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Objective:
TSW select five different articles. They could include: content theory, literacy
related to your content, content pedagogy using an education data base.
TSW reflect on readings in a journal and respond to not only what they read,
but how they read, and why they read it in this manner.
*All articles need to be new article. Not new in publication, but new to you.
Prompts:
Respond to at all five prompts.
1. What have you learned about reading in your own subject area?
2. How will you use this learning to help your students make meaning from the text
you assign in your classes?
3. How do the articles clarify your ideas of how literacy activities build content
knowledge?
Portfolios will be submitted in a 3 ring binder. Please use tabs to separate the
sections. Include the following.
1. Journal entries
2. Articles (only the ones you read.)
4. Partner reflections
Entry Requirements
Please list the following in each entry
Name: Will Davis
Partner: Nikki Richard
APA article citation: de Vries, M. (1996). Technology Education: Beyond the
Technology is Applied Science Paradigm, 8. 1.
Question: 1.) What have you learned about reading in your own subject
area?
What I have learned the most about reading in my subject area is that literacy and
the use of it can definitely be incorporated into Technology Education. When I first
entered into this assignment I was very confused as to what it meant to add literacy
to Technology Education, because in my field our we dont use very much text.
What I have learned is that content literacy and academic language arent just the
use of a textbook in a classroom, but more so the language we use. What I didnt
realize is that a safety test is a form of literacy in my field. One of my main focuses
is on the students feeling safe and comfortable in my classroom, so a solid and wellrounded safety test must be passed by all students.
Question: 2.) How will you use this learning to help your students make
meaning from the text you assign in your classes? I will use group discussion
and cooperative learning to help students learn and work with their peers. After
they are done with a small group discussion, I will have the students then answer
certain prompts, which include the main points I want the students to truly
understand.
Strategies: Small Group, Collaborative Learning
My Response
Partners Response
My Response
This article refers to the text as
the piece of artwork. The
students will make meaning from
the artwork through careful
interpretation. I would assign the
viewing of work that I have also
viewed and I will find ways to
freshen their viewpoint. I can do
this by:
Partners Response
My Response
Partners Response
3. How do the articles clarify your ideas of how literacy activities build
content knowledge?
The article illuminates the idea that teachers of any subject need to teach their
students how to use the technology they are expected to use. Students know how
to play video games but do they know the correct way to search for an article? It
brings back the artistic aspect by explaining how students need to be able to
interpret meaning from new media. I need to teach them how to read an
Partners Response
Synthesis Questions
1. What did you do while reading your article that you could not do
while reading your partner's article?
The main difference between reading the articles that I chose and reading the
articles chosen by my partner was that the content literacy between my own and
my partners article was different. What I mean by this is that when I read the
articles that i picked out I understood what the author was talking about. It was
easy for me to skim through the article, pick up the elements and concepts that
stuck out to me and then reread the entire article to tie everything together. When I
read my partners I could not do this so easily. I tried to skim through the articles just
as I had done with my own, but I didnt find the correlations and understanding that
I found when reading my own. I needed to use a different strategy to try and get a
better understanding on what was being said by the author. For the first article I
asked my girlfriend if she would read it with me so that we could discuss it
afterwards. After we both read it we talked about the different concepts that were in
the article and also discussed some of the language used. I found this strategy to be
very useful in identifying the main points of the article. This way I not only knew
what the article was about, I also understood what the author was trying to say.
2. What help or support did you need while reading your partner's
article?
The only help I really needed was identifying some key terms that I did not
understand. When I came across concepts that I had never heard of, I reread that
part of the article a few times until I could put together what the author meant by
these concepts. Once I figured out what all the concepts meant it was much easier
to read and it flowed very smoothly. I find this very helpful for heading into the
teaching profession. I could use research articles just as we did for this portfolio and
have students go through and read the articles and then highlight or circle the
concepts they are struggling to understand. After they have identified these
concepts we would come together as a class and discuss what each of the
questioned concepts means. Using a group discussion students could answer one
another as to what the concepts mean with myself as their teacher guiding them
along.