develop one\u2019s disciplinary muscles from such immersion.\u2019\u201d (Erickson, 2001, p.22)<\/span><\/p>\n

    \u201cThe reality in many classrooms is that the rich \u2018performances\u2019 Gardner advocates materialize as shallower \u2018activities\u2019 that fall short of a demonstration of understanding. I believe this happens because our curriculum designs do not explicitly state the deeper ideas, and, consequently, classroom performances demonstrate a skill tied to a topic rather than to an understanding.\u201d (Erickson, 2001, p.22-23)<\/span><\/p>\n

    Hilda Taba\u2019s research on increasing the intellectual functioning of students (1950s-60s)<\/span><\/p>\n

    Concepts as \u201chigh level abstractions expressed in verbal cues and labels, e.g., interdependence, cultural change and causality\u201d (Erickson, 2001, p.48)<\/span><\/p>\n

    Generalizations and Principles<\/span><\/p>\n

    \u201cGeneralizations usually include qualifiers in their statements, such as, \u2018Conflict is often caused by differences in values and beliefs.\u2019 Taba proposed that content coverage could be focused and delimited by letting the main ideas–the generalizations–determine the direction and depth for instruction. She held that specific content should be sampled rather than covered (Taba, 1966, p. 49).\u201d<\/span><\/p>\n

    Main Ideas<\/span><\/p>\n

    \u201cLearning has multiple objectives–the learning of content and the learning of increasingly sophisticated behaviors in thinking, attitudes, and skills–and these objectives call for different forms of instruction at different levels of complexity.\u201d (Erickson, 2001, p. 24)<\/span><\/p>\n

    Developing students\u2019 cognitive processing abilities, sequencing, pacing<\/span><\/p>\n

    \u201cThe concept formation strategy required students to identify what they were seeing, formulate groupings of items by common characteristics, and label and subsume like items under organizing concepts.\u201d p. 24<\/span><\/p>\n

    Cognitive Maps: \u201clevels of understanding related to the content under study, as well as the nature of the thinking processes. The teacher\u2019s task of \u2018protecting the student\u2019s creative and autonomous thinking\u2019 while reinforcing the logic of content called for high sensitivity in the instructional setting (Erickson, 2001, p. 60).\u201d<\/span><\/p>\n

    \u201cTest results demonstrated that the time spent on process teaching and learning did not impede strong achievement in learning the fact-based information (Taba 1966).\u201d(Erickson, 2001, p. 25) <\/span><\/p>\n

    Conceptual Organizers<\/span><\/p>\n

    \u201cA universal concept is a mental construct that is timeless, universal, and abstract.\u201d<\/span><\/p>\n

    (sometimes referred to as themes, but the definition of theme is so loose that topics sometimes become confused with concepts.\u201d <\/span><\/p>\n

    Figure 2.3 The Structure of Knowledge (Erickson, 2001, p. 26)<\/span><\/p>\n

    \u201cPerhaps in the days of relatively unsophisticated technology and global isolationism, it was not as critical to think at high levels. But the game has changed. Global interdependence and sophisticated technologies require that we raise the intellectual as well as the academic standards in classrooms.\u201d (Erickson, 2001, p.27)<\/span><\/p>\n

    (d) <\/span>Identity:<\/span> My training in philosophy really comes out when it comes to teaching conceptually. I have never taken to just teaching steps when it comes to dancing, and I\u2019ve always been into the big picture of the difference concepts make in our lives. I typically have students think, speak, write, and dance about what we\u2019re learning, and take the time to tie dance content to bigger ideas and themes.<\/span><\/p>\n

    (e) <\/span>Connection Between Theory & Practice<\/span>:<\/span><\/p>\n

    \u201cOnce you have a list of terms related to the unit theme, you can run them through the \u2018Concept Definition Test.\u2019Does the term you are considering as a higher-level concept serve as a mental frame or construct for a class of examples? Does it meet the following criteria?<\/span><\/p>\n