Knowing that there are different styles of disciplinary literacy for different subjects, reading about Mr. Franchi’s history class was interesting. For his classroom, he incorporated the 4-Es, engaging, eliciting and engineering, examining words and language, and evaluating ways with words, into his lessons. By engaging his students into the reading and text, the students had to go through resources in order to make claims about a certain circumstance. For eliciting and engineering, Mr. Franchi was able to create a lesson where the students would put themselves in a historians shoes and debate with classmates. Because of the engineering behind the debate, the students have to do their research to display it in the debate. Knowing in that the historians time was different, he adjusted it to a way that would help adolescence to better understand. Within the article it states, “Historical perspective taking allows for students to consider the human construction of historical accounts and identify ways to assess these accounts for interpreting the past.” (Rainey, Maher, Coupland, Franchi, & Moje 2018) Another way of engineering was by telling the students to not look at him no matter what and to engage with one another. By looking at the different perspectives language of the text, the students were able to look at those different languages to come to a conclusion of their argument. Not only was Franchi giving his students the building blocks to do all of the work, the students take their previous skills of researching and taking it one step further to incorporate the point of view of their historian.
As for the physics class, Mr. Coupland wanted his students to not use the technical term for what they were witnessing but rather to simply say what they are watching. When talking to his students, Coupland said, You’re mixing observations and explanations….Focus on what you’re observing….Try to use regular words…try to separate your understanding, which is considerable, from your observation. It’s actually a barrier in science when you
think you understand something. It’s hard to see anything
but what you think you’ll see.” (Rainey, Maher, Coupland, Franchi, & Moje 2018) By students engaging in creating questions that require data and research, they are deepening the findings in many different ways of data representations. With having there be a scientific paper at the end of their entire lesson, the students need to take all of what they have acquired and had a group discussion with everyone to come to the conclusion.
Thinking of the different ways that my high school teachers gave us lessons, particularly in history class, I felt very ill prepared for the exams that were to follow the lesson. For my future classes, instead of going through a chapter just talking to everyone, engagement within the lessons would be a better way to help the students understand the material. Giving guidelines to help them develop their own style of disciplinary literacy can help the students adjust to any type of work they come across.
Although the different subjects will have different content, the ways to get the information across can tend to be similar. Each students’ disciplinary literacy may vary, but the way that they are able to comprehend different types of texts for each subject in order to strive. No one can ever stop learning and with different types of disciplinary literacy it helps them take their lessons one step further.
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