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Closing the Gap: What we say and do matters. http:/ education.gsu.edu/ RR/
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Closing the Gap: What we say and do matters.

Jan 03, 2016

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Closing the Gap: What we say and do matters. http:/education.gsu.edu/RR/. “Thus the greater the gap between the teacher and the learner the harder the teaching becomes.”. Donaldson, Children’s Minds, 1978. - PowerPoint PPT Presentation
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Page 1: Closing the Gap: What we say and do matters.

Closing the Gap: What we say and do matters.

http:/education.gsu.edu/RR/

Page 2: Closing the Gap: What we say and do matters.

“Thus the greater the gap between the teacher and the learner the harder the teaching becomes.”

Donaldson, Children’s Minds, 1978

Page 3: Closing the Gap: What we say and do matters.

“ less room for error in teacher decision–making for those children.” that is, the ones who are finding learning to read and write most difficult.

Johnston, Contemporary Educational Psychology 27 (2002) 636-647

Page 4: Closing the Gap: What we say and do matters.

“The learning that is essential to cognitive development,…..is most likely to occur from engaging in activities in which it is necessary to recognize and solve problems of increasing difficulty.”

Wells and Cheng-Wells, Constructing Knowledge Together, pg 55

Page 5: Closing the Gap: What we say and do matters.

Two requirements:

•activities that are “in certain respects at or just beyond the limits of the learner’s current capabilities”

•“appropriate support”, “the help that a collaborative partner can provide in enabling the learner to marshal and exploit resources he or she already has available.”

Pg 56

Page 6: Closing the Gap: What we say and do matters.

“Through language, children learn how to become strategic thinkers, not merely how to use literacy strategies”

Page 7: Closing the Gap: What we say and do matters.

We often encounter classrooms in which children are being taught strategies yet not being strategic.

Teaching children strategies results in them knowing strategies but not necessarily in their acting strategically.

Ivey, Johnston and Cronin, 1998

Page 8: Closing the Gap: What we say and do matters.

“Teaching for strategies is not just teaching strategies” pg 31

Page 9: Closing the Gap: What we say and do matters.

“Simply using the Reading Recovery framework and engaging in the recommended behaviors will not guarantee a high level of success… [teachers] must tailor their responses to individual children’s revealed strengths”

Johnston, Contemporary Educational Psychology 27 (2002) 636-647

Page 10: Closing the Gap: What we say and do matters.

Teaching must be responsive therefore teachers must work from a “theory that gives significance to the literate behaviors they observe and ties their teaching decisions to those behaviors in productive ways”

Johnston, Contemporary Educational Psychology 27 (2002) 636-647

Page 11: Closing the Gap: What we say and do matters.

“…arranging for events to be successful…is fundamental” pg 39

“If children are not making errors, they are not putting themselves in learning situations.”

Page 12: Closing the Gap: What we say and do matters.

“Teacher’s conversations with children help the children build bridges between action and consequence.” (pg 30)

Page 13: Closing the Gap: What we say and do matters.

Watch too much instructional talk

Clay said “you can teach a lot without talking”

Page 14: Closing the Gap: What we say and do matters.

Agency and becoming strategic

Page 15: Closing the Gap: What we say and do matters.

Telling Revealing Discovering

Cazden

Page 16: Closing the Gap: What we say and do matters.

Telling- “ the teacher is explicit up front and then the student practices what he has been taught to do by someone else.” pg 32

Revealing- “the strategy of arranging for a student to figure out independently, without full awareness, and then reflecting on it..” “ Its benefit is that the child actually does the constructing or problem-solving.”

Page 17: Closing the Gap: What we say and do matters.

Child trying to write went.He has the t and knows the w.

Teacher: “What’s at the beginning? What can you hear?”Child: “I don’t know.”Teacher: “Say it again slowly. It starts like something in your book.”Child: “Watch?”Teacher: “That’s right. So what will you write?”

Page 18: Closing the Gap: What we say and do matters.

Text: We climbed over the gate.

Child: fence

gate

Teacher: We climbed over the fence makes sense, but look at the way this word starts.

Page 19: Closing the Gap: What we say and do matters.

Most accomplished teachers do not spend a lot of time in telling mode.

Taylor et al, 2002

Page 20: Closing the Gap: What we say and do matters.

“If a student can figure something out for him- or herself, explicitly providing the information preempts the student’s opportunity to build a sense of agency and independence..”

Page 21: Closing the Gap: What we say and do matters.

“drawing attention to their successes and showing them how their decisions and strategic actions were responsible for them, increases children’s perceptions of their ability and the effectiveness of their focused efforts.” pg 39

Page 22: Closing the Gap: What we say and do matters.

Teacher: I liked the way you went back and tried again to check when you weren’t sure.

Page 23: Closing the Gap: What we say and do matters.

“Drawing their attention to their effort ( “you worked really hard at that”) or their intellect (“You are so smart.”)” is not so helpful.

Page 24: Closing the Gap: What we say and do matters.

Noticing and naming

Page 25: Closing the Gap: What we say and do matters.

“However no learner can afford to be dependent on the teacher for everything that needs to be noticed, so teachers have to teach children to look for possibilities.”

Page 26: Closing the Gap: What we say and do matters.

Teacher: That looks like another word you know.

Child: Look, that word is like ‘my’.

Teacher: You are right, (getting book with ‘my’), how is ‘fly’ like ‘my’

Child: they both have ‘y’ at the end.

Page 27: Closing the Gap: What we say and do matters.

‘We want children to attend to their feelings of surprise, which is a good indicator of conflicting patterns or theories.” pg 18

“The teacher is helping the child notice the internal signals and contemplate how to respond.”

Page 28: Closing the Gap: What we say and do matters.

Text: sleep

asleep

Teacher: Hmm, you stopped, what did you notice?

Child: ‘a’

Teacher: Yes, you are right, it says ‘asleep’. I liked the way you were looking carefully.

Page 29: Closing the Gap: What we say and do matters.

“Much more important is noticing- and helping the students notice- what they are doing well.”

In Clay’s terms attending to the partially correct.

Page 30: Closing the Gap: What we say and do matters.

Text: I see a lamb

Child: horse/ lion

lamb

Teacher: It starts like ‘lion’. What would make sense?

Child: l-amb

Teacher: Does that make sense and start the right way? You worked it out.

Page 31: Closing the Gap: What we say and do matters.

Task: writing ‘jump’

Teacher: Wow, you just about have it all. There is one sound that is hard to hear. Let’s put it in a box.(putting the word in boxes and putting in the letters the child had heard). Look you have those sounds. All we have to do is hear this one (pointing). Say it slowly and listen carefully.

Page 32: Closing the Gap: What we say and do matters.

Flexibility and transfer

Page 33: Closing the Gap: What we say and do matters.

Teacher: You reread to make sure it sounded right and makes sense. How else could you check if you are right?

Child: It starts with a ‘W’.

Teacher: You checked to see if it made sense, sounded right and looked right.

Page 34: Closing the Gap: What we say and do matters.

Teacher: that’s like what we were doing at the board. You thought of a word that looks like the one you were stuck on.

Page 35: Closing the Gap: What we say and do matters.

Knowing

Page 36: Closing the Gap: What we say and do matters.

“when a teacher waits for a child to figure something out or self-correct, it conveys the message that she expects the child to be able to accomplish it.” pg 56

Page 37: Closing the Gap: What we say and do matters.

How did you know?

How could we check?

Page 38: Closing the Gap: What we say and do matters.

So in both reading and writing children learn a host of things:

•The aspects of print to which they must attend.

•The aspects of oral language that can be related to print.

•The kind of strategies that maintain fluency.

Page 39: Closing the Gap: What we say and do matters.

•The kinds of strategies that increase understanding

•The kind of strategies that detect and correct errors

•The feedback control mechanisms that keep their reading and writing on track.

Page 40: Closing the Gap: What we say and do matters.

•And most important of all how to go beyond the limits of the system and how to learn from relating new information to what is already known.

Learning of this kind depends upon children being active processors of printed information and constructive learners.

Becoming Literate, p326

Page 41: Closing the Gap: What we say and do matters.

“In general, teachers with higher student outcomes were described as more attentive to problem-solving strategies- both those initiated by children and those for which they prompted after observing a potential opportunity.”

Partners in Learning, p82

Page 42: Closing the Gap: What we say and do matters.

Allows time for independent problem-solvingPersistent in prompting students for what they knowRequires children to problem-solve while readingQuestions in a way that makes children think and act

Asks children to be responsible for checking

Page 43: Closing the Gap: What we say and do matters.

Questions in a way that helps children check several different sources of information.

Helps children discount or verify their predictions

Observes and responds to child’s moves

Accepts the child’s efforts, even those partially right

Page 44: Closing the Gap: What we say and do matters.

MEANING STRUCTURE

VISUAL CUES

AWARENESS OF SOUND

Page 45: Closing the Gap: What we say and do matters.

STRATEGIES

Monitoring Searching Cross-checking Self correcting Confirming Anticipating Linking Building Initiating Risk taking etc………..

Page 46: Closing the Gap: What we say and do matters.

Troy reading:

I can read to my bear.

“My brother says teddy bear. I used to say teddy bear like him. I told him teddy isn’t there. This starts with a ‘b’.”

Page 47: Closing the Gap: What we say and do matters.

Samisoni reading ‘Butch By the River’

Text : Butch is by the river.

Child: Butch is

by the sea/stream/water/tree river I don’t know, I’m just making it up, I’ll have to look.”