Would you ever…..
This is a cooperative learning activity where students will circulate the room and discuss eight task cards about issues from “The Outsiders”. Students will move through each of the stations and spend about 2 minutes discussing each of the topics. (I laminate the task cards and place them around the room so students are able to move about the classroom). Then, I use the PowerPoint when the students finish the activity for discussion. As we read the novel, I always refer back to these discussion prompts so the students see their relevance.
What are some instructional ideas to implement the use of these questions in my classroom?
1. Reciprocal Learning
is one of the driving instructional means. These are activities where students coach each other through exercises that apply to the content.
There are two types of Reciprocal Learning that could be used. The first is a “Think, Pair, Share” and the second is a “Back to Back and Front to Front”. In a “Think, Pair, Share”, students in pairs or small groups are given a question or topic. Then, they are given time to think about their response. Then, the partners share their thoughts with each other. Finally, they share their responses with the class. In the “Back to Back and Front to Front” method, students stand back to back with a partner. The same procedure is followed. Partners continually change throughout the unit.
The reason this works:
Students who work in peer partnerships make measurable academic gains, develop more positive attitudes toward subject matter, become less dependent on the teacher, and spend more time on a task when working with a partner than when working independently (King-Sears & Bradley, 1995).
is another strategy which could be implemented, however, it would require additional preparation by the classroom teacher.
How it works is that the teacher would choose 10-30 words from the text that evoke strong feelings or images in students' minds.
Before starting the lesson, teachers give students a very limited overview of what they are about to read, so they have some content to build on.
Read the words slowly and dramatically. Instruct students to create movies in their minds of what they think will happen in the text. As each new word is read, students should try to incorporate it into their mental picture. Students can then draw a picture, write a questions, make a prediction, or describe a feeling the mental picture gives them.
Then, students will read the book and compare it with their initial thoughts. The questions will then serve as a formative assessment on the text.
The reason this works:
The impact of Mind'e Eye is based on the principle of dual coding, the idea that storing information in two ways (through language and images) makes learning stick better. This has been shown to be especially true for reading (Sadoski and Paivio, 2001).
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