Our Approach
Focusing Social-Emotional Learning for Rigorous Disciplinary Literacy
The Reading Apprenticeship framework recognizes the crucial role of students’ affect in learning—how they approach challenges and persevere. The table below highlights specific framework supports for the social-emotional elements of learning that make rigorous disciplinary literacy possible.
Learner Dispositions, Mindsets, and Strategies | Social-Emotional Learning Supports Built Into The Reading Apprenticeship Framework |
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Growth and Mastery Students who believe they can increase their academic ability and success through their own effort are more likely to focus on building competence, to be self-motivating and persistent, and to exhibit behaviors associated with higher academic achievement. |
Literacy instruction and support focus on student effort and persistence
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Identity and Community Learning is socially mediated. Feeling part of a classroom community has significant psychological benefits and makes students more likely to engage in productive academic behaviors. |
Classroom norms and routines create a sense of safety and belonging
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Passion and Purpose When students are interested in a subject or can connect academic tasks with their own future goals, they are more likely to demonstrate persistent effort and productive academic behaviors. |
Literacy instruction connects to students’ lives and potential futures
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Self-efficacy Judgments students make about their ability to be successful at an activity influence whether they will seek out or avoid the activity, how much effort they will put forth, and how long they will persevere. |
A strengths-based approach highlights and builds on students’ successes and competencies
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Metacognitive Awareness Students who are aware of their own thinking can develop strategies to control their learning processes. They can articulate not only what they understand but how they understand it. They become aware of how language is used in academic texts generally and in different disciplines specifically. |
Metacognitive conversation engages students in exploring their own thinking processes
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Metacognitive Control Students who intentionally monitor their learning and assess their own success can recognize how to adjust their strategies as needed to achieve their learning goals. |
Students develop academic independence through self-regulation and deliberate control over reading and thinking processes
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