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Theory Base

Theory Base. October 4, 2012. DLGE Presentations. A Marsdan giberter for farfie. A Mardsan giberter for Farfie. Work with a partner and determine: Who are the main characters? How do you know this? What is your evidence? What is the problem?

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Theory Base

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  1. Theory Base October 4, 2012

  2. DLGE Presentations

  3. A Marsdangiberter for farfie

  4. A Mardsangiberter for Farfie • Work with a partner and determine: • Who are the main characters? • How do you know this? What is your evidence? • What is the problem? • How do you know this? What is your evidence? • How is the problem solved? • How do you know this? What is your evidence?

  5. Reading Processes Readers USE language cue systems: • Semantic – meaning • Syntactic – how language works • Graphophonic – how we spell what we say • AND PRIOR KNOWLEDGE

  6. Italian Restaurant schema

  7. Experiment #1 • Think about the story, “A MardsanGiberter for Farfie” • Would you have been able to comprehend the story if I had: • Given you a hint: “birthdays” • Brainstormed with you about birthdays • Whistled “Happy Birthday” as you read

  8. Prior Knowledge • Must be activated

  9. Experiment #2 • You will each get a story to read. • I will activate your prior knowledge – • Read the header at the top of the page • Follow those directions • Underline ONLY information related to your role • Read and underline!

  10. After Reading the Story • Compare your underlining with a partner at your table • Did you select similar information? • Talk for a minute about any differences

  11. Prior Knowledge • Must be activated • Must be appropriate

  12. Experiment #3What is this passage about? The Stone Foxes I was lookin’ over this audience and I see nothin’ but stone foxes. I thought to myself, as soon as the eagle flies, I’m gonna go out and rent me a hog or maybe a deuce-and-a-quarter, I’m not sure. Then I wanna find the honcho of this organization to let him know I’m gonna lay dead ‘cause I’m goin’ with my hog and stone fox to the killin’ floor.

  13. Prior Knowledge • Must be activated • Must be appropriate • Must be sufficient

  14. Experiment #4 • You have a list of 20 words • You have 1 minute to memorize this list • After 1 minute: Write as many of the words as you can remember • How many items did you remember? • Compare your list with your neighbors list • Any comments?

  15. Prior Knowledge • Must be activated • Must be appropriate • Must be sufficient • Needs to be organized

  16. PRIOR KNOWLEDGE • …is the most important factor in learning, according to Schema Theory

  17. But . . . • If prior knowledge is so important • If you need prior knowledge in order to learn, then . . . How do we ever learn anything in the first place??

  18. Think about the Mardsan text • What if you had had to read that text individually and answer the questions? • Did talking with a peer help you comprehend the text?

  19. Vygotsky and learning • Sociocultural learning theory: • Language and thought mediate learning • Knowledge is generated through activity-centered social interactions • Zone of Proximal Development • Students should be presented with tasks that are just beyond their capabilities – in their Zone of Proximal Development • With appropriate scaffolding, students can be successful with help from more knowledgeable others

  20. Think about Complex Topics • Is there one clear answer to questions involving genetic engineering? • How about issues involved in the present war? • Are you in favor of using student test scores to evaluate teachers’ job performance?

  21. Cognitive Flexibility • Sometimes, we need to use more than one schema in our learning. • When schema theory is too simple, cognitive flexibility comes into play. • Applicable in the case of complex concepts, situations, and problems • Medical, legal, education professions

  22. Reader Response • Write the first three words/adjectives you think of when you think of: • Reading a favorite kind of text: (i.e., newspaper [sports, comics], magazine, mystery, short story, blog, entertainment or hobby website • Reading a textbook • Share your responses with a neighbor

  23. Reader Response Theory • Two stances / purposes / responses to reading: • Efferent – focus on facts / information • Aesthetic – personal reactions and associations efferent aesthetic • Readers remember relevant ideas and concepts • Have students associate concepts with real-world applications

  24. For Next Week – Oct. 11 • Read Ch. 6 pp. 166-173, 180-184, & 187-189 • Read either the Lloyd (1998) OR Santa & Pearson (1995) • You DO NOT have to bring a secondary text to class next week • Your second reflective post is due by midnight next Thursday, Oct. 11

  25. Reading From Teacher Man by Frank McCourt

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