Bringing Students and Texts Together

Chapter 10

By Dawn Oliver

Chapter 10 Overview

SOCIOCULTURAL CONTEXT FOR READING COMPREHENSION - Reading Engagement - What Affects Reading Engagement? DESIGNING AND PLANNING TEXT LESSONS - B-D-A instructional framework DESIGNING AND PLANNING UNITS OF STUDY

- Thematic/Conceptual Unit Structure Using: a. Inquiry/Research Emphasis b. Multiple Text Emphasis DESIGNING AND PLANNING COLLABORATIVE INTERACTIONS a. Cooperative Learning Groups b. Small-Group Processes

Reading Comprehension

TEXT ACTIVITY

READER

SOCIO-CULTURAL CONTEXT AFFECTS WHAT HAPPENS IN CLASSROOM: 1. What types of learning that happens2. Environment of classroom 3. amount of comprehension of content

ENGAGED READERS and WRITERS ARE:

Socially Interactive

READER

Knowledgeable

Motivated

TEXTS

ACTIVITY

strategic

Reading is a Purposeful Activity

Reading Activities take into account:Purposes for readingProcesses that engage readers to accomplish

tasks at handConsequences of activity

DESIGNING AND PLANNING TEXT-CENTERED LESSONS

Connect content area learningProvide a blueprint for actionEngaged learning is often the result of

well-designed and well-planned lessons and units of study

LESSON PLAN FORMATS

Vary between school districts Align with same State standards or local

standardsEffective Lessons = Well Planned lessons

We are learning lesson plans extensively, so I will not cover the material much.

B-D-A Instructional Framework

Instructional Sequence

Before Reading

During reading

After Reading

RationaleTo establish purpose, activate background, sustain motivation, and provide direction

To guide an active search for meaning

To extend and elaborate ideas from the text

B-D-A Instructional Framework

Before Reading

During Reading

After Reading

Guidelines that guide the search for meaning during reading.

Students need to be shown how to think with texts.

Motivating student interest in learning

BEFORE READINGBuild and activate prior knowledge for a

lesson- Asking questions like: What does yesterday’s

lesson have to do with today’s?

Presenting key vocabulary and concepts

3 key questions:1.What keywords will students need to understand

2.Are all the terms equally important?

3.Which new words carry heavy concept loads?

DURING READING

Activities created to help students recognize the important parts of a text assignment

AFTER-READING

After reading activities create a structure that refines emerging concepts

They also help clarify and elaborate on ideas encountered before and during reading

Examples of activities for B-D-A

1. Admit Slips

2. Selected Reading Guides

3. Reading Road Map Guide

4. Cause-Effect Study Guide

5. Compare-Contrast Study Guide

6. And more…

What constitutes a text?

Lets Brainstorm:

Types of texts

Text booksTelevision showsMoviesNovelsVideo gamesinternetOthers…

MULTIPLE-TEXT EMPHASISSee figure 10.10 (p. 360)Extends Conceptual base through differentiated

assignmentsWe are living in the age of boundless

informationTo learn and craft researching techniques, one

needs to research various textbooks and forms of text

Get different view points on same subject or different approach to describe a technique or subject

GOING BEYOND THE TEXTBOOKInquiry/Research Emphasis in Unit Study- Best if students are guided through process- Students use human resources to conduct

inquiries , like interviews- Students gather, evaluate, and synthesize data

from a variety of sources to communicate their discoveries in ways that suit their purpose or audience

- Fosters variety of reading to answer student initiated question

STAGES OF INQUIRY PROCESS

1.Searching for Ideas

2.Gathering and Sifting information

3.Finding a Focus

4.Building Momentum

5.Rethinking and Revising

6.Reaching an Audience

COOPERATIVE LEARNING STRATEGIES

1.Jigsaw Groups

2.STAD – Student Teams Achievement Divisions

3.Learning Circles

4.Group Investigations

5.Group Retellings

SMALL GROUP PROCESSES (things that affect learning comprehension)

1.Group Size

2.Group Composition

3.Group Goals and Tasks

4.Positive Interdependence

5.Group Roles and Division of Labor

DESIGNING AND PLANNING COLLABORATIVE INTERATIONS

Goals of Cooperative Learning:

1.To foster collaboration in a classroom context

2.To develop students’ self-esteem in the learning process

3.To encourage the development of positive group relationships

BRIEF DESCRIPTION OF COOPERATIVE LEARNING STRATEGIES

JIGSAW1.The class is divided into heterogeneous groups

of 3-6 members

2.Each member of the group is required to become an expert of one topic to teach the other members of the group

3.After each member researches or comes up with a list of information need to teach the other members, the members meet in temporary topic groups to share their findings and knowledge

4.Members return to their original groups to teach the group what they learned.

STAD1.Teacher introduces a topic of study to whole

class, presents new information, then divides the class into heterogeneous 4-member groups of high-average-and low achieving students

2.The goal of the team is to master the content presented

3.Team members help each other by discussing the material, problem solving, comparing answers, etc.

4.Students will take periodic quizzes or assessments given by teacher following the team study.

LEARNING CIRCLES (Similar to STAD)- General name for cooperative interdependence

activities

Examples: (discussed in previous chapters)1.Brainstorming

2.Prediction

3.Problem solving

4.Mapping

5.Study strategies

GROUP INVESTIGATION

Is pretty much how it sounds. It is a group research project and presentation

Group RetellingsShow the importance of conceptually related

readings.

Process: 1.Students of the group each have the same topic,

but read from different sources

2.Groups are mixed abilities

3.Everyone comes back together as a group to discuss findings or they can come up with a group consensus of one definition or explanation as a group collaborating their findings.

4.Everyone should take turns listening to each others findings.

BRIEF DESCRIPTION OF SMALL GROUP PROCESSES

GROUP SIZE

Should be just large enough to include all the skills necessary to solve a problem or complete a task.

GROUP COMPOSITION

Factors that effect choice of Group Composition:

Experimental and social backgroundsInterestsAttitudesPersonality

All contribute greatly to success of a cooperative group

GROUP GOALS and TASKS

Conditions of task and Criteria for task(s) need to be clearly explained so all group members understand

How goals and paths to the completion of task(s) are perceived can affect the amount and quality of team member(s) involvement

POSITIVE INTERDEPENDENCECrucial to group cohesivenessKeeps groups working cooperatively, not

competitivelyGroup members need to work together

rather than independently Small group learning has been proven to

have positive effects on academic achievement and social relationships

GROUP ROLES and DIVISION OF LABOR

Division of labor is important in group activities

It is important that all team members are accountable for their assigned tasks

THAT’S ALL FOLKS!!!

ACTIVITY-STRATEGY DEMO of GROUP RETELLING

1. Put students in groups of 4 persons each

2. Each member in the group has same topic

3. Direct students to study their specific topic

4. Finally, have students return to their original groups to teach others in the group of their mastery of the subject.

5. Students should take turns to listen to each others comments before giving input and other ideas

Possible Topics for Mathematical Problem Solving

1.Drawing a Picture

2.Breaking up the Question

3.Substituting Simpler Numbers

4.Making a Table

5.Finding and Deleting Unnecessary Information

PROMPT SHEET:

Things to think about while researching: Description of strategy’s What type of problem solving strategy is

it? Give examples of methods What type of problems would this

particular method be useful?