iteea 2015 dr. thomas loveland university of maryland eastern shore
TRANSCRIPT
ITEEA 2015
Dr. Thomas Loveland
University of Maryland Eastern Shore
What is Literacy? When individuals seek thoughtful
engagement that has breadth and depth, based on high-quality literary and informational texts.
Literacy builds knowledge, enlarges experience, and broadens one’s worldviews.
Literate individuals… Demonstrate strong content knowledge. Think independently. Can respond to demands of audience,
task, purpose and career field. Comprehend deeply and critique what one
is reading. Capably and strategically utilizes
educational technologies and media. Values evidence over opinion. Understand other perspectives & cultures.
Maryland College and Career Readiness Standards
Aligned with college and career expectations.
Based on Common Core State Standards.
Rigorous standards with critical thinking and problem-solving skills at the highest level.
Disciplinary Literacy Goals in Technology & Engineering Increase student abilities to develop
knowledge from content-rich, non-fiction (informational) text.
Ground reading, writing and oral communication on literary and informational text.
Provide sustained practice with complex text.
Be able to read and speak like an expert in the field.
Change in Reading Focus Past: industrial arts shops teaching tool
skills. Important to be able to read to identify tool parts, safety documents.
Now: 21st learning centers teaching design, critical thinking, STEM, and problem solving.
New role of technology education in supporting academic standards, and college and career readiness.
Role of Technology and Engineering Education
One goal of Common Core ELA is for students to develop deeper comprehension from reading within technical disciplines (Meeder, et al, 2012).
Students can develop literacies better in technology education due to hands-on, project-based applications based in authentic world of work (Lacivita, 2006).
Disciplinary Literacy or Reading in the Content Area? Reading in the Content Area: Traditional
focus on increasing reading abilities of lowest level readers in technical field.
Disciplinary literacy: Use of high expectations and discipline-specific practices to access, apply and communicate content knowledge.
Technology and Engineering Education Language used in field is more technical in
nature. Specialized ways of thinking, terminology,
types of texts to comprehend and utilize as resources, and ways to effectively communicate.
Important for TEE teachers to develop robust instruction around disciplinary specific literacy skills. (Partnership for Assessment of Readiness for College and Careers (PARCC), 2014)
Reading
Purpose is to construct meaning, comprehend and respond actively to what is read.
The process of constructing meaning is through a) prerequisite knowledge, b) the information to be read and c) context of reading situation. (Wixson & Peters, 1987)
“Ability to identify and decode words and sentences”.
Reading Problems in Technical Education (Lacivita, 2006) Complex terminology of field. Inability to locate main ideas
in text. Difficulty in sequencing the
procedure steps of a process. Learning trade-specific
vocabulary. Comprehension of text after
reading.
Enhancing Reading Skills Problem-based learning through design briefs and
engineering challenges. Includes reading of context, objectives, criteria and
constraints, resources and assessment information. Student organization competitions with complex
and prescriptive event manuals. Communicative competence developed through
reading of everyday materials like transportation schedules, published articles, and websites. (National Capital Language Resource Center, 2014)
Reading Implied in the Standards for Technological Literacy STL 2-Z: Select resources STL 2-AA: Identify criteria and constraints STL 10-I: Conduct research and development
modeled on read business practices STL 10-J: Research technological problems STL 12-L: Document processes and
procedures to communicate in oral and written form
STL 12-M: Diagnose malfunctioning systems STL 12-P: Use computers to retrieve, interpret
and evaluate data and information
ELA Standards for Science and Technical Subjects 6-12 (CCSS) Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanations or descriptions. (RST 9-10.1)
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. (RST.9-10.2)
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. (RST.9-10.3)
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics in technology education. (RST.9-10.4)
Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). (RST.9-10.5)
ELA Standards for Science and Technical Subjects 6-12 (CCSS) Analyze the author's purpose in providing an explanation,
describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. (RST.9-10.6)
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (RST.9-10.7)
Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. (RST.9-10.8)
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. (RST.9-10.9)
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. (RST.9-10.10)
Textual Complexity “The inherent difficulty of reading and
comprehending a text combined with consideration of reader and task variables”.
It takes skill, concentration, and stamina to read complex text.
If successful, students can better understand nuance, subtlety, depth and breadth of ideas read.
Three ways to measure text readability to assist technology teachers in determining whether students can read and understand resources.
Qualitative Measures
First Two of Four ElementsLevels of meaning or purpose set by author.
Technical text may be straightforward but article on fracking could include underlying meaning.
Text Structure: Organizational patterns like problem-solution, chronological order, cause and effect, compare and contrast. Complex and unconventional text structures include signal words and complex graphics.
Qualitative Measures
Last Two of Four ElementsKnowledge Demands: Assumptions made
about reader’s life experiences, cultural literacy and content knowledge.
Language Conventionality and Clarity: Based on sentence structure and vocabulary. Complex text includes longer sentences with multiple phrases, compound word order, and stronger academic and discipline-specific words.
Qualitative Measures Four elements assessed by Qualitative Dimensions of Text
Complexity Rubric for Science and Technical Subjects 6-12. Issue: Time to assess in this manner.
Quantitative Measures Lexile Flesch-Kincaid ETS Source Rater ATOS Analyzer Questar Degrees of Reading Power Pearson Reading Maturity
Technology teacher can copy and paste text into instrument for reading grade level.
Readability Analysis in Microsoft Word Highlight selected text Review Tab – Spelling and
Grammar Options – “Show readability
statistics” Text complexity displayed
for Flesch-Kincaid. Example is at graduate level (18.2)
This method is easiest for busy teacher.
Reader Task Considerations Third method of determining text complexity
is by teacher reflection. Teacher makes professional judgment on
student cognitive capabilities, reading skills, motivations, interests, and the complexity and cognitive demands of task given to student.
Cognitive demand example: industry certification test written for experts in field.
Implications for Instruction in Technology and Engineering Education To help students meet
expectations in PARCC, TEE teachers should select text with high cognitive demand.
Encourage close analytic reading of technical text for evidence.
Expectations of all students to exhibit appropriate disciplinary literacy: use and communicate terminology of field like an expert technologist.
Text-Dependent QuestioningText dependent questions force students to use text to solve problem. When writing text dependent questions, technology and engineering teachers should consider the following:
Identify core understandings and key ideas of the text.Develop opening questions to orient students to the text.Use complex academic words and text structures connected to key ideas.Write questions related to the toughest sections of the text, thereby presenting the greatest difficulty to readers for comprehension.Sequence questions from easiest to hardest to promote deep analysis.Identify which CCSS standards are in alignment with the questions.
(Partnership for Assessment of Readiness for College and Careers, 2014)
Other Strategies Reciprocal teaching: Ask students to predict what
a reading is about, clarify through discussion, and summarize reading.
Scaffolding: Students predict content from looking at headers, graphs, pictures, and introductions.
Journaling: Students collect data from text and analyze the meaning within a structured activity.
Technology Education Specific Strategies (Rust, 2012)
Students give multimedia presentations
Conduct Internet research Expose students to technical
reading Require student-produced
documentation for projects Data analysis for engineering
designs Vocabulary building in Technology
and Engineering Education
PARCC ELA Assessments
Three tasks: Research Simulation, Literary Analysis, and Narrative Task.
How can Technology and Engineering Technology help prepare students for PARCC ELA?
Question & Answers
Thank you for your participation. Any post-conference questions may be directed to
Dr. Tom Loveland