Revise discussion post
Textbook Information
Rasinski, Timothy V. (2011) Rebuilding the foundation: Effective reading instruction for 21st century literacy. Solution Tree Press; Bloomington, IN. ISBN: 978-1-935542-00-1
(Additional readings assigned in class)
Course Description
Focuses on the study of theoretical foundations, past and present, for the teaching of reading and how these theories influence classroom practices. Research concerning theory and practice will be emphasized as it concerns emergent literacy and developmental reading.
Credit Hours: 3
Student Learning Outcomes
At the completion of this course, students will be able to:
· identify major learning theories and connect each to reading instructional practices
· describe the influences of key reading theory on historical reading instructional practice
· align key components of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) with research-based models and methods of instruction
· demonstrate depth of professional reflection in analyzing their own teaching practice in light of qualities of effective literacy instruction
· describe and support a developing theoretical stance for reading instruction citing both learning and reading theory, and including web-based examples
· outline specific and intentional strategies for supporting literacy needs of culturally and linguistically diverse students
Course Assessment
Assessment Overview
Outcomes will be achieved and demonstrated through discussion forums, written assignments, quizzes, and electronic presentations.
Threaded Discussions
Written Assignments
Quizzes
Electronic audio/visual presentations
Requirements for Papers and Written Assignments
All papers and written assignments are to be double-spaced and in 11 or 12 point font. It must follow the guidelines as described in the 6thedition of the Publication Manual of the American Psychological Association (APA).In addition, all written work will be assessed using an evaluation rubric which students are expected to use when completing the assignment. Graduate level/professional writing is free of grammatical and mechanical errors. Grammar and mechanics are to be of graduate/professional level for highest rating on any assignment.
Module 2 Discussion Forum
This week your post will be to provide explanation of the relationship between a given learning theory and a reading theory. You will also include a metaphor for the confluence of those learning theories. For example, after describing the relationship between the Constructivist learning theory and the Transactional Reading theory I would use a metaphor to illustrate them such as:
"The Constructivist and Transactional Reading theories are like a climbing team scaling a cliff with varied ledges and pull offs. The climbers have the same goal (to reach the summit: to develop in literacy skills), but each brings a differing level of prerequisite skills and understanding (schema). This will determine how they climb, the rate at which they climb, and the confidence with which they proceed. It will be most successful if they have purposeful dialogue as they climb so as to learn from one another. The climbing guide (teacher) will provide varied scaffolds to assist the climbers based on their assessed incoming level of skill, and will adjust those supports as needed along the way.”
Please respond to one other post in addition to submitting your own response*
1. First, select one of the following Learning Theories (Cognitive, Behaviorist, Constructivist) and one Reading Theory which is aligned with the Learning Theory you selected (Interactive, Traditional, Transactional).
2. Next, briefly explain how the two are related.
3. Then, explain a metaphor you have created which illustrates the two. You may convey this in words or an annotated illustration.
4. Don't forget to respond to at least one of your peer's posts as well.
Weekly Forum evaluation
|
Forum post content |
Response reflects correct understanding of question(s) presented. |
10 points |
|
Forum word count |
200 words minimum count |
5 points |
|
Response to classmates |
Participant responds to at least one classmate, and response furthers the discussion, (e.g., asks a question, provides further information or examples, or introduces a different opinion). 50 words minimum word count for reply post; professionally written |
5 points |
|
|
|
20 points total |
Bottom of Form
What I wrote
Behaviorism and Interactive
Behaviorism and Interactive go together.
Behaviorism’s most famous practitioner was B.F. Skinner. For him and others, learning took place when the learner got “operant conditioning,” what is often called positive reinforcement and negative reinforcement. The learner behaves in a good, approved way, and the teacher or parent smiles and nods their head. That’s positive reinforcement. The learner is looking around the room and not thinking about what they are doing. The teacher refuses to acknowledge the bad behavior, and turns their attention elsewhere. That’s negative reinforcement. If the child wants the adult’s attention, they learn to act appropriately.
Interactive learning works in a number of ways. It can involve one-on-one interaction with a parent, teacher, or other person. There is immediate feedback or reinforcement to what they do. That is why interactive learning is often talked about in the context of machine learning. A child is reading on a computer or similar device, and the design of the software allows the child to get immediate feedback or reinforcement on the choices they make. Whether you are reading with another person or a machine, there is or at least should be immediate reinforcement of your reading behavior, either positive or negative.
A good metaphor for interactive behaviorism is being a comedian. You spend a lot of time with pen and paper writing what you hope are funny jokes. Sometimes it is a struggle, and sometimes you come across something great. A comedian practices their delivery in the mirror and tries out different speeds and emphasis and gestures. But he or she never really knows if it is good or not until they perform their jokes in front of an audience. The audience provides reinforcement interactively. If they laugh and are engaged with the comedian, that is positive reinforcement. If they are silent and look at their drink, that’s negative reinforcement. The comedian reflects on what got laughs and says, I will do more of that. The comedian reflects on what was a flop, and thinks, what can I do to make that better? Maybe I’ll get rid of that completely.
Module 2 Discussion Forum-Grade and Feedback
16.67 % 10.00 0–20 50.00 %
Your description of Behavioral Learning Theory is perfect.
However, your connection to Interactive Reading Theory and your metaphor do not fit (Interactive Reading Theory is not a theory that is connected to the Behavioral General Learning Theory.
Please view the short video below to see more about the "Interactive Reading Theory"
https://www.youtube.com/watch?v=rcEkzHtfWhg
Your connection would only fit an Interactive Reading Theory if the comedian knew their audience in advance (ex: teachers); knew their interest was in students and standardized tests; knew their motivation for listening to the comedian (their principal brought her in for stress relief) and the comedian could thus be confident she could engage the teacher audience with her jokes ... and fit the other components of Interactive Reading Theory.
Your example and metaphor are a much closer fit to Traditional Reading Theory:
According to Dole et al. (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.