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Teaching Comprehension and Understanding. Landmark Outreach & Fitchburg State College Instructor: Charles L. Newhall. Comprehension Skills in the Content areas. Comprehension Seminar Agenda. What’s the BIG idea? Introductions - PowerPoint PPT Presentation
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COMPREHENSION SKILLS IN THE CONTENT AREASLandmark Outreach & Fitchburg State CollegeInstructor: Charles L. Newhall
Teaching Comprehension and Understanding
Comprehension Seminar Agenda What’s the BIG idea? Introductions Reflection & Individual Case Studies
of Teaching Comprehension Skills Setting Individual and Collective
Goals & Objectives Comprehension Skills Defined Artifact and Primary Source Learning
Schedule
8:30 – 10:00 Session I 10:00-10:15 Break 10:15-11:30 Session II 11:30-12:30 Lunch 12:30-2:00 Session III 2:00-2:15 Break 2:15-3:00 Session IV
Course Goals & Objectives
To learn and understand current theories of learning and comprehension
To read and reflect on current scholarship
To experience comprehension-centered lessons
To create practical lessons which use comprehension-centered exercises
To share and learn from each other about comprehension
Day One Agenda
Session One 21st Century teaching & learning Skills-based, Content-rich teaching & learning
Session Two Learning Styles & Differences Defining Comprehension Skills
Session Three Multisensory Comprehension Learning:
Inferences & Images Using Primary Sources in the Content Areas
Session Four Understanding by Design
Comprehension
How do YOU define comprehension?
Can comprehension be taught?
What are comprehension strategies?
How do we create comprehension-centered lessons?
21st Century Skills
Sir Ken Robinson:Changing Educational Paradigms
Robinson is the author of Out of Our Minds
Is there just too much information and too many new ideas to comprehend?
Version 4.o
Shift Happens
Daniel Pink’s “R-Directed” Thinking
Toward Wise Thinking
“We need to provide students with educational contexts in which they can formulate their own understanding of what constitutes wise thinking. In other words, teaching for wisdom is not accomplished by telling students about wisdom, but rather, by letting students actively experience wise decision making.”
Sternberg, Robert J. et al. (2009): 106.
Scaffolding & Case Studies “Toward this end, teachers can
provide scaffolding for the development of wisdom and case studies to help students develop wisdom, but a teacher cannot teach particular courses of action or give students a list of dos and don’ts.”
Sternberg, Robert J. et al. (2009): 106.
The New Bloom’s Taxonomy
What’s NEW in the NEW Bloom? Action Words! Focus on the cognitive process Knowledge is now “Remembering” “Comprehension” is now
“Understanding” “Synthesis” is now “Evaluating” “Evaluation” is now “Creating”
Kinds of Comprehension
Visual Auditory Kinethetic Emotional Environmental Reading Graphing
Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Predicting Executing(Source: Mary Forehand)
The Cognitive-Knowledge Grid
Oregon State Model of Bloom’s Taxonomy with definitions, click HERE.
Four Levels of Knowledge
Factual Knowledge Conceptual
Knowledge Procedural
Knowledge Meta-Cognitive
Knowledge
Constructing Meaning
“The current concepts of learning view students as active participants in the learning process. Students select the information to which they attend and construct their own meanings for the selected information.”
Source: LearnWiki article
Content-Rich & Skills-Based All teaching involves teaching
content and skills. We need to be as aware of the skills
we are teaching as we are of the content we are uncovering and helping students to make their own.
Content-Rich Curriculum
Cognitive Sequential Contextualized Diverse and
Inclusive
Primary Sources Secondary Sources Multiple Points of
View Textual Visual
Skills-Based Curriculum
Gathering Ideas and Information
Processing Ideas and Information
Expressing Ideas and Information
Gathering Ideas & Information Listening Skills Margin Notes Underlining Identifying Key Ideas Discriminating Information
for less important details Summarizing Paraphrasing Questioning Predicting Cornell Notes
Annotating Reading different kinds of
maps, charts, and graphs Reading photographs,
cartoons, art work, etc. Researching Identifying urls Using search engines Using bibliographical lists Using Dewey & LOC card
catalogues Using Reference books and
web sites
Processing Ideas & Information Separating facts
and opinion/judgment
Categorizing Outlining Identifying Cause
and Effect Drawing Valid
Conclusions
Diagramming (Venn) Webbing
(Inspiration) Analyzing Synthesizing Developing a thesis Organizing
supporting evidence
Expressing Ideas & Information Writing: process,
narrative, analytic, persuasive, creative
Developing questions Crafting a topic sentence Crafting a thesis
statement Crafting an introduction
and conclusion Oral Presentations
Debates Role Play
Simulations Table-top/poster
Projects PowerPoint Projects Documentary Film
Projects Web Page Projects
Kinds of Instruction
Direct/Explicit Instruction Lectures Teacher Modeling Scaffolding Demonstrations
Inquiry-based Instruction Simulations Hands-on Projects Debates
Moving beyond the either/or model of the teacher-centered versus the student-centered classroom to the concept-centered classroom.
Comprehension Lessons
Gardner Reading Sternberg Reading UbD Framework
Comprehension, Gathering & Processing Information & Ideas through Notetaking Strategies
Comprehension Unit Castle-building
Comprehension Unit Fateful Years: A Performance-
based assessment
Reading Next TeachingComprehensi
on wiki
Pearson’s Model
Learning Styles & Comprehension Multiple
Intelligences Gardner “Approaches to
Understanding”
Teaching for Wisdom Sternberg “thinking
reflectively” “thinking
dialogically” “thinking
dialectically”
Gardner’s “Approaches to Understanding”
Narrational Quantitative/
Numerical Logical Foundational/
Existential
Aesthetic Hands-On Social
Sternberg Thinking Styles
Legislative Executive Judicial
Monarchic Oligarchic Anarchic
Global-Local Internal-External Liberal-
Conservative
COMPREHENSION LESSONSComprehension in the Content Areas
Reflection on Comprehension
How has your understanding of comprehension evolved today?
How do “high level” formulations of comprehension (Gardner, Sternberg) help to focus our lesson planning?
What comprehension skills have you considered today?
What comprehension strategies will you take away from today’s seminar?
Towards Understanding
Are you developing a more sophisticated and useful understanding of comprehension?
Are there topics/issues that you want to be sure get addressed?
Are your goals for the course being met?
Do you have a comprehension project/unit/lesson you are considering developing?
Do you have a student outcome that you want to work on for your project?
Two Online Resources
Teaching Comprehesion wikispace Concept to Classroom (PBS Channel
Thirteen NYC)
From Gathering & Processing to Expressing Direct/Explicit
Instruction to Inquiry-based Instruction
Kinds of Intelligences – this is metacognition!
The Design Process
Writing & Comprehension
Research & Comprehension
Simulations & Comprehension
Six Facets to Build Assessments Can explain
Can interpret
Can apply
Sees in perspective
Demonstrates empathy
Reveals self-knowledge Source: Understanding by Design,
163-164 and see also the Rubric on pages 178-179
Building a Unit/Lesson
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences
Use the sample 6-page template on pages 327-332: This is your MODEL for your lesson.
Use the Charts in UbD On Page 257 for
Entry Points
On page 184
On pages 193-194
Develop an Essential Question “Reporter”
questions
Higher level questions (New Bloom)
Topical vs. Overarching
Concluding Thoughts
Writing Next framework
Research Skills
Structured Research to Structured Writing
Lesson Planning Using WHERETO Using Uncoverage Check for
Understanding
Reflecting on Comprehension
Chinese Proverb
I hear, I forget.I see, I remember.I do, I understand.