Comprehension
The constuctivist’s theory maintains the belief that students construct knowledge by connecting new knowledge to what they already know. This concept follows the schema-based learning development which suggests that learning takes place when prior knowledge is activated. We learn through multiple literacies that activate different types of learning.
Guiding Thinking
Readers need to be thinkers in order to connect and interact with the selected text. Self-questioning, monitoring or clarifying, and visualization can be utilized to enhance learning.
- Question and answer relationships
- I wonder statements
- Paired questioning
- KWL and KWLS
- Guided imagery and guided gallery
Extending Thinking
It is valuable to extend knowledge beyond text to real-world application and connections.
- Bio and narrative pyramid
- Paired summarizing
- Sketch to stretch
- Discussion web
- QUIP (questions into paragraphs)
- Evaluative questioning
- Venn diagram
- Mind and Alternative mind portraits
Vocabulary
Vocabulary development also includes the learning process of achieving vocabulary proficiency.
- Context clues
- Graphic organizers
- Semantic map
- Concept of definition map
- Semantic question map
- Vocabulary self collection strategy
- Feature analysis chart
- Vocabulary bookmark
Organizing Teaching and Learning
Our ability to organize greatly enhances our teaching effectiveness. Organization of teaching helps us to accommodate the needs of our diverse students.
- Differentiated instruction
- Grouping
- Leveling questions
- Reading approaches
- Partnered reading
- Teacher read alouds
- Listening to text
- Discussion circles
Teaching Culturally and Linguistically Diverse Students
Diverse students offer rich resources to enhance the classroom and its learning. Our goal should be to assist language learners to move past the language barrier and learn the content.
- Teaching academic vocabulary
- Teaching functional vocabulary
- Explicitly teach the components of literacy
- Scaffold teaching
- Provide accessible text
- Provide sheltered instruction
As 21st century teachers, we are challenged to meet the ever-changing and fast growing needs of our learners who must be engaged, challenged, prompted, and appropriately assessed in order to provide an appropriate education with proficient teaching methods. Teachers must continuously evaluate and improve their teaching methods, approaches, and strategies to allow learners the best opportunities for achieving the required knowledge in all content areas.
References
McLaughlin, M. (2015). Content area reading: Teaching and learning for college and career readiness (2nd ed.). Upper Saddle River, NJ: Pearson.
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