Title: Strategies that Work Teaching for Understanding and Engagement
1Strategies that WorkTeaching for Understanding
and Engagement
Module 1
Debbie Draper, Julie Fullgrabe Sue Eden
2Sessions for success!
- Establish group norms for facilitator and
participants- what is your collective
responsibility or promises to ensure a
successful session - Icons
- group discussion
- handout
-
Record answers
Facilitator slide-may be deleted
3Links to Tfel
1.1 understand how self and others learn 1.2
develop deep pedagogical and content knowledge
Understanding how students learn to read through
your own experiences
4Why did NAR choose comprehension?
- Evidence based
- Single focus
- Improvement in comprehension improvement in all
aspects of learning - Decision driven by the data of the region
5Why Comprehension?
- Learners in the 21st century have increasing need
for reading comprehension skills both as
independent learners and to succeed in
educational settings - Much of the reading students do is online
6Comprehension is a life long process
- Comprehension begins during early life and is
enhanced by a diversity of life experiences,
language, words, media and interactions. It may
be co-constructed and does not rely on being able
to decode.
7Little baby enjoying books
8What do you think?
- Discuss in groups
- What messages is this baby receiving about
reading or books? - What is he comprehending?
- What is he learning about the concepts of print?
9Baby making sense of technology
10What do you think?
- Discuss
- How is this different/same as other literacy
experiences? - What types of comprehension skills is the baby
demonstrating?
11Beginning readers
- Oral language
- Phonemic awareness
- Phonological awareness
- Vocabulary
- Fluency
- Comprehension
The BIG 6-Reading essentials- as children make
sense of print they need these skills
12Another look at the BIG 6
13Talking literacies
- A PD series for early years teachers presented
by speech pathologists, which supports all
aspects of early literacy development.
14Comprehension
- Comprehension is part of the skill of reading
acquisition. But without it, all the other skills
become skills without meaning.
15Competent readers and comprehension
- This section reflects on skills that most adults
take for granted.
16What behaviours do independent readers have?
- What did you read yesterday?(personally and for
work)What was the purpose of your reading? - When have you come across written or spoken text
that you found hard to understand? - Why was it difficult?
17What types of on-line reading do you do?
18What types of online reading do your students do?
- How much time does this take up?
- Is it enhancing or reducing their overall
literacy skills? - How does this reading compare with reading at
school? - Why?
19Comprehension
- Making meaning
- Visual- recognising and interpreting print,
images, symbols, diagrams etc - Auditory- comprehending sounds, words, music
- Kinaesthetic understanding body language,
actions, behaviours - All of these can come together to create optimum
comprehension of situations, texts, experiences
20Visual comprehension
What is this? How do you know What are you
bringing to this text?
21What is this? How do you know? What are you
bringing to this text?
22The meaning made by a scientist
- Indigenous Australians might have been some of
the earliest astronomers, a Sydney-based
scientist has found. - When visiting the site with a team of
geophysicists and astrophysicists, Mr Hamacher
and his team found evidence of Palm Valley being
an ancient meteorite crater.
23Choose one of the following reading challenges
- Either
- Di Tri Berrese
- OR
- Pugglemess
24Reading despite the challenges Read the
following story with comprehension in mind.
Di Tri Berrese
25Heres the answer
Once upon a time was 3 bears mama bear, papa
bear and baby bear. Live in the country near
forest. NICE HOUSE. (No mortgage). One day papa,
mama and baby go to the beach, only they forgot
to lock the door. By and by comes Goldilocks. She
got nothing to do but make trouble. She push all
the food down the mouth no leave crumb. Then she
goes upstairs and sleeps in all the beds.
26LAZY SLOB! By and by comes home the 3 bears, all
sunbrowned, and sand in shoes. They got no food
they got no beds. What are they going do to
Goldilocks? Throw her in the street? Call a
policeman? FAT CHANCE! They was Italian bears,
and they sleep on the floor. Goldilocks stay
there 3 weeks eating out of house and home and
just because they asked her to make the beds, she
says Go to hell, and run home crying to her
mama, telling her what sons of bitches the three
bears are. Whats the use? What are you going to
do-go complain to city hall?
27Frustration because..
- Describe the feelings you had while you were
trying to read the text. - Compare them with feelings students may have when
they are having reading difficulties.
28Reading despite the challenges
- Read and answer questions about the text
- Pugglemess term lately over, the Lord Tinslebore
sitting in Rinlonks Inn Hall. Immucable November
weather. As much mud in the street, as if the
waters had but newly retired from the face of the
earth, and it would not be wonderful to meet a
Seggumpalot, forty feet long or so, doddlebing
like an elephantine sigpod up Thursdrible Hill.
Source Bright, J. and McGregor, G. (1970)
Teaching English as a second language. Longman.
29- Smoke gingling down from the chimney-pots, making
a soft black siffle with sprokes of tooze in it
as big as full-grown snow-sprokes gone into
wurging, one might imagine, for the death of the
sun.
30Questions 1
- What term has just finished?
31- Dogs, undispanderable in rike. Horses, scarcely
better blished to their very fruppers. Foot
glabbingers, sprottling one anothers lumrollas,
in a general inpuntion of ill temper, and losing
their foothold at street corners, where tens of
thousands of other foot glabbingers have been
slipping and sliding since the day broke (if this
day ever broke), adding new defonnels to the
blopst upon blopst of mude, sticking at those
points septariously to the durement, and
occiridating at conton interest. - Source Bright, J. and McGregor, G. (1970)
Teaching English as a second language. Longman.
32Question 2
- What are some of the things the foot glabbingers
are doing ?
33- Hof everywhere. Hof up the river, where it flows
among green oikies and guffeys hof down the
river, where it rolls demubed among the niebs of
shipping, and the waterside louplations of a
great (and dirty) city. Source Bright, J. and
McGregor, G. (1970) Teaching English as a second
language. Longman.
34- Hof on the Ethics zoodges, hof on the Ormish
heights. Hof creeping into the bocoshes of
ballier-crogs hof lying out on the feet, and
commering in the zibbing of great ships hof
gloading on the wumbores of quoogees and small
boats.
35Question 3 and 4
- Would this be a nice place to be?
- What do you like or not like about it?
36What is happening to the questions?
- Literal
Inferential - Lower order
Higher order - Which ones were more straightforward to answer?
- What kind of questions are asked most in reading
lessons?
37Develop some understandings about the definition
of comprehension
- The following slides ask you to formulate your
own definition of what comprehension means and
also has some other definitions. - This may be useful as a starting point for a
common understanding or definition at a site
level. - Choose one of the following two activities to
create shared understanding
38Activity
- What does comprehension look like, sound like
feel like?
39Your thinking
- What do you understand by the term Comprehension?
- Discuss and share with others at your table.
- Think about it in a broad ranging manner and
comprehension in all of its forms.
40Definitions of Reading Comprehension
- Comprehension is intentional thinking during
which meaning is constructed through interactions
between text and reader (Harris and Hodges,
1995).
41Definitions of comprehension
- Comprehension is a process in which readers
construct meaning by interacting with text
through the combination of prior knowledge and
previous experience, information in the text, and
the stance the reader takes in relationship to
the text (Pardo, 2004).
42Definitions of comprehension
- Comprehension is the process of simultaneously
extracting and constructing meaning through
interaction and involvement with written language
(RAND Reading Study Group, 2002).
43Definitions of comprehension
- Comprehension is the ability to understand,
interpret, appreciate and critique written and
spoken language, images, video and real life
experiences. - Trevor Cairney
44- The next section introduces reading strategies.
- These form the basis of the professional learning
that occurs this year from the region.
45Why Comprehension?
The purpose of comprehension instruction is to
teach strategies as tools to expand and deepen
understanding. We best do this by avoiding a lock
step sequence and teaching kids a repertoire of
strategies they can use flexibly in many
circumstances with a variety of texts.
46These are 4 of the texts we have recommended
over the last 12 months. There are many more
resources available online
47- The following slides show the main comprehension
strategies that we focus on, based on the text
Strategies that Work and are regarded as the main
strategies of reading. We are consistently using
these images this year.
48(No Transcript)
49(No Transcript)
50Making Connections The chain links things
together like making connections between more
than one thing. The chain can also be used for
various Venn Diagrams which show the connections
between text self, text text and text
world.
51Questioning The cube represents the element
of chance and not always knowing what will turn
up. Cubes can also be used for questioning
activities e.g. Question Matrix cubes,
Comprehension Cubes and Search Cube which is a
visual search engine that presents question
results in the form of a 3D cube that you can
then rotate and flip to search for answers in
text, video and image formats.
521 remember 2 understand 3 apply 4
analyse 5 evaluate 6 create
teachingmadeeasy.com.au
53Question Matrix
(C. Weiderhold Co-operative Learning and
Critical Thinking in Langrehr, Better Questions,
better Thinking Book 2, Longman Cheshire,
Melbourne, 1993)
54Inferencing Inferring involves
looking for clues and evidence within the text
and combining them with your own knowledge to
make informed guesses about the authors
intentions, make predictions and draw
conclusions.
Search for Clues
http//learningplace.com.au/
55Visualising The digital camera is used
for capturing still and video images. Visualising
is like using a digital camera to imagine what is
happening in a text.
56Determining Importance Determining
Importance is like sifting material through a
funnel to find the main idea, theme or authors
message in a text.
57Summarising Synthesising Summarising is
like taking apart a jigsaw to understand the
important elements of each part. Synthesising is
putting together the pieces of several jigsaws to
form a new picture.
http//reading-comprehension-assistance.wikispaces
.com/
58(No Transcript)
59http//www.decs.sa.gov.au/northernadelaide/pages/c
omp/
60http//www.decs.sa.gov.au/northernadelaide/pages/f
sm/facilitatorsupport/
61That person really hates her mother. Inference
This storyline is like a Bridget Jones
book/movie Making text to text connections
Imagine what it would be like to be left in a
cave like that. Visualisation
I didnt understand that bit- will re-read
it Monitoring understanding
Comprehension