What is the new Pedagogy vs. the old traditional model of reading instruction.
There is an old Indian expression:
"When you're ready to learn,
your teacher will come."
One solution that has been demonstrated to work is to integrate literacy, music
and technology into the classroom using indigenous playground poetry (game songs) to bridge from the home
language to the standard using a cross curricular, thematic reading module that has
culturally relevant content
.
What does linguistics have to do with learning to read english?
What is Standard English?
How do I motivate dialect speakers so that they will want to learn to read and write ?
How do I bridge from the home language to the Standard?
How do I craft Culturally Relevant Curriculum?
How do I use PROBLEM BASED LEARNING?
How do I help students know what they need to know, when they need to know it? What is Just In Time
Learning?
How do I use the Multiple Intelligences?
How do I take advantage of different learning styles?
How does the University Department of Education prepare future teachers in the area of Linguistics?
How do K - 8 Administrators focus on teaching teachers to reach the Dialect Speaking Population in the
school?
How do Reading Specialists, Classroom Teachers, and Music Teachers connect for interdisciplinary,
thematic, online curricula?
How do I integrate literacy (Language Arts), the arts (music) and technology (online curriculum) into the
classroom?
How does using Music Make You smarter and used to teach reading?
How does music, speech and reading all connect?
How does music, speech, reading and children with different learning styles fit into the reading
curriculum?
What is Bootstrapping?
Fold what you know once, then fold it across itself, then fold the folded pieces once again. Insight is the
discovery of a way to see one set of symbols in terms of another set that previously seemed to have no
relationship whatsoever. How do you understand a new puzzle in terms of an old set of concepts that once
seemed part of a vastly different realm?
THE OLD PEDAGOGY - Chalk and Talk n.
Derogatory term used to describe the traditional model of classroom instruction, in which a professor
delivers a monologue, punctuated by chalkboard scrawling, before a passive group of
students.
Teaching Dialect
Speakers, who do not know the language, to read, with phonics, whole language or a balanced-reading
approach
while using culturally irrelevant material that has simple short sentences and small
words, not real literature, has not raised reading levels or changed literacy statistics in the past 20
years.
Neither has hoping that dialect speakers who are learning the alphabet will be able to
decode not just the beginning of the word but also the middle and the end of the words nor hoping that
somehow these students will learn to internalize the rules of language, that they don't
speak.
The schools have a strategy to test well enough to receive federal dollars by
diagnosing more and more dialect speakers with learning disabilities and moving them into special
education.
Special education children are exempt from the state assessment tests. Their absence
improves the schools' scores. University departments of education and the textbook publishing
industry all promote a failed pedagogy, but they have managed successfully to keep the supply chain
intact.
University research departments get federal grant funds, but do not conduct research
and develop materials that incorporate the new pedagogy.
It is just business as usual for the last 50 years.
One solution that has been demonstrated to work . . .
is to integrate literacy, music and technology into the classroom using indigenous playground poetry to bridge
from the home language to the standard using a cross curricular, thematic reading module that has culturally
relevant content.
This outstanding resource was created to explain the connections between human evolution, the brain,
body, music, speech, and literacy. For the first time, you have 10 pages of selected and compiled research that
I have made available in one place for teachers, professors, parents, policy makers, and politicians who care
about literacy.
Abstract: This brief paper describes the common but mistaken view that whole language and skills-based
instruction are dichotomous. Research shows that the teaching of reading requires solid skill instruction
(including phonics and phonemic awareness) embedded in enjoyable reading and writing experiences with whole
texts to facilitate the construction of meaning. In other words, balanced reading instruction in the classroom
combines the best of phonics instruction and the whole-language approach to teach both skills and meaning and to
meet the reading needs of individual children.
