Instructional Techniques File

EDUC 142: Interdisciplinary Reading Methods Alana Linde

Technique Description – (before, during, after)

Content Specific Example (Business)

Connection to Universal Constructs

Quick Write

At any time during reading, allow students 3-5 minutes to reflect upon their learning. Open-ended questions or statements can be provided to generate student responses.

After reading about generational differences, allow students time to reflect on considerations once they enter the work place. Students may choose to side with the fact that older generations need to keep up with the trends, or that they need to be patient with their coworkers.

Flexibility/Adaptability

By enabling students to see that not all people are digital natives, or that age differences really make an impact in the work place, students will respect qualities of others and be proactive to change.

Track Your Thinking During reading, students can be asked to use text annotation to make note of particular things. Some examples could be (?, !, and __) for confusing parts, parts they agree with, and important/main ideas.

Provide students an article about an entrepreneur and what it takes to build a successful business, and have students mark up the text with notation provided on their own.

Productivity/ Accountability

Students acquire new knowledge on their own. If they do not read the article, or track their thinking, they may miss out on developing new insights about the subject

Think, Pair, Share After reading, students can think about the highlights or a prompt from the article, pair up to discuss with a partner or small group, and have the student groups share out to the class what they discussed. This is a great way to get students talking about a text when students may otherwise not speak up.

After looking through the Iowa Code of Law, students will reflect on if they think it is possible to get a fair, unbiased jury. Students will share their thoughts with a partner and share with the class the similarities and differences between partners as well as why they sided the way they did.

Critical Thinking

Students analyze information to formulate a claim and provide evidence to support their claim

Complex Communication

Students partake in meaningful, engaging interactions with their

Instructional Techniques File

EDUC 142: Interdisciplinary Reading Methods Alana Linde

peers by respectfully disagreeing or agreeing with their peer

Jigsaw Before or after reading, have students split up into groups to individually investigate a topic covered in the text. Students will then present on their specified topic to their group. This is a great way to enable students to teach each other, and to cover a lot of material quickly. **Caution, if it is important for all students to know material in depth, don’t use this strategy.

Students can individually focus on a particular type of insurance and write down what it is, what is it used for, and its effectiveness. They will then share out to their jigsaw groups to collectively cover all of them.

Productivity/Accountability

Students must be responsible for informing their peers in their group what their topic is about and answer questions that they may have.

Double Entry Journal During or after a text, students can fill out a two column chart pertaining to ideas from the text and reactions/connections to them. This is a great way to bring text to real-word and bring it to life.

Have students read and review a business’s financial plans. Have them fill out a graphic organizer that notes connections to the text that were implemented in the plan and allow them to make connections. This can be a tool for students to use if a later project asks them to write their own plan or to critique the one they just read.

Critical Thinking

Students analyze the work of a business to illustrate that what they are learning in class is applied in organizations. They are able to question their processes and use this to frame their thinking.

Give One, Get One Before or after reading, have students jot down a thought from the text (predictions, main idea, important concept, takeaway, etc.). Have the paper split into fourths and allow students time to collect and share their responses with their peers. Students are left with four thoughts from the text to keep and reference.

After reading and watching successful marketing campaign strategies, students can jot down a strategy that they may use for a future project, they can collect their peers’ opinions as well to consider.

Creativity

Students are having to create ideas that do not come directly from the text, but use it to start their thinking

Critical Thinking

Students analyze what will be helpful to reach

Instructional Techniques File

EDUC 142: Interdisciplinary Reading Methods Alana Linde

the most people

Save the Last Word After reading, have students select a sentence from the text to discuss for them to read aloud, have group members respond to the sentence. Allow the student who began to make concluding remarks about the discussion.

After studying a case specific example of a trial, students will provide their opinion for what should be the ruling of the trial. They will provide a specific statement from the excerpt to support their statement. Students will comment how the statement selected does support the claim, giving the last student a chance to hold their ground or change their mind.

Critical Thinking

Students will analyze the excerpt and collect evidence to make their determinations

Write Around Before or after reading, have students write down a thought from the text. Pass their papers in a circle with a group to allow peers to read and comment on the previous students’ writing. After the paper returns to the original student, the student now has a paper full of thoughts whether that be main idea, or comments on a particular topic.

To allow students to grapple with an article about interview skills, students will write down a statement about what insights they gained from the article. As the students pass the paper around, they will add their insights as well.

Complex Communication

Students can engage in meaningful conversation although it is written and not oral. Students can formulate their ideas stemming from the prior students comment.

5-7-9 After reading, give students 5 minutes to write, 7 minutes to talk, followed by an additional 9 minutes to write. This encourages students to engage in reflective thinking and refine their thoughts after sharing with others.

After learning about diverse cultures in the work place, engage students in Bafa bafa simulation. Give them time to reflect about the experience. After discussing with their peers, have student revisit their writing to incorporate new insights that they gained from the discussion.

Complex Communication

Student experience what it is like to interact with people of different cultures

Flexibility/Adaptability

Students partake in an activity outside their comfort zone and learn to respect the unique qualities in others

Instructional Techniques File

EDUC 142: Interdisciplinary Reading Methods Alana Linde

Graffiti After reading, allow students to visually represent something from the text, whether it is the main idea, or any concept that they will take away. This can be a technique that appeals to visual learners by displaying the art in the classroom as a reminder.

Have students create a graffiti poster centralized around an article that discusses leadership in the workplace. This can be something that the students can use and a helpful reminder of the extra tasks that you might be called upon to fulfill in the workplace.

Creativity

Students use abstract thinking to visually represent concrete ideas.