As I reflect on my own teaching beliefs and read over the learning theories, I realize I have a constructivist approach to literacy instruction. The constructivist theory has students learning in an active way where the teacher models the processes and the students work actively alone or in pairs or groups; students are also making personal connections to the information (Ankrum, 2016, slide 8).. This is what most of my instruction looks like; the students are actively engaged and participate in many different activities that are modeled by the teacher and then completed individually or in small groups. I try my best to connect the content to the student’s schemas and interests so the information has a better chance of being remembered.
Furthermore, the top down model is what I follow when teaching literacy. My classroom is a print rich environment where the students can access the sight word wall, anchor charts, or interactive bulliten boards to assist them in reading and writing. According to Reutzel and Cooter, the top down model is like a jigsaw puzzle, language (the puzzle) is pr...
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... students to think about what they are reading and not how to pronounce words.
In conclusion, I have a constructivist view of education and I instruct literacy by using the top down model combined with a balanced literacy approach. My teaching styles correlate mostly to the constructivist beliefs; I try to make my lessons interactive and connected to student’s interests while allowing the students to work in many different settings. The top down model can be seen throughout my literacy instruction since I instruct text as a major idea and break it down into smaller parts during lessons; I do not start by teaching one piece at a time. I exhibit a balanced literacy approach in my instruction by incorporating many different aspects of literature within my lessons. In all, my philosophy of literacy best describes my beliefs of literacy instruction within the classroom.
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