Transcript Slide 1

The Role of Reading in Guided Inquiry:
Building Engagement and Understanding
School Library Association of Victoria
Guided Inquiry Master Classes
Melbourne, Australia
Dr. Carol A Gordon, Dr Ross J Todd, Rutgers University
cissl.scils.rutgers.edu [email protected]
17-19 June 2009
• Authentic
Learning
• Reading for
Understanding
Strategies
Engage Explore Explain Elaborate Evaluate
Reading for Learning:
Information skills are thinking skills
Reading skills are critical thinking skills
Reading
for
Learning
Tell me and I forget
Show me and I remember
Involve me and I understand
Authentic
Learning
• Authentic
learning
tasks
• Authentic
assessments
Engage Explore Explain Elaborate Evaluate
Did the Holocaust Really Happen?
An Authentic Learning Task
http://projects.edtech.
Sandi.net/lewis/annefrank/
t-index.htm
You are an Investigative Reporter for
YTN (Youth Television Network). You
have been assigned the job of
researching and writing a news story
about holocaust survivals.
Your arch rival, Mat Fritzlinger, from
YBC (Youth Broadcasting Company)
recently made a public statement
denying events recorded in The
Diary of Anne Frank. According to
him the diary is a hoax. He, along
with many others, believe none of
these events, or any events like them
have ever taken place.
Your job is to gather and publish
evidence that will persuade Matt and
his followers to seriously question
their beliefs.
Authentic Learning Task
Content
•is derived from curriculum objectives;
•is meaningful, grows out of academic principles;
•requires learners to use tools of the expert;
•provides opportunities for problem solving, decision
making;
•offers learners opportunities for display,
presentation, sharing of outcomes;
•has interdisciplinary connections.
Methodology
The learner
•relates new information to
prior knowledge;
•applies information to new
situations;
•uses divergent, critical
thinking;
•is actively engaged in a
variety of tasks;
•has choices;
has opportunities to work
in groups;
•has opportunities for
revision
What was it like to live
in the Middle Ages?
The Design
Learners become
their own and each
other’s best critics
The teacher librarian
•Makes expectations and outcomes
clear (rubrics);
•Promotes self-reflection
(journaling, portfolios);
•Provides exemplars;
•Provides opportunities for revision;
•Enlists learners to participate in developing
assessment;
•Invites learners to evaluate their own
performance;
•Invites learners to evaluate each other’s
performance;
•Invites learners to evaluate the task;
•Participates in a post-mortem meeting to
critique and revise the learning task.
Formative Assessments are
performance-based and ongoing
 Journals
 Graphic organizers
 Rubrics
 Mapping
 Portfolios
 Checklists
 Peer review
 Statements of intent
 Self-evaluation
 Rough drafts
And more!
The learning task
is the assessment
• Reading
strategies
• Critical
Thinking
• Information
Search
Process
Tell me and I forget
Show me and I remember
Involve me and I understand
The Teacher Librarian’s Role
21st Century Focus:
Reading for Learning
20th Century
Focus:
Recreational Reading
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Sources are in library collections
Extrinsic reading motivation
Passive reading activities
Broadening reading interests
Reading in content areas
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Digital sources are unmediated
Reading engagement
Active management of reading
Focus reading interests
Reading for understanding
strategies
How is reading digital text
different from reading print text?
 Reading changes with genre, purpose, technology
 Readers develop new strategies for handling the huge
volume of information; just-enough-just-in-time
 Attention spans shorter; reading is shallow; cultural
conditions for deep reading are disappearing
 Role of paper changing; print text has clear advantage
over digital text: sharing, focus; interaction with text
 People have begun to read on their screens
 Mobile devices provide potential venues for reading
 Reading large amounts of text is passive and less
interactive, less critical
Interacting with text:
Let them print!
 Annotation
 Gathering
 Clipping
 Sharing
Guided Inquiry:
Carefully supervised INTERVENTION
of an instructional team…
Reading interventions
Clues to Reading Levels
 Independent: Can read
completely on their own
with 95%+ accuracy.
Good comprehension.
 Instructional: Can read
75%+ on their own. Some
comprehension.
 Frustration: Below 70%
accuracy with little or
no comprehension.
How many
How many
How long
What can
words do they read incorrectly?
do they stop and self-correct?
does it take to read?
they recall and discuss?
Rules of Thumb
Never give a child
something to read that
is at instructional or
frustration level if
you expect him to read
it independently.
Children should only be
given reading
materials at
instructional level
if:
• They will be instructed during the reading
• They will be shown how to use strategies
• They will be instructed in the use of
strategies
Raising Consciousness about Reading
Comprehension
The first step is to make
students conscious about
comprehension.
When comprehension breaks down,
many students skip sections or
words that are confusing and
pick the text up again where
they can understand it.
The problem is, they have lost
valuable information and
opportunity to improve their
own reading.
Strategies That Work
Goudvis & Harvey
Information Search Process
to
Feelings
Thoughts
Initiation
Uncertainty
Vague
Selection
Optimism
Exploration
Confusion, doubt,
frustration
Formulation
Clarity
Collection
Sense of direction,
confidence
Presentation
Satisfaction or
disappointment
Increased interest
Assessment
Sense of
accomplishment
Increased selfawareness
Actions
Seeking relevant
information
Focused
Seeking pertinent
information
Reading Strategies and the ISP
Reading Strategies
ISP Stages
Activating prior knowledge
Initiation
Visualization
Initiation
Determining importance
Exploration, Selection, Formulation
Questioning
Exploration, Formulation, Collection
Inferring, Predicting
Exploration, Collection
Monitoring comprehension
Exploration, Collection
Making connections
Presentation
Synthesizing, Reflecting
Presentation, Assessment
Background
knowledge is
your personal
history:
Good readers activate
and connect to pertinent
background knowledge
when reading through
text structure and
signal words.
Brainstorming
•What you have
read
KWL Charts
•What you have
seen
•Your
adventures
•Experiences of
day to day life
•Your
relationships
•Your passion
Before reading begins, it is essential to
activate students’ prior knowledge to:
Reinforce information
Gain additional information
Contradict previous knowledge
Determine insufficient
information
Help them to focus on the topic
Give them concrete information to
begin researching
Act as a tool to unravel
confusion about the topic
Provide foundation for research
Activating Prior Knowledge
Research shows that there is no difference between the
recall of good and poor readers when their prior knowledge
is the same. Therefore, prior knowledge can be instrumental
in improving reading comprehension.
Brainstorming: Creative Challenge
Kidspiration; Inspiration
How might we
change…?
Time limit
No. of ideas
4.
1.
Record ideas
No judgment
3.
2.
Five best ideas
Criteria
Score ideas
Individual brainstorming generates many ideas, but
is less effective at developing them.
Group brainstorming generates fewer ideas, but
Activating Prior Knowledge Tool:
K-W-L Chart
Digital K-W-L
What I know about terrariums
What I now want to learn
What can go into a terrarium?
How often should I water it?
Can insects live in them?
How can I use a digital camera?
How can I find out?
What I Learned
She recorded her answers on pieces or paper and created a
video from the pile of cards by flipping them and recording
with a digital camera to photograph the diagrams of a
terrarium activity. Then the images were assembled into an
animation, suitable for presenting in PowerPoint, or over
the web. In the original presentation, our subject, Lia, had
designed her presentation to be displayed in a "flip-chart"
manner. This is a great method for supporting student
presentations in a primary classroom -- whether or not the
teacher uses hi or low-tech method.
K-W-L will help students…
 Identify what they know and
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want to learn
Select a topic based on what
they know
Focus to formulate their own
learning task
Generate questions
Collect pertinent information
Provide a starting point for
strategic research rather
than unfocused searching.
Help them decide on format for
presentation
 Inspire confidence in student’s ability
to complete the project.
VISUALIZATION
“Alice was
Images
Good readers create
sensory mental images
from written or oral
text. Sensory images
include pictures,
smells, tastes, sounds,
feelings that are
connected to the
reader’s life
experiences & memories
Wordle
Wordsift
Mapping
Wonder Wheel
Voice
Thread
Webspiration
beginning to get
very tired of sitting
by her sister on the
bank, and of
having nothing to
do. Once or twice
she had peeped
into the book her
sister was reading,
but it had no
pictures or
conversations in it,
"and where is the
use of a book,"
thought Alice,
"without pictures or
conversations?“
-- Lewis Carroll's
opening lines of Alice
in Wonderland
Using Images to Assess Prior Knowledge
Why pictures?
•They inspire questions
and interest.
•Provide a tangible
element when focus blurs
and clarity is elusive.
•Offer a starting point.
•Offer support of a group
working with similar
themes, situations.
Using Images with small groups
•Tell, draw, label the images that a reader sees
when listening
•Create illustrations, graphs, charts, timelines,
and diagrams
•Listen to music or sound associated with the
text
Questions:
What has emerged
for you as potential
interests
and topics?
What connections
have you made?
What information
have you generated?
Reflection Sheet
What do you
collectively
Know about the
American Civil
War?
As a group, share
your organizers
and compile a
comprehensive
list
Share your photos and
Photographs: Which
Ideas/insights/imaginings
one captures your
What have you learned?
attention?
Using Images
P
 Which picture
interest you?
 Why?
 What does it remind
you of?
 What else do you
know about
it?
Penrith Public School Library
http://penrithpslibrary.pbworks.com/Seasons-at-Penrith-Public-School
Reflections
 What do you all know
about polar bears?
Which picture do you
like best? Why?
What can you learn from
these pictures?
Share what you find out
With your group.
P
Wordle: VELS Thinking Processes Skills
Chart http://www.wordle.net/create
Language that
fosters
visualization
Use of strong
verbs, nouns,
adjectives,
figurative
language.
Imagery:
Simile
Metaphor
Personificati
on
Hyperbole
Word Sift: VELS Level 3 Humanities
http://www.wordsift.com/
Wordsift
Concept Maps; Mind Maps
Wonder Wheel
Google search, show options
Mind Maps
Drilling Down
VoiceThread
http://voicethread.com/#q
Group conversations are collected and
shared in one place from anywhere in
the world. VoiceThread is a
collaborative, multimedia slide show that
holds images, documents, and videos
and allows people to navigate pages and
leave comments in 5 ways - using voice
(with a mic or telephone), text, audio file,
or video (via a webcam). Share a
VoiceThread with friends, students, and
colleagues for them to record comments too.
Users can doodle while commenting, use multiple identities, and pick which
comments are shown through moderation. VoiceThreads can even be embedded to
show and receive comments on other websites and exported to MP3 players or
DVDs to play as archival movies.
Webspiration
http://mywebspiration.com/
What information do I
need?
Use fonts size,
effects, bullets;
hyperlinks.
Good readers sift,
sort, and analyze
information.
The reader
prioritizes the
information and
then merges their
thinking with the
information.
The reader
determines
essential and
nonessential
information
Statement of
Intent
Information
Circles
Wikis
Signal words and
phases: for example,
for instance,in fact,
in conclusion, as a
result, in summary,by
comparison, on the
other hand.
Illustrations,
photos, maps, charts,
captions, graphics,
sidebars,graphs
Text organizers
Index, t of c,
preface
Statement of Intent
Research Question
Will the computer change the
way we are schooled?
Sub-questions
a. What are the positive and negative
effects of computers on learning?
Key words
a. Cognition
b. Second life
c. Social networking
Definitions of Key terms
a. The act of learning and thinking
b. An Internet-based virtual world
c. Uses software to build online social
networks for communities of people
who share interests and activities or
who are interested in exploring the
interests and activities of others.
Working Bibliography
The Road Ahead
The Virtual School
The Children’s Machine
Location information
001 GAT
http://www./virtual school.yaleuniv.edu
371.3 PAP
Submitted by:
____________________
Student
Approved by:
_______________________
Teacher/Librarian
Information Circles
LiteratureCircles.com
1. Students choose their own
information sources
2. They form small temporary groups
3. They read different sources
4. Groups meet regularly to discuss
what they know
5. Students have rotating roles
(leader, illustrator, vocab guru)
6. Kids use notes to guide reading and discussion
7. Discussion topics come from the students
8. Meetings are open, natural conversations: personal
connections, digressions, and open-ended questions.
9. The teacher serves as a facilitator, not group member or
instructor
10. Evaluation is by teacher observation and student selfevaluation
11. A spirit of playfulness and fun pervades the room.
12. Readers share what they learned with their classmates,
and form new groups around inquiry choices.
Wikis
https://www.pbwiki.com
•Set up wikis for
collaborative group
projects with faculty
and students
•Students use wikis
to explore by
brainstorming ideas,
sharing resources and
information
•Incorporate other
reading strategies,
as needed
•The teacher posts
exemplars
•Build a 24/7
readers’ advisory
Wikis: Penrith Public School Library/Ian McLean
P
The Clever Rhinoceros
http://penrithpslibrary.pbworks.com/The-clever-rhinoceros
Early Stage One (Kindergarten)
students have been involved in
the creation of jointly
constructed fables with the
teacher-librarian. Character
generation was through Circle
Time discussions (English:
Talking and listening outcomes)
and drama and drawing
activities. OASIS Web Enquiry
was used to research fables. An online wiki was set up to collate
ideas, write and edit the narratives (English: Writing outcomes)
and present the final drafts to an international audience via the
WWW. Circle Time was used to evaluate the unit. Aim: Young
students will gain insight into practical use of Wikis with a
strong focus on literacy, and of how ICT can be embedded into
pedagogy in stimulating and practical ways
through explicit teaching.
Authentic ?s that
prompt thinking;
Good readers develop
questions related to
the text.
Don’t always have
one right answer;
Sticky Notes
Developing questions
as a reader is the key Wall Wisher
to learning.
Purpose of
questioning:
Graphic
Organizers
Support an internal
Kidspiration/
dialogue between the
Inspiration
reader and the author,
illustrator or text
Keeps the reader
engaged
Cause reader to
wonder or ponder;
Dispel or clarify
confusion;
Challenge the
reader to rethink
one’s opinion;
Lead the reader to
seek out further
information;
May require
further research
Types of Questions
 Lingering questions: Extend and expand the
reader’s knowledge beyond the text
 Developing question: Based on skimming and
scanning Title, Heading, Subheadings, Pictures,
Captions
 Thin: Literal and be can answered by reading the
text
 Thick: Inferential and can be answered through
thoughtful examination of text, discussion, and
research
“I wonder…”
“How come…?”
“Who…? What…? Where…? When…?” “Why ….?” “How?”
“What does that mean?”
Sticky notes
Takes reading
out of the
abstract realm
Allow students
to interact with
the text and
have a record of
their questions
and ideas.
Gives voice to
student
questions,
concerns,
confusion and
vocabulary
issues
Students begin to color code their notes.
This is a pre-writing process
Post-its
Wall Wisher
http://www.wallwisher.com/
Graphic Organizers
Kidspiration
http://www.coweta.k12.ga.us/cweb/kidspiration/ki
dspics/alexanderandthebadday.bmp
P
Inspiration
Good readers merge
background knowledge
with clues in the text
to come up with an idea
that is not explicitly
stated by the author.
Inferences require that
the reader go beyond
literal meaning. Readers
use the print and
illustrations plus their
prior knowledge (beliefs
and values) and
experience to interpret
the text.
Blogging
Cartooning
Wordless
Picture
books
Predictions
can be
confirmed or
contradicted
by the end of
the text.
It is one of
the aspects
of
inferential
thinking
Types of Inferences for informational text
 Meaning of unfamiliar
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words (using context
clues)
Cause and effect
Following clues to
solve a mystery
Text evidence
Suggests various
interpretations
Determines the theme or
big ideas
Draws conclusions
Detect bias
 Make an effort to
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think about the
message.
Define/Redefine the
purpose for reading
the text.
Identify conflicting
viewpoints
Text Structure
Time line (cause and
effect)
Venn Diagram
(compare and
contrast)
Blogging
A blog is an interactive,
electronic journal
•Blogs are a social
networking tool that
helps student express
thoughts in writing
beyond the walls of
the school. They
encourage critical
thinking and social
learning.
• Blogs become a
forum for students to
talk about their
progress and
difficulties during
inquiry units.
•Blogs can elevate the quality of discussions
•
and elicit broader participation
from students.
Blogging with Writing Prompts
http://mrsmessengerhonors.blogspot.com
Picture Books for Older Students
http://www.education.wisc.edu/ccbc/books/detailB
ook.asp?idBooks=2047
Titles:
Visualize This: Books about the Arts
Notes on a Page: Books about Music
Into the Past: Books about History
Theories and Revelations: Books about Math
and Science
Challenges and Change: Stories of Politics,
Identity, and Understanding
Seriously Surreal: Tales of (Im)possibility
Over-the-Top: Sly and Sophisticated Humor
All Cracked Up: Fractured Fairy Tales and
Fables
Cooperative Children’s Book Center
Jon Scieszka
Picture Books and Cartoons
 I
E
predict that…
 My guess is that…
 I suspect that…
 I knew this would
happen because…
David Weisner
Carol Hurst’s Childrens’ Literature
http://www.carolhurst.com/titles/tuesday.html
MONITORING
COMPREHENSION
Readers:
Notice the moment
when comprehension
is lost
Double-entry
Journal
16 Steps
Determine which
option to try
Develop techniques
Practice these
options a few at a
time
Visualization
“Reading
furnishes the
mind only with
materials of
knowledge; it is
thinking that
makes what we
read ours.”
John Locke (1632
1704)
Double-entry Journal
16 Steps to Monitoring and Regaining
Comprehension
9. Figure out unknown
1. Reread.
2. Read ahead.
3. Stop to think
words.
10. Look at the text
structure.
4. Try to visualize.
11. Make an inference.
5. Ask a new question.
12. Connect to background
6. Make a prediction.
7. Study the illustration
or other text feature.
8. Ask someone for help.
For early readers: consider the first
8 options
For advancing readers: consider
first 12 options
For advanced readers: apply all 16
options
knowledge.
13. Read the author’s or
illustrator’s note.
14. Write about the
confusing parts.
15. Make an effort to think
about the message.
16. Define/Redefine the
purpose for reading the
Visualization serves as a selfmonitoring tool
 When a movie gets fuzzy, the viewer rewinds
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
and watches again. So when a reader can not
create the images, it a signal for the reader
to reread.
Explaining or labeling of the reader’s
visualization helps reveal gaps in
understanding
Summarize the text aids in determining
important ideas
Serves as a “self-monitoring” tool
Assists in moving from literal interpretation
to inferential thinking.
Text-to-self
Text-to-text
Text-to-world
“A book burrows
into your life in a
very profound way
because the
experience of
reading is not
passive.”
Erica Jong, O
Magazine, 2003
Text-to-self:
Exploring the Self
A student will more readily
connect a text to herself
before connecting to other
outside influences like other
texts and the world around her.
Text to self is a connection between
the text and his/her past
experience and/or background
knowledge.
This skill, when made conscious, creates empathy and critical
thinking. Students will make more specific choices about focus
and clarity of their project in a more independent fashion.
Text-to-text
The Hero saves the day. If s/he can’t,
supernatural forces do!
Good over comes evil
Text-to-World
Scrooge rejects the idea of helping the poor. This comes
back to haunt him when he pleads for mercy from the
ghost of Christmas Present. The ghost throws Scrooge’s
own words back at him: “Are there no workhouses?”
Reflection Sheet: “What’s a Workhouse?”
Read the excerpt on Victorian workhouses and with a
small group, complete the modified KWL chart.
Student Work
Dear Mr. Scrooge,
My name is Julia Rose. I’m the wife of Bret Rose. His
name may sound familiar to you because at one point in
time he worked for you. My husband has too much pride
to ask for such a huge favor, but will you please give
him his job back, or at least consider it? The
workhouses are a terrible place to live and to try to
raise children. Families are split up and people are
treated like the scum of a stray dog’s paw in this
place.
My husband was sentenced to three weeks bread and water
for meals just for saying hello to me one day during
lunch time. Everyday it’s the same routine – get up at
dawn and work until nightfall.
Our daughter has just turned 9 this past March and they
have her out in the fields picking and planting crops
with her bare hands. I know you must get many of these
letters daily, but please, I beg of you, Mr. Scrooge,
give my husband his job back, or any job
Sincerely,
Julia Rose
Observations About Students’ Work
 What is most interesting about the letters
student wrote was that they involved children in
some way. They identified with the material in an
elemental way and experienced it personally.
 From here, students were able to discuss the
underlying reason for the workhouses on their own
– “they just hid the poor from the rich,” one
student said before a journal workshop.
 Students were able, on their own, to identify and
discuss the political nature of the workhouses
and what purposes they truly served in the 19th
century. They were able to achieve that critical
analysis and connection on their own.
Good readers can:
Recall
Good readers will
construct meaning
from what they read
by gaining a new
perspective or
thought.
They can retell:
give a detailed
account of what was
read in sequential
order. Represents
literal
comprehension
Summarize
9 Steps
Reflection sheet
Peer Review
Self-Evaluation
Rubric
Summarize: tell
the important
points; tell it in
a logical and
concise manner; be
brief but
thorough; put it
in the reader’s
own words.
Avoiding
plagiarism
involves critical
thinking
9 Steps to Synthesizing
1. Add pieces of information
together to construct
meaning
2. Utilize
Connections (text-self,
text to text, text to
world)
3. Questioning
4. Inferring
5. Determining importance
6. Generate additional
understanding to what you
already know
7. Gain a new perspective or
new way of thinking
8. After summarizing
information from
multiple sources,
readers add their
interpretations to the
facts.
9. In synthesizing, readers
give the ideas and
information significance
and meaning.
Peer Review
Directions: Discuss your project with your partner. Allow your
partner to use your proposal and assessment criteria to give you
feedback on how well you are doing.
PRAISE (What are the strengths of the project? Be
specific: refer to the proposal and assessment criteria.)
QUESTION (What helpful questions would you like to
ask about the project?
What problems do you see with the project?)
POLISH (What suggestions do you have to solve the
problems or improve the project?)
Reviewed for: _________________________________
Reviewed by: ____________________________
Self-Evaluation Rubric
PLANNING (Look at your proposal)
MEETING DEADLINES (Look at your calendar)
ORGANIZATION (Look at your journal or blogs)
READING STRATEGICALLY (Look at your reading log)
WORKING WITH ADVISER (Look at journal, calendar)
PROBLEM SOLVING/DECISION MAKING (Look at your journal)
Guidelines for Using an Intervention
•Does it promote critical
thinking, including reading
for understanding?
•Does it support the ISP
stages?
•Does it provide GI through
intervention or help?
•Does it encourage
authentic learning?
•Does help gather evidence
of student performance and
progress?
•Does it help us make
teaching decisions based on
evidence?