Reading and the Teaching Profession

GS 442- Literary Appreciation, Writing and Reading

The Teaching Profession

• Mechanical aspects

• Objective materials and

activities

Science

• Creative aspects• Subjective materials and

processes

Art

Systems of Teaching

Learners• Pupils

(young learners)

• Students (adult learners)

Teachers• Academic

teachers• Vocational

instructors

Information• Lesson

materials• Lesson

aides

Fundamental Aspects of Teaching

Approaches

Procedures

Techniques

Effective Traits of a Teacher

• Interpersonal• Emotions• Coping behaviours

Personality

• Attitude toward students

• Attitude toward teaching

• Attitude toward authority

• Attitude toward self

Attitudes

Effective Traits of a Teacher

• Teaching tenure• Credentials

Experience

• Talents/ specialization• General

experiences/training

Aptitude and

Achievement

Direct Instruction Strategies

Teacher-centered The dissemination of rules, facts and

action sequences in the most direct way possible.

Presentation and Recitation Teacher-Student interaction

Direct Instruction Strategies

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.

Direct Instruction Strategies

Reviewing

Independent

Practice

Feedback and

Correctives

Guided Practice

Presenting new

content

Student Response

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

Student Prompting

Prompts HintsSupplement

ary Instructions

Modelling

Attention

Retention

Motivation

Production

Feedback and Correctives

Correct, quick and

firm

Correct but

hesitant

Incorrect because

of carelessn

ess or lack of

knowledge.

Indirect Instruction Strategy

Student-centered. The teacher is merely a facilitator

and supporter from being the lecturer or director.

Student interest and curiosity is the main focus.

Functions of Indirect Instruction

Content Organization

Student Evaluations

and Discussions

Questions and Learner Experience

Examples and Non

examples

Conceptual Movement

Conceptual Movement

• 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

Examples and Non-examples

• Accurately related to the topic or subject.

Criterial

• Can be discriminated as it is unrelated.

Non-criteri

al

Self-directed learning

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.

Metacognition

What we know

What we don’

t know

Reciprocal Teaching

Use of classroom dialogue for lesson discussion.

Detailed group discussions. Content appreciation and

interpretation. Productive yet encourages learner

independence.

Reciprocal Teaching

• 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

Collaborative Learning

Where two or more students attempt to learn something together.

Learners benefit from each other’s skills and resources.

A community in which they could learn from individual and shared

experiences or take on roles (leader, teacher, etc).

Steps in Collaborative Learning

Specifying the goal

Debriefing

Monitoring group

performance

Teaching and

evaluating

Task Structuri

ng

The Reading Process

Cognitive process of decoding symbols.

Interaction between text and the reader.

Continuous practice and refinement.

Stages of Reading Development

Emergent

Reader

Early Reader

s

Fluent Reader

s

Transitional

Readers

Nature of the Reading Process

Cognitive ProcessReconstruction and

InterpretationComprehension

Fluency

Six Modes of Reading

Scanning Skimming Rapid Reading

Pleasure Reading

Critical/Analytical Reading

Study Reading

Reading Purposes

Pleasure Appreciation

Functional

Purposes

Knowledge

acquisition

Comprehension Types

Literal Interpretative Affective

CriticalCreative

Levels of Reading Comprehension

Literal Interpretative Applied

Factors that affect comprehension

Reader Interest

Motivation Schema

Factors that affect comprehension

• New information + existing schema• Interpretation;

supplying of missing information.

Assimilation

• Adjusting of prior knowledge

• Acceptance of new or radical information

Accommodation

Teaching Reading

Pre-Reading

• Schema theory

activation

Active Reading

• comprehension

• metacognition

Post Reading

• Reflection• Evaluation• Application

Reading Skills

Read written form (literal) Mentally interact with the message

(interpretative) Read anything with independence

(applied)

Reading Skills

Vocabulary

Comprehension

FluencyCritical Thinking

Teaching Reading

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.

References:

Borich, Gary D. (2004). Effective Teaching Methods: Fifth Edition. New Jersey: Pearson Education Inc.

Mukalel, Joseph C. (2003). Creative Approaches to Classroom Teaching. 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

References:

Kurland, Daniel J. (2000). What is Critical Thinking? Retrieved from http:// http://www.criticalreading.com/critical_reading.htm

Buela, Hernane (2010). General Strategies and Teaching 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 Effective Teacher. 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/