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Course Description Adolescent Literacy Methods is a course which includes historical perspectives, basic instructional techniques, approaches to problems in one's own instructional area, roles in and designs for a total school program, what research and authorities suggest, and consideration of contemporary issues and concerns regarding literacy.
It is the first literacy course that secondary education majors take. They usually are starting their junior year when they take this course. Class size ranges from 15-30 students.
Literacy and Language in the Content Areas is a course designed to provide practical guidelines for those who are or will be elementary, middle school, or secondary content area teachers to assist them in using reading, writing, speaking and listening as complementary learning processes for the content area. Students of this course bring their expertise of the subject to be taught (such as English, social studies, science, mathematics, music, art, etc.), and the course assists students in dealing with the language component of the content area. Students will be given experience in producing study, pattern and concept guides, techniques for effectively presenting vocabulary, and using reading, writing, speaking and listening to facilitate learning in content areas.
PK-6 and 1-8 education majors are required to take a second literacy course. They may choose between this course and one other. Secondary education majors are required to take this course. Students are usually juniors or seniors when they take this course. Class size ranges from 20-35.
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Executive Summary The goal of this project was to develop and refine a lesson that would provide a clear and consistent vision for student-involved classroom assessment. In the developed lesson for Adolescent Literacy Methods and Literacy and Language in the Content Areas, undergraduate students explored their beliefs about assessment and participated in specific class activities to generate new learning. Learning goals for the students were:
1) to gain background knowledge of best practices in assessment;
2) to be able to self-assess an assignment using a rubric;
3) to learn how to write I can statements;
4) to apply demonstrated strategies in their teaching units;
5) to appreciate the value of student-involved assessment.
Students viewed a DVD regarding assessment myths and a new vision for assessment and participated in several specific student-involved classroom assessment strategies. These strategies included 1) Two-Minute Write; 2) Pair/Share; 3) 3 Column Notes; 4) Key Learnings; and 6) I Can Statements . . .
After self-assessing an assignment, students wrote "I can statements. . ." or learning targets for improving their own performance. Students later reflected upon their learning and how they might implement student-involved assessment strategies in their future classrooms.
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