How can PLCs collaborate on implementation of content area literacy strategies to promote student motivation?
New Media
Student motivation will not increase from traditional means of motivation. Simple modifications and alterations to lessons and activities are no longer sufficient for students to actively engage in curriculum material. Teachers need to incorporate new media and new literacies into the classroom. These need to be initiated through researched and evidence based practices and digital tools.
Teachers should use the PLC to create a curriculum that is modeled on the most up-to-date methodology and use of new media tools. Students need to be introduced to and capable of utilizing not only print text but also through online platforms, film, music, etc. Using the TPACK model, classrooms will thrive.
Teachers should use the PLC to create a curriculum that is modeled on the most up-to-date methodology and use of new media tools. Students need to be introduced to and capable of utilizing not only print text but also through online platforms, film, music, etc. Using the TPACK model, classrooms will thrive.
'>
PBIG Diagram
Research
In order for a classroom to use the most up-to-date techniques and philosophies, teachers need to employ their own research and learning. A well designed and utilized PLC needs to incorporate some aspect of research or literature review. One educator wrote, "We should really think of education as a marketplace where students and teachers meet, for the purpose of teaching and learning" (Robinson, 2015). I use this as the basis of identifying new elements for the classroom. It brings up the question of, how can teachers practically enact global citizenship education? As educators, we need to continually ask questions like this--not only of our students but of our own practices. I posed a question a year ago to my own practices regarding whether to use more individual or small group reading remediation. Through further research I uncovered that: "Small group intervention appeared relatively more effective than on to one condition. The fact that multiple students, but not all students, seem to benefit as much or more from small group interventions that are structurally similar to one to one interventions is continuing to be a consistent trend n research that evaluates the effects of small group interventions targeting reading fluency" (Ross and Begeny, 2015). This allowed not only for greater reading success but resulted in greater motivation from the students. The implementation of small groups has demonstrated a greater motivation by students.
ILA Standard
LC 2.4--Candidates, in collaboration with school and district personnel, facilitate efforts to develop a vision and goals for a comprehensive literacy program, including across the academic disciplines, that reflects evidence-based practices, and effective integration of all dimensions of language and literacy.
LC 2.4--Candidates, in collaboration with school and district personnel, facilitate efforts to develop a vision and goals for a comprehensive literacy program, including across the academic disciplines, that reflects evidence-based practices, and effective integration of all dimensions of language and literacy.
References
Robinson, Penny Perlman. (2015) Implementing National Education Reforms: International Experience While Informed by Local Context. Brookings Institute.
Ross, Sarah G. and Begeny John C. An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student-Teacher Ratios Impact Intervention Effectiveness? Springer Science+Business Media New York 2013.
Robinson, Penny Perlman. (2015) Implementing National Education Reforms: International Experience While Informed by Local Context. Brookings Institute.
Ross, Sarah G. and Begeny John C. An Examination of Treatment Intensity with an Oral Reading Fluency Intervention: Do Intervention Duration and Student-Teacher Ratios Impact Intervention Effectiveness? Springer Science+Business Media New York 2013.