FAQs Teaching as a Process Teaching is fundamentally a process, including planning, implementation, evaluation and revision. Planning and teaching a class are familiar ideas to most instructors. More overlooked are the steps of evaluation and revision.
Or are they just blindly following a formula without really understanding the process?
If we want students to truly understand what they are doing, Teaching process need to show them the Teaching process of analysis and then make it a daily habit, not just something for final assignments.
I've developed a number of lessons and activities to reinforce these skills, and I want to share them with you: We've all read those papers that are nothing but plot summary when what we really wanted was analysis.
These essays were a waste of time for the student to write and for us to read. To avoid this, we need to devote some time to showing kids the difference.
Here's what I do: Then, I do a mini-lesson on factual statements versus analytical ones. At this point, the students will put a checkmark beside their analytical statements and an X beside the ones that state a fact.
This is a really important step in the process, because if they can't discern the difference, then analysis will not be easy for them. It's an idea I reference often in class discussions that follow: Is that a factual or analytical statement?
If it's factual, I'll instruct them to reframe if I'm looking for analysis. Or, if I want them to support their statements with evidence, I'll tell them to give me some facts to back up their analysis.
We make evidence versus analysis part of our daily conversation so they become familiar and comfortable with the difference. While we want our kids to move beyond summary to analysis, they still need to be able to identify key facts in the text, facts they will use as evidence to support their analysis.
Therefore, we also need to build in time for them to learn how to identify key information and important moments in plot.
When I begin any full class novel, we start with a lesson that does just that. I get the kids to make statements about key facts and events in the first section they read. The kids brainstorm as many as they can. They do a turn-and-talk and then we discuss their ideas as a class. What is the author using them for?
We write the facts and events on the board and decide, together, which ones are the most important. I transfer them to either a piece of chart paper or a digital file that we can add to and reference later.
These key facts and events, then, begin to make up the evidence they will use later for analysis. Once they know the difference between these two kinds of statements, we do some lessons on how to write assertions about text, how to choose the best evidence back these up, and how to write commentary about the evidence.
I'm not talking about thesis statements and topic sentences here. I want them to get in the habit of making analytical statements about text any time we discuss the text, whether it's in small group or full class discussion or in the journal entries they write.
Once they get a handle on that, they will be less likely to fill their essays with plot summary. Kids need to see that analyzing text is not something that just happens. They need to know that there is a thinking process involved, one that starts with a close read.
The best way to teach them how to do this, of course, is to show them. Copy or project a section of a text on the screen and let them see the process you go through when you do a close read.
You can grab my intro to close reading freebie here.The Teaching/Learning Process Tools and Strategies for LD-Appropriate Instruction The focus of the Tennessee action research project was to become familiar with and try out specific teaching/learning strategies that were consistent with Bridges to Practice.
The table below lists the tools. Teaching L2 Composition: Purpose, Process, and Practice [Dana R. Ferris, John Hedgcock] on ashio-midori.com *FREE* shipping on qualifying offers.
This popular, comprehensive theory-to-practice text is designed to help teachers understand the task of . Join us to read this practical and reflective factsheet on helping kids to develop emotional regulation skills in their day to day lives. Teaching The Process of Literary Analysis Monday, 2 April If you polled your students would they tell you that they really understand how to do a literary analysis?
Or are they just blindly following a formula without really understanding the process? The student application process, and subsequent determination of eligibility to receive credit for two (2) years of Teacher's Aide/Assistance experience, will be centralized through the program/department of the certification area the .
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