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Its Impact on the Teaching/Learning process

Content Area Literacy: Its Impact on the


Teaching/Learning Process
Problem:

Help!!!! my
students have
problems
recognizing
technical terms in
History & Social
Studies

How do you
know this
?????

I am so
clueless!!!

Context
Students within 10th grade of a prominent High School
have been experiencing difficulties in understanding
specialized jargons and technical terms within the
specific content area of History & Social Studies.

Evidence: Through observation &


Questioning
They constantly
mispronounce
the words !!

They lack
strategies to
figure out new
words

They have
poor word
recognition
skills

They do not read fluently

Other known factors


Cognitive development
Socio-economic status
Parental involvement
Learning disabilities
Phonetic/Phonemic awareness
Vocabulary/Language Development

They may
become
confused and
even reject the
subject area

This may affect


their performance
and their ability to
make meaning of
the lessons that are
taught.
Therefore it is a
problem

Students who have


problems recognizing
and understanding
technical terms in any
content area will have
difficulty excelling in
that area

Training Questions
What is Content Area Literacy?
How does this affect students performance within the
specific content area?
What impact does content area literacy have on the
teaching learning/process?

Addressing the Problem

Addressing the problem


Cooperative inquiry, also known as collaborative
inquiry was first proposed by John Heron in 1971 and later
expanded with Peter Reason. The major idea of cooperative
inquiry is to research with rather than on people.
It emphasizes that all active participants are fully involved
in research decisions as co-researchers. Cooperative
inquiry creates a research cycle among four different types
of knowledge: propositional knowing (as in contemporary
science), practical knowing (the knowledge that comes
with actually doing what you propose), experiential
knowing (the feedback we get in real time about our
interaction with the larger world) and presentational
knowing (the artistic rehearsal process through which we
craft new practices).

Co-operate Inquiry Life Cycle for


this research

Contd
Use of comprehension skill/strategies
Employing methodologies to facilitate content area
literacy
Teaching strategies
Specialization/Competency of Teachers
Workshops/seminar

Contd
Alternative assessments
Formative testing
Incorporating Technology
Catering to MULTIPLE INTELLIGENCES
Motivating students

objective of the training


To outline what is content area literacy?
To enlighten teachers about the enduring problem of
content area literacy
Highlight how critical content area literacy is towards
the success of students within any specific content
area

Contd
To educate all stakeholders how content area literacy
impacts the teaching/learning process
To make recommendations on how to improve content
area literacy within any specific content area
To educate facilitators on the variety of methodologies
that can be employed to motivate and help students to
grasp terms and jargons.

References
Bowen J, Hamilton E. (2008), Literacy in Content Areas ,
Marlborough, MA
Moje E. (2006), Integrating literacy into the Secondary
School Content Area: An enduring problem in enduring
institutions, Michigan University Press.
Way C. (2001), Supporting Adolescent Literacy Across the
Content Areas, The LAB Brown University.

Reason & Bradbury (2001) Handbook of Action Research.


London: Sage.

References Contd
Heron, J. (1996) Cooperative Inquiry: Research into
the human condition. London: Sage.
Reason, P. (1995) Participation in Human Inquiry.
London: Sage.
Reason, P. & Rowan, J. (1981) Human Inquiry: A
Sourcebook of New Paradigm Research. London:
Wiley.