Learning for Keeps: Teaching the Strategies Essential for - download pdf or read online

By Rhoda Koenig

ISBN-10: 1416610855

ISBN-13: 9781416610854

How can academics aid scholars enhance the literacy and problem-solving talents severe to turning into self sufficient newbies able to take on not just their rapid educational demanding situations but additionally the real-world difficulties they are going to face as adults? Asking scholars to memorize and recite proof isn t the reply. as a substitute, says Rhoda Koenig, educators needs to intentionally domesticate considering abilities and construct the innovations that empower scholars to spice up their very own learning--for retains. during this hugely sensible booklet, Koenig combines particular approach classes and training recommendations that arrange lecturers to skate along inexperienced persons, provide suggestions, help them after they stumble, and steadily permit move. by utilizing factors, reflective routines, demonstrations, and pattern classes, academics will methods to train with a twin time table of approach (how) and product (what) in a workshop environment Recast classes to foster scholars metacognition and psychological self-management learn the stairs taken whilst utilizing key suggestions with scholars Craft version approach classes notice and check scholars use of vital suggestions trainer scholars and mediate as they study procedural wisdom progressively liberate regulate to the learnerThis research-based, scaffolded method is embedded within the curriculum and aligns 3 components that aid scholars luck: preparedness for mandated tests; using significant problem-solving reports, functional writing, and top of the range fiction and nonfiction studying; and the merchandising of higher-order considering, self-efficacy, and self-direction.In studying for retains, Koenig demystifies the advanced tactics curious about studying to learn, write, and imagine good, reminding readers that if we pay insufficient cognizance to those bedrock methods, we shortchange the following iteration and positioned our destiny in danger.

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When we function in this capacity, we take on the combined roles of coach and mediator. This behavior is pivotal in elevating students’ cognitive functioning. As a mediator we intercede between the learner and the substance of what is to be learned; we are right there between the reader and the reading, the writer and the writing, the problem solver and the problem. As Reuven Feuerstein’s (1980) seminal work has shown us, the mediating functions of teaching may make the difference between high and low achievement.

Students read their writing aloud to other writers and identify words that have been repeated. Students work in collaboration to select replacement words using the strategies modeled by the teacher. The writer rereads revised work, listening for fluency and clarity. 3. The writer edits subsequent writing for redundant language. Lesson Objective: Reading with Accuracy Inert learning: The student reads aloud. The teacher corrects substitutions to be sure the text is read correctly and that the student “learns” unfamiliar or mispronounced words.

Writing Strategies Instruction There is a large body of research in the area of writing strategy instruction. Elementary students with and without learning disabilities were found to improve 23 24 Learning for Keeps their knowledge of the writing process and their writing abilities when they received TSI. The following conclusions were drawn from studies of the effects of TSI and writing achievement: • Students with learning disabilities performed similarly to normally achieving peers. • Secondary students with learning disabilities increased both the quality and quantity of their writing across three genres.

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Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners by Rhoda Koenig

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