MODULE DESCRIPTION:

“Certain distinctive brain structures, particularly in the left hemisphere for most people, are particularly important when it comes to the processing of the phonological, semantic, and syntactic aspects of words.”

                             The Multiple Intelligences of Reading and Writing   Thomas Armstrong

While this may be true, it is how the brain “actually processes the experience” of reading and writing that allow us to consider how all multiple intelligences could be used.  Some students can read a car magazine with great ease and fully understand the complicated statements and meanings associated with the technical material content.  Many of these same students do not read or understand the layers of meaning found within a simple narrative grade level text.  The question we need to ask is not, why does this student not apply themselves, but rather what skill can they use to read the narrative that they have already mastered when reading the magazine?  

Effective educators believe that the issue of how to read/write or apply skills and strategies must be taught.  They seek ways to utilize anecdotal records and assessment tools to enhance student learning abilities.  Students do not make the connections and associations necessary to realize that reading skills and strategies can transfer between content and bodies of knowledge.  They have not been asked, shown, or allowed time to practice what all good readers and adults already know; we must be aware of our thinking (metacognition) in order to know when it has broke down.  Building off of individual learning styles and multiple intelligences is one way of showing students how to capitalize on the strengths that they have already mastered.  Where literacy development (reading and writing development) are very closely associated for most students, it is important to look at how the brain actually processes these experiences in order to gain a deeper understanding of how learning is constructed.  The use of this knowledge is critical to the instructional planning aspect for students who are reluctant learners or have difficulty developing as readers who comprehend.

“Reading is a physical performance!  Emergent writing is often even more physical…using the writing implement quite literally as a “tool” to dig meaning into the surface of the page…Writing is actually a highly kinesthetic way of reading.”

                               The Multiple Intelligences of Reading and Writing   Thomas Armstrong

“When we focus on a few critical threads of learning throughout the year, our teaching becomes more purposeful.  Our goal is to build on previous reading experiences and also to help students read a variety of genres and more complex texts with deeper understanding.”

                                                   Still Learning to Read     Franki Sibberson & Karen Szymusiak

One of the critical threads of learning associates “conversations and writing to clarify thinking.”  Many times students read and decode text as a task which must be completed rather than one which should include meaning for them in the process.  They simply “read” the text to complete the assignment.  Students often wait for meaning and explanations of deeper analysis based on the text to be provided by the classroom instructor rather than developing themselves as critical thinkers and risk takers in the educational process.   Diagnosing reading difficulties and knowing when a student is capable of handling a challenge to develop themselves on a deeper level requires that academic rigor be applied to the instructional process.  This also means that students must have the opportunity to socialize their intellect and grow through dialogue and rich conversational understanding and sharing with peers. 

Another thread of learning incorporates “reading difficult texts with persistence and stamina.”  Not only is this a good standardized test practice strategy, but it also develops the student into a fluent reader who can function with ease in the classroom of high stakes and demands.  Rigorous instruction and practices may not be something that students are comfortable with, and they may resist or appear to be less motivated while learning how to adjust to the change in classroom expectation and practice.  This thread also includes a third critical thread of learning which “supports thinking with evidence from the text.”  This too is a test practice which many students are not comfortable with and may need additional practice.  Developing this as a habit of practice for students also places them at the center of the learning experience, and gives them a voice in the process.   

This module is designed to provide the experience and deeper understanding of how the brain works to influence reading behaviors that prohibit comprehension and development to occur.  Through diverse readings, reflection, and collaborative efforts, participants will learn how the information gathered from formal and informal reading assessments can be used to select appropriate strategies and plan lessons that enrich the literacy abilities of the student that will develop into habits of practice for the reluctant reader. 

INSTRUCTIONAL PROFICIENCIES:

Developmental Level:  

Instructional Proficiencies

Upon completion of this module, the student will have a deeper understanding of:

Principle #2; IPSB #2

Principle #3; IPSB #1

Principle #4

Principle #5; IPSB #7

Principle #7

Principle #8; IPSB #3

Principle #9; IPSB #8

Indiana State Standards for English/Language Arts will be incorporated through the direct link to state standards #2 (Reading Comprehension), #3 (Literary Response and Analysis) and integrating #5 (Writing Applications) to demonstrate true literacy connections of reading and writing practices. 

(See Instructional Evaluation at the end of the Instructional Events section of this module for IPSB # and Principle # specific language and clarity.)

INSTRUCTIONAL EVENTS:

This portion of the module has four parts.  Each part must be completed as defined in each section.  Additional readings on the topic presented in each of the four parts will be helpful to the learner.  While some ideas and suggestions as to where such readings might come from are provided in each section, the list and suggestions is not an inclusive list and additional options should be considered. 

Discussion Threads – Instructional Event #1:

This module requires that you complete at least two “discussion threads” as an instructional event.  Additional resources are provided and should be “visited” prior to completing the response to the thread question posed in this instructional event.  You should included specific information and conceptual ideas found in the text you select to read in support of the thread topic when responding.  Additional readings you find on your own may also assist in responding to the thread statements provided in this task. The suggestions are not to be considered inclusive.  The goal of this instructional event is to develop a deeper understanding of assessment use and purposes.

Lesson Plan Design – Instructional Event #2:

This module requires that you design a lesson plan. This lesson plan should directly meet the instructional needs of a fictitious student which you create as part of this instructional event. The goal of this lesson is to develop habits of practice in students that will allow them to become progressive learners. Consider specifics which you have found difficult to address or seem to be frequent when developing a fictitious student scenario to use as the foundational premise of your lesson design. Suggested resources are provided in this section of the module but are not to be considered inclusive.  The goal of this instructional event is to provide practice and opportunity to use the diagnostic results of reading assessments/informal-formal tools to influence classroom instruction.

Reflective Journal – Instructional Event #3:

This module requires that you complete the journal instructional event. To do so, you must reflect in a journal to guided prompts.  Web sites and additional reading sources as a resource will be most beneficial to your response.  You will want to collect and included such sources and sites in support of your reflections.  The goal of these guided prompts is to help you analyze instructional practices and methods you utilize in the classroom based on prior knowledge and learning on the topic of reading difficulties for students.  

Applicable Classroom Product – Instructional Event #4:

This module requires that you create a usable classroom product as an instructional event. This product should be designed for students to promote them as learners, or designed for parents to support classroom instructional practices. This product should be based on strategies and skills that will assist students while engaged in independent practice of reading skills and strategies such as fluency or comprehension development.  In this Instructional Event you will be placing theory into practice and the product you choose to create should reflect knowledge, understanding, and application of methods you have discovered to assist those students who are not productive learners in the area of reading and literacy development.  The goal of this instructional event is to produce a finished product that could be used in the classroom and/or with parents in support of the student as a learner. 

Additional Assignment Options:

This module contains some additional assignment options for your to examine.