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Reading and the Teaching Profession

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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 http://www.palomar.edu/reading/r110hybrid/Module %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 http://www.slideshare.net/hernanebuella/general- 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. http://www.school-teacher-student-motivation- resources-courses.com/goodteacher.html Stages of Reading Development. Retrieved on: October 7, 2012. http://www.readingrockets.org/article/51574/