Textbook ReadingSeptember 26, 2010 at 8:19 pm | Posted in uncategorized | 2 Comments
Tags: content literacy, literacy
Posted by Jennifer Yu
In this GMST program, we are taught that traditional ways of teaching does not work. It doesn’t interest, engage, or motivate students to learn. Students aren’t retaining any of the information they are taught. Chapter three talks about how textbooks are hard to read, badly designed, and are inaccurate. Our inquiry textbook, Constructivism edited by Catherine T. Fosnot, there’s a chapter by von Glaserfeld (2005) who talks about “illusions of fixed meaning.” Students construct their own knowledge based on their perceptual and conceptual experience. When teachers teach out of a textbook, students don’t get the inquiry experience. They don’t get explore and investigate what they are interested in. They only get he experience of learning from a textbook. If they are solely taught with textbooks, that is the only experience that they can associate learning from, and that it is boring and irrelevant. Why should they care? I agree that we should not be teaching students out of the textbook. From my personal experience, textbooks were full of facts, nothing that I can connect to. I didn’t see the purpose of using textbooks, unless I was referencing something from it. We should engage students in more current reading, such as articles from magazines, newspaper, or from the internet. This way we are keeping the literature more current and relevant to the students.
In chapters 5 and 6, the book gives us examples of literacy techniques that can help students learn how to read better and we went over these techniques in class. These techniques focuses on the before, during, and after reading so that students understand the text. What I am trying to figure out is, are these reading activities part of the inquiry? It is not inquiry if we give students readings to practice reading techniques. Does it make it inquiry if I let my students chose their own reading? Are students constructing knowledge when we are teaching these reading strategies in the traditional way, where we are telling the students this is what you should do before reading, during reading and after reading? We are providing an opportunity for students to learn how to read content literature, but what about the students that are not struggling with reading? How are we keeping them engaged?