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Commonplace Book Entry #1: Reading, Writing, & Transferability

EDU 513A Course

Esteban Cons

on 14 May 2015

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Transcript of Commonplace Book Entry #1: Reading, Writing, & Transferability

Commonplace Book Entry #1:
Vacca, R. T., Vacca, J. L., & Marz, M. (2011). Content area reading: Literacy and learning across curriculum (10th ed.) Boston: Pearson.
Appleman, D. (2009). Critical encounters in high school English: Teaching literary theory to adolescents (2nd ed.) N.Y. Teachers College Press
Beach, R., Thein, A. H., & Webb, A (2012). Teaching to exceed the English language arts Common Core State Standards: A literacy practices approach for 6-12 classroom. N.Y. Taylor & Francis
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.) Alexandria, VA
USC Rosseir 2sc Lecture on "Thinking Aloud" 9/13
"...those who choose to actively engage adolescents through literacy [have a responsibility] to help students read both the world and the word" (Freire,1987).
Appleman's text on literary theory (2009, p.2) values work of Paulo Freire who believes...
Vacca & Mraz (2011, p.278) note how effective student learning is facilitated when the lesson objectives combine the strategies and skills for reading and writing. Each ELD Level can be taught in a bilingual "sheltered" program where the environment can facilitate effective student learning by improving skills in comprehension and composition in English while speaking both 1st and 2nd languages. Standard Objectives are the development of their thesis, use of new vocabulary, and paragraph structure, e.g., text patterns in the organization of author's ideas (Vacca & Mraz, 2011). Common Core State Standards (CCSS) encourage this instructional choice.
The Role of Argument
Argumentative writing requires students to conduct research in order to evaluate and support their opinions and/or thesis statement in critical analysis essays. Methods of rhetoric for argument serves as a transferable technique for application inside and outside of the classroom. The students who have acquired transfer abilities can effectively apprehend the deeper meaning beneath the surface knowledge and acquire through use of its purpose a insight gained by the mind, and power to evolve a democratic society. The Greek philosopher Socrates is known as the Patron Saint of Understanding, exposed the fallacies of the democratic system before the being sentenced to his death. (Beach, 2012, p.73).
"Helping students read both the world and the word" (Appleman et al, 201
1) Preview the content

2) Identify the context

3) Question the P.O.V.

4) Reflect on author's ideas

5) Compare & Contrast data

6) Predict possible outcomes

7) Evaluate the Text

(*via "Think Aload" Lecture Video)
7 Metacognitive Reading Strategies
Prezi by: Esteban J. Cons
Students will understand how...the study of text functions as a catalyst for self-knowledge. The importance of acquiring knowledge and the practice of developing skills to comprehend and produce meaningful connections across the realm of literature. The actions of the active and constructive learner essentially creates new knowledge in the world, and can be written in any language. The power of self-knowledge enable all readers and writers to use their inner meta-cognitive voice for "thinking deeply" and deciphering analytically as intellectuals. This does not only apply to a literary work, but will empower learners with a mindfulness to evaluate themselves and the world around them with Criticality, a term used by Popkewtiz & Fendler (1999) to refer to the act of being critical as opposed to merely thinking critical. Appleman characterizes this awareness and consideration for multiple perspectives as a set of "critical lenses" for interpreting the world wisely to share new perceptions (Appleman, 2009). The application of critical analysis and textual synthesis enables readers with the skills and methods to make connections across disciplines and uncover a deeper answer or fallacies from of inquiry that essentially creates knowledge to transform and formulate theories anew,
An Overarching Enduring Understanding for ElA

Wiggins & McTighe (2005, p.82-145) present to us a set key aspects that uncover knowledge to make connections and meaning by making intellecutal inferences. I have classified the 6 facets as the

that work as steps to talk for enduring deep thinking, meaningful reading comprehension, and skilled writing.
1) Explain
3) Apply
4) Perspective
5) Empathize
6) Self-Knowledge
6 Facets of Understandings
Stepping-Stones to Self-Knowledge for "Uncovering" Transferable Understandings & Beyond
Although the different aspects of understanding are organized in sequence and classified by Wiggins and McTighe (2005, p.82-104) as the six kinds of understanding for deepening inquiry; this multidimensional view of understanding or apprehension of ideas is characterized in this Commonplace-Book Entry #1 as "stepping-stones" to Self-knowledge as learners embark on their journey to explore what dwells beyond the acquisition of information and begin making connections and meaning out of knowledge from life to find new knowledge, the fruits and treasures of what we uncover. When the power of understanding is used to change the misconceptions recognized by one's self, that is when the learner embodies the quality of wisdom. The use or application of these six facets are known to be manifestations of transfer ability: BIG IDEAs/Overarching Enduring Understandings/Essential Questions (Wiggins & McTighe, 2006).
*Scaffolds for Success*
In Practices of Pedagogy...
manifest as helpful:
What is "Understanding" ?

Active learners choose to intensively read the words within works of literature and explore the key concepts, themes, theories, issues, and topics of the content presented by the course curricula to apprehend the meaning of new found knowledge, make connections, evaluate, and come to their own understanding. Sometimes, the power present in paragraphs may go unseen by the reader, failing to discover and the "BIG IDEA" behind an essential topic question. The exploration of questions enable us to "uncover the real riches of an otherwise" slow lecture or the mere act of acquiring notes for data (Wiggins & McTighe, p.106).
Students must become involved in the process of actively "interrogating" or investigating the content in any text through constructivist and social cognitive theories of learning (Wiggins & McTighe, 2006, p. 106) to travel further in-depth and discover insights to transferable understandings by using a type of helpful framework, exceeding the realm of common critical thinking skills.
"We shall not cease from exploration and the end of all our exploring will be to arrive where we started and know the place for the first time", T.S. Eliot
Stepping-stones to Self-knowledge
Wiggins & McTighe (2005, p.82) identify and analyze the synonyms in the English language for the noun "understanding" and note they refer to the words "wisdom" and 'insight", both which are defined and known to be higher conceptual forms of knowledge.

Under the context of this etymology, English suggests that real understanding is something beyond a mere "academic" understanding, and can be defined as the apprehension of various ideas and make meaning of its relation to.
Stepping-Stones to Self-Knowledge and Beyond
The Study of Text & Composition
"Know Thy Self"
Door Ways For Understanding
Inquiry could not exist without essential questions of wonder...or could it?
A Design Philosophy Guide to Deeper Inquiry:
Music by FAT JACK
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