A bit of back-ground. This is video footage of a guided reading session I completed with my target group as part of my teaching as inquiry. I was asked to decided what I wanted to focus on before beginning the session. I decided upon modelling as I wanted to show to students what good readers do through the use of think alouds. This links in with the overall focus of our group which is to learn what good readers do.
https://www.dropbox.com/s/vn8yvlmtu5o0b0q/Ryan.MPG
What I noticed:
- Learning goals and rationale where discussed together as a group.
- Modelling book was used to visually model the implementation of the learning focus.
- Prior preparation in the form of questions enabled me to scaffold students to develop their own questions.
- Limited student to student interaction and discussion.
Where to next:
One thing I want to focus on is providing more opportunities for student to student dialogue. This will help students to explain their thinking in a clear, coherent manner.
After talking with a reading advisor about guided reading I took the opportunity to ask her about modelling and the balance of teacher involvement during these sessions. She explained to me about the gradual release of responsibility and how during guided sessions the main purpose is the allow students the opportunity to practice strategies in a guided environment. The teachers role is to scaffold this through questioning. Modelling and think alouds play a more critical role during shared reading. She talked about how she gets students to read a passage quality and then probes students with relevant questions once they have finished to encourage them to articulate how they have applied the strategy. In the past I have included a large deal of modelling during these sessions and need to perhaps adjust this balance moving forward and save the modelling for shared sessions. The next steps will be on thinking about how I can use effective questioning to encourage students to think deeply about their understandings.
No comments:
Post a Comment