| |
An increase in |
A decrease in |
| Focus |
reading, writing, conversation |
drill, memorization, test |
| Theories of Learning |
strategy-based process across the day
learning as inquiry, interrogation, analysis
|
skills-based process at "reading
time"
learning as memorizing facts |
Role of the
teacher
|
understanding literacy learning, and the development
of literacy strategies;
awareness of and responsiveness to learners’
current inquiries and understandings;
demonstrating own literacy processes
|
following prescriptive programs |
| Role of the Learner |
actively pursuing inquiry questions
taking responsibility for learning
|
passive learning
"doing school" |
| Grouping |
flexible grouping that promotes social interaction,
based on interest and current need
|
tested levels, ability groups,
students working in isolation |
| Organization |
extended work periods;
learners engaged in different experiences
structure, routines and changes developed and revised
within the classroom community
|
short, discrete learning
experiences;
all participating with
the same activity structure directed by textbook or
teacher |
| Materials |
using broad range of texts and text sets, notebooks;
connections to the community
|
using text books, workbooks |
| Assessment |
developing in-process strategies; including habits,
attitudes, understandings, needs to
document key learning
exploring, shaping and documenting thinking
|
testing sub-skills on a hierarchical
taxonomy of skills |
Source: Vasquez & Egawa (2003) Adapted from Best
Practices (Daniels & Zemelman, 1998)