A presentation made for the Jose Rizal Graduate School for Teaching Reading,Writing and Literary Appreciation. Includes strategies for teaching reading.
Text of Reading and the Teaching Profession
1. GS 442- Literary Appreciation,Writing and Reading
2. Mechanical aspects Objective materials and activities Science
Creative aspects Subjective materials and processes Art 3. Learners
Pupils (young learners) Students (adult learners) Teachers Academic
teachers Vocational instructors Information Lesson materials Lesson
aides 4. Approaches Procedures Techniques 5. Interpersonal Emotions
Coping behavioursPersonality Attitude toward students Attitude
toward teaching Attitude toward authority Attitude toward self
Attitudes 6. Teaching tenure Credentials Experience Talents/
specialization General experiences/training Aptitude and
Achievement 7. Teacher-centered The dissemination of rules, facts
and action sequences in the most direct way possible. Presentation
and Recitation Teacher-Student interaction 8. Appropriateness of
DIRECT INSTRUCTION: 1. Disseminate information not found in books
or workbooks. 2. Arousing student interest. 3. Achievement of
mastery and over learning of fundamental facts, rules and action
sequences. 9. Reviewing Independent Practice Feedback and
Correctives Guided Practice Presenting new content 10. What is
STUDENT RESPONSE? 1. Non-evaluative Indirect corrections to
encourage participation. 2. Convert Responses: Encourages student
engagement because of the non- threatening environment. 3.
Comprehension Check 11. Prompts Hints Supplementary Instructions
12. Attention Retention MotivationProduction 13. Correct, quick and
firm Correct but hesitant Incorrect because of carelessness or lack
of knowledge. 14. Student-centered. The teacher is merely a
facilitator and supporter from being the lecturer or director.
Student interest and curiosity is the main focus. 15. Content
Organization Student Evaluations and Discussions Questions and
Learner Experience Examples and Non examples Conceptual Movement
16. Conclusions, generalizations, pattern of relationships
Observation of specific facts and relation to other circumstances.
Inductive Results of principles or generalizations after being
applied in specific instances. Testing generalizations to see if
they hold true. Deductive 17. Accurately related to the topic or
subject. Criterial Can be discriminated as it is unrelated. Non-
criterial 18. Promotes self-learning. Not the same as informal
learning. Study by visiting libraries and educational websites and
use classroom learning as a compliment to their personal study.
Shift of learning responsibility from teachers to students. 19.
What we know What we dont know 20. Use of classroom dialogue for
lesson discussion. Detailed group discussions. Content appreciation
and interpretation. Productive yet encourages learner independence.
21. Clearing parts of the text that are unclear Summarization of
the text. Students then provide comments. Class discussion.
Inquiries and answers come from students. Making judgments and
predictions Predicting Questioning ClarifyingSummarizing 22. Where
two or more students attempt to learn something together. Learners
benefit from each others skills and resources. A community in which
they could learn from individual and shared experiences or take on
roles (leader, teacher, etc). 23. Specifying the goal Debriefing
Monitoring group performance Teaching and evaluating Task
Structuring 24. Cognitive process of decoding symbols. Interaction
between text and the reader. Continuous practice and refinement.
25. Emergent Reader Early Readers Fluent Readers Transition al
Readers 26. Cognitive Process Reconstruction and Interpretation
Comprehension Fluency 27. Scanning Skimming Rapid Reading Pleasure
Reading Critical/Analytical Reading Study Reading 28. Pleasure
Appreciation Functional Purposes Knowledge acquisition 29. Literal
Interpretative Affective CriticalCreative 30. Literal
Interpretative Applied 31. Reader Interest Motivation Schema 32.
New information + existing schema Interpretation; supplying of
missing information. Assimilation Adjusting of prior knowledge
Acceptance of new or radical information Accommodation 33.
Pre-Reading Schema theory activation Active Reading comprehension
metacognition Post Reading Reflection Evaluation Application 34.
Read written form (literal) Mentally interact with the message
(interpretative) Read anything with independence (applied) 35.
Vocabulary Comprehensi on Fluency Critical Thinking 36. Reading
fluency is the most advanced of all stages of reading and is
primarily the main goal of all learners who are improving their
reading abilities. Literal and Interpretative centered learning.
37. Borich, Gary D. (2004). EffectiveTeaching Methods: Fifth
Edition. New Jersey: Pearson Education Inc. Mukalel, Joseph C.
(2003). Creative Approaches to ClassroomTeaching. New Delhi:
Discovery Publishing House. Reading as a Complex Cognitive Process.
Retrieved on: October 7, 2012
%201/mod1.1ReadingProcess.htm Understanding the Reading Process.
Retrieved on: October 7, 2012.
http://academic.cuesta.edu/acasupp/AS/302.HTM 38. Kurland, Daniel
J. (2000). What is CriticalThinking? Retrieved from http://
http://www.criticalreading.com/critical_reading.htm Buela, Hernane
(2010). General Strategies andTeaching Techniques [PowerPoint
slides]. Retrieved from
methods-and-techniques-of-teaching Teaching Methods (n.d.).
Retrieved October 5, 2012 from Wikipedia:
http://en.wikipedia.org/wiki/Teaching_method Traits of an
EffectiveTeacher. Retrieved on: October 6, 2012.
resources-courses.com/goodteacher.html Stages of Reading
Development. Retrieved on: October 7, 2012.