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Reflecting on Meaningful Content, Assignments, DBs, and Texts

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Reflecting on Meaningful Content, Assignments, DBs, and Texts

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This course has been among the most informative and useful classes I've taken at Western over the past three years. It has significantly boosted my confidence as an educator, enhancing my ability to teach all students effectively. The material we covered was fascinating, and I genuinely enjoyed the assigned readings. It was impressive how the content applied to all educators across various subjects and areas, which I found really cool, as well as inclusive. Because of the insights gained from this class, I've become a more adept content area teacher, special education teacher, and reading interventionist, and have noticeably improved at tailoring lessons to increase student engagement and better meet diverse learning needs. I really appreciate the opportunity this course provided to deepen my understanding of disciplinary literacies and approaches to teaching and learning across content areas. When I acquire new knowledge that makes teaching feel more effortless and impactful, my students see substantial benefits.

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I really loved how the work for this class was scaffolded, as well as very interactive with both classmates and the teacher. I loved how the group project was the overall focus of the unit and that the readings were relevant to and integrated with the final project. I felt like I was actually able to really engage and learn from the material, which helped me stay focused and not fall behind. I think working with a group significantly helps me to be more accountable and present in my learning. I really loved how this class was set up and appreciated how interesting the readings were, and how much I learned in a short amount of time.

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Part 6, Integrated Conceptual Unit Group Project - EDUC 606

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Integrated Conceptual Unit Group Project

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Integration and Implementation of Disciplinary Literacy

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Integration and Implementation of Disciplinary Literacy

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NEXT STEPS I will take in order to more deeply address disciplinary literacy and integrate learned practices:

Increasing Use of Genre-Based Perspectives on Disciplinary Literacies: Moving forward, I want to continue learning about best practices for teaching genre-based perspectives on disciplinary literacies to create more meaningful learning experiences and improve student outcomes. I can expand and improve my teaching practices. I plan to continue to look for and learn about additional instructional resources that can support students in grasping literary concepts more quickly. Offering explicit genre instruction and providing opportunities for authentic practice across diverse disciplinary contexts is crucial to enhancing literacy and student confidence when approaching a variety of genres and disciplines.

Incorporate Vocabulary and Comprehension Strategies: Utilize evidence-based methods to improve students' understanding and use of vocabulary and comprehension within content areas.

Develop Multimodal Literacy Skills: Engage students in listening, speaking, reading, and writing across different content areas to build comprehensive literacy skills.

Foster Collaborative Professional Learning: Create environments where educators learn from each other to support diverse learners' literacy needs better, emphasizing peer leadership in professional development.

Integrate Research-Based Literacy Practices: Include literacy and mathematics strategies that are research-based and tailored to meet the unique needs of students with disabilities across all content areas.

Create Literacy-Rich Environments: Assess student abilities and challenges to determine and implement the best opportunities for literacy development within the classroom setting.

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Assignments that had a significant impact on my learning and shifted my teaching practices and approaches to teaching and learning in the content areas.

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Spaces, Texts, Topics, Practices, and Purposes

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Spaces, Texts, Topics, Practices, and Purposes

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I absolutely loved this assignment and even created a version for 7th graders to use as a tool for introducing genre and its complexity. As we went through the steps together in class, I noticed a rise in both engagement and curiosity. When it all came together in the end, it was clear my students had fun with the exercise and also gained a more self-reflective approach. This allowed them to dive deeper into understanding the complexities of literacy, viewing it from different genre perspectives and content-specific reading. They left with a richer understanding of how genre knowledge is applied in interpreting literary texts. I thoroughly enjoyed listening to the students' discussions throughout the exercise. It was an excellent way to kick off our fantasy unit and effectively broadened their perspectives on how to read and analyze genre-specific texts in literature.

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spaces i feel uncomfortable, out of place, spaces i don't belong

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spaces i feel uncomfortable, out of place, spaces i don't belong

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Course Readings that had a significant impact on my learning and shifted my teaching practices and approaches to teaching and learning in the content areas. I saved and printed off so many of the required readings from this course. The weekly readings were engaging and relevant, and I thoroughly enjoyed each one.

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spaces that feel like home, inspire confidence

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spaces that feel like home, inspire confidence

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Mentoring Students in Disciplinary (Buehl, 2011)

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Mentoring Students in Disciplinary (Buehl, 2011)

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DB, Week 4: Assessment of Disciplinary Literacies

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DB, Week 4: Assessment of Disciplinary Literacies

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The Importance of Portfolio Assessment: Demonstrating a Progression of Learning

Performance-based assessment is a comprehensive approach that emphasizes real-world tasks and applications of content knowledge and concepts, moving beyond traditional objective test formats. This assessment structure involves complex, teacher-designed tasks closely tied to the classroom context, engaging students in activities that mirror real-world situations, such as hands-on activities, portfolios, and open-ended problem-solving (Gillis et al., 2017). It offers a more accurate picture of student achievement by focusing on application over rote memorization. Performance-based assessment is particularly advantageous for students of diverse cultural backgrounds, as it allows for integrating cultural content and values and for bilingual students to demonstrate their knowledge in both languages (Gillis et al., 2017).

Scholars recognize performance-based assessments as measuring students' ability to apply skills and knowledge learned rather than merely recalling information for standardized tests. Gillis and Van Wig (2015) emphasize the importance of moving beyond summative assessments to embrace formative assessments that reflect students' learning and understanding in various disciplines. They argue that portfolios, as a form of performance assessment, allow for a comprehensive view of student learning over time, showcasing their ability to integrate knowledge and skills in meaningful ways. Portfolios provide a versatile method for assessing performance and learning, adaptable across disciplines and beneficial for teachers and students to track progress and identify areas for improvement.

Gillis et al. (2017) categorize portfolio assessment as an example of assessment as learning when teachers position students to select the work to assess knowledge and the variety of items included, providing a line of reasoning for their selections. This form of assessment allows students to gain ownership over how their learning is assessed and provides an essential opportunity for building self-reflection and self-assessment skills. Hill (2015) also agrees that portfolios serve as a valuable and comprehensive assessment tool, allowing students to collect, reflect upon, and present their work across different subjects and projects, showcasing their learning process and achievements. This method not only supports the assessment of student performance in a holistic manner but also encourages students' self-reflection and ownership of their learning (Hill, 2014, p. 453). By incorporating portfolios into the classroom, educators can facilitate a more personalized and comprehensive evaluation of student performance and learning, aligning with the principles of differentiated instruction and authentic assessment.

REFERENCES

Gillis, V., & Van Wig, A. (2015). Disciplinary literacy assessment. Journal of Adolescent &amp; Adult Literacy, 58(6), 455–460.

https://doi.org/10.1002/jaal.386

Hill, A. E. (2014). Using interdisciplinary, project-based, multimodal activities to facilitate literacy across the content areas. Journal of Adolescent &amp; Adult Literacy, 57(6), 450–460.

https://doi.org/10.1002/jaal.270

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Using Harry Potter to Bridge Higher Dimensionality in Mathematics and High‐Interest Literature (Boerman-Cornell et al., 2016)

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Using Harry Potter to Bridge Higher Dimensionality in Mathematics and High‐Interest Literature (Boerman-Cornell et al., 2016)

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Teaching complex math through popular books, especially a fantasy book such as Harry Potter, makes learning more engaging, which in turn fosters a more meaningful connection to the content, and supports greater student understanding. I absolutely loved reading "Using Harry Potter to Bridge Higher Dimensionality in Mathematics." Within this reading, Boerman-Cornell et al., (2016) document the considerable impacts of incorporating loved stories into math instruction to boost interest and make learning more fun by connecting the dots between literature and math goals. This method also fosters critical thinking as students apply math to understand the stories' magical elements, deepening their grasp of both subjects. Furthermore, using stories to illustrate math concepts sparks curiosity and simplifies tough topics, making learning more accessible and enjoyable for all students. This strategy also respects diverse backgrounds, creating an inclusive, respectful classroom atmosphere that values all students, as well as their experiences, not just students who excel at mathematical thinking. Encouraging students to link fantasy with math principles enhances creativity and critical thinking, preparing them for real-world challenges. It also enables students to recognize creativity and logic are not mutually exclusive concepts. Encouraging students to understand that they are both creative and logical is essential to the development of critical thinking skills, and helps build self-empowerment and confidence. This approach builds a lively, engaging classroom environment, fostering a culture of curiosity, open-mindedness, and belonging. Overall, this strategy aims to develop individuals who understand the connections between various knowledge areas, ready to navigate life's complexities.

I connected with this article on a deeply personal level as it combines one of my very favorite things of all time, Harry Potter, with my absolute least favorite school subject, math  Conceptualizing math-related concepts and ideas and math computation, in general, has always been a major area of struggle for me. It never felt interesting or fun, and I rarely felt like I was allowed to think creatively. I also significantly struggled to find any meaning or connection in math, which made it feel almost lifeless. I feel like if my teachers had incorporated literally any subject of interest to help me engage with more difficult math concepts, especially in elementary and middle school, I would have been able to find connection, meaning, and increased understanding.

Boerman-Cornell, W., Klanderman, D., & Schut, A. (2016). Using Harry Potter to bridge higher dimensionality in Mathematics and High‐Interest literature. Journal of Adolescent & Adult Literacy, 60(4), 425–432. https://doi.org/10.1002/jaal.597

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Writing in the Disciplines: How Math Fits Into the Equation (Colonnese et al., 2018)

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Writing in the Disciplines: How Math Fits Into the Equation (Colonnese et al., 2018)

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Reflecting on Interdisciplinary Literacy and Math

This course deepened my understanding of mathematical literacy and highlighted the significance of incorporating literacy strategies in math to boost students' comprehension and engagement with new content. Through insightful and engaging readings and practical assignments, this course illuminated a path for me to approach complex mathematical concepts in new and creative ways. Mathematical literacy is not merely about memorizing formulas, but rather about developing a profound comprehension of the reasons behind mathematical principles. This reshaped my perspective of teaching and learning within math classrooms, allowing me to see math not as a series of obstacles but as a landscape with manageable challenges to overcome and mysteries to unravel. My confidence in supporting students with mathematical concepts has shifted exponentially, transforming what has always been a difficult subject for me, into an area of study I can now approach with less anxiety and more enthusiasm.

I also enjoyed learning more about the value of integrating mathematical writing into education to enhance students' grasp of math concepts and improve their communication skills within the subject. It highlights various forms of mathematical writing, such as exploratory, informative/explanatory, argumentative, and mathematically creative writing, each serving the purpose of fostering reasoning and communication in mathematics. By encouraging students to engage in mathematical writing, educators can support the development of student's conceptual understanding and their ability to effectively convey mathematical ideas with precision and attention to detail. Strategies like modeling, oral discourse, and the use of rich mathematical tasks are suggested to enrich students' involvement in mathematical writing, ultimately deepening their comprehension and utilization of mathematical concepts.

Through these practices, students not only refine their mathematical skills but also cultivate a deeper connection with the subject matter. Mathematical writing serves as a gateway to explore complex ideas and refine critical thinking abilities. This integration is pivotal in nurturing comprehensive mathematical literacy, empowering students to articulate their thoughts effectively and advance their problem-solving capabilities. By embedding these principles into the educational framework, educators pave the way for students to excel in mathematics with confidence and clarity, fostering a generation of analytical minds prepared to tackle real-world challenges.

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WEEK 8 Writing in the Disciplines- How Math Fits Into the Equation, Colonnese et al., 2018

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My understanding of disciplinary literacy has considerably deepened, recognizing it as one of the most critical components of effective teaching. Conscious and collaborative efforts to meaningfully and consistently implement disciplinary literacy across content areas remove barriers to learning and increase student access to content and subject-specific knowledge. across the content areas and student success. I've learned that each discipline has unique ways of creating, communicating, and evaluating knowledge, which requires specialized literacy practices. The realization that literacy skills are not one-size-fits-all but vary significantly across disciplines has reshaped my curriculum design and instruction, making it more relevant and accessible to all students.

This feeling of empowerment and capability translates directly into my classroom environment, fostering a positive and inclusive atmosphere where every student feels valued and supported. The ability to tailor my teaching methods to meet the diverse needs of my students has been a game-changer. It's remarkable to see the difference in student engagement and success as a result.

Observable Shifts in Effectiveness

Reflecting on my journey as an educator, there has been a significant shift in my effectiveness, particularly in how I approach the teaching of all students, including those with diverse learning needs. This transformation is closely tied to my evolving understanding of disciplinary literacy and its vital role in content area literacy.

Incorporation of Culturally Responsive Pedagogy: My teaching has become more inclusive and engaging by incorporating students' cultural backgrounds into disciplinary literacy. This approach has enabled me to connect with students more effectively, fostering a supportive learning environment that respects and celebrates diversity.

Emphasis on Disciplinary Practices: Understanding that disciplinary literacy is about doing the work of the disciplines—rather than just reading about them—has transformed my instructional strategies. I now emphasize authentic disciplinary practices, encouraging students to think and act like experts in various subjects.

More Strategic Use of Literacy Skills: I've become more deliberate in embedding and acknowledging content-specific literacy strategies within my teaching. This targeted approach has allowed my students to develop a greater awareness of the highly specialized reading, writing, and thinking processes required to independently access content-specific learning materials within each discipline and find success across content areas.

Impact of Deepened Knowledge of Disciplinary Literacy

My understanding of disciplinary literacy has exponentially improved and deepened, recognizing it as a crucial component of effective teaching across all content areas. I've learned that each discipline has unique ways of creating, communicating, and evaluating knowledge, which requires specialized literacy practices. The realization that literacy skills are not one-size-fits-all but vary significantly across disciplines has reshaped my curriculum design and instruction, making it more relevant and accessible to all students.

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Disciplinary Literacy Assessment, A Neglected Responsibility (Gillis & Van Wig, 2025)

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Disciplinary Literacy Assessment, A Neglected Responsibility (Gillis & Van Wig, 2025)

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This journal article about disciplinary literacy assessments was one of the most impactful readings of the course for me as an educator. I loved the concept of Strategic Content Literacy Assessments (SCLAs), and the emphasis placed on evaluating cognitive processes.

Measuring the cognitive processes of students goes beyond surface-level comprehension, and instead focuses on the higher-order thinking skills essential for academic success across all areas of learning, as well as real-world application.

By evaluating cognitive processes such as connecting prior knowledge, drawing inferences, and metacognition, assessments like SCLAs provide insights into how students approach complex tasks and problem-solving. Understanding these cognitive functions not only gauges a student's grasp of the subject matter but also illuminates their critical thinking capacities and learning strategies. By measuring cognitive processes, educators can adapt teaching methodologies to suit individual learning styles, bridge knowledge gaps, and cultivate analytical abilities. This approach fosters a deeper understanding of the material, encourages independent thinking, and nurtures lifelong learning skills essential for personal and intellectual growth.