Practicing and Structuring For any target thinking or symbolic skills, there are at least two kinds of instructional activities to consider: Is there evidence to refute the empirical claims and are approaches available that successfully address the concerns about proper emphasis?
On the one hand, there is a positive response, since endorsement is being given for doing more of what most elementary teachers are disposed to do anyway, which is to teach language arts. Restructured patterns of reading that include a preliminary scan, the formulation of questions, and only partial reading of the body of the text can be much more effective.
In their English classes, however, students actually are instructed in and practice reading literature and writing in a literary vein. When you share active listening experiences with your students, you are doing something special with your class, and as you listen, you can also model good skills that transfer to literacy.
For more on how to implement active listening experiences into your teaching, please check out this teacher resource book: Providing these opportunities for your students can help them to understand what literacy is all about — enjoying a story, thinking about a story, and learning with and through a story, just as they do with music.
These examples illustrate the difference between content-oriented integration and skill-oriented integration. While virtually all educators agree that students ought to acquire both skills needed to acquire knowledge and some knowledge itself, there is nowhere near unanimity on how instruction aiming toward these complementary sets of goals should be organized.
Innovative skills are neglected in favor of more familiar skills—concept mapping versus conventional essay writing, for example. What would teachers actually do?
At least classificatory, causal, and other relationships receive some attention.
Moreover, like thinking skills, these symbolic skills often are neglected by the conventional curriculum. What does the metacurriculum contain that the familiar curriculum leaves out?
The difference cannot be seen clearly in one lesson on one topic. Often we can tell just by the music in a movie when something scary is about to happen.
This description might make the metacurriculum sound larger than the curriculum and discourage efforts to develop it, but that would be too hasty a reaction. She is also a published author and frequent presenter at national conferences on Arts Integration and Arts and the Common Core.
Contrasting Visions In its broadest sense curriculum integration embraces not just the interweaving of subjects e. However, research shows that this is not a very effective way to read for either retention or understanding. In addition, most skills invite efforts to restructure them into more effective patterns.
But can the proposed scenario withstand scrutiny? Proponents of reading and writing in the content areas often are rejected because of unwillingness to sacrifice any amount of subject matter coverage. Read-alouds are used to share experiences, model good reading strategies, and build community.
For more on how to implement active listening experiences into your teaching, please check out this teacher resource book: For example, studying the Boston Tea Party provides an occasion for students to project themselves into history. Visualization Encourage students to close their eyes and describe what they imagine when they listen to music.
In other words, strategies of decision making and many other thinking skills lend themselves to integration into several subject matters.
A good exercise once or twice in a course is to have students review their journal entries and write a longer entry in which they either try to trace some theme that runs through their material or chart their progress and explain what they have discovered about themselves as listeners as well as musicians.
A directed reading activity is one technique, for introducing reading material, that will result in improved student attitudes and comprehension. More advanced instruction in reading and especially writing are assumed to be the province of English teachers.
In particular, thinking skills in contrast with symbolic skills receive little attention. At the same time, however, students' reading invites restructuring in a number of ways.
Music and literacy go hand in hand. Practicing the most familiar symbolic skills is a well-established element of schooling: What else might they have done?
Questions That Must be Addressed Is this vision of skills-content integration persuasive, and is it attainable? You may not even notice it is there, but the music is setting the atmosphere for the story line.I'm talking about reading, writing, and speaking. George Lucas Educational Foundation.
The ultimate goal of literacy instruction is to build a student's comprehension, writing skills, and overall skills in communication. What are some ways you weave instruction in reading, writing, and speaking into the content you teach?
Please share. Integrating Reading, Writing, and Thinking Skills into the Music Class. Duke, Charles R.
Music education is uniquely suited to reinforce several basic skills that are part of. Integrating Thinking and Learning Skills Across the Curriculum. and again the teacher divides the class into groups of two or three. The students are to make a “concept map” that shows how key groups involved in the tea party and its surrounding circumstances relate to one another.
Teachers planning a metacurriculum would do well to. Build Reading and Writing Skills with Music. character education, values clarification, writing, reading, thinking, creativity, poetry and vocabulary. Call me an educator, developer, researcher and experimentalist in the classroom.
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Though the connection between reading and writing seems to be a "given," reading was not always a dominant force in writing classrooms. In the nineteenth century, students did not typically write analyses of what they read, but instead wrote themes on prescribed topics, such as .Download