Transcript Think Alouds Powerpoint

Instructional strategy: literacy and
comprehension building
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By the end of today’s professional
development, I will be able to identify and
apply key characteristics of Think-Aloud
strategies as evidenced by connecting video
demonstrations to teaching practices through
group discussions and completing a graphic
organizer.
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Students harness and monitor their thinking
processes.
Students use it for comprehension building,
literacy development, and test taking
strategies.
Teachers model it. Students can use it in
groups and individually.
Revolves around metacognition (thinking
about your thinking), applying it to
comprehension and problem solving.
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Allows students to harness their “inner voice”
when reading or engaging with content.
Helps students rationalize and provide
evidence of how they derived a response or
solution.
Think-Alouds can be applied to test taking
skills, assisting in finding the best response.
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Whenever reading textual material.
Whenever finding solutions to problems.
Whenever going through steps in a process or
procedure.
Whenever attempting to find correct answers
on tests.
Think-Aloud Strategies
Three content-area teachers (history, English, and science) provide their rationale for why modeling academic word learning is important in their discipline. Use
the table below to write down any observations you may have as you watch this lesson.:
Think-Aloud
1. Describe the
History
English
Science
word-solving
approaches you can
model for your
students.
2. What can teacher
modeling contribute
to your students’
learning?
3. What do you
believe is necessary
in order for students
to apply what is
being modeled ?
How might you use think aloud/metacognition as a test taking strategy?
When in the coming week might you use this strategy?
What obstacles do you foresee in implementing this strategy?
Application to your content area
http://books.heinemann.com/wordwise/#3
http://www.youtube.com/watch?v=weN37T8M
G5Q&feature=related
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Explaining and teaching
the steps of problem
solving through selfreflection and review;
that is, demonstrating
how to say aloud the
steps used in problem
solving.
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Share your ideas from your graphic organizer
with your colleagues.
Share with the whole faculty.
Think-Aloud Strategies
Three content-area teachers (history, English, and science) provide their rationale for why modeling academic word learning is important in their discipline. Use
the table below to write down any observations you may have as you watch this lesson.:
Think-Aloud
1. Describe the
History
English
Science
word-solving
approaches you can
model for your
students.
2. What can teacher
modeling contribute
to your students’
learning?
3. What do you
believe is necessary
in order for students
to apply what is
being modeled ?
How might you use think aloud/metacognition as a test taking strategy?
When in the coming week might you use this strategy?
What obstacles do you foresee in implementing this strategy?
Application to your content area
1.
TeacherVision: This website is a comprehensive educational resource, providing a wealth of
materials. This specific link focuses on Think-Alouds.
http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html
2.
Word Wise & Content Rich: Five Essential Steps to Teaching Academic Vocabulary, by Douglas
Fisher and Nancy Frey. This site incorporates overviews of each chapter and, most importantly,
podcasts and videos from the authors and their colleagues. The video demonstration for the
professional development on Wednesday, Feb. 8. Was from Chapter 3, “Making it Transparent.”
http://books.heinemann.com/wordwise/#top
3. Think-Alouds as Reading Comprehension strategies
Adapted from Content Area Reading:Literacy and Learning Across the
Curriculum by Richard T. and Joanne L. Vacca
http://literacy.kent.edu/eureka/strategies/think_aloud.pdf
4. Student example of a math think-aloud
http://www.youtube.com/watch?v=weN37T8MG5Q&feature=related