supporting metacognitive conversation

7/29/2019 Supporting Metacognitive Conversation

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Supporting Metacognitive

Conversation

FTLA Course planning workshop

January 22, 2013

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If a fish were an anthropologist,

the last thing he would discover

is water.

-Margaret Mead


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Throw me a lineIm drowning!

. . . think about the student who is having difficulty in acertain subject area not as one who is dumb or lacking in

aptitude, but rather as someone standing outside of theconventions, rituals, and expectations of discourse in thatfieldall of which are second nature to the specialist butto a newcomer can be undecipherable.

*Tobias, Sheila. (Winter, 1988). Insiders and outsiders.Academic Connections.New York,

Office of Academic Affairs, The College Board, pp. 275-279.


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We might consider teachers as insiders (experts) and students

as outsiders (novices) in a subject area.

Insiders/experts in a subject area really know their field,

BUT. . .theymay have an expert blind spot*. . .

They know their field so well that they may be blind to thelearning needs and challenges students face in trying to learn

topics, processes, and concepts in that field.

*Nathan, Mitchell and Petrosino, Anthony. (Winter 2003). Expert blind spot

among preservice teachers.American Educational Research Journal, 40,4,

pp. 905-928.


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Our Goals:

Help students learn to read and think like

insiders (experts) in a subject area

Overcome our own expert blind spot blending subject-area knowledge with

important understandings of how novices

acquire the conventions, rituals, andexpectations of discourse in that field


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In Reading Apprenticeship we work

on both of these goals by:

Making our own invisible thinking and reading

processes visible and accessible to students;

Giving students access to their own and each

others thinking and reading processes;

Facilitating classroom conversation

metacognitive conversationabout these reading

processes


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The metacognitive conversation provides a

powerful and productive window:

For students, into the teachers and other

students reading processes, so theycan

broaden their repertoire of strategies anddeepen their subject area knowledge.

For teachers into students reading

processes, so they can plan instruction tofocus on students actual learning needs.


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Dimensions of Reading Apprenticeship


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Teacher Practice Rubric:

Preview the Text

Think about rows, columns, and

organization.

What do you notice?

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Read and Talk to the Text

Choose one or two of the Goals to read in

more depth.

Note confusions to clarify, questions toexplore in pair discussion, and connections

to your learning

Note areas that resonate for you becauseyoud like to focus on them this semester

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Pairs Talk

Talk with a partner, help each other clarify

the rubric

Collect questions, confusions, issues for the

whole group discussion

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Consider Schema

World/ Personal: Schema from your lived

day to day experience

Text: Schema about how different text

forms and genres are structured

Discipline: Schema learned as a result of

school; specialized knowledge

Language: Schema about how words are

built and fit with other words


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Planning to embed literacy goals

If you have a current course text with you,

get it out now.

Otherwise, choose one of the texts we haveprovided (Biology, Chemistry, History,

English, Math, Nursing).

You will get to take turns being an expertand a novice in this activity.


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Trade texts with a partner from

another discipline

Read the unfamiliar text and capture your

reading process, asking yourself as a reader:

What strategies did I use to make meaning from or

negotiate the text?

What schema knowledge did I bring to the text?

And asking yourself as a teacher:

What challenges might students encounter when

grappling with this text?


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With your partner, take a closer

look at Text #1

Discuss the novice partners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Tasknotetaker.


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Still with Text #1

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; orSpeaks to an instructional goal in terms of

content or literacy.

Novice does a Think Aloud with thechunk of text while Expert takes notes


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Articulate literacy goals for text

#1

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on students strengths and extend their

fluency, stamina, and comprehension as a

reader of texts in your discipline.


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Time to take a closer look at Text

#2

Discuss the novice partners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Tasknotetaker.


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Still with Text #2

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; orSpeaks to an instructional goal in terms of

content or literacy.

Novice does a Think Aloud with thechunk of text while Expert takes notes


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Articulate literacy goals for text

#2

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on students strengths and extend their

fluency, stamina, and comprehension as a

reader of texts in your discipline.


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Debrief Activity

Having any novice reader make their

thinking visible with a text that falls within

your expert blind spot is usually a veryeye-opening experience!

When we read with students in mind, we

can plan to support literacy acquisition as

we teach towards our content matter.


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Lesson planning to support both

content and literacy goals

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Reflect on your Instructional

Goals What content or conceptual knowledge are

you trying to teach?

What metacognitive and/ or literacy goal is

related?

How can you approach instruction to

support both goals?

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supporting metacognitive conversation

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