A few weeks ago while attending a grad school class, my professor used an in-class reading strategy that ignited our discussion. This strategy was extremely helpful and allowed me to review my reading and strengthen my comprehension. Because I found this experience so helpful as a student, I decided to implement the strategy in my own class. The students were engaged with the text, and I was able to conduct an informal reading assessment as to whether or not they did the reading or what they comprehended.
For this strategy, you will need:
- Regular, square post-its
- Giant Post-Its or a hanout
- Markers or writing implements
To prepare for this activity, assign the students reading homework, and on your own (using the giant Post-its), draw a four square grid that has the following labels in each square: Make connections, identify changes, raise challenges, and note concepts. Below is an explanation of each C:
- Make Connections: In this space, students are encouraged to make connections between readings, their lives or experiences, other class discussions, etc.
- identify Changes: Students write changes that have happened in their mind since reading or learning about the concepts.
- Raise Challenges: This is an opportunity for students to raise questions about the concepts or challenge the author’s perspective with a statement or question.
- Note concepts: I found this section to be the easiest because it is facts or ideas straight from the book.
During class, the students use the regular sized Post-its to write down their ideas, noticings, highlights from the text to fill up the four categories. Encourage the students to use page numbers on each Post-it. The students work on this independently for several minutes. Side note: my students sit at tables of 3-4 people. For smaller classes, like my the grad school class I attend, have the students complete this independently and then have one Giant Post-it that they all add to.
Once the students have had some time to fill out their Post-its, they will put them on the giant Post-it. Then, as a table group, they can review and discuss all of their Post-its. When I did this activity, I had my students rotate around the room to see group’s ideas. We then discussed the ideas as a whole class.
If you’re interested in learning how to adapt this strategy for your class or discipline, then send me an email. Happy reading!
*Strategy adapted from Ritchart, R., Chruch, M., & Morrison, Kk. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass.
As an education enthusiast with a deep understanding of effective teaching strategies, I've not only studied but also implemented various pedagogical approaches to enhance learning outcomes. Molly Broere's article from February 14, 2018, resonates with my experiences, particularly in the realm of in-class reading strategies. During my academic journey, I've had the privilege of attending graduate school classes where innovative teaching methods were employed. One such strategy, akin to the one Molly describes, not only facilitated a robust discussion but also significantly bolstered my reading comprehension skills.
Now, let's delve into the key concepts presented in Molly Broere's article, highlighting the evidence-backed pedagogical approach inspired by Ritchart, Church, and Morrison (2011) that aims to make thinking visible and promote engagement, understanding, and independence for all learners.
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In-Class Reading Strategy:
- Objective: Enhancing reading comprehension through an interactive and structured approach.
- Materials Required: Regular square post-its, giant post-its or handout, markers or writing implements.
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Preparation for the Activity:
- Assign Reading Homework: Before the class, students are assigned reading homework.
- Create a Four-Square Grid: Using giant post-its, draw a grid with four labeled squares: Make Connections, Identify Changes, Raise Challenges, and Note Concepts.
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Four Categories for Interaction:
- Make Connections:
- Encourages students to relate readings to their lives, experiences, or other class discussions.
- Identify Changes:
- Students note changes in their understanding or perspectives after reading or learning about concepts.
- Raise Challenges:
- Provides an opportunity for students to question concepts or challenge the author's perspective.
- Note Concepts:
- Focuses on recording facts or ideas directly from the book.
- Make Connections:
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Implementation during Class:
- Use of Regular Post-its: Students use regular-sized post-its to jot down their ideas, noticings, and highlights for each of the four categories, with page numbers mentioned.
- Independent Work: Students work independently for several minutes.
- Group Discussion: Students in table groups share and discuss their post-its, promoting collaborative learning.
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Scaling for Class Size:
- Adjustment for Smaller Classes: For smaller classes, students complete the activity independently, contributing to a single giant post-it.
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Review and Discussion:
- Class-wide Review: The class collectively reviews and discusses all post-its.
- Rotational Discussions: Depending on the class size, students may rotate around the room to explore other groups' ideas.
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Adaptation of Strategy:
- Source of Strategy: The article credits Ritchart, Church, and Morrison's work, "Making Thinking Visible," as the inspiration for this effective teaching strategy.
- Encouragement to Adapt: Molly Broere encourages readers to adapt the strategy for their specific classes or disciplines and invites inquiries via email.
In conclusion, this evidence-backed strategy not only aligns with current pedagogical research but has been successfully implemented, as evidenced by Molly Broere's personal experience. This structured approach aims to make thinking visible, fostering engagement and understanding among students while promoting independence in their learning journey.
