Reading Philosophies

Reading Philosophies

Reading Philosophies
Tammie Johnson
Grand Canyon University: EED 470
December 12, 2012

Reading Philosophies
One of the biggest issues that teachers continue to face in public schools is teaching students how to read. With the No Child Left Behind act in place, teachers are being required to use different approaches to get the students more involved in their learning process. In this essay we will discuss two philosophies that are being used in schools today, and those philosophies are Constructivism and Explicit Instruction.
Teaching strategies have long generated debate and ideological controversy, especially as to ‘best practice’. Two clear orientations have provided the basis for this controversy: direct (or explicit) instruction, and student-centered constructivist approaches ((Rowe, 2006, p. 1).   In order to develop good reading skills, the teacher must first determine which philosophy will benefit his or her students in the classroom. From a constructivist view, the teacher would use a student-centered approach and the students would learn by constructing their own knowledge and meaning through the use of hands-on and problem solving activities. Also from a constructivist standpoint the classroom environment would consist of open discussion about various topics that would build a foundation for reading on what the students already know by sharing their personal experiences through writing personal journals and narratives. Also in a constructivist classroom the student would use critical thinking to solve their difference while learning how to respect each others views.
From a Constructivist approach, students would be assessed using authentic evaluations such as writing journals, their ability to comprehend information, working in groups to solve real life problems, and other various writing skills to help build their vocabulary of information retained. With Constructivist instruction it is suggested that each of us make sense of the world by...

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