Engaging Students in Learning in English Language Arts Classrooms using WICOR

Introduction

In the digital age, holistic education requires the creation of community-centered, learner-centered, knowledge-centered and assessment-centered learning environments. In order to raise students’ learning outcomes, these environments are needed to induce school-wide knowledge building initiative that gives students a collective responsibility for idea improvement. Since knowledge-creation emerges from a social process that engages participants ‘‘in complex, unpredictable interactions’’ (Sawyer, 2003, p. 19), with no single participant setting the agenda (Barab et al., 1999), and with goals emerging from interactions within a complex network of people and ideas (Valsiner & Veer, 2000), Writing Inquiry Collaboration Organization and Reading (W.I.C.O.R) comes in handy. Through WICOR, educators are able to shift from delivering content to facilitating learning, resulting in an inquiry-based, student-centric classroom and build students’ relational capacity especially in the 21st century where schools today include students of diverse cultures, languages, and backgrounds.

Course overview

The following questions will guide the design of this course:

  • What is the WICOR Instructional Strategy ?
  • How does WICOR promote student-engagement?
  • How does WICOR in instruction deepen students' conceptual understanding of ELA concepts?
  • How can you create student-centered lessons to engage students in learning on ELA concepts?

Upon completion of this course, learners will be able to:

  • Describe the WICOR Instructional model.
  • Design lessons lessons based the WICOR Instructional Model
  • Implement WICOR-driven lessons in their classrooms.

Unit 1: What is WICOR and why is it important?

WICORizing Instruction Lesson 1

Objective: Learners will be able to define the components of WICOR in an ELA lesson.

WICORizing Instruction Lesson 2

Objective: Learners will be able to explain how the WICOR learning design deepens students understanding.

Unit 2: Relationship-building and Students Engagement through WICOR

WICORizing Instruction Lesson 3

Objective: Learners will be able to identify the components of a portfolio of lessons that stimulates thinking through Writing, Inquiry, Collaboration, Organization, and Reading and write a reflection on how it propels student engagement and relationship building.

WICORizing Instruction Lesson 4

Objective: Learners will be able to implement WICOR-driven ELA lesson into their classroom and reflect on student learning.

References

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes accountability. Center for Public Education, 1, 1-47.

Guthrie, L. F., & Guthrie, G. P. (2002). The Magnificent Eight: AVID Best Practices Study. Final Report.

Jackson, K., & Makarin, A. (2018). Can online off-the-shelf lessons improve student outcomes? Evidence from a field experiment. American Economic Journal: Economic Policy, 10(3), 226-54.

Vander Ark, T. (2002). The case for small high schools. Educational Leadership, 59(5), 55-59.

Vander Ark, T. (2012). Getting smart: How digital learning is changing the world. John Wiley & Sons.

Zepeda, S. J. (2014). Job-embedded professional development: Support, collaboration, and learning in schools. Routledge.