Strategies that Work Teaching for Understanding and Engagement

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Strategies that WorkTeaching for Understanding
and Engagement
Workshop 13 Structures Processes
Debbie Draper Julie Fullgrabe
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Agenda

• Learning Design
• DECD content and process model
• Gradual release differentiation
• Guided Reading
• Independent Reading
• Literature Circles
• Reciprocal Reading
• Alternatives to Silent Reading 5R

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http//www.decd.sa.gov.au/northernadelaide/pages/f
sm/facilitatorsupport/
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• How important is it to teach comprehension
  strategies to our students?

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• There is no single method or single combination
  of methods that can successfully teach all
  children to read. Therefore, teachers must have a
  strong knowledge of multiple methods for teaching
  reading and a strong knowledge of the children in
  their care so that they can create the
  appropriate balance of methods needed for the
  children they teach.
• International Reading Association, 1999

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What does learning design look like?
What
Who
How
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Aligning what and how
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Aligning what and how
handout
How will we engage, challenge and support their
learning?
Design the teaching and learning plan
What is the intended learning and why is it
important?
What could the intended learning look like at
this level?
What do they bring?
What evidence will enable us to assess the
intended learning?
What could the intended learning look like at
this level?
How will we engage, challenge and support their
learning?
What is the intended learning and why is it
important?
What evidence will enable us to assess the
intended learning?
Design the teaching and learning plan
What do they bring?
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• How important is it to teach reading and
  comprehension strategies to our students?

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What is the intended learning and why is it
important?
What? Why?
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What
Activity Sort the English content descriptors
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• WHAT?
• Comprehension is NOT just about English
• Essential learning in all areas
• Involves
• Knowledge
• Comprehension
• Application
• Analysis
• Evaluation
• Synthesis

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• F - Use comprehension strategies to understand
  and discuss texts listened to, viewed or read
  independently
• 1 - Use comprehension strategies to build literal
  and inferred meaning about key events, ideas and
  information in texts that they listen to, view
  and read by drawing on growing knowledge of
  context, text structures and language features

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• 2 - Use comprehension strategies to build literal
  and inferred meaning and begin to analyse texts
  by drawing on growing knowledge of context,
  language and visual features and print and
  multimodal text structures
• 3 - Use comprehension strategies to build literal
  and inferred meaning and begin to evaluate texts
  by drawing on a growing knowledge of context,
  text structures and language features

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• 4 - Use comprehension strategies to build literal
  and inferred meaning to expand content knowledge,
  integrating and linking ideas and analysing and
  evaluating texts
• 5 - Use comprehension strategies to interpret and
  analyse information, integrating and linking
  ideas from a variety of print and digital sources

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• 6 - Use comprehension strategies to interpret and
  analyse information and ideas, comparing content
  from a variety of textual sources including media
  and digital texts
• 7 - Use comprehension strategies to interpret,
  analyse and synthesise ideas and information,
  critiquing ideas and issues from a variety of
  textual sources
• 8 - Use comprehension strategies to interpret and
  evaluate texts by reflecting on the validity of
  content and the credibility of sources, including
  finding evidence in the text for the authors
  point of view

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• 9 - Use comprehension strategies to interpret and
  analyse texts, comparing and evaluating
  representations of an event, issue, situation or
  character in different texts
• 10 - Use comprehension strategies to compare and
  contrast information within and between texts,
  identifying and analysing embedded perspectives,
  and evaluating supporting evidence

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AUSTRALIAN CURRICULUM - English - Literacy / Interpreting, analysing, evaluating AUSTRALIAN CURRICULUM - English - Literacy / Interpreting, analysing, evaluating AUSTRALIAN CURRICULUM - English - Literacy / Interpreting, analysing, evaluating
Content Description Skills Elaboration
Reception Use comprehension strategies to understand and discuss texts listened to, viewed or read independently Understand Listen View Read Discuss Sequence talking about the meanings in texts listened to, viewed and read visualising elements in a text (for example drawing an event or character from a text read aloud) providing a simple, correctly-sequenced retelling of narrative texts relating one or two key facts from informative texts finding a key word in a text to answer a literal question making links between events in a text and students own experiences making an inference about a character's feelings discussing and sequencing events in stories drawing events in sequence, recognising that for some Aboriginal and Torres Strait Islander stories the sequence of events may be cyclical
handout
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What do they bring?
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What do they bring? What evidence do you have
about your students understandings, skills,
dispositions, experiences?
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handout
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What could the intended learning look like at
this level?
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What could the intended learning look like at
this level? Australian Curriculum NAR Scope
Sequence
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Scope Sequence
handout
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What evidence will enable us to assess the
intended learning?
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What evidence will enable us to assess the
intended learning? Formative and Summative
Assessment
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How will we engage, challenge and support their
learning ?
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How will we engage, challenge and support their
learning?
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Gradual Release of Responsibility Introduction
228
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• Non Examples?

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In some classrooms
TEACHER RESPONSIBILITY
Focus Lesson
I do it
You do it alone
Independent
STUDENT RESPONSIBILITY
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And in some classrooms
TEACHER RESPONSIBILITY
Focus Lesson
I do it
We do it
You do it alone
Independent
STUDENT RESPONSIBILITY
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What works
TEACHER RESPONSIBILITY
I do it
Focus Lesson
We do it
Guided
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
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What also works
TEACHER RESPONSIBILITY
I do it
Focus Lesson
We do it
Guided
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
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What also works
TEACHER RESPONSIBILITY
I do it
Focus Lesson
We do it
Guided
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
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Gradual Release of Responsibility Self Regulation
Planning Board 150
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handout
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Design the teaching and learning plan.
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Gradual Release of Responsibility The Seven Steps
228
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handout
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Planning
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Design the teaching and learning plan How would
you determine whether your teaching is
effective?
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Aligning what and how
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Aligning what and how
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Independent Practice
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Independent Use of Strategies

• Routines are settings where students can apply
  the strategies that have become so ingrained
  that they can be used successfully on a regular
  basis. (McLaughlin, 2003)
• Before students get to this level they must
  clearly understand the purpose of the routines,
  why they are taking part in them and exactly how
  they are to be conducted.
• These routines and their implementation should be
  fully scaffolded by the teacher.

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Reciprocal Reading / Teaching
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Why?

• Reciprocal teaching is a useful small-group
  procedure to help improve the comprehension and
  critical thinking of fluent readers. Studies have
  shown that when students take part in reciprocal
  teaching of reading, their comprehension improves
  (including their listening comprehension) and
  they transfer the learning into other reading
  contexts. Reciprocal teaching has been found to
  be effective in improving the achievement of
  learners from diverse backgrounds.

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Reciprocal Teaching (.74  effect size)

•   The hinge point is .40 meaning we need to
  engage in practices with about .40 effect size or
  higher.
• 3. Reciprocal teaching is a comprehension
  strategy which includes summarising, questioning,
  clarifying, and predicting
• supported through dialogue between teacher and
  students as they attempt to gain meaning from
  text (Hattie, p. 201)

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Reciprocal Reading / Teaching

• Originally designed for middle school students.
  Used the following strategies
• Predicting
• Questioning
• Clarifying
• Summarising

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Reciprocal Teaching NAR style

• Modified to suit the comprehension strategies we
  have been using
• Set of role cards that can be used in a number of
  different ways
• Role cards complement the posters and other
  visuals provided

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Reciprocal Reading / Teaching