Goals: The literacy team will engage in multiple activities that heighten awareness of their meta- cognitive processes esp. as they relate to the cognitive strategy of identifying main idea. The literacy team will engage in activities that foster their ability to develop and conduct model lessons that utilize the critical elements associated with the intentional instruction of cognitive reading strategies (main idea).
Objectives: After participating in a mock intentional instruction lesson, the participants will: analyze the mock lesson while paying particular attention to the - use of language use of modeling (think-aloud) questioning scaffolding Compare and contrast the mock lesson with your own lesson by completing a T-Chart
Final Product: The participants will show their under- standing of the when, why, and how (secret) as it relates to MAIN IDEA by creating an instructional aid (poster/print environment) that will be used during model lessons on their home campuses.
Let’s Review: What is cognition? the act or process of knowing www.dictionary.com www.dictionary.com What is cognitive? of or pertaining to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional processes www.dictionary.com www.dictionary.com
Let’s Review: What is a strategy? a plan, method, routine or series of maneuvers for obtaining a specific goal or result www.dictionary.com www.dictionary.com
Your task: You and your table members, have 10 minutes to: develop a working definition for the term, COGNITIVE STRATEGY? Create a list of cognitive reading strategies Be prepared to share your definition Be prepared to share your thinking
Here’s what the experts say: Cognitive Strategy – mental routines or procedures for accomplishing cognitive goals like solving a problem, studying for a test, or understanding what is being read (348). Israel, Susan; Duffy, Gerald. (2009). Handbook of Research on Reading Comprehension. Routledge: New York.
Metacognitive Strategy: “… are routines and procedures that allow individuals to monitor and assess their ongoing performance in accomplishing a cognitive task (349). “… most often conceptualized as comprehension monitoring” (Weinstein & Mayer, 1986).
Let’s Look at Figure 19: Besides Figure 19, where can you expect to find references to cognitive reading strategies? The Standards (TEKS)
Your Task: Read excerpt from, “Moving from the Old to the New: Research on Reading Comprehension Instruction” by Dole, James; Duffy, Gerald; et al Identify the main idea List any and all strategy use (cognitive and metacognitive) Share with group
When creating an intentional lesson, four areas need to be addressed. What are they? Name the strategy (declarative knowledge) Tell when the strategy should be utilized (conditional knowledge) Tell why the strategy should be utilized (conditional knowledge) Tell/model how the strategy is used (procedural knowledge)
Code your processes: With your team members, review your list of processes and code your entries: Declarative Conditional Procedural Can you identify cognitive vs. metacognitive strategies? What role did each of these processes play in constructing meaning? What if the main idea is stated? What if it’s implied? Take this into consideration when thinking about your own cognitive processes.
Let’s walk through an elementary school lesson! Think about the following elements – use of language questioning use of modeling (think-aloud) scaffolding
Compare and Contrast My lesson is My lesson is similar … different …
Print Environment -- With your team members, create an instructional aid (print environment) that you will use when conducting a model lesson that focuses on MAIN IDEA. If time, begin drafting a main idea lesson.
Guidelines for beginning a framework for comprehension instruction from Dole, Duffy, Roehler, and Pearson -- “Reading develops as a process …” “Reading strategies are adaptable and intentional …” “Reading instruction is adaptable and intentional …” “Reading instruction involves careful scaffolding…” “Reading and reading instruction are highly interactive and reciprocal…” (256)
Next steps? What will we be seeing and hearing on your campuses within the next month?