Content Matters: A Disciplinary Literacy Approach to Improving Student Learning

by Stephanie M. McConachie, Anthony R. Petrosky, Lauren B. Resnick (Foreword)

An authoritative guide for improving teaching, learning, and literacy in content area classroomsThis book introduces teachers to the Disciplinary Literacy instructional framework developed by the Institute for Learning, University of Pittsburgh. Grounded in the Principles of Learning developed by acclaimed educator Lauren Resnick, the framework is designed to prepare students, grades 6 and up, to master the rigorous academic content learning required for college success. Unlike 'generic' teaching models, the framework is specifically tailored for each of the content disciplines. Highly practical, the book shows teachers how to integrate literacy development and thinking practices into their routine content instruction, with separate chapters devoted to math, science, history, and English/language arts. The book also shows how school instructional leaders can support teachers in learning and using this instructional approach.Offers an innovative approach for improving literacy, thinking, and content learning in secondary studentsIncludes detailed instructional guidance plus numerous classroom examples of lessons, dialogs, and teaching routinesFeatures chapters on each of the content areas-math, science, language arts, and social sciencesProvides leadership guidance in implementing the methodForeword written by internationally acclaimed educator and cognitive scientist Lauren Resnick

Genres: Education

272 pages, Paperback

First published January 1, 2009

Reviews

[Linda Hopkins · Rating 5 out of 5]

Excellent read

This book will help all teachers understand implementing disciplinary literacy approaches in their classrooms. It changed my classroom and will change yours if you read it!

[Brent Darling · Rating 3 out of 5]

A sometimes dry, difficult-to-read textbook about disciplinary literacy.

[James (JD) Dittes · Rating 3 out of 5]

Disciplinary Literacy encourages teachers to look at classroom tasks as discipline inquiry. In other words, thinking about how historians approach history and the motivations of other disciplines.

The methods presented here compliment implementation of Common Core standards, and include meaningful, researched approaches.

As an ELA teacher, there were parts of this book I skipped that covered math, science and other subjects I don't teach. I think the intended audience is really school and district administrators, who are trying to apply broad programs across school and subject lines.

[Charlotte · Rating 3 out of 5]

This is a basic approach to integrating literacy activities into the curriculum.

This book was used at my school as a remedial tool, in an effort to provide a better toolbox for some of our weaker teachers. This book did not succeed in helping them, as they refused to read it much like they claim their students do. The apple doesn't fall far from the tree sometimes.

It was a good review for me of some of the things I learned in grad school and also entertaining read, not because of the book, but because of my colleagues.

[Holly Jorgenson · Rating 2 out of 5]

Not exactly what I was looking for.

[Debbie Baker · Rating 1 out of 5]

I agree with the overall approach advocated here, but this book was worthless. Just a bunch of jargon and utterly unenlightening theory.