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Adolescent Literacy Cadre
February 2, 2010Jane 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 – Reciprocal Teaching
• Inductive Thinking• A strategy for critical thinking
• Strategy Continuum – What is your instructional purpose?
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.RoleAudienceFormTopic
Reciprocal Teaching
Cognitive Strategy
Instruction
Predicting
Questioning
Clarifying
Summarizing
Gradual Release of Responsibility
Focus Lesson
Independent
Teacher Responsibility
Student Responsibility
“I do it”(Teacher)
“You do it
alone”(Student)
Guided Instruction“We do it”(Teacher/Student)
Collaborative“You do it together”
(Student/Student)
Adapted from Doug Fisher & Nancy Frey, 2008
Sort the hearts into categories of your choice.
Inductive Thinking
“View from Down Under”
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 Thinking
• Drives or is the cognitive power behind graphic
organizers such as: Fish Bone Diagrams,
Venn Diagrams, Mind Mapping,
Concept Mapping
Inductive Thinking
• Comprehension Activity used to identify main idea or central theme
• Concept Learning
• Development of Critical Thinking Skills
• Increased Student Engagement with Task
Demonstration
Concrete Examples
• Puzzle Pieces• Leaves
• Shape Sets• Posters• Pictures
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
• 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 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 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
• Make a list that is emailed to all participants
Tools of the Trade
Implementation Check
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?
Next Cadre Date: April 21, 2010