tawa pilot webinar
DESCRIPTION
Powerpoint presentation from the webinar presented as part of the Tawa literacy pilot course.TRANSCRIPT
Tawa Literacy Pilot
WEBINAR
November 10th, 2010
Webinar Agenda
1. Introduction and overview 2. Teaching the comprehension strategy of drawing
inferences using the metacognitive model 3. Strategies that ‘go’ with drawing inferences:
a) Making connections b) Visualising c) Asking questions
Webinar Agenda
4. Scaffolding – the research evidence – how we can accelerate achievement for diverse student groups – Māori, Pasifika, ESL students, and students with special needs
5. Matching students and text – a ‘content literacy’ view 6. Grouping but not as we know it… 7. Inquiry learning within comprehension teaching
Tawa Literacy Pilot
1. IntroducBon and overview
Introducing
Neale Pitches ONZM, BA, MEd Admin (Hons), Dip Tchg
Forty years in educa@on: -‐ English and history teacher, Hillmorton and Dunstan
-‐ DP Wellington High -‐ Principal Onslow College
-‐ CEO Learning Media -‐ Co-‐founder South Pacific Press and LiL Educa@on
The issue: Comprehension
2008 NEMP
The Results for reading and writing show no improvement in reading comprehension (and some small performance declines) for year 4 and year 8 students in the last 8 years (Crooks, Smith and Flockton, 2009)
2005/6 PIRLS
Pacific achievement decreased between 2001 and 2005/6
(Chamberlain, 2007)
In General
The weakest average achievement is for Pasifika and Māori boys, along with Pasifika girls
(Generalised from NEMP and PIRLS)
Tawa Literacy Pilot
2. Teaching the comprehension strategy of drawing inferences using the metacognitive model
What is the metacognitive model?
A way of teaching where the students learn the concepts and content being taught and how they think and learn as they work through the learning.
MetacogniBon
It is important that students are ac@vely taught to be aware
of what literacy exper@se they are using and how they are using it …
this metacogni@ve awareness enables them to become independent
readers and writers.
(Literacy Learning Progressions 2010)
The MetacogniBve Model Think 3x3x3 – gradual release
Whole-Group Instruction
Co-operative learning
Independent Application
Model/think-aloud/read-to, student interaction, reflection
Before, during, and after reading
3-5 different Classroom experiences
Known concepts
Knowledge structure
New concepts Working memory
Integrating Elaborating Evaluating
Selecting Sorting
Long term memory
(Nuthall, 2007, p.71)
The metacogniBve learning model Include all students
The New Zealand “landscape”
Explicit instruc@on of comprehension strategies include:
• An explicit descrip@on of the strategy
• Modeling of the strategy
• Scaffolding students
• Students ar@cula@ng what they do as they use the
strategy
• Students applying and reflec@ng on the strategy. (Effective Literary Practice, Years 5–8)
How?
For prac@cal purposes when we first teach a strategy we model the strategy on its own so we don’t confuse kids…but quickly
move on to introduce addi@onal strategies so kids build a repertoire of strategies and use them flexibly to understand what they read”.
(Harvey and Goudvis, 2007, p 34)
Teaching Comprehension
The purpose of teaching comprehension is
to teach strategies as tools to expand and deepen understanding.
We best do this by … teaching kids a repertoire of strategies they can use flexibly
in many circumstances and with many texts. (Harvey and Goudvis)
Comprehension strategies are specific, learned
procedures that foster ac@ve, competent, self-‐regulated
and inten@onal reading. (Trabasso and Bouchard, 2002)
Tawa Literacy Pilot
3. Strategies that ‘go’ with drawing inferences:
a) Making connections b) Visualising c) Asking questions
Making Connections
Effective teachers helped readers make connections between texts they read and their personal lives and experiences (Sweet and Snow, 2002, p44) By modeling, interaction and reflection By analogy
Making Connections
Researchers have identified three kinds of connections that proficient readers make as they read: Text-to-self – connections to own experiences and knowledge Text-to-text – connections to other ‘texts’ – books, films, TV, songs Text-to-world – connections to knowledge of the world, their communities, cultures, world views
Making Connections
Also help students to make connections to the type of text they are reading and how it is constructed. “…students of all ages, from elementary to high school, have difficulty comprehending the structure of informational text” (McGee, 1882; Meyer, Brand and Bluth, 1980; Taylor, 1880)
Tawa Literacy Pilot
3. Strategies that ‘go’ with drawing inferences:
a) Making connections b) Visualising c) Asking questions
Visualising
The most well-established effect of visualising is that students remember more of what they read. (National Reading Panel, 2000)
Visualising
Model to, and encourage students to use all of their senses when ‘visualising’. Readers visualise by using their background knowledge along with text and other visual clues on the page
Visualise on non-fiction and fiction texts – visualising is part of active reading
Tawa Literacy Pilot
3. Strategies that ‘go’ with drawing inferences:
a) Making connections b) Visualising c) Asking questions
Asking Questions
Proficient readers ask questions before, during and after reading. They question the content, the author, the events, the issues and the ideas in a text. (Harvey and Goudvis, 2007, p18)
Asking questions promotes engagement, invites prediction, creates reasons to read, and fosters comprehension
Asking Questions
Effective teachers ask high level comprehension questions, requiring students to make inferences and think beyond the text. (Sweet and Snow, 2002, p44)
Tawa Literacy Pilot
4. Scaffolding – how we can accelerate achievement for
diverse student groups - Māori, Pasifika, ESL students, and students with special needs?
‘Scaffolding’
Giving all students access to on-‐year level texts MulBple scaffolds in both shared and cooperaBve sessions: Reading-‐to Modeling
Digital scaffolds (vocab, video, pictures) Peer collabora@on and support Audio for all 40 student co-‐opera@ve texts at each year level Collabora@ve (peer) learning built into student co-‐opera@ve ac@vi@es Graphic organisers
Tawa Literacy Pilot
5. Matching students and text – a ‘content
literacy’ view
Exposure to Print
Exposure to Content
Oral language
Vocabulary
Reading
Writing
“Oral language and vocabulary are best developed in exposure to print” “Comprehension ability and exposure to print are in a reciprocal rela:onship”
Stanovich, 2000
Teachers skilful in content literacy practices can increase students’ reading capacity, vocabulary, and knowledge with texts focused on real content. (Brozo, 2010)
What is content literacy? Why does it matter?
Children who acquire good reading skills may not be able to transfer those abilities to comprehending content text if they lack relevant prior knowledge for that content. In other words, reading is domain specific. (Chiesi, Spilich, & Voss, 1979; Duke & Pearson, 2002; Kintsch & Kintsch, 2005, in Brozo, 2010).
What is content literacy? Why does it matter?
Content Literacy
In recent years the term “background knowledge” has been replaced in some texts by the term “world knowledge”. It is important to put in front of students many texts from many contexts. Don’t shelter kids from reality by only exposing them to texts you think they can read or that ‘relate’ to them– model to them how to deal with ‘foreign’ texts.
Tawa Literacy Pilot
6. Grouping, but not as we know it…
Grouping, but not as we know it…
Whole class / whole group teaching - recall the comments of Samantha from Roslyn School in Palmerston North. She sees benefits from being in the whole group – the learning community. Whole class / whole group teaching is an efficient way for you to model, by thinking aloud. Anecdotally, boys seem to like the whole group and struggling readers appreciate being out of the bottom group for a change.
Grouping, but not as we know it…
Cooperative learning has a strong body of evidence to support it (Almasi, 1995; Jenkins, Antil, Wayne, et al, 2003; Stevens, 2003.)
It has positive effects on achievement, motivation and self-esteem, including for students of both genders and all ethnicities
Grouping, but not as we know it…
Cooperative learning has a strong body of evidence to support it (Almasi, 1995; Jenkins, Antil, Wayne, et al, 2003; Stevens, 2003.)
It has positive effects on achievement, motivation and self-esteem, including for students of both genders and all ethnicities
Grouping, but not as we know it…
Cooperative learning needs to be supported by the following student ‘management’ approaches: 1. “positive independence” and social skills (Kane, 2007) – ie students need to be able to work together 2. Individual accountability and specific tasks – each student fills out a graphic organiser ie work towards a goal (Lasley, Matczynski, & Rowney, 2002.)
Tawa Literacy Pilot
7. Inquiry learning within comprehension teaching
Inquiry learning – Using students’ authentic questions
We see two practices in “CSI” classrooms: 1. Inquiry learning coming out of questions students ask about texts – questions followed up after the comprehension lesson (may be recorded on sticky notes) 2. Inquiry learning coming out of questions students ask about texts – questions followed up during the lesson, via web-based searches or embedded hyper-links
Tawa Literacy Pilot
THE END!
WEBINAR
November 10th, 2010
Summing Up -‐ New Thinking
Digital Shared Reading to teach comprehension
using the metacogniBve model • Diverse, on-‐year-‐level texts – to give students broad content /
reading experience – not all texts are ‘suited’ to them
• Explicit / deliberate teaching • Digital and face-‐to-‐face scaffolds • Interac@on – learning community
CooperaBve learning: A challenge to our thinking about ‘levelled text, levelled kids’ • Scaffolding – coopera@ve learning – peers, learning community
• Audio texts • Graphic organisers – help guided wriden responses
Summing Up -‐ New Thinking
Summing up • We can accelerate comprehension achievement
• We can overcome the concern that levelling has become too prescrip@ve – a deficit model
• We can serve ‘digital na@ves’ with digital texts
The developmental (metacogni@ve) model is shown to have major benefits for comprehension achievement for all students.
Summing Up -‐ New Thinking