This article somewhat relates to the “Learning in the Brain” article. Students respond to
instruction differently based on their out of school experiences which is similar to how the brain
myelinates based on repeated exposure. “Children inevitably differ in how much they know and
what they can demonstrate (pg.1)” which may very well correlate with their predispositions.
Literacy surrounds us all in our daily lives whether it is through signs, the media, conversations,
Babies are said to be born into the literacy club however, I think that affiliations begin to
form even before their birth. In child development I learned that babies in the womb already
acknowledge voices and recognize dialects that surround them. Even though though the literacy
club is inviting and accepts all it is somewhat bias in its membership in relation to the people
who assimilate themselves with others.
Language is “complicated and manifold” and
it is used in many aspects of life. Infants
learn at a phenomenal rate and are subconsciously influenced by all interactions, even in later
years we are all influenced by the media, movies, news, friends, family, etc. I think that everyone
and everything is a mentor/collaborator, anyone we come in contact with leaves us with an
impression and so does every social interaction whether verbal or nonverbal.
The seven categories that learning is broken into is very useful and practical
meaningful, 2) useful, 3) continual and effortless, 4) incidental, 5) collaborative, 6) vicarious, 7)
free of risk.
These were the many principles that were mentioned and proven in my child
development class. Many schools believe that skills should be mastered one task at a time.
In my future classroom I would like to immerse my students in a variety of literature
pieces such as poems, plays, letters, newspapers, magazines, posters, menus, notes,
packages and reviews. Textbooks are so redundant and if we can appeal to students in the
classroom through a variety of ways they are more likely to take interest in at least one version
of literature. However, I would also like to expose them to a more direct and handson
by having them create their own posters, letters, poems and various versions of texts. The more
students write and create the more likely they are to remember the ideas and concepts that were
being taught. In addition to handson
experiences I would like to expose the students to visuals,
programs and videos that promote any given topics of that day or week.