ERIC Number: ED341960
Record Type: RIE
Publication Date: 1992-Mar
Reference Count: 0
Whole Language Goes to College.
Hornstein, Stephen; And Others
Insights into Open Education, v24 n6 March 1992
Based on the belief that teacher educators can no longer be satisfied to teach about whole language without teaching through whole language, this article presents five major premises of whole language and then describes several strategies by which this philosophy has been implemented in university classrooms. The premises are that learning happens best: (1) when it occurs in "wholes" rather than in disjointed, decontextualized parts; (2) when learners perceive and participate in authentic uses of what is being learned; (3) when the social nature of learning is valued and taken advantage of; (4) when learners have control over what, when, and how they learn; and (5) when learners have the opportunity to reflect on their learning. The article next describes five activities which stem from the premises just listed: (1) walking journals (written dialogues among a group of people); (2) literature circles and text sets (a group of people coming together to read and discuss a related set of books); (3) author's circles (small groups who give feedback on each other's writing); (4) expert projects (self-chosen student projects); and (5) community engagement (projects designed to help students use the community as a resource for creating knowledge and meaning). (SR)
Publication Type: Guides - Classroom - Teacher; Collected Works - Serials
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.
Identifiers: Collaborative Learning
Note: Printed on colored paper.