RM Winter 2016 FLIP

Christenson, S. L., Reschly, A. L., &Wylie, C. (Eds.). (2012). The handbook of research on student engagement . New York, NY: Springer Science.

The “Silent Seminar” had students read a content-area article before responding to the teachers’ prompt and their classmates’ responses. The “Musical Think-Pair-Share” allowed students to read and write content-area texts and then share those texts with both their partner and entire class. Finally, the “Kahoot as an Anticipation Guide” activated students’ background knowledge by their responding to prompts first in writing and then by sharing, so they were prepared to read a content-area text. The commonality that cuts across these three activities is that technology is used to spur students’ responses, and the way students responded was specific to the content area while the skill could transfer to other content-areas and be applied to students’ personal and professional lives. In these ways, the activities presented here each were uniquely designed to support students engage and develop their disciplinary literacy skills. Through these activities, and the skills students utilized were transferable to their academic, professional, and personal lives. Conclusion As the calls for teaching disciplinary literacy in the content areas continue to get louder and louder, teachers need to use the technology in their schools – whether they work in a 1:1 school where all students are provided technology, only have access to computer carts, or are limited to a projector and laptop – in ways that develops students’ reading and communicating abilities. As they plan these activities, teachers need to be dually aware that the skills they are teaching need not only be specific to their content area but also transferable. It is this “transfer of skills” that teachers must consider and emphasize in their instruction as they work towards preparing all students for academic and career success. References Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’continuing interest in learning about science. Contemporary Educational Psychology , 36 (1), 4-12.

Cook, K. L., & Dinkins, E. G. (2015). Building Disciplinary Literacy through Popular Fiction. Electronic Journal of Science Education , 19 (3). 1-24.

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Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives , 22(86), 1-34. Duke, N. K. (2013). Transforming Students’Literacy Lives through Reading and Writing for Real-World Purposes. In S. Szabo, L. Martin, T. Morrison, L. Haas, & L. Garza-Garcia (Eds.), Literacy is Transformative (39-44). Louisville, KY: Association of Literacy Educators and Researchers.

Reading Matters Technology Matters

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