A Few Words About the Differences Between English/Language Arts & Literacy

The English/Language Arts is a body of knowledge, BUT Literacy is a skill set that encompasses and enhances the study of ALL bodies of knowledge.

In my view, the study of the English/Language Arts is about employing language to achieve insight into the human condition and expressing those insights in compelling ways, through the use of the tools of the art, which include but are not limited to figurative language, multiple modes of discourse, and time honored skills of rhetoric. We do this now, as we have done throughout time immemorial, through stories which illuminate aspects of our own lives and the lives of others. To this end, the teaching of the English/Language Arts has historically focused on personal subjects, narratives and literary texts intended to move or persuade the reader.

Literacy is a skill set, NOT a course of study. When one is described as literate, it is an acknowledgement of their ability to generate, comprehend, and communicate information with accuracy, precision, and confidence in a variety of situations and contexts. It involves reading, writing, speaking, viewing, listening, and thinking. Although some have questioned my addition of the term thinking, I add it because an individual’s writing and speaking are inherently and ultimately demonstrative of their thinking.

The establishment of positions such as “reading specialist” and “literacy coach” are relatively new, so new in fact that the terms did not make their way into peer reviewed literature on a regular basis until the early 70’s. However, the advent of the terms and the positions themselves are evidence of a disquiet that has been lurking in western countries wherein English is the primary language for some time. I have read extensively on the subject, as this is my primary area of interest, and if you too find yourself intrigued by this discussion, I invite you to consult the citations in the attached document presented by Limbrick and Aikman to the ministry of Education and the faculty at the University of Aukland.

I further invite you to join me and continue to reflect and connect @

http://dpsnc.edmodo.com/home Group: Literacy Instruction HHS/HNTHS <hs5pjk>

How Adolescent Growth & Development (Should) Impact Instruction

Adolescence is a time of many transitions for teens and these transitions impact the ways in which they learn and retain information . To ensure that teens and teachers navigate these transitions successfully, it is important for both to understand what is happening to the teen physically, cognitively, and socially; how these transitions should impact instructional practices.

http://pubs.ext.vt.edu/350/350-850/350-850.html

Why I Do What I Do: The Purpose of Literacy Strategies

For those of you familiar with me and my work, you have no doubt been inundated with my beliefs about WHY literacy strategies are both important and urgent.  If you have not had the pleasure of being cornered by me in a hallway at HHS or stuck on an elevator, the following is a restatement of why I do, what I do, and to what end.

The purpose of literacy strategies are:

     *to enable students to engage fully and converse fluently with the concept's an author presents in written texts
     *to enable students to employ metacognitive strategies which help them to link new concepts to their previous understandings and thereby improve retention, application, and synthesis
     *to enable students to develop the skill set necessary to think both critically and divergently.

Are we creating "doers" or "thinkers"?

When students produce artifacts that meet or exceed standards, while demonstrating the cultural and social norms of appropriate behavior, we often breathe a sigh of relief and sleep the sleep of the just. However, if you are like me, your spirit is vexed...Why? Because, we ought to always be about the business of determining whether or not we have created "doers" or "thinkers."

In a 2008 white paper from IBM, the stakeholders at this innovative company discuss how collaboration as well as divergent/critical thinking is changing the way we do business in America and in deed, the world.

http://www-935.ibm.com/services/us/cio/pdf/new-collaboration-white-paper.pdf

The "Kung Fu" of Teacher Pedagogy

The Chinese term kung fu means “excellence of effort given over considerable time.” How is your kung fu today? Research has shown that it takes approximately 10,000+ hours to become a master in any particular field or vocation, ergo the phrase "excellence of effort over considerable time." As we approach the new school year, what are you doing to demonstrate the excellence of your effort?

Rigor, Relevance, and Relationship?

It seems to me that lost in the conversation about rigor and relevance is the notion of relationship.  However, in my opinion (and I do not know a lot, but I suspect a great deal) it is impossible to develop rigor in the classroom without wielding influence over your students.  This influence cannot be forced or bought, but it can be earned through consistency and integrity.  When students truly believe that your desire is to help them attain their desires, then they trust you and your opinion matters.  Influence is a result of relationship and until you and your students have formed a relationship and developed a rapport, they will not work for you—much less work rigorously.  Relationship breeds relevancy and relevancy encourages rigor.  My personal experiences validate my “radical” ideas but others have spoken about this connection as well.  Visit the link provided below and join the discussion…How is relationship related to rigor and relevancy?

http://wikieducator.org/images/5/59/Kohl_I_Won't_Learn_from_You.pdf

Why We Teach What We Teach or The Purposes of Education & Critical Reading Theory

Today my colleagues and I had an interesting discussion about the purpose(s) of education.  Others may or may not have hidden agendas, but my explicit agenda is freedom and social justice.  The primary tool I employ to teach for freedom and social justice is Critical Reading Theory.  If you are not familiar, visit the links provided below and join the discussion…Why do you teach?

http://www.nl.edu/academics/cas/ace/facultypapers/StephenBrookfield_Citadel.cfm