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Adolescent Literacy Cadre. February 2, 2010 Jane Awtry & Marnie Leiferman AEA 13 Reading Consultants. Our Year Long Goal. Students that are reading, speaking, viewing, writing and thinking more and better every day. Today’s Agenda. Successes, questions and/or concerns RAFT

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adolescent literacy cadre

Adolescent Literacy Cadre

February 2, 2010

Jane Awtry & Marnie Leiferman

AEA 13 Reading Consultants

our year long goal
Our Year Long Goal

Students that are reading, speaking, viewing, writing and thinking more and better every day.

today s agenda
Today’s Agenda
  • Successes, questions and/or concerns
    • RAFT
    • Reciprocal Teaching
    • Inductive Thinking
      • A strategy for critical thinking
  • Strategy Continuum
    • What is your instructional purpose?
due on february 2 2010
Due on : February 2, 2010

RAFT

  • Student artifacts from classroom implementation of a RAFT

Reciprocal Teaching

  • Completed graphic organizer for reflection on stages of implementation
r a f t

R. A. F. T.

Role

Audience

Form

Topic

inductive thinking

Inductive Thinking

“View from Down Under”

inductive thinking has three phases
Inductive Thinking Has three phases:
  • Phase I: Present the data to the students or collect it from them
  • Phase II: Present a focus statement (domain) and have the students classify the data based on common attributes
  • Phase III: Apply the concepts that emerge; explore relationships between them; make predictions etc.
inductive thinking1
Inductive Thinking
  • Drives or is the cognitive power behind graphic organizers such as: Fish Bone Diagrams, Venn Diagrams, Mind Mapping, Concept Mapping
inductive thinking2
Inductive Thinking
  • Comprehension Activity used to identify main idea or central theme
  • Concept Learning
  • Development of Critical Thinking Skills
  • Increased Student Engagement with Task
concrete examples
Concrete Examples
  • Puzzle Pieces
  • Leaves
  • Shape Sets
  • Posters
  • Pictures
domain
DOMAIN

Example

  • “Focus on the way language is used in these sentences.”

Non-example

  • “Look for metaphors, personification and hyperbole in these sentences.”

Students will then be instructed to read all the sentences, then sort the data set into the categories that make sense to them. The categories are then labeled and the class shares out the data sets.

inductive thinking process
Inductive Thinking Process
  • Organize students into pairs.
  • Give each student a copy of the data set (candy hearts)
  • Teacher may read aloud some or all of the data set to the students
  • Students work with a partner to categorize the data set by forming groups with items sharing common attributes
inductive thinking process1
Inductive Thinking Process
  • (Teacher) Identify concepts (categories or main ideas that share at least one common attribute) in subject matter.
  • (Teacher) Create a data set that includes five to seven examples of each concept or category to be taught. There are usually two to four categories in a data set.

Then…….

  • Students work with partners to categorize the data set by forming groups with items sharing common attributes. Students then summarize or name their categories.
inductive thinking process2
Inductive Thinking Process
  • Class discussion based on the generation of and testing of hypothesis ( I think this data piece goes with this because …).
  • Students apply the categories they formed in a new task to summarize the author’s message, or concept (also know as generalization)
team collaboration brainstorm ideas to introduce inductive thinking to students
Team CollaborationBrainstorm ideas to introduce inductive thinking to students
  • Make a list that is emailed to all participants
assignment for april 21 st
Assignment for April 21st
  • Create an inductive thinking lesson
  • Try it in your classroom
  • Bring back the lesson and be prepared to comment as to the effectiveness of the lesson
    • What was your instructional goal for the activity?
    • What would you do differently next time?