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LIN-4440: Literature Didactics English Program UPNFM                                 Dr. Jenny Zelaya          Second Term, 2020         Asly Isabel Perez Lainez  1701-1998-01727         HW#8 Padlet   

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LIN-4440: Literature Didactics English Program UPNFM                                 Dr. Jenny Zelaya          Second Term, 2020         Asly Isabel Perez Lainez  1701-1998-01727         HW#8 Padlet   

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1.1 Explanations are always rooted in assessment. That is, we teach a specific skill or strategy because we have watched students read and have noted a particular need.
1.2  Assessment is closely tied to application because the only assessment that really matters is whether students use what they have learned when doing real reading.

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Explaining the Forest as Well as the Trees

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Explaining the Forest as Well as the Trees

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1.1  Explanations sometimes fail because students lack certain “big understandings”
1.2 Consequently, each example in Part II includes a listing of big understandings we might need to explain.

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1.1  Explanation is intentional teaching. We intend to create a specific outcome in students. To do so, we need to be clear about what we are trying to accomplish. The best way to ensure that clarity is by making the objective public.
1.2  When students know what they are trying to learn, they are better able to learn it. Consequently, we tell students what they will learn and why
1.3  A good objective focuses on what we want to see students do at the end of the lesson that they cannot do now. .

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1.1  There is a “secret” (or “secrets”) to doing any task successfully. For instance: • A golf instructor teaches neophyte golfers the “secrets” to striking the ball correctly. • A flight instructor teaches neophyte pilots the “secrets” to navigating an airplane under instrument conditions.
1.2  Reading, too, has its “secrets.” But the secrets of reading well are more complex than the secrets for playing golf or flying an airplane because of the importance of background knowledge.
1.3 The differences in background knowledge between teacher and student and the differences from student to student often means that different people will think differently about how to do a skill or strategy, particularly in comprehension.

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1.1  Modeling how to read is not like demonstrating a physical task such as tying your shoes. We cannot physically demonstrate how reading works because reading is thinking.
1.2  Making sense out of reading is an individual process. No two people process information in precisely the same way. Therefore, modeling how to do a skill or strategy does not mean giving students rules to follow.

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1.1  Scaffolding is a process of helping students move from our modeling of the thinking to them doing the skill or strategy independently. Scaffolds are temporary supports.
1.2  The idea of scaffolded assistance is to provide initial support and then to gradually reduce the support as the student gains confidence in responding. We give students opportunities to try out what we modeled, with lots of help from us at first, and then gradually with less and less help.