1. Content Literacy for Today’s Adolescents Final Reflections Ch 1: Identities literacies and relevance Ch 2: Principles/ best practices Ch 6:Ch 7:Ch 8:Ch 9: Ch 5: Ch 4:Ch 3: Ch 11:Ch 10:

2. Common Goals PedagogyNeurology ?

3. Comprehension: Bloom’s and the Extended Response Rubric

4. Executive Function & Hippocampus Internet User and Google Executive function is the conscious search for and connection of memories...Like a person searching Google for the answer to a question. Hippocampus is like Google. It retrieves information stored (posted) in any portion of the brain.

5. During this process the teacher engages with the student to encourage them to “travel” between executive function (conscious thought and effort) and the hippocampus which is the hub of memory recall. The student then assembles the memories and attaches new instruction to previous memory and understanding. While this instruction is occurring, the amygdala, RAS, and the limbic system are either facilitating the effort with positive reinforcement in the form of neurotransmitors such as dopamine and norepinepherine… …or this system becomes over stimulated and evokes unconscious emotional responses that greatly inhibit all of the previous cognitive functions such as word recognition, meaning, pronunciation, memory recall, and executive function.

6. After reading the chapter and reviewing the following supplements, answer the following question: Think about the case study. What role does relevance play in instruction? http://www.sil.org/lingualin ks/literacy/implementaliter acyprogram/schematheor yoflearning.htm http://www.ndt- ed.org/Teaching Resources/Clas sroomTips/Const ructivist%20_Le arning.htm VIEW THE SHORT POWERPOINT ON THE BRAIN and read the handout on chunking Chapter 1 module part A: Copy this address into your browser.

7. SINGLE! “Relevant instruction is… Instructing students on subjects and with information that they themselves want to know or need to know in order to succeed. Chapter 1 module part B

8. DOUBLE! “Some of the major points of chapter one were… Dispelling myths about adolescence. Identify the role of literacy and the media in the lives of adolescents. Stress the importance of youth identity to positive growth. Chapter 1 module part C

9. TRIPLE! “After reading about schema, constructivism, and brain research… The merits of active engagement in students becomes clear. Effective, relevant teaching is not mere lecture, but instead takes advantage of networks of memory and brain connections that already exist in the students. It is important to be flexible, however, as the schema frameworks of students are always different, limiting the teacher’s capacity to use concepts as schema in larger classrooms. Students also better absorb and retain information when they engage in some creative process with it. Creation cements information in the collected memory of the student. Chapter 1 module part D

10. HOMERUN! “After reading about schema, constructivism, and brain research I think…affects student… That the style and consistency of a lesson greatly affect student assimilation of that knowledge. That variety, flexibility, and consistency in the presentation and engagement of material can influence the accuracy with which students can recall, analyze, and manipulate previously learned information. Chapter 1 module part F

11. Click here to read about learning styles and multiple inteligences Click here to here a portion of an interview with Howard Gardner Click here to to determine your learning style Module 2 part A: Principled Practices for Effective Reading and Learning After reading chapter 2 and the reviewing the following supplements answer the following question: What prevents teachers from utilizing these principled practices?

12. SINGLE! “Principle based instruction is… ????? Chapter 2 module part B

13. DOUBLE! “Some of the major points of chapter two were… ???????? Chapter 1 module part C

14. TRIPLE! “Learning styles relate to principle based instruction because…My learning style is… ????? Chapter 2 module part D

15. HOMERUN! “I think principled based instruction is: (important, impractical, a challenge)…Some teachers may find…But I think… ????? Chapter 2 module part F