Brown Acculturation


II. , Styles and Characteristics - Chapter 5; Also,79-82)
Attempts are frequent to explain global aspects of perception, filtering and storing and recalling information. Every individual is unique and learning style differ among human beings.
CAVEAT: Whatever one may, eventually, discover about someone's learning approaches, sets or strategies, etc., we should avoid playing God in asessing these attributes, particulaly with regard to designing curriculum and predicting relevance in terms of these "perceived" conditions.
  A. Process, Style, Strategy

Terms need explanation and differentiation.
   1. Definitions (pg. 104)

   2. View the phenomenon as a continuum

NOTE:  On the following topics, excerpt pertinent information relative to LHB concepts developed in class discussions and materials. Be prepared to state primary concepts and understandings.

  B. Learning Style

   1. Field Independence / Field Dependence

   2. Left / Right brain functioning
   3. Ambiguity tolerance

   4. Reflectivity / Impulsivity

   5. Visual and auditory styles

  C. StrategiesFocus as key
  D. Skills Integration: L / S / R / W
   1. Using one skill prompts / relevant to using another
   2. Can start from beginning stages
   3. Story Experience and effects
   4. Special attention
  E. Reading as Interactive Process: Key is interaction
   1. Interaction relative to transaction
   2. Model of Reading [Cf., Episodic concept/textuality]
   Which do you go to first, second, etc.? How linked?
   3. Process: "Creating meaning" - high level understanding.
   Reader important to this process: reconstruction
  F. Facilitating the Reading Experience

  G. Writing as an Integrative Process

   I. Facilitating the Writing Experience


II.  Chapter 12: Ways to Promote Literacy Development (202 - 232)
   THESIS:   Various approaches have been tried.
  A. language Experience Approach
   1. Precursor to Whole Language: write what one can say.
    a. Tell to teacher   b. Read what is written
   c. begins with students' experiences
   2. Alternatives
3. Advantages / Limitations
  B. Literature based Curriculum
   C. Writing Workshop
   D. Academic Reading and Writing

David W.Gurney, Ph. D.
TSL 5345
Fall 1997
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